How to mentor undergraduates as a postgraduate, and why it’s important

Spending more time mentoring undergraduates as a postgrad is good for everyone, says Jenn Summers.

To-do lists work for some, but a more holistic approach to researcher development may bring larger rewards.{credit}By FOTO:Fortepan — ID 2278: Adományozó/Donor: Unknown. [Public domain or Public domain], via Wikimedia Commons{/credit}

There’s a difference between mentoring and doling out to-do lists. This is something I’ve learned over the past year, my first as a mentor. Mentoring undergrads became part of my job only recently – in the past, research came first. Most advisors value research outcomes over mentoring, and departments certainly place more value on publications. Before this past year, I was used to just a single undergrad working in my lab, and I thought of them as worker bees, not as future colleagues.

Put simply: I did not think about teaching in the lab.

Now, after guidance from recent research on mentoring, I realize that if graduate students like myself were more invested in mentoring, there would be many more small-but-important teaching opportunities.

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Lost in translation

You may not be an English native speaker, but that shouldn’t be an obstacle in science, says Elena Blanco-Suárez.

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Teaching as an academic

We asked Elizabeth Joyce’s opinion on teaching as an academic at the Naturejobs career expo, San Francisco.

https://youtu.be/PwXGjUBtSrY

Finding job satisfaction in academic administration

Being upfront about goals and creative about gaining experience can launch a career.

Elise Covic, now Deputy Dean of the College at the University of Chicago, entered academic administration even before she completed her PhD in computational neuroscience when she became director of an undergraduate research training program. She describes how she navigated her way from research and into a satisfying career in academic administration.

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What was your experience like in graduate school?

Graduate school was just a practical step for me; I was working as a research technician because I thought that was what I thought I should do fresh out of college with a biology degree. As grad students rotated through the labs, I learned their stipend was about the same amount as my salary. Why not get a PhD for work you enjoy doing?  It’s the one point in your life when you can focus on something that you love and can be completely creative and know a microcosm that no one else knows as in depth as you do. Continue reading

Human enhancement will change how we work, says report

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If I told you that you could be more productive at work, make better decisions and even enjoy the worst parts of your job more, would you be tempted?

Such are the promises of cognitive enhancing pharmaceuticals and technologies, many of which are increasingly being used by students and professionals to improve their performance at work.

But a new report by scientists and ethicists, which says that these developments will undoubtedly change the way we work in the future, raises concerns about the ethical and safety questions surrounding their use.

“There are many exciting prospects for enhancing production in the workplace,” says Barbara Sahakian, Professor of Clinical Neuropsychology at the University of Cambridge, and one of the members of the report working group, adding that now is the time to consider the issues and “find a way forward.”

The report is timely as a number of cogntive enhancing drugs are already being used. Modafinil, which was originally developed to treat sleep disorders such as narcolepsy, has gained a reputation as a brain boosting-drug which can improve concentration and memory, and even make work feel more enjoyable.

Sahakian says it’s impossible to know exactly how many people are using the drug off-label but the fact is that many more prescriptions are given out than there are people with the conditions the drug is supposed to treat. Surveys suggest that such cognitive enhancers are well known to the student population, who reportedly see them as a better alternative to caffeine, helping them to stay awake longer to revise or write essays, or keep them going during exams.

The US army has also been testing out cognitive enhancing drugs to keep soldiers alert for longer. Then there’s the realm of physical and technological enhancements that may bring other benefits. Cognitive enhancement through ‘brain-training’ video games has also been effective in studies, and could help older workers to keep up to speed with their younger colleagues, for instance.  Other technological advances help improve hearing and vision, limb function, and more, which could all make people more productive.

The question is, how should these technologies be used? For a start, studies have shown that taking cognitive enhancing drugs reduces the number of accidents related to shift workers, and can also help surgeons do a better job, especially compared to caffeine which can cause their hands to shake. If it means saving lives, shouldn’t these advances be made compulsory by employers?

Many of the ethical concerns are not new, or reserved for developments in human enhancement, but where they are unique is that they will affect the workplace, said Jackie Leach Scully, an ethicist from Newcastle University, speaking at the report launch at the Science Media Centre in London. “What is special in the context of work is the competitive nature so it is likely that employees will be under big pressure to use enhancements to perform better,” she said, “but there might be lots of reasons why they don’t want to self enhance.” These include religious beliefs, safety concerns, or their own ethical reasons. 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.

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?

What do the new industry-led tuition deals mean for academia and postgraduate study?

The impending hike in university tuition fees in the UK is prompting companies to offer to shoulder the financial burden in order to attract top graduate talent. Pharma giant GlaxoSmithKline (GSK) followed the lead of accounting firm KPMG on Wednesday by announcing that it will reimburse tuition fees to all its UK recruits from September 2012. It’s an enticing deal – worth up to £27,000 for those taking a three-year degree – but what are the wider implications?

The scheme is only available to undergraduates and graduates in the United Kingdom who are not yet employed. They will be reimbursed once they start working for GSK, and they must remain with the company for a minimum of two years.

These new deals – which academic employers are unlikely to match – add to the uncertainty of how increased tuition fees will affect postgraduate study, an issue acknowledged by the UK minister for universities and science David Willetts in a speech to university leaders last week. In response to concerns that higher undergraduate fees could mean less postgraduate students, he announced that Adrian Smith, director-general for science and research at the Department for Business, Innovation and Skills, would reconvene an expert panel that examined the state of postgraduate study last year to review the potential impact.

Ellen Pearce, director of research staff support organisation Vitae, said she welcomed the review. “The potential implications of changes in the undergraduate tuition fees aren’t fully understood,” she told Naturejobs. She said the routes into doctoral research were likely to become more diverse and complex in light of the increased fees. And there may be more mobility between higher education and business if financial reward – such as the deal offered by GSK – becomes a higher priority for students. “There may also need to be new models of postgraduate education that provide more flexibility,” she added.

Universities that plan to charge the maximum allowable fees of £9,000 per year include University of Cambridge, Imperial College London and the University of Exeter.

What’s your reaction to GSK’s plans? Do you think less people will go on to postgraduate study once the higher undergraduate fees are charged? What can academic employers do to compete with the reimbursement deals that will be offered by industry?