1
|
Ullrich LE, Ogawa JR, Jones-London MD. A Retrospective Analysis of Career Outcomes in Neuroscience. eNeuro 2024; 11:ENEURO.0054-24.2024. [PMID: 38724268 PMCID: PMC11134307 DOI: 10.1523/eneuro.0054-24.2024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2024] [Revised: 04/22/2024] [Accepted: 04/23/2024] [Indexed: 05/30/2024] Open
Abstract
What factors are associated with career outcomes among biomedical PhDs? Research to date has focused on drivers of interest in (and intention to pursue) various careers, especially during graduate school, but fewer studies have investigated participants' ultimate career outcomes. Even less is known about what factors matter for groups historically underrepresented in the US science, technology, engineering, and mathematics (STEM) workforce, such as women, some racial and ethnic groups, and persons with disabilities ( National Center for Science and Engineering Statistics (NCSES), 2021a). This study reports a new analysis of data from 781 PhD neuroscientists that were obtained from a retrospective survey ( Ullrich et al., 2021) to investigate the factors that influence the career sector in which neuroscience PhDs are employed and whether there were group differences according to social identity. We find evidence of academia as a "default path" for incoming PhD students, but interest in different careers increases over time. Those who remained in academia had greater acceptance of the structural aspects of academic careers, such as promotion and tenure processes, and greater faculty support during postdoctoral training. Conversely, prioritizing monetary compensation and/or varied work were associated with not being in academia, while a strong interest in research was positively associated with being in nonacademic research. Somewhat surprisingly, there were few interactions with gender, and no interactions with underrepresentation status, although perhaps this was due to lower statistical power for these analyses. Our findings also underscore the role of advisors, networking, and personal relationships in securing employment in STEM.
Collapse
Affiliation(s)
- Lauren E Ullrich
- Office of Programs to Enhance the Neuroscience Workforce, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892
| | - John R Ogawa
- Office of Programs to Enhance the Neuroscience Workforce, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892
| | - Michelle D Jones-London
- Office of Programs to Enhance the Neuroscience Workforce, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892
| |
Collapse
|
2
|
Perez-Oquendo M, Romano G, Farris DP, Gandhi V, Wistuba II, Tillman RE, Udan R, Mangahas P, Soundararajan R. A structured curriculum supporting biomedical trainees' transition into independent academic positions and early career success. BMC MEDICAL EDUCATION 2024; 24:379. [PMID: 38589919 PMCID: PMC11000405 DOI: 10.1186/s12909-024-05370-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2023] [Accepted: 03/29/2024] [Indexed: 04/10/2024]
Abstract
The United States government makes a substantial investment in biomedical training programs each year. However, for most trainees, these opportunities do not translate into career progression in academic research pathways. Only about one-fifth of postdoctoral fellows eventually secure a tenure-track faculty position, and even among these candidates, attrition is high. Although a number of factors govern career choices and career longevity, the transition from trainee to faculty is a challenging process and requires knowledge and skills that are not necessarily developed during a traditional university experience. Many postdoctoral fellows receive adequate training in research skills and scientific communication, but new faculty report not being sufficiently prepared for the job search process and for starting their labs. To address this critical training gap, the ITERT core (Interdisciplinary Translational Education and Research Training) and the Office of Postdoctoral Fellows at the University of Texas MD Anderson Cancer Center implemented a structured course for both postdoctoral fellows and senior PhD students to provide formalized training for successfully navigating academic positions in biomedical research. Here we report on the pilot Navigating Academic Careers course conducted in 2021-2022 for 30 PhD students and postdocs. The nine-module course was conducted over 13 weeks in 25.5 h instructional sessions. The key educational objectives included 1) navigating the job application and the interview/negotiation process, 2) hiring, leading, and mentoring lab personnel and program support staff, 3) project administration and financial stewardship, 4) managing time and work-life balance and 5) developing collaborations, branding, personalized niche, and networking. Survey-based analysis at the time of the course was used to capture the participants' assessment of the course content, organization, and delivery, with a follow-up survey conducted approximately 2 years post-course (2024) to evaluate longer-term impacts of the training. Initial in-course assessment revealed that 89.9% of respondents found the scope and instructional content appropriate, and 91.1% found the course relevant and applicable to their career needs. Longer-term post-course evaluation indicated that 80% of respondents applied the learnings of the course, that 80% reported feeling more confident in navigating an academic job search, and that 66.6% continued to report agreement with the course preparing them for their current role/ongoing job search, with 46.7% already securing jobs in academic research, including as independent faculty. The outcomes of this pilot course suggest that integrating this into the broader postdoctoral training curriculum can enhance both the transition and early-career success of talented scientists-in-training into working professionals in biomedical careers, as faculty and science-trained staff.
Collapse
Affiliation(s)
- Mabel Perez-Oquendo
- Department of Research, Education and Training, The University of Texas MD Anderson Cancer Center, Houston, TX, 77030, USA
- Present address: Graduate School of Biomedical Sciences, Baylor College of Medicine, Houston, TX, 77030, USA
| | - Gabriele Romano
- Department of Pharmacology & Physiology, Drexel University College of Medicine, Philadelphia, PA, 19102, USA
- Department of Translational Molecular Pathology, The University of Texas MD Anderson Cancer Center, Houston, TX, 77030, USA
| | - David P Farris
- Research Medical Library, The University of Texas MD Anderson Cancer Center, Houston, TX, 77030, USA
| | - Varsha Gandhi
- Department of Experimental Therapeutics, The University of Texas MD Anderson Cancer Center, Houston, TX, 77030, USA
| | - Ignacio I Wistuba
- Department of Translational Molecular Pathology, The University of Texas MD Anderson Cancer Center, Houston, TX, 77030, USA
| | - Robert E Tillman
- Department of Education, Innovation and Technology, Baylor College of Medicine, Houston, TX, 77030, USA
| | - Ryan Udan
- Department of Research, Education and Training, The University of Texas MD Anderson Cancer Center, Houston, TX, 77030, USA
| | - Paolo Mangahas
- Department of Research, Education and Training, The University of Texas MD Anderson Cancer Center, Houston, TX, 77030, USA
| | - Rama Soundararajan
- Department of Translational Molecular Pathology, The University of Texas MD Anderson Cancer Center, Houston, TX, 77030, USA.
