Providing Opportunities for Scholarship and
Research: contribution to the Carnegie Initiative on the
Doctorate (CID)
Basic Information, and Program
Requirements for Graduate Students
(Effective, Summer, 2005)
Department of Chemistry
Howard University
Washington, D.C.
www.chem.howard.edu
Tel. 202 806 6900
Department’s Mission Statement
 The Department of Chemistry at Howard University has
a deep historical commitment to the training of African
Americans and others of African descent. However, we
actively recruit and train talented students from all
communities, on both the undergraduate and graduate
level. The Department fully dedicates itself to
developing confident scholars through research,
mentoring, professional development, and networking in
order for them to excel in the global community. At the
graduate level, we seek out promising students who can
benefit from the Howard University experience by
providing training in funded, and nationally competitive
research projects that will prepare them for leadership
roles in industrial, government, or university careers.
Broad Objectives

To maintain and build upon the role of the
Department as a leading provider of doctorate
education to students of African descent and other
groups that are underrepresented in the chemical
profession.
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Increase graduate student enrollment by 100 percent
over a 5-year period
Increase Howard’s contribution of the nation’s annual
production of African American Ph.D.s from its current
10% to about 15% in a 5-year period (based on 2004
data)
To provide significant opportunities in graduate
education to those students whose level of
preparation may not reflect their true potential.
Broad Objectives, cont.

To build upon a national recognition as a leading
graduate chemistry program as perceived by peer
institutions, the National Research Council , the
American Chemical Society, and other relevant
professional organizations.

To develop students who can demonstrate excellent
theoretical knowledge, think critically, as well as
communicate basic chemistry knowledge and research
findings to scientists and students through oral
presentations, lectures, peer-reviewed publications,
and supervise undergraduate and graduate research
projects (Developing future Stewards of the Profession)
Expected Outcomes
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Increase graduate enrollment from the
current 30 to 40 by 2005/06, to 45 by
2006/07, to 50 by 2007/08, to 55 by
2008/09, and to 60 by 2009/10
Increase the annual production of
African American doctorates to 5 by
2008, and to 7 by 2010.
Major Programmatic Initiatives

Early Assessment of Commitment and Competency
(Quality Control)
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Flexible Curriculum
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Summer Workshop for incoming graduate students
Placement Examinations
Special Courses to Enhance Preparedness for Graduate
Studies
Student-specific curriculum
Opportunity for interdisciplinarity.
Early transition to research enterprise
Integration of Professional Development into
Curriculum
Early Quality Control :Establishing Core
Competency
 Standardized Placement Examinations in
Analytical, Inorganic, Organic, and Physical
Chemistry for In-coming Students

Use standardized ACS exams as placement exams
for in-coming graduate students. Students must pass
all 4 exams to demonstrate competency of
undergraduate material.

Summer Academic Enhancement Workshop for Incoming Graduate Students
•
6 weeks of Academic Enhancement in the Core Chemistry
Sub-disciplines to prepare for Exams
Early quality control, cont.
 Failure in any ACS sub-discipline exam
Special graduate courses will be offered to enhance
preparedness for graduate studies in the sub-discipline
Students must pass the ACS exams at the end of the 1st
Semester
Failure to pass ACS exams in the 4 sub-disciplines at
the end of first semester
 Student would be placed in the Master’s Program
Flexible and Student-specific
Curriculum
 After passing all ACS exams
Only 15 Hours of Advance Chemistry Courses Required
Prior to Ph.D. Candidacy
Choice of Interdisciplinary Courses for additional
Coursework to complete the 36 hours requirement
 Biochemistry
 Pharmaceutical Sciences
 Biology
 Chemical Engineering (Materials Science)
 Teaching and Communication
Flexible Curriculum: Early Transition to Research
Student to join research group end of 2nd
Semester
Selection of Advisory Committee end of
2nd Semester
The Research Enterprise: Group Mentoring
through an Advisory Committee
 An Advisory Committee consisting of a
Research Advisor and 2 other faculty, at
least one must be from a different subdiscipline
 The Advisory Committee will be included
in the Dissertation Committee
Integration of Professional Development into
Curriculum: Presentation Skills
Student to give an “Original Idea” Presentation
to the Advisory Committee in the 3rd Semester.
This shall be on a topic other than the students’
research
Student to give a defense of thesis proposal to
the Advisory Committee.
Thesis proposal to be written in form of a grant
application, which could be used as a basis for
the application for candidacy.
Integration of Professional Development, cont.
 Cumulative Exams
 The cumulative exams will be based on
suggested literature topics and/or topics from
departmental seminars.

Students must pass 4 cumulative exams within 2
years
 Coffee, Snacks get-together prior to Friday
seminars to foster collegial interaction
between students and faculty
Cumulative Exam Schedule
 Week of Sep 19
 Inorganic
 Organic
 Week of Sep 26
 Week of Nov 21
 Inorganic
 Organic
 Week of Nov 28
 Physical
 Analytical
 Physical
 Analytical
 Week of Oct 17
 Week of Jan 15
 Inorganic
 Organic
 Inorganic
 Organic
 Week of Oct 24
 Week of Jan 22
 Physical
 Analytical
 Physical
 Analytical
Integration of Professional
Development, cont.
Workshop on business presentation to be
sponsored and offered by an Industry
Partner (Monsanto, Colgate-Palmolive
were past sponsors)
Oral Presentation Skills
Resume Preparation
Interview Skills
Integration of Professional
Development, cont.
 Each student must enroll in at least one
Professional Development Course that includes
all or some of these concepts
Ethical Case Studies
Oral Presentation Skills
Library Resources
Writing Grant Proposals
Writing Manuscripts
Pedagogies of Teaching
Integration of Professional Development, cont.,
Preparing Future Faculty (PFF)
 Students will be encouraged to enroll in
Howard’s Preparing Future Faculty (PFF)
courses to satisfy the Professional Development
Course requirement
Example, Teaching and Learning as a Scholarly
Activity (GPFF 403)
A series of Lectures and Activities focusing on the
Pedagogies of Teaching and Learning
Integration of Professional Development, cont.,
Curriculum Practical Training (CPT)
Provide opportunity for internship for Ph.D.
candidates at Government and Industrial
Laboratories
Significant transitions (and expected outcomes)
to be completed in 2 years
 Completion of placement
exams
 Affirmation of basic
knowledge
 Completion of required
courses
 Broad and basic
knowledge
 Completion of cumulative
exams
 Exposure to current
research literature
 Presentation of Original Idea
 Demonstrate ability to
formulate new ideas
 Research Experience
 Beyond the “technician”
stage
 Oral defense of Research
Proposal
 Depth in knowledge base
 Contribution to knowledge
base
 Application for Ph.D.
Candidacy
 Professional development
Summary Requirements for Ph.D.
Candidacy (Max 2 years)
 ACS Placement Examinations
 Must pass exams in 4 divisions in 1st Semester
 Coursework (minimum 18 credit hours required)
 3 Courses from sub-discipline (division)
 2 Courses from two other sub-disciplines (divisions)
 1 Professional Development Course
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English Competency and Expository Writing
Responsible Conduct of Research Workshop
Cumulative Examinations (pass 4 exams)
Selection of Research Advisor/Project and Advisory Committee
 Oral Presentation on original idea (3rd Semester)
 Oral Presentation on dissertation proposal (4th Semester)
 Dissertation Proposal and Dissertation Research
 Application, and Admission to Candidacy
Summary Requirements for Ph.D.
Degree
 ACS Placement Examinations
 Must pass exams in 4 divisions in 1st Semester
 Coursework (minimum 18 credit hours required)
 3 Courses from discipline (division)
 2 Courses from two other disciplines (divisions)
 1 Professional Development Course
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English Competency and Expository Writing
Responsible Conduct of Research Workshop
Cumulative Examinations (pass 4 exams)
Selection of Research Advisor/Project and Advisory Committee
 Oral Presentation on original idea (3rd Semester)
 Oral Presentation on dissertation proposal (4th Semester)
 Dissertation Proposal and Dissertation Research
 Application, and Admission to Candidacy (First 2 YEARS)
 Departmental Seminar Presentation (prior to Dissertation Defense)
 Completion of 72 credit hours
 Dissertation Completion
 Final Oral Examination
Reflections on the CID
Convening, August 12-16,
Palo Alto, CA
A Student’s Perspective
(Nicole John, Ph.D. Student)
Purpose of the Convening
To discuss various strategies used in
the development of students as
researchers and scholars.
Pedagogy of Research
The theory and practice of developing researchers
and scholars is called the ‘pedagogy of
research.’ It involves:
- all of the specific techniques, skills and
habits of mind a researcher ought to know
and exhibit
- how one teaches a student these
techniques, skills and habits of mind
- how a student learns and in what settings
and with whom a student learns best
Objective – To develop students who
have the following skills.
Ability to ask questions and develop a line
of inquiry
Competence in conducting research
Ability to share findings and communicate
results
Ability to develop a professional identity as
a researcher and scholar
Focus of the talks….
 A - Theories that govern a Department’s mode of
activity in the graduate program.
 B - The definition and importance of ‘good
mentoring’.
 C - The challenges involved in instituting good
mentoring practices.
 D - Different strategies employed to encourage
faculty to implement good mentoring techniques.
A -Theories that govern a department’s mode
of activity in the graduate program.
The apprenticeship model : graduate
education as a form of professional
training, an institutional device
guaranteeing education while the student
simultaneously works under a master.
Characteristics of a good
apprenticeship model
Adequate training of new students by
designated staff e.g. post-docs, senior
graduate students and in the absence
of these, the advising professor.
A ‘safe’ period of trial and error.
Effective and efficient communication.
Timely correction so that faults do not
become habit.
B - Good Mentoring
 In Greek mythology, Mentor was the counselor and
surrogate father to Telemachus while his father,
Odysseus, was away. Mentor was key to
Telemachus' growth by guiding, educating, and
protecting him, introducing him to influential leaders,
and teaching him valuable leadership skills. Mentor's
role in shaping the character and philosophy of
Telemachus in his childhood is not unlike the
challenges and responsibilities faced today in
academia in the everyday interactions between a
faculty advisor and his or her graduate student.
Importance of Mentoring
 Having a mentor - or better yet - multiple mentors, can be key
to graduate student development and professional success.
 Students with mentors are more likely to make timely progress
toward their degrees, to enter their professions, and to meet the
various challenges of their careers.
 Just as professionalism is more than the acquisition of
knowledge, so must mentoring extend beyond the classroom or
laboratory and even beyond academic and career advisement.
 We must begin to think of a “Pedagogy of Mentoring”
Pedagogies of Mentoring
 Respect students as colleagues and thus encourage sharing of
ideas, experiences, and ethics.
 Create intellectual challenges and make standards clear
through open, frequent, and consistent communication.
 Provide reliable advice and continual encouragement.
 Be readily available.
 Multiple mentors. No mentor can know everything a given
student might need to learn in order to succeed. Everyone
benefits from multiple mentors of diverse talents, ages, and
personalities. No one benefits when a mentor is too
"possessive" of a student.
C - Challenges of Mentoring
Mentoring takes work, experience, and
patience.
Good mentoring practices do not
happen overnight.
The mentoring role changes, depending
on the needs and stage of professional
development of the student.
D - Strategies to encourage good
mentoring
 Institutions should incorporate mentoring and advising effectiveness
in the criteria used for appraisals of faculty performance, including
evaluations for the purposes of promotion and tenure.
 Faculty Evaluation (bi-annual)
 Exit Interview
 Suggestion Box on Faculty Performance
 Time-to-degree
 Students should be advised to ask for survey information from
potential Faculty advisors
 Provide guidance on mentoring for new faculty and advisers, which
can include briefings, workshops, the assignment of senior mentors,
and instructions on campus and Internet resources.
http://www.nap.edu/readingroom/books/mentor/6.html
Strategies to encourage good mentoring
 Sponsor more discussions of topics relevant to
mentoring, such as professional standards, ethical
values, and balancing career and personal life.
 Create an institutional award for distinguished mentors.
The White House Office of Science and Technology
Policy and the American Association for the
Advancement of Science have recently instituted such
awards on the national level. Recognition at the
Departmental level is a key first step.
http://www.nap.edu/readingroom/books/mentor/6.html
Resources
http://www.nap.edu/readingroom/books/m
entor/1.html#mentoring
http://sll.stanford.edu/projects/tomprof/new
tomprof/postings/97.html
http://www.nap.edu/readingroom/books/m
entor/6.html