Assessing PhDs: The thesis or the alternative

James Lewis discusses whether the traditional PhD thesis is the best way for assessing PhD students, and what a good alternative might be.

Contributor James Lewis

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Writing up several years of research into a thesis is one of the most challenging hurdles in the long process of getting a PhD. I began writing up in April 2015 and I find myself frequently wondering whether such a mentally taxing task is the best way to examine students before sending them off into the wider world. At the end of July I published a two question poll on my personal blog designed to find out the opinions of others in academia. Over the course of 12 days, 111 people responded. The full results for the poll can be found directly here.

I encouraged people to comment and give their thoughts and suggestions. It is widely accepted that a thesis is the best form of assessment for the humanities so here I focus on whether it’s compatible with the sciences, where research is primarily shared through peer reviewed journal articles.

The traditional thesis

The first poll question asked whether the PhD thesis is an effective way to assess students and 63% stated that they believe it is.

Those in favour argued that it’s the most flexible format for developing writing skills, demonstrating knowledge and allowing discussions of ideas, speculation and negative results that wouldn’t make it into a published paper. Thesis writing also directly demonstrates a student’s ability to plan, carry out and write up a research project to examiners and future employers. Details of method development can be particularly useful resources for laboratories as those following in the student’s footsteps can quickly find out what worked and what didn’t. Continue reading

Career A or B: Making the decision

Collect data on yourself before choosing a career.

Contributor Thi Nguyen

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In working with graduate students and postdocs who are choosing between two possible career paths, one ironic challenge we discuss is how their rigorous training has prepared them to perform well in a wide range of fields. PhDs problem solve, think critically, synthesize and present information, analyze data, write technically and creatively, and work independently and in teams. But I remind them using a baseball analogy, that just because they can throw and catch a ball doesn’t mean that they will be as happy, or skilled at, playing the team’s pitcher as they would be playing second base.

To choose the career path that’s a better fit, it’s essential to spend time making an informed decision. They often need to reframe their “I could do anything” attitude, and ask themselves what they want to do. Continue reading

Announcing the Publishing Better Science Through Better Data writing competition

Enter a new writing competition for the chance to attend the Publishing Better Science Through Better Data 2015 event (#scidata15) in October, have your writing published on the Naturejobs blog and work with Nature Publishing Group editors.

SciData-logo-naturejobs-blogAfter a rapidly sold out first conference in 2014, we are looking for five budding science writers to help with news coverage of Publishing Better Science Through Better Data 2015. The day-long conference, held at Nature Publishing Group’s offices in Kings Cross on October 23rd 2015, will explore the practical implications, for early career researchers conducting and publishing their work, of data sharing policies and tools.

This year’s full-day conference will include advice on publishing, advancing careers and include discussion of emerging tools and resources available to researchers to help them, and society, derive maximum benefit from scientific research. The focus of the 2015 conference is on natural sciences and medicine, from academic and industry research perspectives.

Speakers will include representatives from leading journals, research organisations, funding agencies and technology providers. Also, lightning talks and demos will enable conference delegates – researchers and technologists – to present case studies of data sharing and analysis tools in action. Continue reading

Mentoring: Where laureates go for advice

Mentorship advice comes in many forms and from many sources, say Nobel laureates.

Contributor Michael Gatchell

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Mentors are fundamental in molding young scientists into independent researchers. These relationships can take on many forms and evolve along the way, but they never stop being important for a scientist.

Relationships with mentors change as a young scientist’s career progresses and they gain experience. But it is naïve to think that you are less dependent on the advice from your peers as you grow. “I think you need more advice in a way, but different types,” says Martin Chalfie, 2008 Nobel laureate in chemistry. Venkatraman Ramakrishnan, 2009 Nobel laureate in chemistry, agrees that it is important to have somebody who you trust to discuss major decisions with. He maintained a close relationship with his postdoctoral mentor as his career progressed, “He was always very honest — I didn’t always agree with him — but I always found it useful to talk to him.” Continue reading

#ScientistOnTheMove: July 2015

From PhD to press officer and from postdoc to industry-based scientist.

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Anthea Lacchia handed in her PhD thesis to Trinity College Dublin in July 2014. Her research was on goniatite fossils: extinct relatives of squid and cuttlefish. Throughout her graduate studies she spent time doing science writing and editing, contributing to various student publications and editing the science section of Trinity News. Although enjoying science and research, “the more I got involved with science communication, the more I grew to love it. Soon, it began to occupy most of my spare time,” she says. And the experiences she gathered outside of her academic research proved to be crucial for her application to her current role. She has now been working as a press officer at Nature for a month, working with international media and writing press releases for the international weekly journal Nature, allowing her to learn, write about, and promote scientific research. “I moved to a new city, London, and started a new life there,” she says. A move like this comes with a lot of changes and practical matters to organise. But the learning curve at work was also steep: “During my first few weeks at Nature, I have had to rapidly learn new skills and procedures, which was certainly challenging at times. It took at least two or three weeks before I started to feel on top of things and understand the various aspects of my role, and I am still learning every day.”

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Tim Mak

Until Christmas 2014, when funding ran dry, Tim Mak was a postdoc at the University of Cambridge, collaborating with the Sanger Institute in the UK. He was investigating the role of gut microbiota in paediatric inflammatory bowel diseases. Whilst applying for a new job, Tim went back to Malaysia to spend time with families and friends. Whilst in academia, he had moved into the “comfort zone” and even though he wanted to know more about working in industry, he had doubts on getting a job outside the academia world. “It has more focused goals and less publication-oriented goals. It also focuses on translational research rather than basic research,” he says. His doubts didn’t stop him from applying though, and soon he was offered a scientist job at the Janssen Prevention Center, Netherlands, which he started in July 2015. Yet even for someone as well travelled as Tim (he’s lived in Australia, Germany, Denmark, USA and UK) it hasn’t been an easy transition. “I have been struggling with the visa issue in Europe since I am not an European.” Not only that, but also adapting to new environment (workplace, foreign country and foreign language). Even though I have experience in adapting into a number of different countries during my academic career, I still find it challenging to do so.”

Best of luck to both Anthea and Tim in their new roles! Take a look at the profiles we’ve got from scientists who were on the move earlier this year in MayMarchFeb and Jan.

Do you have a new job in a science related field? If you do, let us know and you could feature on the Naturejobs blog! Join the conversation and share your photos with us on Twitter with the tag #ScientistOnTheMove.

Ask the expert: Meet Naoimh O’Connor

Naoimh O’Connor is the Research Careers Manager at University College Dublin.

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Say hello to Naoimh!

What is your scientific background? 

Personal Construct Psychology: an approach to exploring a person’s perceived reality using grids, matrices, laddering techniques to identify the questions that will matter to that person.

Why did you decide to leave academia (if at all)? 

After a Research Masters in Psychology and lots of travelling, I became an Education Programme and Research manager with the National College of Ireland. Then I got offered a job teaching undergraduate Psychology to American study-abroad students in Italy so I moved there for six years, during which time I also completed a Masters in Creative Writing and started teaching Creative Writing as well as Cross-Cultural Psychology. I was also the college counsellor there and did a diploma in complementary health around that time. I continued to publish a bit and attend international conferences when I could and then when I came back to Ireland four years ago, Italian husband in tow, I took up an all-staff Learning and Development role in the University and then moved into this Research Careers role (about 18 months ago). Over the years I’ve toyed with many a PhD proposal, but nothing has been original enough to pursue so far.

I’m not sure if the leaving academia question is covered but I don’t know if I’ve ever mentally left actually!

Continue reading

Science communication: Keep it simple

Understanding your audience is one of the most important things in effective science communication.

Contributor Emily Porter

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What do you get if you add foam yoga blocks, Hungry Hippos, scientists and kids together? A mixture of mayhem, learning and wonder.

Over the past few months I’ve been getting involved in the Bristol Festival of Nature, an event that celebrates all things science and nature.  Despite initially volunteering to help out more generally, I soon found myself agreeing to design and run an activity with a couple of PhD students, Luke Lazarou and Barney Wharam. We spent many hours discussing the best way to make virus epitopes and white blood cell receptors using foam bricks and genetic codes, and how we could modify Hungry Hippo games to become Hungry Macrophages games.