| |
Collapse
|
3
|
Chatterjee D, Nogueira AT, Wefes I, Chalkley R, Sturzenegger Varvayanis S, Fuhrmann CN, Varadarajan J, Jacob GA, Gaines CH, Hubbard NM, Chaudhary S, Layton RL. Citizenship status and career self-efficacy: An intersectional study of biomedical trainees in the United States. PLoS One 2024; 19:e0296246. [PMID: 38507371 PMCID: PMC10954142 DOI: 10.1371/journal.pone.0296246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Accepted: 12/08/2023] [Indexed: 03/22/2024] Open
Abstract
This study examines the intersectional role of citizenship and gender with career self-efficacy amongst 10,803 doctoral and postdoctoral trainees in US universities. These biomedical trainees completed surveys administered by 17 US institutions that participated in the National Institutes of Health Broadening Experiences in Scientific Training (NIH BEST) Programs. Findings indicate that career self-efficacy of non-citizen trainees is significantly lower than that of US citizen trainees. While lower career efficacy was observed in women compared with men, it was even lower for non-citizen female trainees. Results suggest that specific career interests may be related to career self-efficacy. Relative to US citizen trainees, both male and female non-citizen trainees showed higher interest in pursuing a career as an academic research investigator. In comparison with non-citizen female trainees and citizen trainees of all genders, non-citizen male trainees expressed the highest interest in research-intensive (and especially principal investigator) careers. The authors discuss potential causes for these results and offer recommendations for increasing trainee career self-efficacy which can be incorporated into graduate and postdoctoral training.
Collapse
Affiliation(s)
- Deepshikha Chatterjee
- Department of Psychology, Baruch College and The Graduate Center, City University of New York, New York, NY, United States of America
| | - Ana T. Nogueira
- Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
- Department of Pharmacology, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
| | - Inge Wefes
- Graduate Studies, Metropolitan State University, Denver, CO, United States of America
| | - Roger Chalkley
- Department of Molecular Physiology and Biophysics, School of Basic Science, Vanderbilt University, Nashville, TN, United States of America
| | | | - Cynthia N. Fuhrmann
- RNA Therapeutics Institute, Biochemistry & Molecular Biotechnology, University of Massachusetts Chan Medical School, Worcester, MA, United States of America
- Morningside Graduate School of Biomedical Sciences, Worcester, MA, United States of America
| | - Janani Varadarajan
- Biomedical Research Education and Training Office of Outcomes Research, The Office of Biomedical Research Education and Training, Vanderbilt University School of Medicine, Nashville, TN, United States of America
| | - Gabrielle A. Jacob
- Department of Biostatistics and Epidemiology, School of Public Health, Rutgers University, Piscataway, New Jersey, United States of America
| | - Christiann H. Gaines
- Department of Pharmacology, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
| | - Nisan M. Hubbard
- Cell Biology & Physiology, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
- Biology Department, West Virginia University, Morgantown, WV, United States of America
| | - Sunita Chaudhary
- Department of Surgical Oncology, Robert Wood Johnson Medical School, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States of America
- Rutgers Cancer Institute of New Jersey, Rutgers, The State University of New Jersey, New Brunswick, NJ, United States of America
| | - Rebekah L. Layton
- Department of Pharmacology, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
| |
Collapse
|
4
|
Brown AM, Meyers LC, Varadarajan J, Ward NJ, Cartailler J, Chalkley RG, Gould KL, Petrie KA. From goal to outcome: Analyzing the progression of biomedical sciences PhD careers in a longitudinal study using an expanded taxonomy. FASEB Bioadv 2023; 5:427-452. [PMID: 37936923 PMCID: PMC10626162 DOI: 10.1096/fba.2023-00072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Revised: 09/07/2023] [Accepted: 09/18/2023] [Indexed: 11/09/2023] Open
Abstract
Biomedical sciences PhDs pursue a wide range of careers inside and outside academia. However, there is little data regarding how career interests of PhD students relate to the decision to pursue postdoctoral training or to their eventual career outcomes. Here, we present the career goals and career outcomes of 1452 biomedical sciences PhDs who graduated from Vanderbilt University between 1997 and 2021. We categorized careers using an expanded three-tiered taxonomy and flags that delineate key career milestones. We also analyzed career goal changes between matriculation and doctoral defense, and the reasons why students became more- or less-interested in research-intensive faculty careers. We linked students' career goal at doctoral defense to whether they did a postdoc, the duration of time between doctoral defense and the first non-training position, the career area of the first non-training position, and the career area of the job at 10 years after graduation. Finally, we followed individual careers for 10 years after graduation to characterize movement between different career areas over time. We found that most students changed their career goal during graduate school, declining numbers of alumni pursued postdoctoral training, many alumni entered first non-training positions in a different career area than their goal at doctoral defense, and the career area of the first non-training position was a good indicator of the job that alumni held 10 years after graduation. Our findings emphasize that students need a wide range of career development opportunities and career mentoring during graduate school to prepare them for futures in research and research-related professions.
