Comments
Questions
Graduate Students: Our Underlying Questions
Jennifer DuPont
University of Delaware
|
Jennifer DuPont is a Ph.D. candidate in the Department of Kinesiology and Applied Physiology at the University of Delaware.
She received her B.S. in Exercise Physiology from Plymouth State University and her M.S in Exercise Physiology from the University of Delaware. Her graduate research is focused on mechanisms of microvascular dysfunction in chronic kidney disease as well as the effects of dietary sodium on vascular function.
She is a member of the APS Women in Physiology Committee.
|
As the graduate students of today look to the careers of tomorrow, there are many compelling, and sometimes daunting questions that arise. With the changing face of tenure-track positions and ever-narrowing funding lines, many graduate students today may feel uncertain as to what their next big career step will be or what possibilities may be available for them. Many students may also be wondering what steps they can take during their time as a graduate student to
1) figure out what it is they actually want to do upon graduation and
2) market themselves to their desired career path. This article will highlight several questions that I believe are essential to address during graduate student training, in and outside of the laboratory.
How Can We Be Sure to Make the Right Career Choices?
Most students will start graduate school with a specific career goal in mind. For some, this will remain constant, but for others, it may change as their education progresses. This is an important factor to consider, as what may be best for one student is not necessarily the ideal career path for another.
Ideally, students work with their mentors to develop a career plan and choose a path that fosters their strengths not only as a scientist, but also as an individual. One of the most obvious answers to this may be to simply make graduate students aware of post-graduate opportunities and career paths, both traditional and non-traditional.
What resources may be helpful in identifying post-graduate opportunities and career paths? A good place for graduate students to start is the recent individual development plan (IDP) from the AAAS Science Careers website (see link below). Another source to consider may be your own institution of study. Most universities have career service centers to assist in professional development and career planning.
What to Look for in a Postdoc?
For students who are seeking to obtain a postdoctoral position upon graduation, certain important questions should be considered. Certainly, the type of postdoctoral position to pursue is a key issue.
For those who aspire to obtain a tenure-track faculty position, is a postdoctoral fellowship at an academic institution considered the best option? In contrast, students may pursue postdoctoral positions in hospital settings, government laboratories, or industry. Additionally, is it best to pursue a postdoc that offers unique opportunities where you can develop new skills and learn new techniques in an area of study different to your graduate training, or should you find a postdoc that is a natural extension to the training you received in graduate school?
Ideally, any postdoc position should allow for the integration of skills and experiences for you to form your own independent research agenda and find your “niche” in your field of interest that is connected to, but separate from, your graduate and postdoc advisor/s. In contrast to a heavy research-based faculty position, some students may desire to seek out faculty positions with an emphasis on teaching and education, with less research responsibilities. Is it recommended or even necessary for these students to pursue a postdoc position before seeking a faculty position with a primary emphasis on teaching?
For answers to these questions and more information, visit "Searching for and Selecting the Right Postdoctoral Position" on the APS website (see link below).
Are There Enough Jobs in Academia for Recent and Upcoming Graduates?
Recent trends indicate an increase in the hiring of adjunct faculty and less tenure-track positions becoming available (1). This changing face of faculty is largely in response to reduced governmental funding for higher education institutions, which leads to measures being taken to cut costs, i.e., hiring adjunct faculty in place of full-time faculty. This trend poses an interesting dilemma to graduate students who wish to continue their careers in academia.
As we begin to apply for faculty positions, how can we market ourselves to stand out among other applicants? In addition to clearly defined criteria, such as a strong publication records, extramural funding success, and excellent oral/written communication skills, are there additional factors that may increase job placement success?
Considering how challenging it may be to obtain a tenure-track faculty position, what may be some alternate career paths that graduate students should consider? This also raises the question of those students who may not be fortunate enough to have an academic advisor that encourages alternative career options.
The APS website is a valuable resource that can help answer these questions, particularly the APS Career Development and Mentoring Forum (see link below), offering information on career choices, planning, professional networking, job searches, and interviewing.
Will the Challenges of Getting Tenure Be Changing in the Next 5-10 Years and How Can We Rise to These Challenges?
As obtaining a tenure-track position becomes more and more competitive, many students may be questioning how we can rise to this challenge. Not only will it be a challenge to obtain a tenure-track position but the accomplishment of actually achieving tenure is also a daunting task, particularly with the limited research funding available.
