Organised by the Early Careers Committee, Biophysical Society meeting, Long Beach, 2008
Panelists
- Kenneth Campbell
- Tharin Blumenschein
- Brian Delisle
- Dana Lawrence
- Seth Robia
This session was a well-attended Q&A organized to respond to a variety of concerns of the audience with respect to applying for faculty positions. The following is summary of the main discussion points.
PUBLICATIONS
How many publications are expected for an average length postdoc?
One would expect a postdoc to have at least generated sufficient data for a single original research publication during their fellowship! But beyond that, the strength of a postdoc’s publication record has more to do with the quality of the publications produced, the nature of the work being conducted, and the frequency, rather than total, number of publications.
Note that it is not uncommon for the writing and submitting of manuscripts to occur mainly towards the end of a postdoc fellowship, meaning that they will be listed in your CV as submitted, or in preparation. This is not necessarily going to count against you, although submitted is generally preferable to in preparation.
Should I take time to write reviews?
Although review articles are sometimes useful for putting your name out in a field (they often more widely read and cited than original reseach articles) these are not considered evidence of research productivity, so only involve yourself with these if it doesn’t distract you from doing your own original research. Later, as faculty member, you will likely begin to receive endless solicitations to write reviews.
What constitutes a good quality publication?
Clearly, high impact papers published in high impact journals are very useful for an early career scientist. They demonstrate that your work is of a high standard and has broad significance beyond your own specific field. Then there are strong publications of a more focused sort that, while not rocking the heterogeneous readers of Science and Nature, may still be considered important advances within a certain field. Further down are gap-filling research publications that perhaps clarify certain or enhance current knowledge in a certain field. Ultimately, project choices should be made on the basis of aiming for the highest impact possible.
How are non-first author papers rated?
The primary aim of a postdoc is to demonstrate competence in designing and executing a research project from start to finish as part of establishing oneself as a viable future independent investigator. First author publications are the most accurate indicator of success here. By all means engage in collaborations, but unless you are the leading author, these should take a lower priority under your own self-directed work.
Bear in mind that search committees are well aware that a first author paper does not necessarily mean that the first author designed the project. There are countless publications in which the first author has simply been operating under the instructions of the PI, and a key part of the search process is to establish whether an applicant can prove that they have contributed to the research design, and not just the manual labour.
TEACHING-ORIENTED INSTITUTES
What is the pace of research at a teaching-oriented college?
Generally slower than research-oriented institutes, because much of the laboratory work is conducted by a PI with the aid of undergraduate students.
What should a graduate aim to accomplish during their PhD and following postdoc in order to best position themselves for a career at a teaching-oriented institute?
Teaching experience is a tremendous advantage. So be proactive in pursuing opportunities that allow you to prepare and give lectures and tutorials, and if possible even involve yourself in curriculum design.
Are teaching postdocs worth doing if a graduate student wishes to work at a teaching-oriented institute?
There are both pros and cons to these kinds of postdoc. The pro side is clearly that you should receive more instruction on aspects of curriculum design and execution. However, this comes at the expense of research productivity, which arguably limits one’s career choices. Teaching-based postdocs are relatively new, and there value remains to be determined.
To coin a Fox News term, “Some people say…” that the skills required for teaching can be easily picked up in a conventional research-based postdoc (see below).
What can a research-oriented postdoc do to enhance their teaching resume?
Many research-oriented universities have ample opportunities for enhancing one’s teaching skills. Giving research talks both within the institute and research meetings will boost one’s communication skills, and one’s confidence in a public speaking role. Also consider giving visiting seminars to local schools and undergraduate colleges. In addition, it’s very likely that you will be allowed (nay, encouraged!) to give an undergraduate lecture or two at your own institute.
Many institutes also have courses on teaching, ethics and curriculum design that are worth attending, time permitting.
A good source of experience in instruction can also be gained from being actively involved in the training of undergraduate and graduate students working in the laboratory. This also provides solid experience in mentoring, which will be an important element of your future career as an independent investigator.
Obviously, take care to organize your time well, and ensure that your attempts to enhance your teaching resume do not distract you from your research.