Collapse
Affiliation(s)
- Abigail M. Brown
- The Office of Biomedical Research Education and TrainingVanderbilt University School of MedicineNashvilleTennesseeUSA
- Department of Molecular Physiology and BiophysicsVanderbilt University School of MedicineNashvilleTennesseeUSA
| | - Lindsay C. Meyers
- The Office of Biomedical Research Education and TrainingVanderbilt University School of MedicineNashvilleTennesseeUSA
| | - Janani Varadarajan
- The Office of Biomedical Research Education and TrainingVanderbilt University School of MedicineNashvilleTennesseeUSA
| | - Nicholas J. Ward
- The Office of Biomedical Research Education and TrainingVanderbilt University School of MedicineNashvilleTennesseeUSA
| | - Jean‐Philippe Cartailler
- Creative Data Solutions Shared Resource, Center for Stem Cell BiologyVanderbilt University School of MedicineNashvilleTennesseeUSA
| | - Roger G. Chalkley
- The Office of Biomedical Research Education and TrainingVanderbilt University School of MedicineNashvilleTennesseeUSA
- Department of Molecular Physiology and BiophysicsVanderbilt University School of MedicineNashvilleTennesseeUSA
| | - Kathleen L. Gould
- The Office of Biomedical Research Education and TrainingVanderbilt University School of MedicineNashvilleTennesseeUSA
- Department of Cell and Developmental BiologyVanderbilt University School of MedicineNashvilleTennesseeUSA
| | - Kimberly A. Petrie
- The Office of Biomedical Research Education and TrainingVanderbilt University School of MedicineNashvilleTennesseeUSA
- Department of Medical Education and AdministrationVanderbilt University School of MedicineNashvilleTennesseeUSA
| |
Collapse
|
5
|
Brandt PD, Whittington D, Wood KD, Holmquist C, Nogueira AT, Gaines CH, Brennwald PJ, Layton RL. Development and Assessment of a Sustainable PhD Internship Program Supporting Diverse Biomedical Career Outcomes. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.07.13.548912. [PMID: 37503296 PMCID: PMC10370053 DOI: 10.1101/2023.07.13.548912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/29/2023]
Abstract
A doctoral-level internship program was developed at the University of North Carolina at Chapel Hill with the intent to create customizable experiential learning opportunities for biomedical trainees to support career exploration, preparation, and transition into their post-graduate professional roles. We report the outcomes of this program over a five-year period. During that 5-year period, 123 internships took place at over 70 partner sites, representing at least 20 academic, for-profit, and non-profit career paths in the life sciences. A major goal of the program was to enhance trainees' skill development and expertise in careers of interest. The benefits of the internship program for interns, host/employer, and supervisor/principal investigator were assessed using a mixed-methods approach, including surveys with closed- and open-ended responses as well as focus group interviews. Balancing stakeholder interests is key to creating a sustainable program with widespread support; hence, the level of support from internship hosts and faculty members were key metrics analyzed throughout. We hypothesized that once a successful internship program was implemented, faculty culture might shift to be more accepting of internships; indeed, the data quantifying faculty attitudes support this. Furthermore, host motivation and performance expectations of interns were compared with results achieved, and this data revealed both expected and surprising benefits to hosts. Data suggests a myriad of benefits for each stakeholder group, and themes are cataloged and discussed. Program outcomes, evaluation data, policies, resources, and best practices developed through the implementation of this program are shared to provide resources that facilitate the creation of similar internship programs at other institutions. Program development was initially spurred by National Institutes of Health pilot funding, thereafter, successfully transitioning from a grant-supported model, to an institutionally supported funding model to achieve long-term programmatic sustainability.
Collapse
Affiliation(s)
- Patrick D Brandt
- Office of Graduate Education, University of North Carolina at Chapel Hill
| | | | - Kimberley D Wood
- Department of Community and Public Health, Mountain Area Health Education Center (MAHEC)
| | - Chris Holmquist
- Office of Graduate Education, University of North Carolina at Chapel Hill
- University of Texas at Tyler
| | - Ana T Nogueira
- Office of Graduate Education, University of North Carolina at Chapel Hill
| | | | - Patrick J Brennwald
- Office of Graduate Education, University of North Carolina at Chapel Hill
- Cell Biology and Physiology, University of North Carolina at Chapel Hill
| | - Rebekah L Layton
- Office of Graduate Education, University of North Carolina at Chapel Hill
| |
Collapse
|
6
|
Sun T, Drane D, McGee R, Campa H, Goldberg BB, Hokanson SC. A national professional development program fills mentoring gaps for postdoctoral researchers. PLoS One 2023; 18:e0275767. [PMID: 37315043 DOI: 10.1371/journal.pone.0275767] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Accepted: 05/08/2023] [Indexed: 06/16/2023] Open
Abstract
The Postdoc Academy: Succeeding as a Postdoc was designed to build postdocs' skills in career transition, career planning, collaborative research, resilience, and self-reflection. This study examined self-reported changes in five skills as learners progressed through the course. Data were collected from participants who responded to both pre- and post-surveys and engaged with the course learning activities. Results from repeated measures multivariate analysis of variance revealed that all of the self-reported perceptions of skills improved significantly upon completion of the course. Hierarchical regressions revealed that underrepresented minority learners had greater gains in their development of skills in career planning, resilience, and self-reflection. Qualitative analysis of learners' responses to learning activities found that postdocs perceived networking and mentor support as contributing factors to their skill advancement while tensions among multiple obligations and concerns of uncertainties were significant challenges to applying those skills.
Collapse
Affiliation(s)
- Ting Sun
- Department of Physics & Astronomy, Northwestern University, Evanston, Illinois, United States of America
| | - Denise Drane
- Program Evaluation Core, Northwestern University, Evanston, Illinois, United States of America
| | - Richard McGee
- Feinberg School of Medicine, Northwestern University, Chicago, Illinois, United States of America
| | - Henry Campa
- Graduate School and Department of Fisheries and Wildlife, Michigan State University East Lansing, Michigan, United States of America
| | - Bennett B Goldberg
- Department of Physics & Astronomy, Northwestern University, Evanston, Illinois, United States of America
| | - Sarah Chobot Hokanson
- Office of the Provost, Boston University, Boston, Massachusetts, United States of America
| |
Collapse
|
7
|
Chatterjee D, Jacob GA, Varvayanis SS, Wefes I, Chalkley R, Nogueira AT, Fuhrmann CN, Varadarajan J, Hubbard NM, Gaines CH, Layton RL, Chaudhary S. Career self-efficacy disparities in underrepresented biomedical scientist trainees. PLoS One 2023; 18:e0280608. [PMID: 36857379 PMCID: PMC9977038 DOI: 10.1371/journal.pone.0280608] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 01/04/2023] [Indexed: 03/02/2023] Open
Abstract
The present study examines racial, ethnic, and gender disparities in career self-efficacy amongst 6077 US citizens and US naturalized graduate and postdoctoral trainees. Respondents from biomedical fields completed surveys administered by the National Institutes of Health Broadening Experiences in Scientific Training (NIH BEST) programs across 17 US institutional sites. Graduate and postdoctoral demographic and survey response data were examined to evaluate the impact of intersectional identities on trainee career self-efficacy. The study hypothesized that race, ethnicity and gender, and the relations between these identities, would impact trainee career self-efficacy. The analysis demonstrated that racial and ethnic group, gender, specific career interests (academic principal investigator vs. other careers), and seniority (junior vs. senior trainee level) were, to various degrees, all associated with trainee career self-efficacy and the effects were consistent across graduate and postdoctoral respondents. Implications for differing levels of self-efficacy are discussed, including factors and events during training that may contribute to (or undermine) career self-efficacy. The importance of mentorship for building research and career self-efficacy of trainees is discussed, especially with respect to those identifying as women and belonging to racial/ethnic populations underrepresented in biomedical sciences. The results underscore the need for change in the biomedical academic research community in order to retain a diverse biomedical workforce.
