Transcript MUSC Biomedical Trainee Retreat on the Responsible Conduct of Research “Career Planning” Edward Krug, PhD Department of Regenerative Medicine & Cell Biology Associate Dean for.

MUSC Biomedical Trainee Retreat on the
Responsible Conduct of Research
“Career Planning”
Edward Krug, PhD
Department of Regenerative Medicine & Cell Biology
Associate Dean for Postdoctoral Affairs
College of Graduate Studies
12/04/2009
“There are worse career plans than to obtain a Ph.D.
For example, one could enter journalism to become a
reporter for a major newspaper like the N.Y. Times in
order to bring the truth to the people, only to find that
newspapers are a dying business and are not
interested in revealing the truth. Or one could study
public administration to begin a career in government
to provide better services, only to find governments
being drowned in the bathtub. Or one could enlist in
the military to make the world safe for democracy, only
to find one's self dropping bombs on wedding parties.”
Che Beauchard
Manhattan
Nov. 2, 2013 at 5:47 p.m.
http://www.nytimes.com/2013/11/03/education/edlife/finding-lifeafter-academia-and-not-feeling-bad-aboutit.html?comments#permid=10426462
MUSC uses the NIH & NSF definition of
a Postdoctoral Researcher
“An individual who has received a doctoral
degree (or equivalent) and is engaged in a
temporary and defined period of mentored
advanced training to enhance the professional
skills and research independence needed to
pursue his or her chosen career path.”
Defining the Dual Role of Graduate Students and Postdocs
Supported by Research Grants (Sally Rockey @ NIH)
A new document published by OMB provides frequently asked questions
(FAQs) about cost principles related to federal awards. As described in
section 200.400-2 of the FAQ document it states:
“For non-Federal entities that educate and engage students in research, the
dual role of students as both trainees and employees contributing to the
completion of Federal awards for research must be recognized in the
application of these principles.” Staff in postdoctoral positions engaged in
research, while not generally pursuing an additional degree, are
expected to be actively engaged in their training and career
development under their research appointments as Post-Docs. This
dual role is critical in order to provide Post-Docs with sufficient
experience and mentoring for them to successfully pursue independent
careers in research and related fields.
http://nexus.od.nih.gov/all/2014/10/10/defining-the-dual-role-of-graduate-students-and-postdocs-supported-byresearch-grants/?utm_source=nexus&utm_medium=email&utm_content=nihupdate&utm_campaign=oct14
MUSC Postdoc Statistics 2011
• Defined as “work-based training” – temporary position
• 205 postdoctoral researchers
– 55-60% US (~ 50% with fellowship/training grant support)
– 40-45% internationals (32 different countries)
– 5 colleges – COM, COP, COD, CON, CHP (~80% in basic
science labs)
• Duration at MUSC
– average ~2 years (± 2 years)
– ~90% at MUSC < 5 years
• $37,000 minimum support ($33,000 if no prior research)
• 27 Staff scientists (similar demographics) – salaries $35,000 to
$99,990 with full benefits
MUSC Postdoctoral Classifications
“Work-based Training”
MUSC Employee
(Payroll - Salary)
Training/Fellowship Grant
(not an MUSC Employee)
(Accounts Payable - Stipend)
POSTDOCTORAL
SCHOLAR
POSTDOCTORAL
FELLOW
Postdoctoral Fellows …..
• are not MUSC employees
• receive stipends through Accounts Payable
• will not receive any official notification of the amount
of their stipend
• must submit estimated taxes quarterly - both federal
and state
• declare their stipend amount on line 7 of Form 1040
as other income - denote as “SCH”
• do not pay FICA and Medicare taxes
What are the career options for a
postdoc?
• The majority want faculty jobs…
• but there has only been a 32% increase in
tenure-track faculty positions since 1975 …
• while the number of postdocs has increased
more than 400%.
L. Bonetta. Science Careers Aug 27, 2010.
http://www.aamc.org/members/great/meetings/h_garrison.pdf
MUSC Postdoctoral Development Survey 2009
• My PI encourages my intellectual
development – 78% agreed
• My PI acts as a mentor – 70% agreed
• Expectations were clearly stated by my PI at
the onset of my appointment – 38%
disagreed
• Do you have a written individual
development plan with your PI – 82% no
• Do you receive a performance review from
your PI at least annually – 65% no
Sigma Xi Postdoc Survey 2005
The mere process of having a written
Individual Development Plan of training
objectives and milestones correlates with
significantly greater productivity and
career satisfaction.
