The UW Bridge to the Chemistry Doctorate Program is a post-baccalaureate program aimed at increasing the number of students from under-represented minority groups who complete the Ph.D. degree in chemistry. The Bridge Program is a 21-month Research Master of Science (M.S.) degree program that is specifically designed to provide students a range of experiences and mentorship that will increase their chances of success in obtaining a Ph.D. in chemistry. The UW Bridge Program is a partnership with the American Chemical Society, funded by the National Science Foundation INCLUDES Program together with funds from the University of Wisconsin-Madison Graduate School and the College of Letters and Science.
In the fall of 2019, the University of Wisconsin–Madison’s Department of Chemistry welcomed its first cohort of fellows to the Bridge to the Doctorate Fellowship Program (Bridge Program). The program was created with one main goal in mind, to increase the diversity of students who complete a Ph.D. in chemical sciences. Before the implementation of the Bridge Program, the UW–Madison Department of Chemistry Ph.D. graduates numbered 149 with 6.7% coming from underrepresented minority groups. Just a few years later, the Bridge Program has more than doubled the percentage of graduates to 14.5% with 188 Ph.D. graduates.
The post-baccalaureate program is a 21-month Research Master of Science degree program that is specifically designed to provide students with a range of experiences and mentorship that will increase their chances of success in obtaining a Ph.D. in chemistry. A partnership between the UW–Madison Department of Chemistry and the American Chemical Society, the program is funded by the National Science Foundation INCLUDES Program, the UW–Madison Graduate School, and the UW–Madison College of Letters and Science.
“I feel like the implementation of the Bridge Program led to many positive changes,” recalls Dr. Desiree Bates, co-leader of the program. “Our whole department became more inclusive due to the changing population of the graduate program and more faculty became invested.”
The Bridge Program combines coursework, individualized mentoring, and research experience to help Bridge fellows successfully gain admission to world-leading Ph.D. programs in Chemistry at UW–Madison or other institutions. Bridge Fellows receive full financial support including tuition, health insurance, and a living stipend for the entire 21-month duration of the program. They are awarded an M.S. in Chemistry upon successful completion of the program.
During the first semester, fellows have the opportunity to rotate through several faculty-led research groups and identify a faculty mentor and specific research project that they then pursue through the remainder of the program, along with coursework, and mentoring on professional skills. A full fellowship is provided during the first semester. In later academic-year semesters Bridge fellows will pursue their chosen research project, gain experience as teaching assistants, and take classes as needed. Students are supported during the summer to research a full-time basis. Additional mentoring in writing and career skills are provided to increase Bridge fellows’ readiness to write competitive applications to chemistry Ph.D. programs and successfully compete for Ph.D. fellowship opportunities during their second year in the program. All Bridge fellows will be provided the opportunity to present their work at a National Meeting of the American Chemical Society.
Meet Bridge fellow Anthony Sumlin of the Boydston research group.
What made you want to pursue science as a career?
I initially wanted to work in the medical field, but enjoyed my chemistry and microbiology coursework more than human anatomy and physiology. After doing career exploration in both fields, my interests shifted toward research careers in science.
Who inspires you?
I am most inspired by my grandfathers. Their tenacity serves as motivation on rough days.
What challenges did you face getting into graduate school? How did the Bridge Program help?
The pandemic radically reduced the number of admissions to several of the programs to which I initially applied. The Bridge Program allowed me to pursue graduate education at a phenomenal institution without the concern for funding and provided a strong network of peers and mentors on whom I could lean during times of struggle.
What did you do as part of the Bridge Program, and how did those experiences help prepare you for grad school?
Dinners organized by Desiree served as reunions with other Bridge students and venues for the creation of new jokes. Quarterly check-ins with my Bridge cohort allow us to destress amongst people who fully understand the current struggles of life. They’ve taught me the importance of preserving my mental health as well as how to throw an axe. Bridge events forced me to take time to ground myself and focus on life outside the lab.
What did you learn from your mentors and coaches?
Touch grass often. People rarely regret taking the time to enjoy life. Call your own shots as often as possible.
Tell us about your current research.
My research focuses on the expansion of the monomer database of the metal-free ring-opening metathesis polymerization (MF-ROMP) system developed by my group. The absence of any organometallic species in the MF-ROMP procedure increases its applicability while simultaneously creating polymers with chain ends that can be activated via irradiation with light. Within this field, we are motivated by the increased applicability of polymers containing both polar and nonpolar regions. Toward this end, the exploration of norbornene-based monomers allows for the synthesis of copolymers useful in structural materials and composites.
What grad courses do you like most?
The most useful courses have been those that directly apply to my research. Coursework in polymer chemistry laid the foundation for my research interests and guided my selection of a group. “Advanced Organic Synthesis” required a level of concentration and discipline I’d never exerted to establish an understanding of the material, but rewarded me the ability to quickly deduce possible side reactions reducing yield. This skill has been invaluable in ensuring the progress of my project. Similarly, learning how to best utilize spectroscopy in “Introduction to NMR” has provided greater clarity as to the components of the reaction mix and elucidated the options available to me within the department.
