INDUSTRIAL INTERNSHIPS (CO-OPS) IN GRADUATE SCHOOL—HOW, WHEN, WHY, AND WHERE?

Abstract

We describe here some newer approaches to graduate study and support in the new millennium, applicable not only in chemistry, but perhaps most fields of science, mathematics, and engineering. These internships involve a true sharing of a student between the university/college and an industrial partner or employer, perhaps throughout the graduate student's entire M.S. or Ph.D. program of study. These approaches blend formal education and research training at the academic site with true, practical experience and education at the industrial location. More than a single advisor can be involved, and direction can be provided by both the academic and industrial participants. The student derives formal course work, academic research experience, and practical, hands-on, industrial experience throughout the graduate course of study. Advantages and (at times) disadvantages are addressed, but it is apparent that this type of graduate internship can be extremely beneficial to all of the involved parties, especially for the graduate student.

ACKNOWLEDGMENTS

Over many years, we have been privileged to work with many industrial counterparts, in any number of companies, sharing a large number of graduate students. The best of such arrangements involved intimate collaborations, discussions, meetings, exchanges of thoughts and ideas, and pulling together in the same directions, most of the time. Communication is paramount, for without that, the student suffers, things do not move forward as efficiently or quickly as possible, and everybody loses when they could be gaining. Intimate communication, almost daily conversations and discussions, is the key to overall success. Our major successes have always involved constant communication, on a daily basis, or perhaps every other day. When it becomes difficult to contact the other person involved in the student's thesis direction, everyone eventually suffers.

We acknowledge graduate student co-op support from a number of individuals and firms, starting with Stan Smith at Instrumentation Laboratory in 1980, moving to Brian Bidlingmeyer at Waters Corporation, Jack Driscoll at HNU Systems, Benny Feibush and Jack Crissman at Supelco Corporation, Kathy Grant and Brian Turner at BASF Bioresearch Corporation, Pam Thompson at Millennium Corporation, Karl Bratin at Pfizer Corporation, Rohin Mhatre at Biogen Corporation, Marty Gurkin at EM Science and Isco Corporation, Billy Wu at Genentech Corporation, John Nappier at The Upjohn Company, Marty Vanderlaan at PerSeptive Biosystems, Steve Cohen and Mike Swartz at Waters Corporation, Hernan Cortes at Dow Chemical USA, and many others.

It would be fair to say that in almost all instances, the industrial advisor and counterpart showed extreme interest in the successful development of the graduate student involved. They were an intimate part of that student's career development, often with direct supervision, hands-on training, advice, consulting, counseling, and so forth. Everyone eventually benefited, and the students came away with degrees, publications, practical training, industrial experience, and laboratory skills above and beyond what would have been possible any other way. Everyone can benefit from such arrangements; it is merely a matter of trying to succeed and then trying again. Finally, we acknowledge the invaluable assistance of colleagues at Northeastern University, who in reading early drafts of this contribution made positive suggestions for further improvement. These have included Bill Hulsey and Scott Squint. The section that discusses nonimmigrant visa status and use of co-op academic programs has been interpreted by the authors from guidance provided by the Northeastern University International Student Office. Any errors of interpretation, of course, are the authors' alone.