What can we, as graduate students, be doing today to prepare ourselves for the challenges of tomorrow? Along with a successful and independent research agenda, what other skills/requirements should be given consideration as we navigate through our graduate education?
Perhaps giving thought to completing several postdoctoral fellowships, with distinct objectives (e.g., learning a new technique, gaining teaching experience) may be an effective career move as graduate students begin to think about their projected career paths. However, this also poses the risk of becoming a perpetual postdoc. It is also important to remember that career opportunities, other than a traditional academic tenure-track position, may not require postdoc experience.
In addition, the National Institutes of Health now encourages the best and brightest junior scientists to skip the postdoc phase with the NIH Director’s Early Independence Award (see link below). Thus, this may be another option for qualified graduates.
What Will My Responsibilities Be If I Acquire a Full-time Faculty Position?
For those students who wish to pursue a tenure-track position at traditional research institutions, some responsibilities may not be as obvious as others. Most of us know that we will be expected to establish an independent research agenda and acquire extramural funding.
What may be thought of less often, however, are the responsibilities of undergraduate student advising and teaching (undergraduate and graduate classes), along with service to the department and to the wider scientific community.
Depending on the source of funding for graduate students and the type of academic institution (e.g., medical school vs. undergraduate school), some students may have the opportunity to teach undergraduate classes. Often these are laboratory-based classes with minimal lectures required, but some students may obtain experience teaching traditional lecture-style classes. Other students, especially at graduate and medical institutions, may not have the opportunity to teach during their graduate training. With these varied opportunities, how can graduate students with little teaching experience obtain the skills necessary for teaching in their first faculty position?
In addition to teaching responsibilities, undergraduate advising may also be required as a full-time faculty member. What tips and advice may be offered to assist new faculty in this role?
Undoubtedly, there are other responsibilities and skills required of full-time faculty members that current graduate students may not be aware of - what are some of these additional responsibilities and skills, and where do we find out about them? Answers to this question can also be found on the APS Career Development and Mentoring Forum (see link below).
How to Successfully Transition Out of Academia?
This question is for those students who may not want to continue down the academic path but have interests in a career with industry, government, research administration, or science communication, among many other options.
Are there specific experiences/expertise that can be obtained during graduate school that will allow for a successful transition out of academia? Additionally, it is important to consider what resources may be available during each students training that may assist in job placement outside of academia. For example, perhaps students wishing to obtain an industry job could obtain a part-time internship or be exposed to networking opportunities with industry professionals.
What other resources may be helpful? The Career Choices and Planning area (see link below) on the APS Career Development and Mentoring Forum provides some resources to address this question.
It is certainly daunting to face the next set of challenges that lay ahead for current graduate students, but exploring all of your options and becoming as informed as possible are keys to success in the future. The resources mentioned in this article are a good starting point for graduate students considering these same questions and will hopefully generate productive discussion among graduate students and faculty.
References
1. U.S. Department of Education, IPEDS Fall Staff Survey. Compiled by the American Association of University Professors. 2007. Retrieved at
http://www.bu.edu/ntt/task-force-report/4-non-tenure-track-faculty-in-the-national-discussion/.
Comments:
This is a very nice article that includes a number of wonderful resources for graduate students seeking guidance in career choices.
One additional point would be to remind graduate students of the importance to seek and participate in activities during their graduate years that will enhance not only their scientific advancement, but also provide networking opportunities. It is well known that networking can facilitate a job search or career development, but networking may also introduce you to new career choices.
Ways to network are many and include:
-
Join and become involved in a professional society; volunteer for trainee level positions on society committees.
- Attend a small scientific conference. APS and FASEB sponsor numerous small, science meetings that allow students numerous opportunities to interact with senior scientists. Most of these conferences offer travel awards specific for trainees that can assist with travel expenses.
- In addition, many science conferences offer trainee-specific symposia and sessions that address topics related to career choices.
- Join Mentornet, an internet based mentoring site for engineers and scientists. Request a mentor based on a potential career interest in order to learn more about the opportunities, limitations, and advantages of that career choice.
And, remember to keep an open mind!
Barbara Alexander
University of Mississippi Medical Center
This is a very insightful article, with many important questions and issues for graduate students to consider. In particular, many students in physiology and related scientific fields may plan to engage in postdoctoral research following the Ph.D. The great thing about postdoctoral positions is that they are very individualized, and each position can offer unique opportunities for students. An ideal postdoctoral position is what you want to make of it. There are several issues to consider when searching for a postdoctoral position that is compatible with your interests. Some issues that you might want to inquire about when talking with potential postdoctoral mentors and their current or recent trainees are:
(a)
Mentoring style: Everyone is different, and may benefit from different mentoring styles. The general mentoring style of your potential mentor (e.g., hands-on approach, hands-off approach, hybrid approach) will benefit you most if it compliments your own goals and plans.
