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Navigating Authorship Conflicts

There are clear guidelines outlining what “counts” as authorship. While all disciplines have their own nuances in culture, the International Committee of Journal Medical Editors (ICJME) provides a reasonable set of authorship criteria:

  • Substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND
  • Drafting the work or revising it critically for important intellectual content; AND
  • Final approval of the version to be published; AND
  • Agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

Note the “and” in those statements. Other contributions can warrant acknowledgments but not rise to the level of authorship. So much can be at stake with authorship – it is our currency in academia and how we establish our contributions in many sectors. The NIH Collaboration Guide recommends negotiating authorship well in advance of writing, and documenting decisions (e.g. who will be first author, who will be a contributing author) in email at least.

However, we know that things may not always go as planned. People move, experiments don’t work out, reviewers ask for additional work, projects stall out, contributions shift.

When these challenges arise, we heard suggestions from a panel of senior faculty and Chuck Sloane and Emma Williams from the UW Office of the Ombuds. These tips include:

  • Speak up. If something feels unfair or not right, get curious. Call a meeting with your PI (or whomever is making the authorship decisions) and ask about what change or decision has occurred. Seek to understand first.
  • If you have a different understanding of fair contributions in a given paper, request a meeting with all the relevant people involved. Using the authorship guidelines or your prior publication agreement as a starting point, ask about changes that have occurred and propose an alternative solution. Justify your position by referencing guidelines, journal practices, potential negative outcomes (if you think there are some) of certain choices. It can help to have an open conversation with everyone regarding what’s at stake with a given publication and authorship choice.
  • Prepare for these conversations by seeking a safe conversation partner first. You can talk through your position with a trusted peer or senior colleague (or the Ombuds or UW Office of Postdoctoral Affairs) first. It will help you let out some frustration and gain a calmer perspective before you approach your co-authors. This preparation can also help you map out the best approach to the discussion, including time, place, who is involved, and what rationale makes the most sense for your position.

Recommended Resource: Who’s on first? Nature (2012)

 

Originally posted on July 7, 2016.

Is “Work/Life” Balance Attainable in Research Careers?

Research has shown that happy people work more effectively, creatively, and collaboratively. It is worth fueling yourself outside work to keep yourself going in work.  Especially as we head into the summer months, think about what choices you can make about your time that will allow you to make the most out of the summer.  Can you go out for a hike or kayak after work (it is light until 9pm or later!)?  Can you take your family for a picnic or camping trip? Is there free outdoor music you want to hear?

There are ebbs and flows to any working life.  Times when a grant is due, for example, when you have to give up weekends (and maybe even sleep).  But these big pushes aren’t sustainable and a research career is a marathon.  You need to rebuild and sustain your energy, and recover your sleep.  Postdoc Elisa Lazzari (UCSD) wrote a blog on this topic: “Start asking yourself what would make your life better. What are the deal-breakers and what can you compromise on? …. Make a list of what things are the most important and honestly work out what you can go without. Chances are that to have an academic position you’ll have to compromise on your personal time, just like other high-profile professionals.” For the full blog post, see Can scientists really have work/life balance?

One other consideration: if you are doing what you love, you can fuel your passion and creative energy within work too.  There are many who resist using the idea of work/life “balance” as it implies those are two separate things.  If you can structure your working life such that it feeds your energy, then you have less need to get away.  It still is healthy to maintain perspective and give yourself distance from your work at times, no matter how immersive it is.  It will help you do better work in the long run – insights gained from a play you saw, or a conversation with a friend can help you move forward in unexpected ways in your research.  And it will help you be a better human too.

Additional resources

Originally posted on June 16, 2016.

Exploring Career Paths: Strategic Steps Postdocs Can Take

In late May 2016, we have had the opportunity to hear from some exceptional speakers on campus who offered their perspective and insights to postdocs regarding exploration and preparation for careers that will be the best fit for YOU.  We excerpted out the following top tips shared during these workshops from guests Kelly Sullivan of the Pacific Northwest National Labs, Linette Demers from Life Science Washington, Matt O’Donnell, Professor and Dean Emeritus in Engineering, Sumit Basu and Hrvoje Benko from Microsoft Research.

