Cristina Lo Celso: Career-changing encounters

cristinaCristina Lo Celso is the first woman to receive the UK Academy of Medical Sciences Foulkes Foundation Medal since the award was launched in 2007.  While a postdoc at Harvard University Lo Celso developed microscopy techniques that allowed blood stem cells to be viewed inside their natural environment for the first time. She describes her career to date, how she chose science over medicine, and her mentors.

Why did you choose a career in academic research rather than medicine? 

I did consider medicine.  Antonio Lo Celso, my paternal grandfather, was a surgeon in Sicily before retiring to Turin, where I grew up. He got me interested in human health and how the body works. But when I was about 15 I read Dominique Lapierre’s 1991 book Beyond LoveIt’s about clinicians and scientists and patients during the early stages of the HIV epidemic and it made me realise that research can make a massive difference. Continue reading

It’s time to reduce the number of PhD students, or rethink how doctoral programs work

Gwilym Croucher, University of Melbourne

There are not enough academic jobs vacant in Australia each year to employ all our PhD graduates.

This imbalance risks training an increasing numbers of doctoral students on a promise that cannot be fulfilled: that is future academic employment.

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We need to accept a hard truth that Australia needs to rethink the design of the PhD and the expectations around it, or radically reduce intake to doctoral programs. Continue reading

Thinking of a PhD? This is the Australian story

Advice for prospective PhD candidates focuses on career prospects in R&D, but more thought should be given to personal aspirations in life and work.

Research is fuelled by the energy of post-graduate students. PhD students contribute 57% of total university research output, according to a 2013 discussion paper from The Group of Eight Universities in Australia. In 2011 Nature published “The PhD factory,” which described the ongoing crisis caused by the oversupply of trained researchers and the inability of academia and industry to soak up the overflow.

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Five of the Australia Telescope Compact Array antennas at Narrabri, New South Wales

Fast forward to 2016, and the PhD factories are just as productive, if not even more so. In the 2011 article, Dr Anne Carpenter at Harvard/MIT’s Broad Institute fought the system by hiring permanent staff scientists instead of the usual mix of postdocs and graduate students. She struggled to justify her high staff cost to grant-review panels. Continue reading

Study system envy

Graduate students must often weigh the pros and cons of straying from an advisor’s research program

Guest contributor Carolyn Beans

Early in graduate school, I had total study system envy. In many biological fields, including my own field of evolutionary ecology, a study system is a specific species that a scientist uses to run tests. Some of these species like mice, zebrafish, and the plant Arabidopsis are model organisms, and have been well-studied for decades or more. Whether scientists choose a model organism or a relatively unknown species as a study system can have drastic consequences for their research.

Zebrafish

Zebrafish{credit}Uri Manor, NICHD{/credit}

Continue reading

Where do all the alumni go?

Contributors Yuriy Baglaenko and Eric Gracey

Students from the department of immunology at the University of Toronto recently completed a survey of their 288 alumni, tracking their career choices and progressions through life. In this post, Yuriy Baglaenko and Eric Gracey follow the alumni around the globe, to see where they have ended up after leaving the University of Toronto.

The sub-prime mortgage crisis of 2008 had global economic ramifications, still felt to this day. This crisis was particularly close to the heart of business schools, which were criticized for not instilling the proper skills and ethics in their graduates. In response to this disaster, many MBA programs restructured to adapt their training by having continuous dialogues with industry and adding a stronger focus on softer skills.

Recent reports have provided evidence that the scientific system may also be facing an impending crash, with funding levels stagnant, grant success rates diving and an increasing reliance on trainees as producers of knowledge. Will graduate training preemptively change to avoid a scientific meltdown or continue to lag behind a changing world?

Why survey alumni?

Unfortunately, graduate training is rarely evaluated. New courses and technologies might come and go but fundamentally, graduate education has remained unchanged for many years. Only recently have a limited number of academic or industry track PhD programs been introduced to bring training in line with a changing job market. Continue reading

Graduate school survival skills

by Jonathan Gross

During the course of graduate school we’ve all likely felt as if we were stuck on a deserted island or lost in a rain forest without a map. It’s tough. As graduate students, we strive to create knowledge, but we’re not explicitly taught how to practice science. I’d like to share three lessons about graduate school that I did not appreciate at the time, and that could help you find your path to the other side.

iStock/Thinkstock

{credit}iStock/Thinkstock{/credit}

 

Plan for progress

Just as any intrepid adventurer must plan ahead for food, water, or shelter, we need to plan how we progress in graduate school and not leave our paths to chance. For me this meant writing a plan for the week ahead with annotation of how it supported my goals and the lab’s focus. It helps when planning to think in figures, visualizing the answer we seek, to come up with the clearest path forward.

It seems simple, but the written plan lowered my stress level not just for arranging my time, but also when speaking to my PI. He often had quick chats to verify that we were on track and aware of the next steps. These talks shaped his impressions and assumptions of each of us as scientists.

Many of us, myself included, often fumbled these chats: “Oh…um…just working on this experiment and data analysis. Want to see it?” But once I started writing plans I could quickly say, “I am re-developing method X, which I noticed was not working because of Y. I will know tonight whether it worked and will send you the data. I expect that by Friday we will have moved on to Z to bring us closer to finishing paper A. Perhaps we can chat then about the next steps we expect?”

Quick, to-the-point progress updates helped him help me, seizing the most value from his limited attention to ensure my project would advance smoothly and that he understood my value to his lab.

As I see it, plans aren’t just the domain of corporate staff; planning is essential, deliberate preparation for a successful scientific career.

Share knowledge

I have noticed that successful scientists do not go it alone; they have support scientists and staff helping on the sidelines. Unfortunately, individual recognition is often over emphasized, leading academics to not share certain knowledge until problems arise. Continue reading

38 tips on writing an academic CV

Many academic job vacancies have fairly basic application forms, so the main way you will get an interview is by having a very good academic CV, says Emma Baker, careers advisor for the graduate school at King’s College London. Baker outlined a number of tips for writing academic CVs at the 2011 Naturejobs Career Expo, held last week in London. Have a read and let us know what you think – if you have any to add, please leave a comment below.

Length

You may have heard that your CV shouldn’t be more than two pages long, but Baker says that doesn’t apply to academic CVs. “[Academia] seems to be the only field where you can make it as long as you want it to be,” she says. However, you’ll need to think carefully about the structure you use to make sure the length doesn’t put a potential employer off reading it.

Structure

The most important information should be on the first half of the first page, says Baker, and the very first thing should be your name, not the words ‘curriculum vitae’. Your contact details should be at the top of the first page and should include a professional-looking email address – avoid using an inappropriately worded personal account. Also be aware that your current work email address will most likely expire once you leave, so it may not be the best one to use. Baker adds that it’s no longer necessary to list your postal address on your CV, as most applications are done by email and the job application form probably asks for that information.

Baker says she sees a lot of CVs that start by saying something like: “I’m a passionate, hard-working individual with a PhD and I’m good at working in teams.” Avoid generic terms like this – you want to stand out from the crowd. Concentrate on your ‘unique selling points’.

Consider the use of appendices for lists of publications and other large sections.

Content: the basics

The three main sections that should form the bulk of your academic CV are:

  • Research
  • Teaching
  • Administration

Generally speaking, content in each section should be in reverse chronological order, with the most recent thing first.

Research

Baker recommends including the following in your section about research:

  • A description of your PhD or postdoc – this could be a brief overview with a more detailed account listed in the appendices
  • Consider writing a research statement about your current area of research or the area you want to move into
  • Your publications – you can include papers that aren’t published yet if you indicate what stage they are at

You may also want to include a concise list of the specific lab techniques that you have used.

In the research section, include details of any funding you have received – if you haven’t secured a research grant or fellowship yet, consider including travel or conference grants. “Academics want to know that you have the capability of attracting funding and going through the process involved in creating a funding bid,” says Baker. Give details of the process that you went through and the amount you received.

Don’t forget to include details of any conferences you’ve presented at, and make it clear whether you did a poster or oral presentation.

