Atlanta
BEST Program
:: Self Awareness :: Empowerment :: Confidence in Next Steps :: Professional and Support Networks ::
Issue 4, July 2015
IS-
ISSUE 4,
Page 1
+Table of Contents+
4... The Shape of the Biomedical Career Landscape & How the Governm 6... Effectively Marketing Yourself for Industry 8... If at First You Don’t Find the Right Fit…Keep Your Head Up 12...Writing: More Than A Few Lines On My Resume 14...Making the Most of BEST 16...The Art of Mentoring 22...Conquering a Mental Marathon 24...Creativity 26...What is Success?
Cook, a e i c r a D Ainslie, e i l y K igners: s e D ry.edu o & m e s @ r t o s t e i b Ed Contact:
ment is Responding
The goal of this magazine is to share stories, insights, and tips about exploring your career options, finding yourself, and advice on how to develop professionally. Articles for the most part are written by Atlanta BEST trainees from their recent experiences, as well as trainees from other BEST institutions
“I need to be build-
Hutto i m a T d an Page 3
The Shape of the Biomedical Career Landscape and How the Government is Responding By: Kevin Morris, Cohort 2 BEST Trainee Emory University, PhD Student Cell Biology
O ver the past several years, the biomedical career landscape has steadily been changing and is
restructuring in response to the impacts on science funding. While the unemployment rate of people with biomedical PhDs is still relatively low at ~ 2%, the changes to the workforce can be seen in the shifting job categories of PhD holders. For instance, the number of PhDs that have advanced into tenured track faculty positions has decreased about 40%, according to recent reports for the National Science Foundation (NSF). The number of PhDs in industry research related jobs and non-tenured track faculty positions have remained relatively constant despite increases in the number of biomedical PhDs awarded. However, the emergence of PhDs in science related careers and careers that do not require graduate training has increased. In this report, we examine the factors responsible for driving the change in careers and also look to see how state and federal governments are responding to the changes in biomedical careers. More scientists are finding jobs away from the bench. The change in the scope of biomedical careers can be linked to the changes in biomedical research funding in the United States. Science funding has been fairly stagnant, adjusting for inflation. As more countries make research a higher priority, the U.S. now faces competition from other countries as the leader in biomedical research. With this competition, more jobs have become available overseas, and many PhD holders are pursuing careers outside of the US. The failure to invest in biomedical research is not only affecting the U.S.’s academic research institutions, but also industry research
institutions. The reduction in science funding has decreased the opportunities available in academia and industry research, making these career options less attractive. Academic jobs were once thought of as the traditional career path for biomedical PhDs, but now the availability of academic jobs has been declining. As reported in an NSF survey, only 14 percent of those with a PhD in life sciences obtained an academic position. This acquisition comes at a premium of at least a 5-year period between getting your PhD and landing the job. The average age for a starting tenure track position is 37, and starting salaries for academic scientists are lower as well. This statistic is in part due to the increase in the amount of trained scientists competing for fewer jobs. Paula Stephan put it best, “the supply of scientists has grown far faster than the number of academic positions�. In addition to the long training period and together with disparities in earnings, the current market has made the pursuit of an academic career less attractive. The lack of opportunities in academia can be mirrored by the lack of jobs in industry. Once a reliable fall back for many biologists and chemists who did not go into academia, industry positions are not as guaranteed as they once were. Industry once offered well-paying, stable research jobs. With constant job slashes and company mergers, industry jobs are not as stable or plentiful. Stagnating profits and lack of investments have decreased the number of available jobs and the advancement of science in other countries has led to an increase in the exporting of jobs to other countries. It has been estimated that U.S. drug firms have cut almost 300,000 jobs since 2000. These changes have cast a new light on industry
jobs for rising scientist. While the unemployment rate for PhDs is low, the situation is not as positive as it seems. Many scientists are able to find work but it is often outside of their chosen field. The unavailability of positions in the academic and industry sectors has led scientist to careers that are outside of the traditional career paths. A senior adviser for the Alfred P. Sloan Foundation, Michael S. Teitelbaum, says that “scientists will be employed in something, but they go and do other things because they can’t find the position they spent their 20s preparing for.” Increasingly, PhD-level scientists are in search of careers that are removed from bench research. These careers range from technology specialists to careers in law and policy. It was once thought that these careers were alternative options to the traditional career paths, but now these careers are becoming the norm. Developing the skills needed to pursue careers outside of the bench has begun to be incorporated into the training program of graduate students and postdocs. In response to the change in the biomedical career landscape, the U.S. government has been increasingly investing in the biotechnology industry. Since 2003, The U.S. Department of Labor has announced a series of investments totaling $29,984,649. These investments range from a series of grants that are aimed at addressing issues within the workforce and also the development of future biotech workers. With these investments more development can go into careers that can be filled by the increased number of people in the STEM areas from PhD scientists to bachelor degree