Collapse
Affiliation(s)
- Deepshikha Chatterjee
- Department of Psychology, Baruch College and The Graduate Center, City University of New York, New York, NY, United States of America
| | - Gabrielle A. Jacob
- Department of Biostatistics and Epidemiology, School of Public Health, Rutgers University, Piscataway, New Jersey, United States of America
| | | | - Inge Wefes
- School of Medicine, CU Denver Anschutz Medical Campus, Aurora, CO, United States of America
| | - Roger Chalkley
- Department of Molecular Physiology and Biophysics, School of Basic Science, Vanderbilt University, Nashville, TN, United States of America
| | - Ana T. Nogueira
- Department of Pharmacology, Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
| | - Cynthia N. Fuhrmann
- RNA Therapeutics Institute, Biochemistry & Molecular Biotechnology, & Morningside Graduate School of Biomedical Sciences, University of Massachusetts Chan Medical School, Worcester, MA, United States of America
| | - Janani Varadarajan
- BRET Office of Outcomes Research, The Office of Biomedical Research Education and Training, Vanderbilt University School of Medicine, Nashville, TN, United States of America
| | - Nisaan M. Hubbard
- Cell Biology & Physiology, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
- Biology Department, West Virginia University, Morgantown, WV, United States of America
| | - Christiann H. Gaines
- Department of Pharmacology, Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
| | - Rebekah L. Layton
- Department of Pharmacology, Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
| | - Sunita Chaudhary
- Department of Surgical Oncology, Robert Wood Johnson Medical School, Research Education, Rutgers Cancer Institute of New Jersey, Rutgers, The State University of New Jersey, New Brunswick, New Jersey, NJ, United States of America
| |
Collapse
|
8
|
Mathur A, Hwalek M, Straub V, Chow CS. Increasing faculty support, respect, and ability to help doctoral students explore non-academic research career opportunities. Heliyon 2023; 9:e13052. [PMID: 36711266 PMCID: PMC9873667 DOI: 10.1016/j.heliyon.2023.e13052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 01/11/2023] [Accepted: 01/13/2023] [Indexed: 01/18/2023] Open
Abstract
We examined the role of the NIH-funded Broadening Experiences in Scientific Training (BEST) program at Wayne State University in increasing faculty (1) support for doctoral students exploring non-academic research opportunities, (2) respect for non-academic research, and (3) ability to help students with non-academic research career exploration. Ninety-seven faculty participated in one or more BEST activities over a five-year period. Fifty-three of those faculty (55%) completed an online survey about their participation in the program and their support, respect, and ability to help students explore non-academic research careers. Sixteen of these faculty were also interviewed in depth about their perspectives on the role professional development can play in enhancing faculty perspectives about non-academic research career options for their students. The survey and interview data reveal some changing perceptions of BEST faculty participants in their attitudes toward and respect for non-academic research careers, as well as in their ability to help students in career exploration. These faculty perceptions correlated with their level of participation in BEST activities. Importantly, this study also showed that some faculty believe they lack the experience and connections outside of academia to adequately support doctoral students' career exploration. The results of this NIH-funded BEST program on faculty attitudes underscore the influence of federally funded programs in changing institutional attitudes towards supporting student career choices that have broad societal impact.
Collapse
Affiliation(s)
- Ambika Mathur
- Graduate School, Wayne State University, Detroit, MI, 48202, USA,Graduate School, The University of Texas at San Antonio, San Antonio, TX, 78429, USA
| | | | | | - Christine S. Chow
- Department of Chemistry, Wayne State University, Detroit, MI, 48202, USA,Corresponding author.
| |
Collapse
|
9
|
McLaughlin JE, Layton RL, Watkins PB, Nicholas RA, Brouwer KLR. Developing evidence-based resources for evaluating postgraduate trainees in the biomedical sciences. PLoS One 2022; 17:e0278297. [PMID: 36512576 PMCID: PMC9746972 DOI: 10.1371/journal.pone.0278297] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Accepted: 11/14/2022] [Indexed: 12/15/2022] Open
Abstract
Postgraduate trainees elevate the academic strength of institutions by conducting research, promoting innovation, securing grant funding, training undergraduate students, and building alliances. Rigorous and systematic program evaluation can help ensure that postgraduate training programs are achieving the program's intended outcomes. The purpose of this project was to develop evidence-based evaluation tools that could be shared across federally funded biomedical training programs to enhance program evaluation capacity. This manuscript describes the evidence-based process used to determine program evaluation needs of these programs at a research-intensive university. Using a multi-phased sequential exploratory mixed methods approach, data were collected from trainees, employers, leaders, and program directors. Data analyses included document analysis of program plans, inductive coding of focus groups and interviews, and descriptive analysis of surveys. Two overarching categories-Trainee Skills and Program Characteristics-were identified including six themes each. Program directors prioritized communication, social and behavioral skills, and collaboration as the trainee skills that they needed the most help evaluating. Furthermore, program directors prioritized the following program characteristics as those that they needed the most help evaluating: training environment, trainee outcomes, and opportunities offered. Surveys, interview scripts, and related resources for the categories and themes were developed and curated on a publicly available website for program directors to use in their program evaluations.
Collapse
Affiliation(s)
- Jacqueline E. McLaughlin
- Division of Practice Advancement and Clinical Education, Center for Innovative Pharmacy Education and Research, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Rebekah L. Layton
- Office of Graduate Education, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Paul B. Watkins
- Division of Pharmacotherapy and Experimental Therapeutics, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Robert A. Nicholas
- Office of Graduate Education, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
- Department of Pharmacology, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Kim L. R. Brouwer
- Division of Pharmacotherapy and Experimental Therapeutics, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| |
Collapse
|
10
|
Layton RL, Solberg VSH, Jahangir AE, Hall JD, Ponder CA, Micoli KJ, Vanderford NL. Career planning courses increase career readiness of graduate and postdoctoral trainees. F1000Res 2022; 9:1230. [PMID: 33163161 PMCID: PMC7605208 DOI: 10.12688/f1000research.26025.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/11/2022] [Indexed: 11/21/2022] Open
Abstract
Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees’ respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.