(b)
Level of independence: By talking with a potential mentor and his/her current trainees, you can get an idea of the level of independence that is offered in the laboratory. If you plan to continue using some skills that you have already mastered, you may benefit from working independently, without much supervision. However, if you plan to learn new skills that require training, it would be in your best interest to have contact with individuals who can train you, assist you when needed, and answer questions. The level of independence that you would like to have, and that which your mentor would like you to have, may change throughout the course of your postdoctoral position – depending on the skills, techniques, and concepts that you are learning.
(c)
Facilities, resources, and equipment: When considering postdoctoral positions, it is a good idea to inquire about the facilities and equipment that will be available to you. For example, the type and availability of equipment can make a big difference in your progress as a postdoctoral researcher.
(d)
Laboratory culture: Understanding the laboratory culture will help you determine whether you will fit into a potential laboratory. Based on your goals and plans, different aspects of the laboratory culture may be important to you, such as the level of social interactions among the trainees, scheduling of equipment usage, access to your mentor, or collaborations among the members in the lab.
Angela Grippo
Northern Illinois University
This article offers lots of useful tips for the graduate student. With regard to helping solidify career choices and choosing your post-doc mentor, it can also be very helpful for graduate students to ensure that they have the opportunity to mentor other more junior students. This can be both ‘hands-on’ at the bench but also at the level of providing pointers for the junior students as they make their career/course choices from undergraduate to graduate school. This kind of peer mentoring is invaluable for providing graduate students with some insight as to their future responsibilities as faculty advisors or mentors, the opportunity to gain practice in teaching and directing a student/technician, and to add something ‘extra’ to their resume. Peer mentoring can also provide opportunities for reflection and understanding as to what the graduate student is looking for with regard to their career choice and the type of mentor they wish for themselves when seeking post-doctoral positions.
Caroline Appleyard
Ponce School of Medicine
The article touches on a variety of areas for graduate students in the sciences to consider as they contemplate their career path. I’d like to expand on the teaching aspect noted several times by Ms. DuPont. The majority of faculty positions in academia, including professional schools, involve a formal teaching role. At the assistant professor level, your research area, productivity and ideas will get you the interview, but teaching experience could be the factor that makes you stand out among the top candidates. I would emphasize that if you are presented the opportunity to formally teach, you should seize it. At the very least, you’ll find out if you like the teaching role, which could affect your career planning.
As noted by the comments above and in the article, “teaching” and the opportunities to develop skills that can translate to good teaching can take a variety of forms. As they progress through their programs, graduate students and postdoctoral fellows should carefully document all experiences that involve oral communication or instruction, whether it is community-based (e.g. elementary school visits, science fair judging), academic-based (facilitating small group discussions, tutoring, lectures, lab instructor), professional (platform presentations at meetings) or research-based (instructing junior lab members). You will then be prepared to argue that you have an interest in and experience in teaching others, even if your CV lacks formal lecture-based teaching experience. However, nothing will be as telling as your research seminar at the interview. If you have trouble clearly communicating your research results to a diverse audience of scientists, it will be assumed that you’ll have even more difficulty teaching scientific concepts to students.
Kathleen O'Hagan
Midwestern University
How Can We Be Sure to Make the Right Career Choices?
While there is no guarantee that you will make the right career choices, there are a few fundamental tools that you should use to help guide you. The most important is to take a personal inventory. Quite often, the pressures of other graduate students, faculty, family members, etc. can overshadow what might be a perfect fit for you. A nice strategy is try and interview at various institutions- from corporate, to government, to academia (from R01- private college), so that you can see what environment suits you. Oftentimes, the best career match is something you did not know existed. Be true to your strengths, weaknesses, future goals, and capabilities during the selection process. To get an early start on this process, when you attend scientific meetings, try and identify symposia or posters that are given by a professional in each one of these areas. If you take the extra step and ask for a business card or contact information, you will always have an open line of communication and an outside mentor who can offer a different perspective on career choices.
What to Look for in a Postdoc?