holders. Other federal institutions such as the NIH have conducted studies to determine how future scientists can better be trained to fit into the new biomedical landscape. The NIH in 2013 and 2014 funded 17 Broadening Experiences in Scientific Training (BEST) grants to enhance career preparation for graduate pre- and postdoctoral biomedical research trainees. With these developments, scientists can be more broadly trained and have increased chances of finding the right job that suits thier interests and skills. At the state level, governments have been investing in the biotechnology industry in an effort to drive the economic development of their state. Such is the case with the state of Georgia. Governor Deal created the High Demand Career Initiative (HDCI) to allow those state partners involved in training Georgia’s future workforce to incorporate the needs of the private sector. By taking this approach, Georgia businesses can effectively relay to education and training institutions what types of skills they need for the workforce. With decision makers from each of these entities at one table, we are able to gain a clear picture of what Georgia businesses need from the workforce and pair these needs with existing assets and/or collectively tackle any gaps. More and more healthcare and life science companies are opening up shop in Georgia, and with this new model, scientists can be better trained to meet the demands of the current workforce. Science and engineering occupations are advantageously economic and competitive in an increasingly globalized world. The need for prosperous science and engineering workforces are crucial for a modern day economy. Therefore, it is important for us to protect these jobs. Currently, talented students are finding that the careers they devoted a substantial amount of time training for, are unattractive or rarely attainable. Additionally, scientists with jobs fall victim to massive layoffs in mid-career and struggle to be rehired. With continued high levels of student interest in pursuing careers in science and engineering, investments in the development of the biotech Page 5 industry have to be made to ensure jobs for future graduates.
Effectively Marketing Yourse At a recent seminar at Emory University, Dr. Randall Ribaudo, co-founder of SciPhD, had a simple take-home message: as a doctorate, you already have the business skills to move into industry. Really? Yes! The trick is to learn how to discuss your achievements in terms a business audience will understand and value. After all, business is about problem-solving, and scientists are great problem-solvers!
There are 3 types of Professional Skills: >> Technical >> Business >> Social
1. Technical skills are those skills that are used to actively conduct research, and range from the ability to use a specialized instrument to analyzing data. These skills are often the easiest for scientists to identify because they are used every day; therefore, we won’t go into further detail here. 2. Business skills include strategic thinking, tactical thinking, independent motivation, and knowledge of competitors. ~ An example of a scenario that utilizes business skills is: during the course of an ambitious, 15-year project it is necessary to think about long-term goals (strategic thinking). However, in order to achieve long term goals, decisions about steps necessary to tackle short term obstacles need to be made (tactical thinking). The overall long-term goals for a business are strategic planning. The sort-term plan to start on that journey is tactical planning. Meeting deadlines and managing multiple projects (multi-tasking) are other business skills many companies seek in new recruits. 3. Social skills and teamwork are essential to success in business. Success in industry is predicated on large, diverse teams working together effectively and efficiently. Communication and coordination are key. Social skills involve the ability to work on a team, lead a group, communicate effectively, and supervise the people who report directly to you. Examples include collaborations with people who have a different scientific or technical background or mentoring undergraduate or graduate students who report directly to you.
Professional job postings address all three types of skills; thus, so should your resume. • Technical skills are perhaps the easiest to identify, but professional and social skills should not be overlooked. • Working under tight deadlines, productivity (identifying what needs to be done, developing a plan, then implementing the plan), and multitasking are examples of business skills often listed in job postings. • Collaboration, communication, and leadership are commonly requested social skills. • While it may not be possible to emphasize all skills, your resume should emphasize the same skills emphasized in the job posting. • Resumes should address what you have achieved, not what you did. • Business and social achievements should be included along with research achievements. • If you have a “Skills” section on your resume, business and social skills can be listed there, and then supported with examples in the body of the resume. • Your resume should only be 1-2 pages, so focus on what that particular job is looking for. • For additional details, a LinkedIn profile is a good place to expand upon accomplishments not included on your resume.
elf for Industry Interviewing: >> What to say and to whom + While interviewing, continue discussing technical, business, and social skills. + If you interview with multiple people, highlight different skill sets depending on the priorities of the interviewers. For example, the hiring manager is the person who will be your boss, and will be more con cerned with technical skills. The HR representa tive; however, might care less about technical skills and more about social skills. Their job is to make sure you will work well with others, so highlight your social skills. + Asking questions during the interview will not only set you apart from other candidates, but also highlight your business acumen. + Know their most profitable product (and how much revenue it produces). Also know what is in their pipeline that you might be working on.
By: Vanessa Cox, Cohort 2 BEST Trainee Georgia Tech PhD Student, Chemistry
>> Telling your PI and Transitioning out of the lab • Typically the hiring process takes 3-6 months, but it can happen in 6 weeks or less • Industry is often less-flexible about start dates. If a company needs a protein chemist, they can’t wait an extra two months while you finish up some unexpected experiments. This is not a bad thing! Your PI got a lot of good work from you, you built a great resume, and you got a good job; everyone should be happy! • Be open and honest with your PI. Have a plan and be professional. For example, perhaps you’ll spend time training someone in some techniques or even enough to take over the project.
Ultimately it is about getting your foot in the door, so graduate students do not necessarily need a postdoc to get a job in industry. Once in industry, your professional network will expand in all the right ways. If you are interested in a lateral transfer, you can start applying for a job in another department after about a year as positions open up. Keep in mind, hiring from within is easier (and cheaper) than hiring from outside the company, and as a bonus, you’re a known quantity.
After all, business is about problem-solving, and scientists are great problem-solvers! Page 7
If at First You Don’t Find the Rig By: Douglas White, Cohort 1 BEST trainee Georgia Tech/Emory Biomedical Engineering, Alumnus ‘15
Ever since I first started research around seven years ago, I knew that I wanted to become a PI. I have always been extremely curious, and loved to learn new things especially about how things work. When I was a bioengineering student at the University of Washington, I remembered being fascinated with the research projects graduate students were working on and how all the projects fit together to address some pressing need within the medical community. This was one of the motivating factors which pushed me to pursue graduate school at Georgia Institute of Technology. Approximately three years into my PhD, a study came out of the NIH that changed my life. It wasn’t a cool new research paper, it wasn’t a swanky summary of novel trends in the biotechnology sector, it was a synopsis of what happens to fellow PhD students when they graduate called the Biomedical Research Workforce Working Group Report, commissioned by the Advisory Committee to the Director of NIH. The results were profound to say the least. The gap between PhD’s awarded and the number of tenure track faulty positions has more than doubled since the year I entered graduate school and that gap only looks to widen even more in the coming years. Couple that with numerous high quality post-doctoral candidates who are still looking for faculty positions and you have an overloaded and backed up system. I was forced to re-evaluate what I wanted to do with my life.
This led to a much needed period of introspection during my PhD. It forced me to think about what I wanted to do when I graduated, and what things I would find important in a future career. Many of my fellow classmates had already made solid inroads in preparing for industry via programs at Georgia Tech such as the Management of Technology Certificate or TI:GER programs. However, I was rather late to the party and I didn’t know if I had the time to invest in these programs as I neared the end of my PhD tenure. Plus, I didn’t even know if these were things I would be interested in. I really needed a way to get my feet wet and learn more about potential careers before making a decision. This was around the time that I heard about the BEST program. The BEST program officially launched when I had about a year-and-a-half left before graduation. As soon as I went to the information session, I knew this was the type of program I was interested in. There were several different tracks, many of which I didn’t even know were options for PhD students. After confirming with the organizers that I was eligible, I decided to apply. Getting accepted to the BEST program was the second major game changer during my PhD tenure. In addition to exposing students and postdocs in biomedically related disciplines to multiple interesting career tracks, the program also empowered us to participate in internships or other hands-on experiences to determine if the career track they had selected was really a good fit for them.
ght Fit‌Keep Your Head Up First Stop, Science Writing
My journey started with exposure to the writing and communications sector. I have always loved writing, and though I find the format of scientific journal and grant writing quite restricting, I thought that perhaps writing about science for a non-scientific audience would be a great way to write about science with a little more panache. Fortunately, the Atlanta BEST program provided an excellent opportunity to get exposure to the scientific writing field through the National Academies Keck Futures Institute (NAKFI). NAFKI provides opportunities in the form of a science writing scholars program that allows graduate students interested or majoring in scientific writing to gain exposure by being official science writing scholars during their annual conference. I covered specific focus groups of scientists and the options they brainstormed throughout the meeting. I was able to meet amazing people and even get published with the National Academies. While I really enjoyed writing and interacting with the writing mentors and other journalists, this experience reinforced my desire to work on the cutting edge of scientific research.
The Futures Initiative is designed to enable scientists from different disciplines to focus on new questions, upon which they can base entirely new research, and to encourage and reward outstanding communication between scientists as well as between the scientific enterprise and the public. http://www.keckfutures.org/
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Next Stop, Government Research Lab Next, I turned my attention to the government research track. I figured since I was so enamored with science and still very much wanted be a part of a scientific atmosphere, maybe working at a government research lab would meet those needs. Once again I lucked out as the BEST program had recently formed a connection with the Defense Forensic Science Center (DFSC) just south of Atlanta. The work was great and I got an unparalleled look at how criminal investigations are performed via forensic analysis of DNA samples. For those of you still wondering, it’s nothing like what you see on CSI. Though I loved the atmosphere and the experience, the pace of work was a little slow for my taste.
Now, on to Industry At this point I was rather at a loss. I had tried writing which I enjoyed, but found that I wanted more science, but after perusing options in government research I found that they also didn’t really appeal to me. I needed something that kept me engaged with problems while also providing a fast-paced challenging environment. To this end I turned towards the entrepreneurship and consulting track. On my own, I found an internship working as a computational consultant and modeling analyst at Takeda Pharmaceuticals. The atmosphere was great, and I found that I truly enjoyed working on new systems and problems on a monthly schedule. This encouraged me to open my own scientific consulting company on the side, which I currently operate in conjunction with my position at Takeda.
Self-Reflection + Proactive Experiences = Confidence in Career Direction The most rewarding thing about my experience in the BEST program was not the opportunities the program provided. Sure while having access to the connections to internships was a bonus, ultimately the self-reflection and skills BEST provided were crucial for me to strike out on my own and ultimately find a career that I am truly excited to be a part of every day. Though the road has been long, and there are things I wish I could have done a little differently, I am happy with the result, and confident that I have the skills and tools to move forward.
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Writing:More
By: Kristen Thomas, Cohort 1 BEST Trainee Emory University PhD Student, Neuroscience
After several months of BEST program activities, I thought I knew exactly what I wanted to do: become a science writer. Upon closer examination, however, I realized that science writing takes many forms and careers within this field take on even more. For the communications track of our program, the primary goal of the internship phase is to build a writing portfolio. My mission became to dust off my writing skills, test them in a diversity of formats, and create something that I could show to future employers. I got much more though.
I’ve learned a great deal not only about writing, but also about shaping the overall content and structure of the magazine. I’ve edited the content of dozens of individual articles. I’ve even started producing all of my scientific posters in InDesign instead of PowerPoint. I served as editor-in-chief for a total of three issues before stepping down, and I’m proud of all of them. InScripto: Design Editor
Another graduate student revived the Science Writers Association of Emory last fall, soon after the first issue Over the last year, I’ve served as editor-in-chief of of the BEST program’s magazine was released. While one publication, as design editor of another, and as a I knew I didn’t have time to edit content for two contractor for a local medical writing firm. Each has magazines simultaneously, I was the only member provided me with invaluable skills, further insight into of the organization with any experience creating a what I want (and don’t want) in a future career, and magazine and I quickly became one of two design more than a few lines on my resume. editors for InScripto, a popular science publication, and an alumni newsletter produced by SWAE. Atlanta BEST Program Magazine: Editor-In-Chief Few people know that the first issue of this magazine was produced in less than two weeks. When I agreed to become editor-in-chief, I had never produced a magazine and never served as an editor. Our editorial board consisted of Tami and myself. For one week we petitioned articles from program participants and affiliates, and I wrote a large portion of the remaining content myself. I created the basic design structure over one weekend, in between viewing YouTube instructional videos for InDesign novices and engaging in various activities on a brief (and poorly timed) Myrtle Beach vacation. The next day Tami took the basic magazine structure and made it beautiful. After my crash course in magazine production, we expanded the editorial board and got a bit more organized.
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than a few lines on my resume. I found a new creative freedom with InScripto. Article topics also cover the breadth of science as well as issues facing us as scientists. I’ve staged photos across Emory’s campus, at the lab bench, and even in “haunted” houses. I’ve collected hundreds of stock photos and familiarized myself with copyright restrictions. While I don’t see myself pursuing a career in graphic design, these skills give me the freedom to self-publish and expand my writing portfolio without worrying about pitching to professional publications. And it’s fun. Medical Writing: Contractor Medical writing has become a popular career option for scientists interested in alternative careers, yet most of us seem to know little about what medical writing actually is. For the last year, I’ve also served as a contractor for a local medical writing firm owned by an Emory alumna. My first project involved updating content for a prostate cancer patient education website. I’ve also written a needs assessment for a medical education grant and produced two patient brochures among other projects.
I enjoy writing for entertainment purposes, but I’ve found producing content that people actually need to be more rewarding in many ways. I’ve often used medical education websites and brochures to learn more about conditions that affect family members, and I hope that some of the materials I’ve produced will help other patients and their families. The needs assessment was also an eye-opening experience, as it evaluated the gap between the best practices that doctors should be following and what they actually do. I’d like to help fill that gap. Moving Forward Although my time with the BEST program is ending soon, I plan to continue adding to my writing and communications skills as well as exploring career options. I’d like to do more writing for professional publications and learn more about careers in editing scientific publications. This summer I’m using the last of my BEST program professional development funds to take an evening class in creative writing. When my schedule permits, I’d also like to start a blog and write an op-ed.
Perhaps the most remarkable thing about this entire experience is that I found the time to do it so easily and without affecting my productivity in lab. I wrote during the evenings, edited while on vacations, and designed during incubation steps in lab. I made the time to do all of this because I enjoyed it, and I now feel confident that I’m on the right track for my future career.