Collapse
Affiliation(s)
- Rebekah L. Layton
- Office of Graduate Education, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, USA
| | - V. Scott H. Solberg
- Department of Counseling & Applied Human Development, Boston University Wheelock College of Education and Human Development, Boston, MA, USA
| | - Arthee E. Jahangir
- Postdoctoral Affairs, Office of Science and Research, New York University School of Medicine, New York, NY, USA
| | - Joshua D. Hall
- Office of Graduate Education, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, USA
- Science Education, Howard Hughes Medical Institute, Chevy Chase, MD, USA
| | - Christine A. Ponder
- Research Affairs, Vice Provost for Research, New York University, New York, NY, USA
| | - Keith J. Micoli
- Postdoctoral Affairs, Office of Science and Research, New York University School of Medicine, New York, NY, USA
| | - Nathan L. Vanderford
- Department of Toxicology & Cancer Biology, University of Kentucky College of Medicine, Lexington, KY, USA
| |
Collapse
|
11
|
Subramanian S, Hutchins JA, Lundsteen N. Bridging the gap: increasing collaboration between research mentors and career development educators for PhD and postdoctoral training success. Mol Biol Cell 2022; 33. [PMID: 35041468 PMCID: PMC9236141 DOI: 10.1091/mbc.e21-07-0350] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
Abstract
National reports and funding mandates have called for trainee-centered PhD and postdoctoral training and the need to support diverse career outcomes. As a result, career and professional development (CPD) resources have expanded at several institutions. Despite the growth of innovative and impactful CPD resources, access to and awareness of resources have been inconsistent and inequitable for graduate and postdoctoral trainees. In the current model, core education occurs in two unconnected ways: faculty research mentors provide scientific competencies training, while CPD educators provide transferable competencies training, which is separate from the curriculum and optional at most institutions. Research mentors are influential in supporting trainee engagement with CPD programs; however, most are either unaware of the rapidly growing opportunities or may not see the direct benefit to scientific development and productivity. Due to this disconnect, some trainees can be inadvertently distanced from CPD resources, leading to more inequities among groups. To bridge this gap, here we propose a realignment of the current model via a set of practical and collaborative solutions providing benefit to all stakeholders. With greater awareness and collaboration, research mentors and CPD educators can complement each other’s expertise to better support trainee experiences and outcomes.
Collapse
Affiliation(s)
- Shoba Subramanian
- Office of Graduate and Postdoctoral Studies.,Department of Cell and Developmental Biology, University of Michigan Medical School, Ann Arbor, MI 48109
| | - Jessica A Hutchins
- Division of Biology and Biomedical Sciences, Washington University in St. Louis, St. Louis, MO 63130
| | - Natalie Lundsteen
- Graduate School of Biomedical Sciences, The University of Texas Southwestern Medical Center, Dallas, TX 75390
| |
Collapse
|
12
|
Claydon J, Farley‐Barnes K, Baserga S. Building skill-sets, confidence, and interest for diverse scientific careers in the biological and biomedical sciences. FASEB Bioadv 2021; 3:998-1010. [PMID: 34938961 PMCID: PMC8664047 DOI: 10.1096/fba.2021-00087] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2021] [Revised: 08/16/2021] [Accepted: 08/17/2021] [Indexed: 11/11/2022] Open
Abstract
Many biological science PhD graduates are increasingly pursuing careers outside of academia. Subsequently, PhD training programs are increasing their efforts to broaden their awareness of diverse career opportunities, with a firm knowledge of the skills necessary for success. At Yale University, for two semesters we have offered a new course for graduate students in the biological sciences titled "Skills Development for Diverse Scientific Careers" (BBS 550b). This course addressed career-related topics not covered in any curriculum at Yale such as how to run clinical trials, the business side of biotech, how to convert CVs into resumes, and resilience for early career scientists. We sought to better equip students to think broadly about their career options by exposing them to non-academic biomedical career avenues. Furthermore, the course fulfilled a gap in current curricular offerings to prepare students for multiple science career trajectories. Results on a pre-post course survey demonstrated increases in students' interest for, knowledge of, and confidence in securing a position in multiple nontraditional career sectors. Intentional course design can provide an adequate foundation to broaden awareness of myriad career options available to bioscientists. Broadening student knowledge and interest levels will contribute substantially to developing a robust scientific workforce.
Collapse
Affiliation(s)
- Jennifer Claydon
- Training Program Assessment, Biological & Biomedical Sciences & Poorvu Center for Teaching and LearningYale UniversityNew HavenConnecticutUSA
| | - Katherine Farley‐Barnes
- Program Development for the Cellular, Molecular, and Quantitative Biology Training GrantMolecular Biophysics & BiochemistryYale UniversityNew HavenConnecticutUSA
| | - Susan Baserga
- William H. Fleming MD Professor of Molecular Biophysics & Biochemistry, Genetics, & Therapeutic RadiologyYale UniversityNew HavenConnecticutUSA
| |
Collapse
|
13
|
Osheroff N. The COVID-19 Pandemic: a Year Lost, or a Year Found? MEDICAL SCIENCE EDUCATOR 2021; 31:21-26. [PMID: 34466278 PMCID: PMC8390108 DOI: 10.1007/s40670-021-01392-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/16/2021] [Indexed: 06/13/2023]
Abstract
This commentary is based on the Leadership Plenary at the IAMSE 2021 Virtual Conference and describes the response of the International Association of Medical Science Educators (IAMSE) to the COVID-19 pandemic.
Collapse
Affiliation(s)
- Neil Osheroff
- Departments of Biochemistry and Medicine (Hematology/Oncology), Vanderbilt University School of Medicine, Nashville, TN 37232 USA
- VA Tennessee Valley Healthcare System, Nashville, TN 37212 USA
| |
Collapse
|
14
|
Brandt PD, Sturzenegger Varvayanis S, Baas T, Bolgioni AF, Alder J, Petrie KA, Dominguez I, Brown AM, Stayart CA, Singh H, Van Wart A, Chow CS, Mathur A, Schreiber BM, Fruman DA, Bowden B, Wiesen CA, Golightly YM, Holmquist CE, Arneman D, Hall JD, Hyman LE, Gould KL, Chalkley R, Brennwald PJ, Layton RL. A cross-institutional analysis of the effects of broadening trainee professional development on research productivity. PLoS Biol 2021; 19:e3000956. [PMID: 34264929 PMCID: PMC8282014 DOI: 10.1371/journal.pbio.3000956] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Accepted: 05/12/2021] [Indexed: 11/23/2022] Open
Abstract
PhD-trained scientists are essential contributors to the workforce in diverse employment sectors that include academia, industry, government, and nonprofit organizations. Hence, best practices for training the future biomedical workforce are of national concern. Complementing coursework and laboratory research training, many institutions now offer professional training that enables career exploration and develops a broad set of skills critical to various career paths. The National Institutes of Health (NIH) funded academic institutions to design innovative programming to enable this professional development through a mechanism known as Broadening Experiences in Scientific Training (BEST). Programming at the NIH BEST awardee institutions included career panels, skill-building workshops, job search workshops, site visits, and internships. Because doctoral training is lengthy and requires focused attention on dissertation research, an initial concern was that students participating in additional complementary training activities might exhibit an increased time to degree or diminished research productivity. Metrics were analyzed from 10 NIH BEST awardee institutions to address this concern, using time to degree and publication records as measures of efficiency and productivity. Comparing doctoral students who participated to those who did not, results revealed that across these diverse academic institutions, there were no differences in time to degree or manuscript output. Our findings support the policy that doctoral students should participate in career and professional development opportunities that are intended to prepare them for a variety of diverse and important careers in the workforce.
