Understanding the Specific Technical Requirements Needed for Successful Transitioning to a Workplace and the Chemistry Undergraduate Course Syllabi: A Case Study

Abstract

The skills and knowledge of the employers of chemists have been explored in varying degrees of specificity. Some studies have argued that the current university curriculum does not prepare students for modern industry adequately, while others have provided an overview of the job market for graduates with a bachelor's degree in chemistry. In order to stay relevant, the chemistry undergraduate course syllabi need to evolve constantly to meet the needs of the modern-day chemist. This study examines the specific technical skills and knowledge in job advertisements required by graduates with a bachelor's degree in chemistry to successfully transition to a workplace. A relatively new initiative in the chemistry department of the National University of Singapore, namely, the final year internship program, is also evaluated in this paper. Additionally, the chemistry undergraduate course syllabi of the universities and the most researched chemistry topics are examined. The aim of this study is to bridge the gap between chemistry departments and industries or research institutes.

Navigating the Future of Separation Science Education: A Perspective

“…Student assessment should reflect the importance of these skills, as they are also abilities that will be critical in their future careers [38]. Aligning learning goals with the current needs of industry and leveraging research experiences and internships to give students direct hands-on experience with modern instrumentation can also be beneficial [39]. While the need for students to understand the fundamentals of separation science will not go away, the approaches that are used to introduce these topics can be updated to help improve the quality of training and broaden overall skill sets.…”

Upper-Year Materials Chemistry Computational Modeling Module for Organic Display Technologies

“…Historically, materials chemistry education has largely been limited to brief introductions within the context of the traditional chemical subdisciplines, with students receiving insufficient education or training to meet the requirements of entry-level industrial positions . For example, the composition of natural substances has been taught within the context of inorganic or analytical chemistry. − Discussion of materials chemistry has additionally been expanded into organic chemistry courses with the invention of commodity plastics such as polyethylene and polystyrene as well as specialty/high performance plastics including polycarbonates and polyimides. , However, over the past few decades, materials chemistry has undoubtedly become more of an integral part of undergraduate education.…”