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Making the Most of BEST By: R. Alex Coots, Cornell Univeristy, BEST Trainee, PhD Division of Nutritional Sciences
A
cademic life isn't for everyone, and I learned that fairly quickly. By my third year I'd already taken courses in leadership and science policy, anticipating the switch to another career after graduate school. Despite these preparations, I felt anxious. There were too many stories floating around about graduate students and post-docs wanting to leave academia being shunned by both their advisors and their departments. There just wasn't a support network for those seeking something else besides the life of an academic. And then the BEST Program came to Cornell.
communication. I figured the course would at least improve my writing, which I knew was a critical skill irrespective of my career interests. The course proved to be much more. Through this course, I learned how to voice my opinions in public forums and make myself heard. I sent letters to the editors of both local and national newspapers on topics ranging from science and education to campaign finance reform. Publication of these letters opened doors. Reading the local newspaper, I saw a solicitation for writers. I got in touch with the editor, sent him my clips along with a pitch idea, and he accepted. Working on a long-form piece allowed me to further apply the skills and knowledge I picked up in the science communication course. After this piece was published, I used it as evidence of my writing skills to get a freelance writing position at a more prominent newspaper. In short, a weekend-long course helped close the gap between academia and another career.
I scheduled an interview with the BEST Program director and, because of my previous efforts, she invited me to serve on the BEST Program's Advisory Board. The purpose of the Board is to organize and host career panel discussions for graduate students and post-docs, as well as participate in other events that the BEST Program either sponsors or co-sponsors. Becoming an Advisory Board member gave me new skills, helped me publish my work, and expanded my The most influential event of my tenure as a BEST network. Advisory Board member was the design and execution of the 2nd annual BEST symposium, My first glimpse at life outside of academia held in April of this year. The Advisory Board started with a weekend-long workshop on science was charged with recruiting panelists for each
Photo Credit: Wisler Charles
Photo Credit: Wisler Charles
of four career tracks, organizing the venue, and As an example, I received an email from the BEST ensuring that the event was well advertised. I Program back in March about a science policy aimed to recruit physicist-turned-Congressman opportunity in Washington DC. The policy firm Bill Foster and former AAAS CEO Alan Leshner. was looking for graduate students to work on an Getting these speakers was no small task. To get NIH project for six months. I contacted them not Congressman Foster's participation, to apply, but to express appreciation six people from his office were for them reaching out and “what in communication with me giving graduate students a i learned to setup the event. Through chance. After all, it's not often some schedule tweaking, both that consulting or policy from this of these high-profile speakers groups go out of their way program is that participated, which increased to find graduate students for opportunities interns. One of the founding the quality of the symposium. partners responded to me and aren’t found, When I first got involved in personally invited me to apply. they’re made” the BEST Program, I thought I was offered the position after it would open doors and help me the phone interview, and will step towards the world of science policy. In a travel to DC in June for the internship. way, it did. But what I learned from this program is that opportunities aren't found, they're Being a BEST Advisory Board member is a made. Taking initiative to build collaborations valuable experience. There's work to do and it can and create opportunities is what should define be a stressful experience, but the opportunities BEST Program participants, and it's something to meet people and create meaningful events that made my experience unique. Students and is a worthwhile endeavor. It's an experience post-docs can plan and plan and plan, but it's I recommend to all students interested in the execution that matters most, and it's the becoming more involved with building career execution that readers would do well to work opportunities for students outside of the ivory on. Even the smallest of gestures can make tower. something happen.
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The Art of
Mentoring
MaKendra Umstead, PhD Student, Cancer Biology, Emory University Cohort 2 From the beginning of documented history, apprenticeship has provided an opportunity for an eager student to learn a new and interesting occupation. A skilled expert in a particular trade would train the next generation to follow in their footsteps. This held true from craftsmen to philosophers. Socrates trained Plato. Plato trained Aristotle. Aristotle trained Alexander the Great. The list goes on. Academia, and more specifically, graduate education in the sciences operates much like an apprenticeship. Although more formalities have been built into the system, including graduate programs separated by discipline, coursework, and in some programs, a year for students to decide which faculty member they want to work under, the principle is much the same as it has been since Plato’s Academy. Only the jargon has changed: we’ve replaced apprentice with “student” and teacher with “mentor.” However, in this modernized apprenticeship model, the aforementioned formalities are often where the organization stops. Other than the roughly semi-annual committee meeting, there are very
little checks and balances in place that ensure that the mentor/student dynamic is a healthy setup. Importantly, if the committee meeting functions as a checkpoint for the thesis committee to determine if the student is progressing appropriately, who checks up on the mentor? Faculty members wear many hats – mentoring is only one of them. Faculty are able to write excellent grants, bring in funding for the institution, build mini-businesses and produce excellent contributions to their fields. Unfortunately, this does not mean that they are all always also great at training early-stage students at such a critical point in their careers. Discussion about this topic has been ongoing for some time. In this past year at Emory University, Drs. Cathryn Johnson and Barry Ryan began spearheading a project to provide guidelines for best practices across several disciplines in the Laney Graduate School. There are several articles from the National Science Foundation published about this topic. We’ve also curated some best advice, tips, and suggestions to share below.