Collapse
Affiliation(s)
- Patrick D. Brandt
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | | | - Tracey Baas
- University of Rochester, Rochester, New York, United States of America
| | | | - Janet Alder
- Rutgers University, New Brunswick, New Jersey, United States of America
| | | | - Isabel Dominguez
- Boston University, Boston, Massachusetts, United States of America
| | - Abigail M. Brown
- Vanderbilt University, Nashville, Tennessee, United States of America
| | | | - Harinder Singh
- University of California-Irvine, Irvine, California, United States of America
| | - Audra Van Wart
- Virginia Polytechnic Institute and State University, Blacksburg, Virginia, United States of America
| | | | - Ambika Mathur
- Wayne State University, Detroit, Michigan, United States of America
| | | | - David A. Fruman
- University of California-Irvine, Irvine, California, United States of America
| | - Brent Bowden
- Virginia Polytechnic Institute and State University, Blacksburg, Virginia, United States of America
| | - Christopher A. Wiesen
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Yvonne M. Golightly
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Chris E. Holmquist
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Daniel Arneman
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Joshua D. Hall
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Linda E. Hyman
- Boston University, Boston, Massachusetts, United States of America
| | - Kathleen L. Gould
- Vanderbilt University, Nashville, Tennessee, United States of America
| | - Roger Chalkley
- Vanderbilt University, Nashville, Tennessee, United States of America
| | - Patrick J. Brennwald
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Rebekah L. Layton
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| |
Collapse
|
15
|
Ullrich LE, Ogawa JR, Jones-London MD. Factors That Influence Career Choice among Different Populations of Neuroscience Trainees. eNeuro 2021; 8:ENEURO.0163-21.2021. [PMID: 34039650 PMCID: PMC8223496 DOI: 10.1523/eneuro.0163-21.2021] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 05/06/2021] [Accepted: 05/12/2021] [Indexed: 11/21/2022] Open
Abstract
Specific groups have historically been, and continue to be, underrepresented in the biomedical research workforce, especially academia. Career choice is a multifactorial process that evolves over time; among all trainees, expressed interest in faculty research careers decreases over time in graduate school, but that trend is amplified in women and members of historically underrepresented racial and ethnic groups (Golde and Dore, 2004; Fuhrmann et al., 2011; Sauermann and Roach, 2012; Gibbs et al., 2014; Roach and Sauermann, 2017). This work was designed to investigate how career interest changes over time among recent neuroscience PhD graduates, and whether differences in career interests are associated with social identity, experiences in graduate school and postdoctoral training, and personal characteristics. We report results from a survey of 1479 PhD neuroscientists (including 16% underrepresented scientists and 54% women scientists). We saw repeated evidence that individual preferences about careers in general, and academic careers specifically, predict current career interest. These findings were moderated by social identity and experiences in graduate school and postdoctoral training. Our findings highlight the important influence of the advisor in shaping a trainee's career path, and the ways in which academic culture is perceived as unwelcoming or incongruent with the values or priorities of certain groups. They suggest several areas for positive growth, ways to change how we think about the impact of mentorship, and policy and programmatic interventions that extend beyond trying to change or "fix" the individual and instead recognize the systemic structures that influence career choices.
Collapse
Affiliation(s)
- Lauren E Ullrich
- Office of Programs to Enhance Neuroscience Workforce Diversity, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892
| | - John R Ogawa
- Office of Programs to Enhance Neuroscience Workforce Diversity, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892
| | - Michelle D Jones-London
- Office of Programs to Enhance Neuroscience Workforce Diversity, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892
| |
Collapse
|
16
|
Schaller MD. The costs and benefits of a modified biomedical science workforce. FASEB Bioadv 2021; 3:83-93. [PMID: 33615153 PMCID: PMC7876701 DOI: 10.1096/fba.2020-00091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Revised: 11/28/2020] [Accepted: 12/01/2020] [Indexed: 12/04/2022] Open
Abstract
Analyses of the biomedical research workforce, the biomedical research enterprise, and its sustainability have identified a number of threats and offered many solutions to alleviate the problems. While a number of these solutions have been implemented, one solution that has not been broadly adopted, despite being widely recommended, is to increase the number of staff scientists and reduce dependency on trainees. The perceived impediment of this is the cost. This paper explores the costs associated with laboratory personnel and the benefits, in terms of productivity, associated with different positions in the workforce. The results of this cost‐benefit analysis depend upon the values assigned to different metrics of productivity by individuals and institutions. If first and senior author publications are the most important metrics of productivity, a trainee‐dependent workforce is much more cost effective. If total publications are the most valued metric of productivity, the cost effectiveness of trainee and staff scientists is reasonably equitable. This analysis provides data for consideration when making personnel decisions and for the continued discussion of modification of the biomedical research workforce. It also provides insight into the incentives for modification of the workforce at the grass roots, which must be considered by institutions genuinely committed to workforce modification to sustain the biomedical research enterprise.
Collapse
Affiliation(s)
- Michael D Schaller
- Department of Biochemistry West Virginia University School of Medicine Morgantown WV USA
| |
Collapse
|
17
|
Haynes B, Brimacombe K, Hare C, Faupel-Badger J. The National Center for Advancing Translational Sciences' Intramural Training Program and Fellow Career Outcomes. CBE LIFE SCIENCES EDUCATION 2020; 19:ar51. [PMID: 33001768 PMCID: PMC8693946 DOI: 10.1187/cbe.20-03-0048] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
The National Center for Advancing Translational Sciences (NCATS) defines translational science as "the field of investigation focused on understanding the scientific and operational principles underlying each step of the translational process." A major goal of translational science is to determine commonalities across projects to identify principles for addressing persistent bottlenecks in this process. To meet this goal, translational scientists must be conversant in multiple disciplines, work in teams, and understand the larger translational science ecosystem. The development of these skills through translational science training opportunities, such as the translational science training offered by the NCATS intramural research program, prepares fellows for a variety of career options. The unique structure of the NCATS intramural program and the career outcomes of its alumni are described herein to demonstrate the distinct features of this training environment, the productivity of fellows during their time in training, and how this prepares fellows to be competitive for a variety of science careers. To date, the NCATS intramural research program has trained 213 people, ranging from high school to postdoctoral levels. These alumni have transitioned into a wide array of career functions, types, and sectors.
Collapse
Affiliation(s)
- Brittany Haynes
- Division of Preclinical Innovation, National Center for Advancing Translational Sciences, Rockville, MD 20850
- *Address correspondence to: Brittany Haynes ()
| | - Kyle Brimacombe
- Division of Preclinical Innovation, National Center for Advancing Translational Sciences, Rockville, MD 20850
| | - Christy Hare
- Division of Preclinical Innovation, National Center for Advancing Translational Sciences, Rockville, MD 20850
| | - Jessica Faupel-Badger
- Division of Preclinical Innovation, National Center for Advancing Translational Sciences, Rockville, MD 20850
| |
Collapse
|
18
|
Collins TRL, Hoff K, Starback M, Brandt PD, Holmquist CE, Layton RL. Creating and sustaining collaborative multi-institutional industry site visit programs: a toolkit. F1000Res 2020; 9:1317. [PMID: 33335720 PMCID: PMC7722534 DOI: 10.12688/f1000research.26598.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/05/2022] [Indexed: 11/20/2022] Open
Abstract
Background: As more early career scientists enter into diverse career pathways, visiting local companies or organizations can support their exploration of these paths. As an efficient way to facilitate this, we developed a collaborative regional site visit program: the
Enhancing
Local
Industry
Transitions through
Exploration (ELITE) Consortium. Consortium members arrange half-day visits to local industry sites, thus providing companies and trainees the opportunity to meet and identify potential professional and career opportunities. Three different training institutions worked cooperatively in the development and maintenance of the program. The ELITE Consortium was developed with eight phased steps; guidelines and operating procedures were created for each of these steps and are provided along with sample materials for institutions interested in building similar programs. Methods: Prior to fully developing the program, trainee interests were evaluated via questionnaire. During program implementation and thereafter, program directors tracked attendance and collected career outcome data from publicly available sources to identify first job positions after training. Regression analyses and chi-squared analyses were used to examine site visit matches and career outcome data. Results: Analyses suggest a positive impact of site visits on postdoctoral and graduate trainees’ career outcomes at companies or institutions that match a similar sector (e.g., for-profit) and type (e.g., biotech, pharmaceutical, contract research organization). Despite a small sample size, evidence suggests an especially positive impact on trainees who organize site visits to companies compared with those who simply participate. Conclusions: The ELITE Consortium was successful in helping trainees explore and identify a multitude of career paths. Trainees attained employment either directly or in related companies and institutions visited by ELITE participants. The joint, three-institution, flexible nature of the ELITE Consortium positively impacts the program’s sustainability and reach. The toolkit provided here will help other institutions to replicate and adapt the program with minimal effort.
Collapse
Affiliation(s)
- Tammy R L Collins
- Office of Fellows' Career Development, National Institute of Environmental Health Sciences, USA, Research Triangle Park, North Carolina, 27709, USA
| | - Kiri Hoff
- Genome Integrity and Structural Biology Laboratory, National Institute of Environmental Health Sciences, USA, Research Triangle Park, North Carolina, 27709, USA
| | - Molly Starback
- Office of Postdoctoral Services, Duke University, Durham, North Carolina, 27710, USA
| | - Patrick D Brandt
- Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, 27599, USA
| | - Christopher E Holmquist
- Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, 27599, USA.,Biochemistry Department, U.T. Southwestern Medical Center, Dallas, TX, 75390, USA
| | - Rebekah L Layton
- Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, 27599, USA
| |
Collapse
|
19
|
Collins TR, Hoff K, Starback M, Brandt PD, Holmquist CE, Layton RL. Creating and sustaining collaborative multi-institutional industry site visit programs: a toolkit. F1000Res 2020; 9:1317. [PMID: 33335720 PMCID: PMC7722534 DOI: 10.12688/f1000research.26598.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/05/2022] [Indexed: 07/29/2023] Open
Abstract
Background: As more early career scientists enter into diverse career pathways, visiting local companies or organizations can support their exploration of these paths. As an efficient way to facilitate this, we developed a collaborative regional site visit program: the Enhancing Local Industry Transitions through Exploration (ELITE) Consortium. Consortium members arrange half-day visits to local industry sites, thus providing companies and trainees the opportunity to meet and identify potential professional and career opportunities. Three different training institutions worked cooperatively in the development and maintenance of the program. The ELITE Consortium was developed with eight phased steps; guidelines and operating procedures were created for each of these steps and are provided along with sample materials for institutions interested in building similar programs. Methods: Prior to fully developing the program, trainee interests were evaluated via questionnaire. During program implementation and thereafter, program directors tracked attendance and collected career outcome data from publicly available sources to identify first job positions after training. Regression analyses and chi-squared analyses were used to examine site visit matches and career outcome data. Results: Analyses suggest a positive impact of site visits on postdoctoral and graduate trainees' career outcomes at companies or institutions that match a similar sector (e.g., for-profit) and type (e.g., biotech, pharmaceutical, contract research organization). Despite a small sample size, evidence suggests an especially positive impact on trainees who organize site visits to companies compared with those who simply participate. Conclusions: The ELITE Consortium was successful in helping trainees explore and identify a multitude of career paths. Trainees attained employment either directly or in related companies and institutions visited by ELITE participants. The joint, three-institution, flexible nature of the ELITE Consortium positively impacts the program's sustainability and reach. The toolkit provided here will help other institutions to replicate and adapt the program with minimal effort.