The most important thing for any postdoc is whether or not they enjoy the line of research. Although it may be the best lab in the country, if you are not passionate about the line of research, you are not going to be able to reach your maximum potential. Unlike graduate school, which was a chance to explore everything from teaching to coursework, you will be expected to work in this line of research (at the bench top)- all day, every day. It is very difficult to immerse yourself in something and begin an independent line of research if you are not passionate about the topic. Productivity and demonstration of independence are the most important things you will need to gain in a post-doc. Sometimes people shy away from small laboratories. This may be one of the best options as it will give you a chance to work more independently, not get lost in the shadow of other post docs, and take on more responsibility. Those are all assets that future employers will look for when assessing a candidate.
How to Successfully Transition Out of Academia?
Keep moving. Continue to do many of those things that made you a productive graduate student. Most of the grants and awards you applied for as a graduate student have post-doctoral awards. Apply for all of them - each award will be another line on the vitae increasing your marketability throughout your career. Become involved in your favorite organizations. By working with other established professionals in the field, you increase your exposure and personal contacts. Oftentimes these relationships develop into invitations to serve as an editor for a journal, sit on a review panel, lecture at an important meeting, etc. Publish a paper without your mentor. While you spent many years developing a close relationship and working style, by publishing something on your own you show that you are establishing yourself as an independent scientist.
Maria Urso
USARIEM
If you chose to complete a post-doctoral fellowship, consider looking for a lab that is productive and does work that you find exciting. But also look for opportunities that are going to have you work closely with others, including technical staff, graduate students, fellows or junior faculty. Seek out post-doctoral opportunities where you will be expected to present your research on a frequent basis (lab meetings, departmental seminar, national meetings, etc). These frequent oral communication exercises are great preparation for any career path you choose. Excellent verbal communication skills are key to success whether in industry, academic research, teaching, journalism or science policy.
Heather Drummond
University of Mississippi Medical Center
This article highlights many issues that are always on the minds of graduate students, but many of the questions and concerns are also quite relevant for postdocs and young faculty members. It is very good advice to do all that you can to be aware of all post-graduate opportunities, but I also suggest that you try to interact with as many people in different careers. Arrange visits to other institutions, attend lectures and seminars given by people in different careers, and use conferences to interact with people outside of your research interest circle. When looking for a postdoctoral fellowship, consider what your long-term goals are. The decision is sometimes complicated by other factors (e.g., spouse or family needs), so be prepared to prioritize your goals and recognize which ones you are willing to compromise on. Do not be afraid to step into a new area of research if the postdoctoral lab will strengthen your skills in a particular area or expose you to new opportunities. If you do step into a new area of research, stay connected to your colleagues from graduate school (national meetings, scientific organizations, collaborations). If you choose the route of a faculty position at a traditional research institution, consider joining the CSR Early Career Reviewer Program through the NIH Center for Scientific Review. The goal of this program is to train and educate young faculty members to become effective reviewers. As each transition approaches, keep an open mind. You might be pleasantly surprised that you really enjoy doing something that you were not trained for in graduate school.
Mindy Dwinell
Medical College of Wisconsin
This is a very well written article that addresses questions asked by most graduate students, postdocs, as well as early career investigators. In lieu of the challenging times faced today in terms of decline in research funding and a paucity of tenure-track positions in academia (may be considered elements of success), many of us at some point or the other have questioned whether a scientific career is the best choice after all. During the training years either as a graduate student or a postdoc, students strive to learn new techniques, develop networking skills, develop oral and writing skills, gain teaching experience, obtain excellent publication records and fellowships, identify independent research areas to pursue, attend and make presentations in scientific conferences, etc. For foreign students and postdocs adjusting to cultural and educational differences adds to the existing pool of challenges. Yet at the end of all this the one question that still remains to be asked, "what more can I do to stand a better chance at being successful"? The answer may simply be perseverance, dedication, open-mindedness to different career options, making short-term and long-term goals and planning to reach them step-by-step, and training under a mentor/mentors who are understanding, supportive, and promote career development.
Rasna Sabharwal
University of Iowa
A very well written article by Ms. DuPont with excellent resources for graduate students seeking answers and advice for numerous questions. In the section discussing career choice, an excellent point was made about having a career plan. I would expand on that to include making sure you are forthright with your mentor about your 'ideal' career plan. Even if they might not agree with you, it's important that both of you are on the same page. However, be open to change. No matter how detailed your projected career plan is, a lot of shifting could occur during graduate school. So your career plans should be a constant conversation with your mentor.
Laura Gilliam
East Carolina University
Questions: