How to Attain Professional ATTITUDES

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  • "*H

    s ACS NEWS

    i m i sss .

  • Here are some pros a n d cons about discussing pro-fessional topics wi th college chemistry students

    i ess iona l m m ; **Wc l>elie\e i n o i e can h e a c c o m p l i s h e d on an ind i \ idual d i s cus s ion hasis than in l e c t u r e s ; "1 w o u l d cons ide r o n e o r t w o l ec tu res a yea r a d e q u a t e ; " a n d "I t seems to us that t h e d e s i r a b l e feelings abou t one ' s p ro-fession a r e not \ er\ well mcu lc . i i ed from l ec tu re s ; ra ther thev must grow from w i t h i n , ar is ing out ol pa r t i c i pa -t ion in a g r o u p . "

    T h e s e r e m a r k s indica te that the re is a r e a s o n a b l e a m o u n t ot ellort and inter-est in s h a p i n g t h e a t t i t udes oi s t u d e n t s t o w a r d t h e profess ion the> a r e a b o u t t o e n t e r . T h e r e are great va r i a t i ons . h o w e v e r , in a p p r o a c h to the m a t t e r . S o m e be l i eve it s hou ld be- l o r m a l i / c d : o t h e r s feel t ha t it should be e \ t r e m e l \ i n fo rma l or casua l ; and a majoritv r e c o m m e n d s o m e t h i n g i n t e r m e d i a t e .

    The Statistics of the Study

    T h e q u e s t i o n n a i r e w a s ma i l ed to t h e h e a d s of d e p a r t m e n t s of c h e m i s t r y a p -p r o v e d by t h e C o m m i t t e e on Profes-s iona l T r a i n i n g a n d to faculty sponsors of s t u d e n t affiliate c h a p t e r s at schools not o n th is list, a total of 4 0 3 . R e t u r n s w e r e r ece ived from 257 schools , a 6 3 . 8 r ( r e sponse .

    T h e la rges t n u m b e r ot r e s p o n d e n t s , 158 . i n d i c a t e d t h a t va r ious a s p e c t s of p ro fess iona l a t t i t u d e s w e r e d i scussed in a g e n e r a l m a n n e r , e i ther in c h e m i s t r y c o u r s e s or on an ind iv idua l basis . M a n y cal led p a r t i c u l a r a t t en t ion to t h e " i n d i v i d u a l b a s i s " pa r t of t h e ques t i on .

    The next la rges t g r o u p . V) r e spond-e n t s , i n d i c a t e d tha t at the i r schools t h e r e w a s li t t le or no d i scuss ion in lec-t u r e s or wi th ind iv idua l s o n t h e sub jec t of p ro fes s iona l a t t i t u d e s . T h i s lack of ac t iv i ty does not necessari lv i n d i c a t e a n e g a t i v e a t t i t u d e t o w a r d t h e idea S o m e p ro fessed tha t t h e \ wou ld like to s ta r t such a project if thev c o u l d find t h e right pe r son to do the job. o t h e r s i n d i c a t e d that t h e q u e s t i o n n a i r e h a d p r o v i d e d a basis for def in i t ive t h i n k i n g a long t h e s e l ines . Onlv a b o u t one t h i r d ot this g r o u p de f in i t eh indi-c a t e d d o u b t s as to its v a l u e

    Fortv schools r e p o r t e d tha t o n e or m o r e specif ic l ec tu res on profess ional -ism w e r e p r e s e n t e d anniiallv to t h e n s t u d e n t s , mainlv to u n d e r g r a d u a t e s .

    What Topics Are Discussed?

    (Questions w e r e a sked abou t w h a t profess ional topics w e r e d i s c u s s e d . s i \ t o p i c s w e r e more p o p u l a r t h a n all the o t h e r s , e a c h b e i n g d i scussed bv 17 1 or m o r e schools. ( b e c k e d most fre-q u e n t l y ( 193 t imes ) was the m a t t e r ot d i s c u s s i n g emplov inent o p p o r t u n i t i e s in var ious fields. Almost e q u a l l y i m p o r tau t , a c c o r d i n g to the r e s p o n d e n t s , was the clesirahility of b e l o n g i n g to a p ro -fessional society and s u p p o r t i n g its p ro-g rams . Discussions of t h e usefu lness ot g r a d u a t e t r a i n i n g in c a r e e r p l a n n i n g , the profess ional va lue of a t t e n d i n g t e c h n i c a l m e e t i n g s , a n d u s i n g t echn ica l pub l i ca t ions to t h e best a d v a n t a g e for job success were* n e a r l y vis p o p u l a r . M e n t i o n e d onlv sl ightly less l r c q u e n t K was the* n e e d for c o n t i n u e d stuclv a l t e r a c c e p t i n g emplov inent .

    I n t e r v i e w t e c h n i q u e s a n d e th ics w e r e c o n s i d e r e d vv orthv of d i scuss ion b y 130 r e s p o n d e n t s , and pe r sona l respons ib i l i ty tor m e r i t i n g p rofess iona l r ecogn i t ion t h r o u g h a t t i t u d e s , k n o w l e d g e , a n d b e -havior was m e n t i o n e d bv 119 ot those w h o a n s w e r e d . O p p o r t u n i t i e s for a d -v a n c e m e n t in var ious t y p e s of pos i t ions was c h e c k e d 104 incs.

    F o u r o the r top ics w e r e m e n t i o n e d from 7 2 to S 6 t imes e a c h . T h e s e w e r e the t e a m a p p r o a c h to r e sea rch , p r o b -l ems of job ad ju s tmen t , e m p l o y e r - e m -plov ee re la t ionships , a n d the respons i -bili ty of each profess iona l person to his c o m m u n i t y . Almost as m a i n r e s p o n d -en ts i n d i c a t e d tha t t h e s e topics we*c not d i scussed , from w h i c h it m a y b e i n f e r r ed tha t e i the r o p i n i o n was a b o u t e q u a l l y d iv ided as t( t he i r n e e d o r tha t t h e v w e r e b e i n g ove r looked .

    L e a s t f r equen t ly m e n t i o n e d topics ot d iscuss ion , e a c h b e i n g m e n t i o n e d 2 S

    t imes o r less w e i e e i t ip lox meu t eon-tracts , pa t en t l i gh t s , a n d t h e e t h i c s of c h a n g i n g jobs. Fo r t h e s e , from HH to 9 4 clieek\ w e r e e n t e r e d for " n o t dis-cussed/* A p p a r e n t ] ) t h e s e top ic s are rece iv ing relativelv l i t t le a t t e n t i o n , and v et t h e r e arc de f in i t e i n d i c a t i o n s of the i r n e e d based tm ca se h is tor ies of diffi-culties a r i s ing from lack of in fo rmat ion .

    On t h e has is of re tu rns from 2">T de-p a r t m e n t s of chomist iv i n t l i e l ' . S . . the fol lowing o b s e r v a t i o n s o n efforts to gu ide profess iona l a t t i t u d e s of s t u d e n t s appear 'ustified

    Summary

    "I he r e a i e s t rong o p in ions b o t h for and against the d i scuss ion of profes-sional topics wi th col lege s t u d e n t s

    \ majoritv b e l i e v e t h a t s o m e dis-cussion ol profess ion. i l top ics is des i r -ab le hut it s h o u l d be :

    lnforin.il .ind on an i nd iv idua l bas is insofar as pos s ib l e .

    Limited t o a tew lec tures il such seem i iee issar\ .

    ( a n i e d o u t in s emina r s , s t uden t affil-iate chap te r m e e t i n g s , a n d like ses-sions o u t s i d e t he academic- c u r r i c u l u m .

    Strong!) s u p p l e m e n t e d bv s o u n d professh>nal e x a m p l e .

    Some l ibe ra l arts col leges a r e not as c o n c e r n e d a b o u t i n c u l c a t i n g p ro fes -sional a t t i t udes as o t h e r schools be -cause thev feel their s t u d e n t s will re-ceive t h i s t r a i n i n g in g r a d u a t e schools . Others , however , feel this is neeessarv since not al l s t u d e n t s c o n t i n u e wi th g r a d u a t e w ork.

    T h e m o r e fo rmal l ec tu res on p ro -fessional a t t i t u d e s , w h e n thev arc p r e -sented, are usual lv given in i n s t i t u t i ons with large n u m b e r s of s t u d e n t s ma jo r -ing in chemis t ry . Smal l schools verv seldom organi/ ie courses or l e c tu r e s . All appear t o b e equa l ly i n t e r e s t e d in the subject.

    The Cinmmit tcc on Profess iona l Re la -tions a n d S t a t u s , af ter r e v i e w i n g all of the1 results, be l ieves tha t th i s survey7

    shows a se r ious interest b \ A m e r i c a n colleges and univers i t ies in i n c u l c a t i n g des i rable profess ional a t t i t u d e s in y o u n g people a h o u t to en te r the c h e m i c a l pro-fession. T h e C o m m i t t e e is stuclv ing various ways ot ass is t ing in this p ro -gram. Cur ren t efforts i n c l u d e c o o p e r -ating with c e r t a i n local s ec t i ons wish-ing to sponsor d i scuss ions and l ec tu r e s on professional top ics at col leges a n d universities in t h e i r a reas , and the p r e p -aration of p a m p h l e t s on var ious p ro -fessional topics in w h i c h a t t i t u d e s arc* an impor tan t p a r t .

    N O V . 17, 1958 C & E N 7 3

    http://profession.ilhttp://lnforin.il

    ACS NEWSATTITUDESThe Pros and the ConsThe Statistics of the StudyWhat Topics Are Discussed?Summary