Collapse
Affiliation(s)
- Tammy R.L. Collins
- Office of Fellows' Career Development, National Institute of Environmental Health Sciences, USA, Research Triangle Park, North Carolina, 27709, USA
| | - Kiri Hoff
- Genome Integrity and Structural Biology Laboratory, National Institute of Environmental Health Sciences, USA, Research Triangle Park, North Carolina, 27709, USA
| | - Molly Starback
- Office of Postdoctoral Services, Duke University, Durham, North Carolina, 27710, USA
| | - Patrick D. Brandt
- Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, 27599, USA
| | - Christopher E. Holmquist
- Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, 27599, USA
- Biochemistry Department, U.T. Southwestern Medical Center, Dallas, TX, 75390, USA
| | - Rebekah L. Layton
- Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, 27599, USA
| |
Collapse
|
20
|
Layton RL, Solberg VSH, Jahangir AE, Hall JD, Ponder CA, Micoli KJ, Vanderford NL. Career planning courses increase career readiness of graduate and postdoctoral trainees. F1000Res 2020; 9:1230. [PMID: 33163161 PMCID: PMC7605208 DOI: 10.12688/f1000research.26025.1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/11/2022] [Indexed: 07/29/2023] Open
Abstract
Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees' respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.
Collapse
Affiliation(s)
- Rebekah L. Layton
- Office of Graduate Education, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, USA
| | - V. Scott H. Solberg
- Department of Counseling & Applied Human Development, Boston University Wheelock College of Education and Human Development, Boston, MA, USA
| | - Arthee E. Jahangir
- Postdoctoral Affairs, Office of Science and Research, New York University School of Medicine, New York, NY, USA
| | - Joshua D. Hall
- Office of Graduate Education, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, NC, USA
- Science Education, Howard Hughes Medical Institute, Chevy Chase, MD, USA
| | - Christine A. Ponder
- Research Affairs, Vice Provost for Research, New York University, New York, NY, USA
| | - Keith J. Micoli
- Postdoctoral Affairs, Office of Science and Research, New York University School of Medicine, New York, NY, USA
| | - Nathan L. Vanderford
- Department of Toxicology & Cancer Biology, University of Kentucky College of Medicine, Lexington, KY, USA
| |
Collapse
|
21
|
Womack VY, Thakore BK, Wood CV, Jewett DC, Jones RF, Ingram SL, Clark JA, Fry CL, Wecker L, McGee R. The ASPET Mentoring Network: Enhancing Diversity and Inclusion through Career Coaching Groups within a Scientific Society. CBE LIFE SCIENCES EDUCATION 2020; 19:ar29. [PMID: 32643998 PMCID: PMC8711805 DOI: 10.1187/cbe.19-10-0195] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
Over the past decades, two persisting priorities in science, technology, engineering, and mathematics (STEM) training have been: 1) increasing the knowledge of and access to careers beyond academic scientist; and 2) increasing the diversity of the STEM workforce. Previous studies show that a uniquely constructed career coaching group provides strong support and progress for both priorities. This report extends this design into a more sustainable model that is positioned within the professional context of rising young scientists. This new model is based in the American Society for Pharmacology and Experimental Therapeutics (ASPET)-the ASPET Mentoring Network. Groups of PhD students and postdocs were assigned to an ASPET professional (academic or other career) member (the coach) with an initial meeting held the day before the society's annual meeting. The coaching groups interacted during the meeting and then virtually for a year. Extensive survey and interview evaluation data gathered from the first three cohorts (12 coaching groups) in 2016- 2018 provided strong evidence of the perceived and real benefits of the network. This new version of career coaching groups is both feasible and linked to career success due to its close association with a scientific society, peers, and coaches who share scientific identities and aspirations.
Collapse
Affiliation(s)
- Veronica Y. Womack
- Searle Center for Advancing Teaching and Learning, Northwestern University, Evanston, IL 60602
| | - Bhoomi K. Thakore
- Department of Sociology, University of Central Florida, Orlando, FL 32816
| | | | - David C. Jewett
- Neuroscience Program, Department of Psychology, University of Wisconsin–Eau Claire, Eau Claire, WI 54702
| | - Remi F. Jones
- Faculty Affairs, Northwestern University Feinberg School of Medicine, Chicago, IL 60611
| | - Susan L. Ingram
- Department of Neurological Surgery, Oregon Health & Science University, Portland OR 97239
| | - Janet A. Clark
- National Institute of Mental Health Intramural Research Program, National Institutes of Health, Bethesda, MD 20892
| | - Catherine L. Fry
- American Society for Pharmacology and Experimental Therapeutics, Rockville, MD 20852
| | - Lynn Wecker
- Department of Psychiatry and Neurosciences, University of South Florida Morsani College of Medicine, Tampa, FL 33612
| | - Richard McGee
- Faculty Affairs, Northwestern University Feinberg School of Medicine, Chicago, IL 60611
- *Address correspondence to: Richard McGee ()
| |
Collapse
|
22
|
Van Wart A, O'Brien TC, Varvayanis S, Alder J, Greenier J, Layton RL, Stayart CA, Wefes I, Brady AE. Applying Experiential Learning to Career Development Training for Biomedical Graduate Students and Postdocs: Perspectives on Program Development and Design. CBE LIFE SCIENCES EDUCATION 2020; 19:es7. [PMID: 32822277 PMCID: PMC8711830 DOI: 10.1187/cbe.19-12-0270] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/11/2019] [Revised: 06/18/2020] [Accepted: 06/23/2020] [Indexed: 06/11/2023]
Abstract
Experiential learning is an effective educational tool across many academic disciplines, including career development. Nine different institutions bridged by the National Institutes of Health Broadening Experiences in Scientific Training Consortium compared their experiments in rethinking and expanding training of predoctoral graduate students and postdoctoral scholars in the biomedical sciences to include experiential learning opportunities. In this article, we provide an overview of the four types of experiential learning approaches our institutions offer and compare the learning objectives and evaluation strategies employed for each type. We also discuss key factors for shaping experiential learning activities on an institutional level. The framework we provide can help organizations determine which form of experiential learning for career training might best suit their institutions and goals and aid in the successful design and delivery of such training.
Collapse
Affiliation(s)
- Audra Van Wart
- Fralin Biomedical Research Institute and Virginia Tech Carilion School of Medicine, Virginia Tech, Roanoke, VA 24016
| | | | | | | | | | | | | | - Inge Wefes
- University of Colorado Denver–Anschutz Medical Campus, Aurora, CO 80045
| | - Ashley E. Brady
- Vanderbilt University School of Medicine, Nashville, TN 37232
| |
Collapse
|