Abstract
Chemistry as a profession has seemed to avoid the kind of large-scale disruption that has visited other professions in the 21st century. While the probability that jobs for chemists will be filled by robots or machine-learning computers may be modest, the arrival of these tools will undoubtedly affect the workplace that students who graduate from chemistry programs encounter when they leave school. To what extent does the current curriculum help these students leverage the opportunities presented by these emerging technological trends, and to what extent will their education leave them wanting? The time for some critical self-analysis of our curricular biases and choices is perhaps overdue.
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