Teaching

Baker says people often overlook information about teaching on their CV and don’t give enough detail. Explain what level of teaching you have done, for example undergraduate or postgraduate, and what kind of teaching it was, for example a lecture or a seminar.

Administration

“However you look at going into an academic post, [admin] will probably form part of an academic career,” says Baker. Examples of admin experience you could mention include organising symposiums or mini-conferences.

Tailoring your content

The best way to customise the content of your CV for each job vacancy is to make it match the person specification. “Make sure you’ve got evidence for every single point on the person specification in your CV, because it should be the criteria that [the employer uses] when deciding who they want to interview,” says Baker.

Check the department’s website to see what kind of research they are currently involved in and what techniques you need to be aware of. Use your network of contacts to get information about the department to help tailor your CV.

Formatting

“Don’t be afraid to use bullet points,” says Baker. If you do use them, try to limit the number of bullet points to five per section, and order them so the most relevant point is at the top. If you have more than five points to include, consider breaking the section down into sub-sections.

Use a consistent style for headings and subheadings so it’s clear which content belongs together. Getting this wrong is “a really common mistake”, says Baker, and it’s one of the first things she looks at in a CV. Employers also place great importance on spelling and grammar, so make sure you ask someone to proofread your CV.

Finally, if you’re not sure which international format you should use for your CV, ask the employer. “Universities are global now, so a lot of them will be used to receiving CVs in different formats,” says Baker, adding that the difference between CVs across countries is becoming less pronounced.

Have your say

Do you have any comments or further advice to share? Let us know your thoughts below.

Female scientists in UK report improved prospects – but there’s still a long way to go

The gap between men’s and women’s careers in academia in the UK is closing as women become more ambitious, according to the 2010 Athena Survey of Science, Engineering and Technology (ASSET) summary report published earlier this month.

The 2010 survey, which included responses from over 7,000 male and female academics and postdocs from 84 UK universities, found that women are increasingly likely to aspire to senior leadership positions and are as likely as men to hold posts such as head of research and director of postgraduate studies.

Female postdocs are more positive about their career success to date than female academics, suggesting a more positive outlook for younger generations of scientists, and the availability of flexible working is having a beneficial effect on career development.

However, there are still significant differences between men’s and women’s experiences at every career stage. For example, on average:

  • Women are more likely to be employed on temporary contracts
  • Men are more likely to receive routine appraisals
  • Women have less understanding of the promotion process and criteria
  • Men feel more valued and visible in their departments and have more control over their employment choice

In the foreword to the report, Royal Society president Paul Nurse said there is still a long way to go before the UK can be confident it is making the most of the talents of female scientists. “It is more important than ever that we ensure the best scientists can flourish,” he wrote. “All groups should be able to participate to the full extent of their abilities.”

What is your opinion on prospects in the UK? Share your thoughts below.

PhD students: how to improve your communication skills – and why you should

Many employers think that PhD students often lack ‘soft’ skills such as being able to communicate well, according to a new report from the UK Department for Business Innovation and Skills (see ‘Survey shows science graduates neglect career planning’ for other findings). One of the report’s authors, Robin Mellors-Bourne from the Careers Research & Advisory Centre, says a lot of employers are sceptical that PhD candidates will fit in. “They’re deemed almost to be too specialised,” he says. Christine McCary, the employment concerns chair of the US National Association of Graduate-Professional Students (NAGPS) and a full-time PhD student at Northwestern University in Chicago, Illinois, says the situation is similar in the United States. So what can you do to improve your soft-skill set?

Science careers consultant Sara Shinton, of UK-based Shinton Consulting, says PhD students should always be proactive about developing their soft skills because of the high number of people being awarded postgraduate qualifications. “It’s like it used to be with [an undergraduate] degree,” she says. “A PhD on its own isn’t enough. You are going to be competing against people with the same baseline.”

Stand out from the crowd

Shinton’s advice is to look for unusual activities that will make your communication skills stand out from the crowd, such as being a representative on a committee for a professional body. “That’s not something everybody can do,” she says. It’s also something that will get an employer’s attention – in a recent survey of graduate employers, researchers from Oklahoma State University found having a leadership position in an academic organisation comes second only to the personal interview in importance for showcasing your communication skills.