When you complete grad school, what do you envision your career path to look like? What experiences—in the Bridge Program or elsewhere—have prepared you for that path?
I look forward to embarking on a career in industry after grad school. The ACS Career Kickstarter Program provided me with many useful tools to assist in the networking phase of my job search, as well as enabled me to confidently prepare application documents. Interactions with sponsors for the UW-Madison Bridge program imparted the importance of negotiating job offers. Conducting volunteer work with my research group has strengthened my ability to effectively communicate my research to non-STEM persons.
When you’re not studying or doing research, what do you like to do?
There’s nothing better than a good nap! I also enjoy spending time with friends and going to the opera.
Meet Bridge fellow Shannon Brown of the Bertram research group.
What made you want to pursue science as a career?
During my childhood, I stumbled upon the fact that I could simultaneously better myself and my community through the pursuit of scientific understanding. The possibility of becoming financially stable only bolstered my conviction.
Who inspires you?
All of my antecessors, both related and not, have managed to somehow find success and joy despite a plethora of adversity. Notably, however, Nanny of the Maroons is a constant inspiration. Her resilience and courage in the, often literal, face of her adversaries while maintaining her authenticity often serve as my guideline for conducting myself regardless of the situation.
What challenges did you face getting into graduate school? How did the Bridge Program help?
Initially, attending graduate school was not on my radar. Having made the difficult decision to immigrate to the United States of America coupled with my family’s nonexistent monetary abundance, my primary goals were to achieve a bachelor’s degree with as little debt as possible and join the workforce. Hyperfixating on these goals left little time to explore alternate routes like graduate school which seemed to guarantee financial and social hurdles that I was not in a position to risk succumbing to. The Bridge Program provided a route to explore the graduate school route with little to no risk. The resources and community of the Bridge Program provided guidance and support while I delved into unchartered territory. Additionally, my financial concerns were alleviated by the provision of a living stipend. Overall, the Bridge Program created the opportunity for me to examine if Graduate School, a space I would otherwise have been unlikely to exist in, was the right place for me.
Did you tap into other resources before applying to grad school?
During the last two years of my time at my undergraduate institution, I took advantage of the undergraduate research opportunities that were related to my interests. I was fortunate to be accepted and allowed to conduct research in the Javan Thanatos Laboratory. The lessons learned have continued to serve me well to this day and have given me a unique way to approach problems inside and outside of the laboratory. My time in the Javan Thanatos Lab also exposed me to real people, who looked like me and had backgrounds similar to mine, who were achieving exceptional feats in a multitude of professions, most notably scientists.
I also attempted to dip my toe into the world of government-managed summer research, however, like many other programs, the pandemic put a stop to those efforts.
What did you do as part of the Bridge Program, and how did those experiences help prepare you for grad school?
The Bridge Program has provided me with a wealth of experiences and knowledge. My time as a teaching assistant allowed me to re-acquaint myself with the basics of chemistry which were critical as I made the move from forensic chemistry to physical/analytical chemistry. The connections I have made through the Bridge Program have provided me with networking and professional skills that I have utilized to advocate for myself and maximize my time in graduate school.
What did you learn from your mentors and coaches?
While my mentors and coaches have taught me a lifetime’s worth of lessons, the most significant has been the value of making your environment work for you instead of the other way around. To thrive, as opposed to survive, I needed to find ways to manipulate my environment to meet my needs, and wants, if possible, instead of hacking away at pieces of myself to meet the expectations of my environment. Additionally, sometimes the bare minimum is acceptable.
Tell us about your current research.
As a member of the Bertram group, I do atmospheric (analytical) chemistry, where the goal is to probe environmental processes for a multitude of purposes. In particular, my current project involves investigating nocturnal sulphur oxidation processes to determine specific rate constants which will ultimately improve the accuracy of the sulphur budget (how sulphur moves throughout the atmosphere).
What grad courses do you like most?
Though they stretched me to no end, physically and emotionally, my physical and atmospheric chemistry courses were my favorite. They forced me to intricately assess problems while utilizing a variety of skills.
When you complete grad school, what do you envision your career path to look like? What experiences—in the Bridge Program or elsewhere—have prepared you for that path?
This is a truly difficult question. The one thing I am certain of is I have no plans to enter academia. I envision that my career path will involve me staying in the realm of atmospheric science in some form and include a post-doctorate fellowship, employment at a national research or industry laboratory, and international collaborations. I also envisage that I will use the research and professional skills I gain along the way to be of service to my community.
My time with the Javan Thanatos Lab, which jumpstarted my research career, along with the professional and social skills I have developed through the Bridge Program has prepared me for the path I imagine for myself.
When you’re not studying or doing research, what do you like to do?
I prefer to spend my downtime napping, watching cartoons, baking, and listening to music.