Make
“A mentor is someone who can identify the needs of their mentee and is committed to cultivating and nurturing those needs to help the mentee develop into a thriving professional.� Mentoring across each academic discipline can appear to be very different. However, the qualities that mark a good mentor are more similar than not. Every student is different. Some students have a vast amount of research experience and knowledge of a particular field before joining their graduate program. Others are fresh out of college and are embarking on a totally new area. It may even be their first time leading and driving a project on their own.
General tips to keep in mind:
Acknowledge that each student is unique. Accordingly, their needs are different and they may
not have the same needs that you, the faculty member had as a graduate student. A student could need structure. Could need independence. Could need a cheerleader. Could need a role model. Which shoes do you fill? Have these conversations about needs and workstyles with your mentee.
Be present. When a faculty member signs the documentation that allows a graduate student
to join their lab, they are committing to be a part of the development of that student. Whether this means setting up weekly discussions, organizing a team of mentors to meet the needs of the student, or encourgaing them to be proactive about their professional developement- the student should never feel that they are in this process alone. There’s only one way to find out what they need. Openly ask the student.
Communicate early and often. Ditch the assumptions. Take time to get to know your mentee.
Check. Double check. Check again. What are your expectations? What expectations does the mentee have of you? Work hard to keep these at the forefront of your actions.
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Interview with Dr. Anita Corbett Faculty, Emory University Department of Biochemistry
First recipient of the Eleanor Main Graduate Faculty Mentor Award created to showcase the importance of mentoring in graduate education.
Top qualities that are important in a mentor
What is your mentoring philosophy?
In what ways do you make sure that your mentoring relationship is healthy?
How do you measure your success as a mentor?
Ability to listen; set high YET reasonable standards (I sometimes struggle with the reasonable part); lack of concern in making people mad or hurting their feelings as this is essential to provide critical YET constructive feedback; willingness to lead by example- I won’t ask anyone in my lab to do anything that I would not do; ability to live on less than 4 hours of sleep every night to allow time to critique materials; a true passion for mentoring and finding satisfaction in the success of others…most of ALL- TIME!!! It takes time to be a good mentor… My mentoring philosophy is to always expect my trainees to put in their best effort and then push them for a bit more. I always push my mentees to extend outside their comfort zone- going to a meeting- always ask for a talk not a poster; not sure you are competitive for that award? Well, you will never get it if you don’t submit… I try to provide mentees with all the support I can but it is on them to create their success. Mostly— as above—make time for my mentees. …part of it is always having an equal give and take that mentees see I am willing to dedicate my time to their development so it seems fair to expect them to be willing to dedicate their own time to their success. I make a point of praising them and also nominating them for as many awards as possible so that they benefit from their hard work. I definitely measure my success as a mentor by the success of my mentees- when they succeed- I succeed! Good mentoring takes time . I guess it also takes some level of self-sacrifice, as often mentors are appreciated but not really recognized for their efforts… It is rare to actually receive an award for your mentoring efforts so I was very grateful to receive the Inaugural Eleanor Main Mentoring Award this spring… It is really nice to know that efforts are appreciated.
Interview with Orion Keifer
MD/PhD Student, Emory University-Neuroscience Program First recipient of the Eleanor Main Graduate Student Mentor Award
Top qualities that are important in a mentor
Patience- more than just a virtue it is a necessity. Every mentee I have had comes with a different level of knowledge, competency, skill and getting them to grow and develop these further is not a linear process where a little progress is seen everyday but rather a constant battle of taking steps forward on some days and steps backward on other days. Handling all of these in stride and looking at the longer time frame is important. Be Demanding - mentors must have high expectations for themselves and also for their mentees. These expectations must be clear, clearly expressed, and revisited and revised. Acknowledgement that a mentee has exceeded an expectation is essential before increasing the expectation to a higher level - everyone hates a moving target but loves a chance to meet and exceed a goal and be recognized for it. Be Supportive - not just in the context of the menteementor official relationship (e.g. graduate student - undergraduate student) but also the unofficial relationship - I often tell my mentees that I am there for whatever happens and that if they get themselves into any issues - legal, personal, etc - I will help and support them if I can in anyway.
What is your mentoring philosophy?
