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Fall Forum - Summary |
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SUMMARY
| FALL
FORUM
Summary
of the ANDP Forum: Getting the Job You Want and Keeping It
Monday, November 10, 2003
New Orleans, LA
Participants:
Alan Gittis (gittisa@westminster.edu), Professor, Westminster College, New Wilmington, PA
Janice Juraska (jjuraska@s.psych.uiuc.edu), Professor, University of Illinois, Urbana-Champaign, IL
Eric Nisenbaum (esn@lilly.com), Neuroscience Discovery Research, Eli Lilly Company, Indianapolis, IN
Edward Stricker (stricker@bns.pitt.edu), Professor, University of Pittsburgh, Pittsburgh, PA
Ben Walker (walkerbr@georgetown.edu), Assistant Professor, Georgetown University, Washington, DC
The 2003 Forum began with a summary of the latest available data from the current ANDP survey
(Stricker). Although the data are still preliminary, several interesting trends in hiring and graduate training are emerging and these data are
available for viewing at http://www.andp.org/meetings/2003/forum_2003survey.htm.
In 2002, the ANDP Forum focused on how to use the postdoctoral years to best advantage. The 2003 Forum extended this discussion to the next step: the job search and staying on track to keep the job. Three participants described the hiring process at their respective institutions: small liberal arts college with a focus on undergraduate education (Gittis); large pharmaceutical firm with a focus on targeted research (Nisenbaum); major research university with a focus on establishing an independent research program and teaching both graduate and undergraduate students (Juraska). The forum concluded with a personal account of the job search from a newly hired faculty member (Walker). This report summarizes the main points that emerged from each presentation.
The demands and requirements differ for each type of position, and it is important to prepare well in advance of the application process to build a resume that best fits the job. At a small teaching college, for example, evidence of teaching experience is crucial. Although a job talk provides a general indication of a candidate's ability to organize and communicate complex material, it is best to have experience in actually teaching an undergraduate course or at a minimum serving as a teaching assistant for a course in which there are numerous opportunities for student interactions (e.g., discussion or laboratory sections of large introductory biology or psychology classes). It may be possible to gain some of this experience during postdoctoral training if the postdoctoral mentor is agreeable and if there are undergraduate courses available. In some cases, it may be necessary to contact nearby colleges or universities for such opportunities if they are not available at the postdoctoral institution. It is very difficult, however, to juggle postdoctoral research duties with teaching. Attempting to do both will likely mean long days and weekends of work, so this option should be explored only if the candidate is firmly committed to a teaching career. Perhaps the best option for preparing for a teaching position is to get teaching experience in graduate school where it may be easier to interact with undergraduates and have the opportunity to teach an undergraduate course. Collecting evidence of teaching effectiveness (e.g., student evaluations, unsolicited letters, comments from faculty supervisors, etc.) is also important. Dr. Gittis is interested in establishing a postdoctoral teaching intern program, which would allow for postdoctoral students to get extended training in teaching undergraduates.
The typical situation in industry involves working in a team on a targeted research project. The atmosphere is similar to that on a program project grant in which numerous laboratories interact in various ways to address a specific research question. Ample laboratory resources are available and the team atmosphere ensures help for technical problems. The candidate should show an aptitude for team-based research. Additional requirements will vary with the research question and the company but apart from the teaching issue they are not much different from the requirements needed for a faculty position in academia. In many cases, moreover, the data are presented at national meetings and published in standard journals. Typically, however, it is easier to move from academia to industry than from industry to academia so it is important to decide as soon as possible if an industry track is right for you.
The large research university combines some elements of both these positions but also adds other challenges. Although the teaching load is lighter than at an undergraduate college, teaching is taken seriously and you will be expected to handle both undergraduate and graduate classes, at least some of which will be in your specialty. Research, of course, will be the main focus of your effort but unlike someone in an industry position you will be at the helm; it will be your responsibility to get the funds and manage the people to do the work. Thus, it will be important at the outset to negotiate a start-up package that will allow you to set up an independent laboratory as soon as possible. Collecting and publishing data are essential for getting extramural funding and for building a successful tenure dossier. Although working as part of a research team can be beneficial, it will be important to establish an independent line of work that clearly identifies you as the Principal Investigator.
For a position in industry or at a research university, your publications as a pre- and postdoctoral student will be scrutinized. Quality is essential but the number of papers, including number of first-authored papers, can be an important consideration. You also should be prepared to explain where you would like your research program to be in the next several years and how the questions you plan to investigate differ from those being studied by your pre- and postdoctoral mentors. In preparing for the job interview, become familiar with the research of the people that are likely to interview you and familiarize yourself with the campus. But the single most important part of the interview process is the job talk, so be well prepared. The audience is likely to include people who have at least some familiarity with your research topic but also many people who are not familiar with your area of expertise. Make sure that your talk is clear to all members of the audience. You will be judged on your science as well as your ability to communicate and organize material. During your visit, you will be asked to describe your research needs. You should have a fairly concrete list of what you will need to set up your laboratory and the cost. Include money for technical support and other essentials (e.g., animal care and housing). If possible, arrange to have your start-up funds spread out over at least two years to give yourself a cushion of support until you will have your own extramural funding.
The interview is also an opportunity for you to learn about the people interviewing you and the physical facilities that may be available to you when you begin your research program. Take advantage of this opportunity. Ask about training grants, center grants, or program project grants and the extent to which you will be able to participate. Learn about shop facilities, technical support, and equipment repair. Make sure that you will not be burdened with committee assignments in your first year but also find out about the policy for admitting graduate students and what role you will have in the recruitment process. Although you may not want to supervise a graduate student in your first year while you are busy setting up your lab and writing grants, you most likely will want a graduate student fairly soon in your career. When could you expect to have a student working in your lab? Is it possible to have undergraduates help with research projects? Are there opportunities for collaboration and interaction with faculty colleagues or perhaps colleagues at nearby businesses or universities? Identify one or two senior faculty members who you could ask for advice and guidance on preparing grant proposals, teaching, and other career-related issues. Learn early on what will be required of you to gain tenure or advance your career.
All the forum participants can be contacted by e-mail for additional information.
George V. Rebec
President, ANDP
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