This study examines chemistry graduate handbooks through the lens of backward design. Backward design emphasizes setting measurable learning goals (what you want students to know, understand, and be able to do) and aligning designing learning outcomes (specific abilities students should demonstrate upon assessment) and learning activities to achieve the goals. Document analysis was used in analyzing publicly available chemistry graduate handbooks from 60 chemistry departments. The study found that most handbooks did not explicitly state learning goals for programmatic elements, suggesting incomplete implementation of backward design. Given its proven success, the study suggests that aligning graduate handbooks more explicitly with backward design could better prepare students for the workforce and enhance doctoral education in chemistry. 

This study explores the overarching goals of doctoral education in chemistry (DEC) from the perspective of research-intensive faculty through in-depth interviews. Six key goals were identified: two primary goals, preparing students for competitive careers and developing independent scientists, and four secondary goals, building expertise, fostering critical thinking, producing novel research, and enhancing institutional rankings. Findings suggest that training students to be competitive for future careers and independent scientists are closely linked. The study also highlights that students may receive inadequate career preparation. The study highlights the need for well-rounded doctoral training that equips graduates with expertise, critical thinking, and adaptability for future challenges. 

This qualitative study examines faculty perspectives on the goals and outcomes of the key programmatic elements in US chemistry doctoral programs. Interviews with 46 faculty members identified programmatic elements such as research, coursework, lab rotations, the candidacy process, seminar, publications and teaching assistantships among others. Findings reveal misalignment between stated goals and actual practices, challenges in integrating workforce skills, and structural issues causing student stress. The study highlights the need for clearer goals, better alignment with career preparation, and improved support systems. While the study focused on US chemistry doctoral programs, the insights provide a framework for enhancing doctoral education globally. 

This study examines the career paths, challenges, and support systems experienced by women faculty in chemistry, highlighting structural barriers and support that influence recruitment, retention, and career advancement. Through in-depth interviews, eight key themes were identified, reflecting the interaction between individual agencies and institutional constraints, including early career motivations, decision-making processes, mentorship, institutional policies, work-life integration, and support networks. The findings reveal ongoing challenges such as unequal policies, caregiving responsibilities, and limited advancement opportunities, while emphasizing the importance of mentorship, flexibility, and supportive networks in sustaining academic careers. The study highlights that improving institutional support and addressing structural barriers are essential for fostering successful long-term careers for women in academia.