We were developing our activity for the Bristol University tent, which showcases the university’s research to a broad audience over three days, including one day when the Festival is open only to visiting schools. IIt was my first experience of developing an activity, and I wanted to share what I learned so that others looking to do some festival work can learn too.

Audience. It is crucial that you consider your audience. Visitors to the festival ranged from pre-primary school age children to grandparents, including science teachers and university staff, so our activity used varying difficulties of genetic sequences, from assembling simple colour sequences to interpreting amino acid tables, to cater for everyone. Never underestimate the amount of knowledge that can be picked up from everyday life; when children were asked if they knew what a virus was, answers varied from ‘like in a computer?’ to ‘a verruca’, and the term ’DNA’ was recognised from the TV series. Continue reading

Mentoring: Before they were laureates

Mentors create environments where early career researchers can grow and develop.

Contributor Michael Gatchell

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For a young scientist the possibilities are endless, but a good mentor can make all of the difference in helping their career off to the right start.

Those who choose to become scientists can often point out one or several people who influenced them and started them on the journey that is their career. Already at an early stage in one’s education, there can be that one professor who made a longstanding impact. Even seemingly small actions make a big difference. This was the case for 2008 Nobel laureate in chemistry, Martin Chalfie. He fondly remembers a special teacher while he was an undergraduate student at Harvard, who personally ensured that Chalfie had a key to the library and could read the papers needed for a course. “He went out of his way — that was a wonderful thing,” Chalfie says.

The first experience that many people have of actually practicing science is during graduate school. The advisors naturally take on the role as mentors and create an environment where they can grow. This can be manifested in many different ways. For Brian Schmidt, winner of the 2011 Nobel Prize in physics, having frequent meetings with his PhD supervisor at Harvard were important. “Every morning I would bring in a plot of what I did the day before and we would talk it over,” he says. “He really imprinted lots of how to do science to me.” Continue reading

Faculty position at WUSTL: The employee’s perspective

Samantha Morris talks about getting her first faculty position at Washington University School of Medicine in St Louis.

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What did you do in preparation for your job application?

It was 10 years of watching, observing, following advice, and soaking up any mentorship and guidance on how to become a faculty member. Collecting these experiences really helped. It was interesting to see that many people didn’t take a traditional trajectory into a faculty position.

When I came to the end of graduate school, a friend told me about a workshop at Harvard Medical School about faculty positions, so I dropped everything and ran there! There were 300 postdocs in the session, which was terrifying when you’re thinking about applying for a position because they’re the competition!

What was your job application strategy?

I thought I should apply to everything so I applied for 33 positions and interviewed for 15.  By seeing different institutions side-by-side I was able to decide more clearly on what I was looking for. It slowly emerged that the places I was most excited about were the ones that had medical schools and close connections to clinicians. Washington University in St Louis certainly has that: many clinicians here are closely connected to the research enterprise. Continue reading

Faculty position at WUSTL: The employer’s perspective

Jeff Milbrandt talks about the hiring process behind a faculty position that recently went at Washington University School of Medicine in St Louis.

Robert Boston is the photographer, Washington University School of Medicine

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As head of the genetics department at Washington University School of Medicine in St Louis (WUSTL), what do you look for in new faculty members?

As a genetics department we’re very interested in computational approaches and new technologies because I think they’ve driven the genomic revolution. So we’re interested in finding people that are either utilising or developing new technologies to study fundamental disease pathways, with the hope that they will collaborate with more clinical people at Washington University to translate some of their discoveries into something that would benefit human kind.

What was the position you were trying to fill?

Essentially, we were looking for young, energetic, creative and accomplished scientists that are going to fulfil the dream of being able to study basic disease mechanisms using genomic technologies across two departments: genetics and developmental biology.

The fundamental role of the new faculty member is to do world-class research. There is not a huge teaching burden and there is a minimal administrative burden. The position was designed for someone to develop their laboratory, to obtain external grant funding, attract students and postdocs to the lab to help with the exciting work described by the candidates. Continue reading