APPLYING FOR A JOB
How do you express non-numeric abilities when searching for your first faculty position?
These abilities should be highlighted in your cover letter, research proposal and, of course, in your references. Put considerable effort into crafting your research proposal, and try not to make your cover letter look in any way generic. Read the advertisement for the position carefully, and do a bit of research into the institute and department you are applying to. What research is the present faculty engaged in? What graduate and undergraduate course on offer, and do you feel you would be particularly qualified to coordinate any of these?
How long should a research statement be?
As concise as possible! This is why a figure is useful. Some say one page, some say two but few rarely say more than three pages. Think about the summary/abstract section of a grant, with an added figure. It must be easy to understand, because there will likely be a diverse search committee consisting of many members who are not familiar with your research and methods. Take care to emphasise why your research matters, and try and focus on a particular area of physiological/pathophysiological relevance (circulatory, respiratory, pain, neurodegenerative disorders &c.). What contribution will it make to the field and beyond? It’s also worth suggesting likely sources of funding.
Should you use citations in a research statement?
No, this isn’t necessary. Only list references for your own work.
What should go in a teaching philosophy statement?
Try to resist the temptation to bullsh*t here. Focus on your teaching qualifications, and draw attention to any important contributions you have made as an instructor (course design &c.). It is important to have done your homework and know something about the courses currently on offer at the institution you are applying to. This allows you to highlight specific qualifications that you feel make you particularly well-suited to contribute to, or improve, the existing course structure.
If you have an offer, how do you go about negotiating startup, salary, teaching load &c?
Regarding startup funds, there is usually a limited degree of flexibility here. It is primarily important to have a firm and realistic idea of your budget for the proposed research for when you go for interview. Try and be as accurate as possible regarding equipment expenses, personnel salaries, and consumables. Again, do a little homework on the department you are applying to. An institute with a well-funded departmental confocal suite is going to demand that you present a particularly good case for having your own. So try to separate the equipment that you absolutely need from that which could, potentially, be shared.
Salary negotiation is also relatively limited, with institutes usually following a set of approved guidelines. When you become a superstar with multiple NIH grants under your belt, you might have a bit more bargaining power on this issue!
Teaching loads, usually quantified as contact hours, vary considerably between institutions. Be sure to ask about this during the interview. New investigators are sometimes given a lighter teaching load for their first few semesters as Assistant Professors, allowing them to concentrate on setting up their lab and initiating their research projects.
Who should I choose as referees?
Ph. D advisor and postdoc mentors are important for highlighting your qualities as a researcher. Collaborators may also be useful here. If possible, choose at least one referee who can speak for your teaching qualities (perhaps the coordinator for a course that you gave a few lectures in).
How long does a search committee member spend reviewing a CV?
About 1 minute! So keep it punchy and concise.
How important are Awards and Services?
Clearly, successful grant applications demonstrate your ability to craft and execute competitive research proposals. If you also have papers published from this work, you are really in a strong position.
Services become more important after you obtain a faculty position.
Does age matter?
No. The key issue is your productivity, which is usually indicated by the number of publications in the previous 5 yrs or so.
What are the criteria to be met in order to achieve tenure?
Most institutes provide a rough guideline, although there is no hard-and-fast rule. Generally, a successful R01 application is a key requirement, along with a regular publication record.
How many applications should I send out?
As many as possible. However, each and every one of them should be, to some extent, tailored to the position and institute you send them too.
What if I don’t get called for an interview?
Well, to paraphrase Denis Leary, “Life sucks, wear a helmet!” In the application process, the only things you control are what qualities you have to sell, and how well you sell them. Above and beyond that, it’s all down to fortune. For example, how competitive your qualifications are against the rest of the applicants; whether your particular expertise is desired by that particular department at that particular time; whether you have a particular search committee member who is prepared to fight your case… or maybe just because, out of a pile of 250 applications, whether yours stands out because it has an interesting font! All that’s important is to remember that the best way to get fortune on your side is to persevere, because chances are that if you keep at it, and get better at it (giving talks, writing research statements) your number will come up. Exactly the same could be said of writing grants.
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