  1. Prepare: “Career planning isn’t so much about planning.  But it is about preparing.” Having a clear roadmap won’t always help you, as it may limit you to opportunities or serendipity when something unexpected arises. Instead, invest in preparing for a range of possibilities – diversify your skill sets, cultivate curiosity, and build your networks.
  2. Assess your skills: What is academic research training you for? In part, academic research training is about asking important research questions, developing and pursuing methods to answer those questions, and using results to define outcomes and your next questions.  You are also learning how to work in teams, how to deliver results, and a full range of transferable skills. Learn to talk about your skills and interests in broader more generalizable terms than perhaps your specific, immediate research project may suggest.
  3. Assess your strengths, passion, work style: Talk with your mentor team, or those who have worked with you and know you, and ask: “what do you think I am uniquely good at?” “What do you see as my top contribution(s) to a team or project?” Use free assessments like those offered by Doug’s Guides to get a better sense of what kind of work environment will be the best fit for you.
  4. Explore what is out there: Your research training alone is not career preparation, even for academic positions.  You have to do something more proactive. Develop your “story” about who you are, what your passions are, and how you want to contribute. What opportunities exist? Ask people: I think your job sounds really interesting. How did you get here? Cultivate an opening question “I’m new to this industry/sector, can you tell me what you do?” Get involved with more than just building technical skills in your laboratory.
  5. Understand impact: Learn what is valued and expected in each kind of organization and work setting. Ask: “what does success or impact look like here in this sector, in this organization”? And then ask yourself – is that metric of success and impact meaningful for me.  Is this how I want to contribute, and where my strengths lie.
  6. Gain experience: All the guests discussed the importance of getting out “there” and developing experience and exposure in other sectors, even for a short stint: giving a talk, participating in seminars/sessions that are open to others outside the organization, doing a short 4-12 week internship. These conversations and experiences will both help you decide what sector feels like a good fit for you, and will help distinguish you if you apply for a job in that sector.

Closing tips from speakers:

  • Do something you care about.
  • Summarize who you are without using your technical expertise as a crutch.
  • Let go of worrying about what you are going to “be” – focus more on problems you are passionate about. Follow your curiosity and passion.
  • Spend 5% of your time looking for a new job, even while happy in your current one.
  • Develop relationships. They will take you places and open doors, and make your career worthwhile.
  • Be kind, and humble.  Be realistic about your limitations and acknowledge the contributions of others.

Power Skill of the Month: Pivot. Popularized in the start-up culture, “pivot” describes the ability to drop an unproductive direction or assess signs that suggest that the direction you are pursuing is not going to bear fruit.  Having the ability to pivot to a new direction, release a direction that isn’t panning out, and move on with greater energy and opportunity is key regardless of what field or sector you may work in.

Originally posted on June 2, 2016.

Bad Teacher

Hello, 

Older graduate student who has had a career already so have a little life experience. I took a class with a teacher who was incredibly condescending both to the undergraduates and the graduate students — I pushed back a bit on this but got nowhere. Unorganized, due dates and test dates were “fluid” (as in they kept changing) and homework did not get graded in time for tests. We did learn a lot about this person’s history and background though… I feel like I owe future students some sort of action or at least a heads-up.  — What can I do?

Yikes, sounds horrible. I appreciate that you gave nothing away about the class or instructor. I trust that you filled out the class evaluation. This is probably the easiest yet most impactful  thing you can do. Future students can look up class ratings in the Course Evaluation Catalog. And in addition to the instructor, department coordinators and administrators also see the evaluations. 

You can also try a online rating site like Rate My Professor. Just be aware of the many biases of sites like this. I would also try taking your concerns to the GPA/GPC of your department. It’s important to create a written record of some type.

I reached out to the Office of Educational Assessment, which replied, “Students do have other places to turn; which is most effective probably depends on the type and severity of the unprofessionalism. Speaking with the department chair can get a note in the faculty personnel file, while talking with the UW Ombudsperson can address more significant breaches. The Ombud is also a great starting point to learn about other appropriate avenues of appeal.”

Hope that helps. Good luck!

Ask the Grad School Guide is an advice column for all y’all graduate and professional students. Real questions from real students, answered by real people. If the guide doesn’t know the answer, the guide will seek out experts all across campus to address the issue. (Please note: The guide is not a medical doctor, therapist, lawyer or academic advisor, and all advice offered here is for informational purposes only.) Submit a question for the column →

Ground Yourself These Last Few Weeks of the Quarter

We see how hard you’re working.  You’re running here and there, juggling multiple responsibilities related to all aspects of who you are as a graduate or professional student.  In the midst of this spring quarter chaos, we want to offer you some tips to help ground you in these last few weeks of the quarter.