Who doesn’t want 40% more
publications per year!
Or to feel 40% more satisfied!
Or have 60% fewer conflicts!
Start with a career assessment
Elements of an Individual Development Plan:
• Establish the duration of your postdoc appointment
• Identify specific skills and strengths that you need to
develop
• Define the approaches to acquiring those skills and
strengths
• Establish an anticipated time line for acquiring those
skills and strengths
• Implement the plan
• Periodically review your progress
• Revise the plan as necessary
This should be done in conjunction with
your PI (at some level)
MUSC Individual Development
Planning Questionnaire
Career Objectives:
“Plan A” “Plan B” Assess your skills:
• What are my strengths?
• What are my weaknesses?
• How am I utilizing my strengths in my current position?
• How do my weaknesses impact my productivity?
• What am I doing to strengthen my areas of weakness?
Outline your long-term career objectives:
• What type of work would I like to be doing 5 years from now?
• What is important to me in a career?
• How do non-work issues (e.g. family, lifestyle, etc) relate to my career aspirations?
•
Establish a plan to achieve your career objective:
• Are my strengths consistent with my career ambitions?
• What specific skills do I need for my career objective?
• What opportunities are there for me to acquire those skills that I lack?
• How long will it take me to acquire those skills?
• Where can I seek mentoring related to my intended career?
National Postdoctoral Association (NPA) Core Competencies Self-Assessment Checklist
Rate your current level of development in each of the following, with 1 being "Needs attention" and 9 being "extremely competen t."
For more information on these competencies, please visit www.nationalpostdoc.org/competencies.
1
2
3
4
5
6
7
8
9
n/a
1
Discipline-Specific Conceptual Knowledge
Analytical Approach to Defining Scientific Questions
Design of Scientifically Testable Hypotheses
Broad-Based Knowledge Acquisition
Interpretation and Analysis of Data
2
Professional/Research Skill Development
Literature Search Strategies and Effective Interpretation
Experimental Design
Statistical Analysis
Data Analysis and Interpretation
Laboratory Techniques and Safety
Principles of the Peer Review Process
3
Communication Skills
Writing
Speaking
Teaching
Interpersonal
Special Situations
4
Professionalism
Workplace
Institutional
Collegial
Universal
5
Leadership & Management Skills
Leadership-Strategic Vision
Leadership-Motivating and Inspiring Others
Management-Project Management
Management-Data and Resource Management
Management-Research Staff Management
6
Responsible Conduct of Research
Conflicts of Interest
Data Ownership and Sharing
Publication Practices and Responsible Authorship
Identifying and Mitigating Research Misconduct
Research with Human Subjects (when applicable)
Research Involving Animals (when applicable)
You need to make a time line!
And update it periodically!
Even if it makes you nauseous!
Example Time Line Matrix
Jan-Mar
Year 1
Year 2
Year 3
Year 4
Apr-Jun
Jul-Sept
Oct-Dec
Some Career Planning Resources:
• National Postdoctoral Association
http://www.nationalpostdoc.org
• http://chronicle.com/jobs/100/700/
• http://chronicle.com/stats/aaup/#tips
• http://www.training.nih.gov/webforms/postdoctor
al/application/adIndex.aspx
• http://careers.biospace.com/jobs/
• http://www.postdocjobs.com/
• http://www.tedjob.com/
• http://www.biocareercenter.com/allschools/signu
p.html?s=8
• http://www.findapostdoc.com/
• http://www.phds.org/postdoc/postdoctoralfellowships/
• http://sciencecareers.sciencemag.org/
1
2
3
4
5
6
1. Principal investigator in a research-intensive
institution
2. Research staff in a research-intensive institution
3. Research in industry
4. Combined research and teaching career
5. Teaching-intensive careers in academia
6. Science education for K-12 schools
7. Science education for non-scientists
8. Clinical practice
9. Clinical research management
10. Public health related careers
11. Scientific/medical testing
12. Drug/device approval and production
13. Support of science-related products
14. Science writing
15. Research administration
16. Science policy
17. Intellectual property
18. Business of science
19. Entrepreneurship
20. Sales and marketing of science-related products
How are you going to achieve
your career goal?
1.
2.
3.
4.
what do you know about this career?
why is this career interesting?
what will you do to find out more about this career?
how will you approach obtaining a job in this career?