Shinton says you should join the society or association first, and then get involved at a local level to raise your profile. Just being a young scientist can also help. “The voice of the young researcher at the front line is one that most professional bodies are very keen to hear from,” she says.

McCary says another way to stand out is to take a leadership role in your local community, for example by starting a science club for younger students. If you succeed, she says, “that would be direct evidence of your ability to communicate with people”.

Show initiative

Another major plus is showing initiative by making something happen that wouldn’t have otherwise, such as arranging your own scientific roadshow or conference, or setting up an informal journal within your university.

Remember to cover the basics

That’s not to say you can forget about the more traditional ways of developing communication skills, such as getting involved in outreach – Shinton says companies now expect to see this as standard on a candidate’s CV or résumé. “It’s worth doing on every sort of imaginable level,” she says, “but it isn’t something that an employer would highlight.”

And the basics include getting to grips with social media websites such as LinkedIn, Twitter and Facebook. “These days every single scientist should have [a LinkedIn profile], even while they’re a student,” says McCary.

Get outside the box

Both Mellors-Bourne and McCary advocate developing your skills outside of academia. “Spending some time with different people or in a different environment is very valuable,” says Mellors-Bourne. “Even academic employers are looking for well-rounded people to work for them,” adds McCary. Shinton, however, cautions against this approach if you intend to stay in research: “It very much depends what your career trajectory is. If you intend to be a scientist, showing that you are having an impact in lots of different ways as a scientist possibly has more value.”

All three agree that studying overseas can be a boon for your communication skills. “The whole experience of overseas study strengthens you as an individual,” says Shinton. “It challenges you and it helps you to grow.” Mellors-Bourne spent four months in the United States as part of his PhD, which he found to be a life-changing experience: “I restarted my research afterwards with a completely different view of the world.”

Have your say

Do you have any other tips to add? Have you found a particular approach or method to be more effective than others? Share your thoughts by leaving a comment.

Survey finds science graduates neglect career planning

More than a quarter of final-year physics and maths undergraduates and a third of final-year geography undergraduates in the United Kingdom had no idea what kind of career they wanted when they entered university, according to new research from the Department for Business Innovation and Skills.

The survey of more than 7,000 science, technology, engineering and mathematics (STEM) students at undergraduate and postgraduate level also showed that less than a third of final-year PhD students have a definite career in mind.

Other key findings include:

• Fewer than half of final-year physics undergraduates definitely want to pursue a career related to their degree — the second lowest figure across all STEM subjects in the survey

• Almost half of final-year PhD students across all subjects are not sure they want to pursue a career related to their research

One of the report’s authors, Robin Mellors-Bourne from the Careers Research & Advisory Centre, says that the research highlighted weaknesses in the careers advice and information on offer to students before they go to university. “Very few students choose their subject with a career in mind,” he says.

Mellors-Bourne says schools and colleges focus on promoting university as a good thing in and of itself, and don’t give enough information about potential careers. This leaves students with a lack of broad labour-market knowledge. “I think that’s particularly true of physics,” he told Naturejobs.

He says that while students shouldn’t feel compelled to make highly rational career decisions before university, more forward planning is needed: “It’s quite useful for parents or students to have some inkling of the sorts of careers that naturally would be opened up [by doing a degree].”

Institute of Physics careers manager Vishanti Fox says that the skills learnt during a physics degree are highly valued by a wide range of employers, but she agrees that students considering the subject need more information about potential careers. “Careers advice to school students and undergraduates is an area that can always be improved,” she says. “We are working with schools, universities, businesses and Government to make sure students know the options open to them with qualifications in physics.”

Mellors-Bourne says forensic science is a prime example of the dangers of ignoring career prospects when choosing a course. He estimates that because of interest from students there are now around 100 forensic science degree courses available in the UK, but only around 50 jobs become available each year, leading to a “horrendous oversupply” of forensic science graduates. “I don’t think any of them entered [their degree] realising that they probably wouldn’t get a job at the end,” he says.

What’s your reaction to the report? If you’re a student, do you feel as though you have access to enough careers advice? If you’re working as a scientist, what’s your experience of career planning?