Connect with your body.  Feeling accumulated tension in your muscles?  Are you having trouble keeping your energy up?  Maybe you’ve been agitated the last few days.  These are all signs that your body is stressed.  We know this is common knowledge, but isn’t it interesting how we can easily ignore bodily feedback and try to plough through the day or week anyway?  Try taking 10-15 minutes out of your day to connect with your body (this is very possible as we can easily spend 10 minutes on social media).  Go for a brief afternoon walk on campus or outside of your home.  Sit in a quiet place such as the library, close your eyes, and take several deep breaths.  Match your caffeine intake with hydrating water (we won’t tell you to cut back on coffee, not now!) .  Keep healthy snacks on hand to make it easy to stay fueled with vitamin rich food. Connecting with your body allows you to be more mindful of your stress level and to actively respond to decrease it.

Shift from distraction to purpose.  It’s easy to get caught in a negative feedback loop of feeling bogged down, frustrated, or depressed about all the things you have to do to close out the year or complete your graduate degree.  And your feelings are totally valid and real.  Yet you are also a whole person and not just the sum of stressful experiences.  In those moments, it’s helpful to remind yourself of your purpose for earning that graduate degree.  You want to contribute to innovation in your field.  You are seeking to impact change in collaboration with your community.  You want to better support yourself and your family.  You want to make a unique contribution to knowledge and research.

Good enough is good enough.  Academia has the capacity to make us feel that we aren’t doing or achieving enough.  Yet in reality, we in Core Programs know that this is just not true.  We have the privilege of collaborating, and engaging in conversations, with a range of graduate and professional students throughout the year.  We get to hear about all the amazing things (no matter how big or small) you are involved in, projects and interests that go above and beyond your degree programs.  We also know that you have families you’re taking care of, working at one or two jobs to make ends meet, or that you are not always validated or seen on campus.  We too have projects that are not yet done, and a long list of things we want to get to.  Your work is never done–this is why the world (and your loved ones) needs you!  We’re telling you right now, you are enough.  And we see you.

Anchor yourself in community.  Make the time in your schedule to hang out with friends, colleagues, or family who care about your well-being and success.  Spend time with people whose well-being you care about.  Reach out to people who share your hobbies and interests.  Go hiking with your best friend.  Plan pizza and a movie night with peers in your cohort.  Make plans for connecting after your last deadline this quarter.  If you’re new to Seattle, consider joining a meetup group based on your interests.  Anchoring yourself in community reminds you that you are a whole person!

Warmly,

Jaye Sablan, Kelly Edwards, and Ziyan Bai
Core Programs Team

School Smart, Love Dumb

I recently started seeing a very nice guy who also happens to be a grad student here on campus. My question is, how do I find the time and energy for dating while being a grad student? What specific activities can I do here in Seattle, given that there’s hardly any time on weekdays, we are not living together, and we are both not rich enough to afford cars?

I’m really clueless on how to keep this thing going. Due to class/TA hours, we have only a 30-minute window to meet for lunch, and it always so happens that if he brings lunch from home, I forget to, so I need to go out to eat, which isn’t enough time for him to get back to his next class, and vice-versa. He gets to campus really early, so he’s tired by 7 pm, which is when I get out of OH, so we can’t really meet after that. Which leaves weekends, and it’s always raining here, so hikes are ruled out until summer, I think.

We’ve done all the getting-to-know-each-other talks, now I sense a bit of boredom seeping into our bland meetings. Apart from there not being much time to meet (as described above), there’s also this thing that ever since I started grad school, all I can think and talk about is my research. I literally have no clue what’s going on in the world, I’m too tired to have an opinion on anything, and I haven’t seen any movies recently. I just don’t know how to fix this! Is this something other grad students who are dating relate to? Any advice on how to fix it?  —Stuck in Love, Suck at Love

Well, what an interesting dilemma. It seems to this guide that you need to break down the larger issue of finding time to connect and identify each small problem and then brainstorm solutions with your significant other.  

Problem #1: If one of you brings lunch and the other buys lunch, you have no time to eat and talk together.
Possible solutions: Commit to always bringing lunch. Commit to always buying lunch. Eat in a campus café where you are welcome to bring outside food in (Rotunda, HUB, H-Bar, etc.).

