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Q & A for Learning and Working in the World of STEM 

Dear Professor, 

As a student, I have been looking at the curricula and plans of study for various universities and it seems as though they require a great amount of auxiliary study in areas outside of science and engineering.  It appears to me that we have prepared ourselves in those areas already, sufficiently enough to get us into a prestigious university.  Why then, do they include so many course requirements in non-STEM  studies? 

Dear STEM Student, 

I understand completely!   My first undergraduate degree was in chemistry.  I anticipated that in my college days I would spend massive amounts of time in a laboratory filled with chemicals and glassware.  I dreamed of fantastic experiments yielding dramatic results. 

I often have the opportunity to be a grant reader.   Scientists and engineers can spend a significant portion of their time preparing documents to obtain funding for their research and related work.    Along with others on a panel, I am charged to read a grant proposal and pass judgment on its worthiness to be funded. 

I would like to share with you some the judging notes we have used: ​

Criteria for Success; Should the project be funded? 

The scientific argument for funding must include the following: 

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• Concise scientific evidence taken from each and every step of the proposed research 

• A very clear relationship between each step and the governing dynamic and/or guiding question 

• Clear and sufficient support information for each step in the research 

• Clear information and verification of the scientific capabilities of the applicant 

• Precise photos, graphics and diagrams sufficient to explain process and results 

• Short and concise summary of the project goals and outcomes.   ​

The above is merely a first round checklist employed to separate proposals into “fund” and “do not fund” piles.  Of course, we go into greater detail later in the evaluation process. 

Let me show you our list of criteria one more time, with certain words highlighted: 

• Concise scientific evidence taken from each and every step of the proposed research ​

• A very clear relationship between each step and governing dynamic and/or guiding question 

• Clear and sufficient support information for each step in the research 

• Clear information and verification of the scientific capabilities of the applicant 

• Precise photos, graphics and diagrams sufficient to explain process and results 

• Short and concise summary of  project goals and outcomes.   

Is it not amazing, that much of our first round of judging is based on communications skills, mastery of language, graphics and art, and even the ability to tell a good story? ​

Certainly, to be successful in a STEM career, you must master your field of study.  Just as important, you must integrate your thinking skills and expertise with many other academic pursuits. 

I suggest the main reason so many non-STEM classes are required to obtain a STEM degree is that scientists and engineers rarely work alone.  They are usually working in teams and working with other groups of people in business and government entities.  STEM research and innovation is a team effort. You must have the skills to interact with your teammates.  

I put this thought to you. Which is more important; knowing how to cook, or knowing how to run a restaurant?  Both are essential.  Organic Chemistry class and Speech class were both very important to me. The above message was written and presented by a chemist, who also plays the piano, has excellent hand-writing ability, loves to tell stories, and loves to cook, but cannot operate a restaurant.

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