I used to have all sorts of mentor philosophies and statements but when the first shot is fired all plans change. If anything my philosophy is one of absolute flexibility - it is essential to recognize that we are all special butterflies and snowflakes and no one approach, philosophy, or scheme will work for all mentees. Just be ready to be adaptable with a cognizance towards doing what is best for the mentee as they work towards their goals.
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Make
In what ways do you make sure that your mentoring relationship is healthy?
How do you measure your success as a mentor?
Open communication. I also try to have meetings every few months for the "state of the mentormentee union" where I discuss the good and the bad, any revisions of expectations etc. Finally, I am a fan of having mentees out to dinner, coffee, breakfast whatever will broaden the dynamic beyond the lab, classroom, etc.
I don’t think I have a measure of success as a mentor. I think of mentoring as a chance to facilitate someone reaching their goals if I can play a role in that process. I suppose if they accomplish those goals then that is a benchmark I could use but honestly I just do what I think is right in the dynamic and those around me seem to think that approach is successful enough to get mentor awards and such. My biggest overall conclusion is that one size does not fit all with mentoring - else we could all read a book on mentoring and excel. With that in mind others in the mentor-mentee relationship need to pay attention to what does work and what does not and evolve their own style, approach, and goals. ~
To conclude, mentoring in any setting, but especially in academia, is crucial to success. Aspiring scientists enter graduate school as eager apprentices for the best and brightest faculty mentors. To be sure that both the mentor and mentee are getting the most out of the experience, patience, time, commitment, and communication are key. As we move forward in encouraging best practices amongst mentors and mentees, we can reflect on the philosophies shared by some of the world’s most famous mentors:
“
I cannot teach anybody anything, I can only make them think.” - Socrates “You cannot teach people anything. You can only help them discover it within themselves.” - Galileo “I never teach my pupils; I only attempt to provide the conditions in which they can learn.” - Einstein “Without counsel plans fail, but with many advisers they succeed.” - Proverbs 15:22
Citations http://www.emory.edu/ACAD_EXCHANGE/issues/2015/Spring/stories/ryanjohnson/index.html#sthash.8jjHgqCQ.dpuf http://www.emory.edu/ACAD_EXCHANGE/issues/2015/Spring/stories/ryanjohnson/index.html http://ehrweb.aaas.org/sciMentoring/ http://greece.greekreporter.com/2012/11/30/aristotle-plato-socrates-archimedes-top-mit-list/ http://www.britannica.com/EBchecked/topic/30748/apprenticeship
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Conquering A Mental Marathon By: Kylie Ainslie, Cohort 2 BEST Trainee Emory Univeristy, PhD Student, Biostatistics
T
he old adage, it’s a marathon, not a sprint is the perfect way to describe a PhD program. Achieving a PhD involves many additional years of schooling, stressful comprehensive exams, and working on a single project, or group of projects, day after day, week after week, year after year. Small victories are few and far between and failure is frequent. The constant grind can wear away even the most stubborn resolve into doubt. Most people acknowledge that getting a PhD is a difficult feat due to the amount of time, level of knowledge, and grueling schedule required. Few people acknowledge the emotional toll a PhD program takes. I remember sitting in the dark in my office with a hood over my head sobbing because I was so overwhelmed. I was paralyzed by anxiety and stricken by doubt. Questions kept spinning around in my head. Why am I here? Am I smart enough to get this degree? Is this degree what I want? Should I quit?
Resources Emory Counseling and Psychological Services: • www.studenthealth.emory.edu/cs/ • (404) 727-7450 • Stress Clinic: 6 week program that teaches students techniques to better manage stress and relieve physical and emotional symptoms of stress. Participants in the Stress Clinic meet in small groups (4-6 students) with counselors to discuss stress management techniques. Biofeedback monitoring is used to help participants learn how the body reacts to stress and different stress management techniques. Georgia Tech Counseling Center: • www.counseling.gatech.eduo Counseling Center: (404) 894-2575 • After hours counselor on-call: (404) 894-2204 (request to speak to counselor on-call) Georgia Crisis and Access Line: 1-800-715-4225 National Suicide Prevention Lifeline: 1-800-273-TALK (8255)
“The feeling of hopelessness that followed was enough to make me think about quitting my PhD program every day.”