Problem #2: You don’t know what to do on the weekends, especially in the winter.
Possible solutions: Learn to like hiking in the rain. Do an urban hike. Download a Seattle guide and try to do one a weekend. Take advantage of UW events.

Problem #3: You have nothing in common to talk about.
Possible solutions: Try to talk about your research in a big-picture way that’s relatable. Create shared experiences. Consult a guide of free/cheap fun dates. Email or text quick messages throughout the day and try to build up a casual, ongoing conversation that’s less intimidating than trying to save all conversation for weekends. 

And now let’s open it up to other graduate students to share their suggestions. Have you ever found yourself in Suck at Love’s situation? Please leave your tips in the comments!

Ask the Grad School Guide is an advice column for all y’all graduate and professional students. Real questions from real students, answered by real people. If the guide doesn’t know the answer, the guide will seek out experts all across campus to address the issue. (Please note: The guide is not a medical doctor, therapist, lawyer or academic advisor, and all advice offered here is for informational purposes only.) Submit a question for the column →

Talking with Faculty About Diverse Careers

Spring quarter is full for everyone, and we also know that many of you are in different stages of reflecting on your career goals.  You may be thinking about what you want to do upon degree completion, starting an internship, preparing application materials, or deepening your expertise in a job you already have.  Throughout this process, some of you have asked: “How do I initiate a conversation my faculty advisor(s) about my professional goals?”

Do your research.  It can be anxiety-provoking to think about approaching your faculty advisor or mentor about your career interests, especially if those interests diverge from you becoming research faculty at a college or university.  One of the best ways to initiate a conversation with your advisor is to be prepared beforehand.  Here are some tips to help you gather the baseline information you need for that conversation:  Assess your work-related interests, strengths, and values to develop a more holistic awareness of who you are as a professional.  Utilize the UW Career Center’s comprehensive guide on building resumes and cvs, career advice, interviewing, and job searching. Understand how the skills you are developing in graduate school are indeed transferable across fields and industries.  Peruse job postings (and volunteer opportunities) that resonate with your self-assessments, whether they are based in non-profit, industry, or government sectors.  Research professional associations affiliated with the fields you are interested in, and contact their members via their websites or LinkedIn.  Set up informational interviews with individuals from professional associations, or with employees from companies and organizations that you can imagine yourself working at–to grow your networks.

Get in the habit of career planning over time.  The strategies noted above are part of a larger process of intentional career planning.   This is a lot of work, but well worth the effort.  Intentional career planning is necessary, if you want to move forward in both knowing and reaching your professional goals.  Break your goals up into smaller tasks, and work on them for 30 min. to an hour each week. You will move forward one step at a time, rather than trying to tackle it all at once.

Develop and bring materials with you.  When you do talk with your faculty advisor, you can bring a simple one page proposal of the career exploration you are engaged in, including sources you are researching and near-term plans for learning more about different options.

Prepare for different responses.  You may reach out to one faculty advisor or several.  In fact, we encourage you to meet with more than one mentor on your team to widen your potential for support.  Practice role playing scenarios with a trusted colleague or friend, where you engage in a conversation about your career interests.   Ask your friend to mimic the most unsupportive response to the most supportive response.  Utilize these mock responses to gauge what your next steps will be.  For example, maybe you find out your advisor has no interest in talking about diverse career opportunities with you but is still fully supportive of your intellectual and technical growth as it pertains to your discipline only.  Whom else can you identify (within or outside of your mentoring team) that will advocate for your need to explore diverse career paths?

Help your advisor help you.  It is highly likely that your faculty advisor was trained to be a teacher and researcher first and foremost, so they may not have the experience to guide you in exploring diverse career pathways.  Share with them your knowledge of all the professional development resources you are accessing (networking, professional associations, social media, UW Career Centers, etc.).  Forward them information about campus events, such as job fairs, the Core Programs community college careers panel, or workshops sponsored by the Career Center like How to Find a Job Outside of Academia for Humanities and Social Sciences PhDs.  By doing this, you’ll be facilitating a reciprocal learning process about your professional development with your advisor.

All right, we’re totally rooting for you!  Please feel free to follow up with us, and let us know if these strategies worked for you.  And let us know if you have other suggestions.

Warmly,
Jaye Sablan, Kelly Edwards, Ziyan Bai
Core Programs, UW Graduate School