2019 acs graduate Student Survey Report

The Recommendations Resulting From the 
2019 ACS Graduate Student Survey Are:
• Conduct future surveys examining the values and socialization factors of graduate students in 
the chemical sciences that will provide a multicultural lens to focus on topics such as career 
motivation, advisor–advisee relationships, sense of belonging, intersectionality, and mentor–
mentee relationships. These surveys have the potential to elucidate connections with social-
ization research done in other STEM and humanities fields, allowing for a convergence of cross-
disciplines and of research, theory, and practice.
• Disseminate and share transparent, real-time information with undergraduate and graduate 
students about the wide variety of career paths available to chemical scientists with graduate 
degrees, including current job market data, expected competencies for various positions, and 
career outcome data of alumni and alumnae, members, and others with chemical science 
degrees.
• Promote the importance of and implement activities that achieve diversity, equity, inclusion,
and respect (DEIR) for the students, faculty advisors, administrators, and staff within the 
graduate education community.
• Communicate the value and breadth of different career areas available to chemical scientists 
with master’s and doctoral degrees, and provide programming that allows graduate students to 
explore different career areas and sectors. Ideally, the programming should be embedded in the 
curricula early in graduate students’ experience.
• Communicate the value and expected core competencies associated with the acquisition of a 
graduate degree in the chemical sciences as described by the National Academies Press report 
on Graduate STEM Education for the 21st Century (2018).
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• Enhance graduate curricula to provide guided competency development activities that address 
communication, project management, pedagogical, and leadership skills.
• Communicate the value of available benefits, including career counseling resources, to gradu-
ate students.
• Promote and provide guidance for the use of Individual Development Plans (IDPs) with an in-
tentional focus on the flexible, adaptable, and iterative nature of the IDP process. Programming 
associated with the IDPs should allow for thorough self-assessment.
• Provide substantive resources to address and prevent harassment (e.g., related training for 
students and faculty, mechanisms that encourage dialogue and reporting, and supportive 

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structures for vulnerable groups, etc.). A code of conduct should be shared with the graduate 
education community. Clear guidelines for how to address behaviors associated with any kind 
of harassment and a commitment to accountability should be disseminated.
• Communicate the value of and provide access to experiential opportunities (e.g., internships, 
international research, teaching opportunities, broader impact opportunities, etc.) that can sig-
nificantly enhance the personal and professional development of graduate students.
These recommendations are based on the findings of this survey within the contexts of recent re-
ports on graduate education, the current job market climate, and potential collaborative endeav-
ors among the stakeholders of the graduate education ecosystem (i.e., university and industry 
partners, department representatives, graduate student mentors and advisors, partner profes-
sional societies, graduate students, and ACS).

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