That was in December of my third year in my PhD program. Finals were approaching, and I felt hopelessly unprepared. I knew the material I was struggling to wrap my mind around would reappear on my qualifying exams that coming May. If I don’t understand it now, how will I ever pass my qualifying exams? I used to sit and stare at the mathematical symbols and Greek letters scribbled on the white board in my office hoping that by some small miracle something would click and it would all suddenly make sense. I could feel understanding creeping towards the edges of my mind only to recede again because I was still missing that elusive puzzle piece. The feeling of hopelessness that followed was enough to make me think about quitting my PhD program every day. Despite the fact that mental health is rarely discussed, universities (including Emory and Georgia Tech) have programs in place for students to seek help when they are experiencing anxiety, stress, and other types of emotional turmoil. Thankfully, a friend recognized that my distress was becoming something I was having trouble dealing with on my own. She suggested I take a “Stress” survey available on the Emory Counseling and Psychological Services (CAPS) website to see if I would benefit from counseling services. Shortly after taking the survey, I was contacted by a counselor at CAPS. She asked me what was going on and if I was interested in counseling. When I expressed
interest, she gave me recommendations for therapists I could see regularly to help manage my stress and anxiety. The CAPS counselor also suggested that I consider participating in the CAPS Stress Clinic (for more information see Resources section). Through participation in the CAPS Stress Clinic and regular appointments with a therapist, I have had the opportunity to start a conversation about the impact my PhD program has on my mental health. As a result of that conversation, I have learned many tools to better handle stress and anxiety. For example, stress comes in many shapes, sizes, and intensities. Some are positive, motivating, productive forms of stress, while others are negative, selfdefeating, and demotivating. Recognizing the impact of different stressors is really helpful for developing strategies to navigate the various sources of stress and anxiety in everyday life, especially when your life is that of a PhD student. There is no one size-fits-all solution when it comes to dealing with stress and anxiety, but seeking professional help is worthwhile. I considered myself a very healthy person because I exercised regularly and ate right. However, being healthy is not only about exercising and eating right. Mental health is just as important as physical health, if not more so.
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creativity
By: Yusuf Uddin, Cohort 2 BEST Trainee Georgia Tech, Biology PhD Student
The Introduction to Creativity session gave everyone a chance to connect with his or her “inner artist”. I did not expect that day to make that much of a difference. Often, as scientists, we overlook our creativeness as something childish or personal and best kept at home, but creativity is the catalyst for innovation and new discoveries
on a new career path, considering how to write the next chapter of a manuscript, or solving a mystery of a frustrating experiment, separating oneself from what you are doing everyday makes a difference. The creativity session put on by the BEST program was a time where I could forget about the tedious work I had been doing earlier that day and just relax my mind and create something in a way that was completely unique to me.
Not only did I realize I was pretty good with paints and pastels, but this session gave me the opportunity to be imaginative and not care what shape or design came out of my brush. The inventor of PCR, Kary Mullis, envisioned Polymerase Chain Reaction one random day while driving around in his car. Great ideas do not always start in laboratories. Sometimes people need to get away from the lab and try something new. Whether it is deciding
Art and inventions are just that. The materials used to make the art came from something previously, and the art may have been inspired by something we thought of, but the idea in our minds spontaneously generated out of thin air. Science cannot advance without creativity. As scientists, we should always remember that we all have the ability to make something new. Taking a risk and stepping away from tradition is fine and should be encouraged.
“Science Drawing a simple picture cannot (with no time constraints, rules, or reason) can let you advance without relax and get away from the It’s amazing how we can literally creativity” create something from nothing. mindset you are typically in.
“Sedona Schnebly� As part of the workshop, trainees were given pastels and blank notebook so they could stay in touch with their creative sides. Yusuf recently traveled to Arizona where he did some informational interviews with practicing professionals in roles and companies he is considering. He found a great way to put those supplies to good use. Page 25
What is Success? By: Tami Hutto Atlanta BEST Program Manager Many people have asked us, “What does success look like for BEST trainees?” The answer depends on where they started out when they were accepted into their BEST cohort. Some know a lot about what they don’t want, some know what they want but don’t feel they are qualified, and some have no idea what jobs are out there and which they are best suited for. I’d say success is when trainees take ownership of their career development, are intentional about their future decisions and how the spend their time, and are self-aware enough to ask the right questions and make informed decisions that will lead to satisfaction in their work and personal lives.
Each person has different questions to ask and unique answers to find.
To be productive and stay motivated during career exploration, ask yourself: • Will I ask questions relentlessly to enable career exploration? • Will I engage with speakers and professionals I come across? (i.e. not sit in the back of the room, take them up on coffee talks, etc) • Do I know what type of work motivates me? What drains me? and How to consider this in my job search? • Can I convey to my network the general career direction I’m interested in? • Do I value building a network that can guide me professionally and personally? • Will I start building AND maintaining professional relationships? • Do I know what my values are and what success looks like for me? ~~~
“I cannot rely on hardwor building a diverse set of skill viable
"I'm a lot more
“I learned I could really d outside of bench scie still contributed to aca research commun
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Quotes above are responces from Cohort 1 and Cohort 2 most important thing they learned about themselves whi
rk alone to advance in any career. I need to be ls - through varied experiences - in order to be a candidate at any position.�
e creative than I thought I was"
do something ence that ademic and nities�
"I have skill sets that make me unique, and I have ideas on how to best leverage them"
petitive on the job market"
BEST trainees when asked what was the ile being in the Atlanta BEST program.
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