National support for the postdoc experience

Earlier this month, the OPA and UWPA traveled to Cleveland, OH for the National Postdoctoral Association (NPA) annual meeting. This is always an exciting conference, where leaders from postdoctoral associations and institutional offices gather to share best practices, recent research, and to strategize for future efforts supporting the postdoc experience. Here are a few pearls:

Take a holistic approach to postdoc experience. There was consistent advice across presenters that all postdocs need to explore various career choices. This is part of your postdoc training experience, and should be part of your regular work week. Feeling prepared for your next step is key, and is a purposeful investment. Dr. Rafael Luna, former executive director of the Boston-based National Research Mentoring Network, offers this advice: you must determine what you’re good at, what brings you joy, and what the world needs you to be. These are great questions to reflect upon and then discuss with your mentor as you move towards independence. Are you getting the correct experiences to prepare you for this future?

A number of recent students and reports raise concerns about certain issues within the postdoc experience:

The NPA conducted a survey of sexual harassment across postdocs and it is clear from the numbers that too many of you — men and women — have experienced unwanted sexual attention in workplace settings
The NPA will be launching a survey of stress, anxiety, and well-being among postdocs this summer, as we know these are key issues of importance and concern for many.
A session focusing on needs of international postdocs highlighted challenges with visa renewals, funding eligibility*, and transitioning to working in the U.S.
Most institutions have extremely limited information about where postdocs go next, and this limits our abilities to refine training programs, justify additional support efforts, and better prepare you for your futures.

It is clear we have work to do within our institutions, both culturally and structurally. Fortunately, the federal funding agencies are paying attention, highlighted by recent National Academies reports. Drs. Edwards and Mahoney are now on the NPA Advocacy committee, so we will be monitoring and participating in these national efforts in an on-going way and will bring back what we can.

Mentoring Matters. Another recurring theme of several sessions focused on mentorship, and how much having a mentor who is invested in you and your future makes a difference. There was good news from the national survey of postdocs conducted by the University of Chicago (results coming soon) showing that the majority of postdocs were satisfied or somewhat satisfied with their faculty mentor. That said, it can take work to get the mentoring you need. Several speakers reflected the idea we promote at the OPA — you need a mentoring team! One person is not enough to guide you through research, career, and personal support. The federal funders are interested in more accountability for faculty and better faculty mentor preparation. More programming and initiatives are coming.

Finally, there is widespread interest in raising the visibility of postdoc contributions to research, teaching, mentorship, service, and community. Throughout the spring, share a highlight or tell your story on social media with the #postdocstory hashtag.

We anticipate expanding upon these sessions and many more through local workshops or future blog posts. Look for additional recaps from the UWPA in their newsletter. And, please review the meeting agenda; if you have any questions about specific sessions, please let us know and we will be happy to share notes with you.

*FYI: International postdocs are eligible for the NIH K99/R00 award that can facilitate your transition to independent research and a faculty position. If you work in the biomedical, public health, or behavioral sciences, check out your NIH institute to see if they offer this funding mechanism. We will be holding a workshop in the future regarding how to prepare a strong application. The OPA will also be updating our resource list to include additional funding mechanisms available to international postdocs.

Communicating Your Work to a Wide Audience

There are many transferable skills you can develop in graduate school that will prepare you for many types of careers. These may include the ability to synthesize complex information (studying, reading, and engaging in class discussions), manage a large project (a capstone, thesis, or dissertation), prioritize tasks (balancing your studies, work, and personal life), meet multiple deadlines, and work independently or in collaborative settings.

One transferable skill you may consider developing during your time at UW is presenting your research to an audience made up individuals who are not necessarily experts in your research specialization or field of study. Below are tips for preparing and presenting your work for a broader audience.

Communicate your research to a wide audience. Maybe you’re developing a three-minute networking pitch or preparing for a non-academic job talk. Maybe you’re finally ready to discuss your research project or capstone with family, friends, or community groups. Interested in sharing the significance of your project with policy makers? No matter the setting, presenting your research in an accessible manner for different audiences can help you and your work have a broader impact.

Know your audience. As mentioned above, you may be speaking to a potential employer or a local community group. Do your research ahead of time to know what might resonate with your audience and understand why they might be invested in your work. And no matter the audience, it’s important to be mindful that you are not “talking down” to individuals you are presenting to. You are framing your work in terms, stories or contexts they care about.

Prepare content. Utilize a guide for preparing effective slides or visuals or get advice and support from the UW Research Commons Design Help Desk. Regardless of your chosen visual format, identify a powerful anecdote, a quotation, or a question that can capture your audience’s attention and is connected to the main point of your presentation. Less is more — so include two or three sub-points that connect to your research question or finding. Avoid including a lot of technical or academic jargon, as this may unintentionally lead to audience disengagement. Finally, consider closing with a question, anecdote or visual that ties everything together captures the audience’s attention.

Practice your talk. Schedule times to practice in front of peers outside of your department, loved ones, or even co-workers before your actual talk. Ask for feedback to learn if your audience can follow your story, if they feel engaged, and if they have a clear take home message from your presentation.

Want to see 10 UW graduate students from across disciplines each present their work in three minutes, while competing for cash prizes?! Next Thursday, attend the second annual UW Three Minute Thesis Competition to see them do just that in front of esteemed judges and a live audience. Plus, the audience votes on a presenter to receive the People’s Choice Award! Following the presentations is a reception with light food and refreshments. This event is free!

Three Minute Thesis Competition:
Thursday, April 19, 4–5:30 p.m.
HUB 145, Seattle campus

Best,

Core Programs Team
#UWGradSuccess

Are you ready for an academic career?

We know from reviewing national data that most entering postdocs believe they want a career in academia. And yet, a few years later, this career path becomes much less desirable. What happens? After seeing up close what your faculty go through — grant seeking, publication struggles, promotion demands, and other daily elements of the academic enterprise — the academic path may no longer be so attractive (we understand!). We also know you hear plenty of stories about how competitive it is “out there.” These concerns are real. And, we know that all of you can be a successful academic, if that is the path you truly want to pursue. We have several programs that can help support you in making an informed decision, or in gaining the skills you need to be the strongest candidate for an academic career.

Assess Your Readiness: What do you need to be ready to go “on the market”? It depends. The team at University of California developed a simple tool to help you self-assess whether you have the elements that hiring committees are looking for, whether it is at an R1 institution, a primarily teaching-focused institution, or a position with a mix of research and teaching. The Academic Career Readiness Assessment is a free PDF that provides milestones to work toward.

Seek Diverse Role Models: Who is successful with diverse funding portfolios? Who is managing the kind of work-life balance you would need? Who is a great mentor and effective research group leader? Who believes in you? You need more examples of how to be a faculty member than just who you might be exposed to in your immediate research group. Talk to junior faculty in your field and ask how they have navigated their transition to independence.

Learn What You Need: One great place to learn more about what you might need to be competitive on the academic job market is the Future Faculty Fellows program, which is sponsored by the UW School of Medicine and is open to all UW postdocs. The 2018 two-day program will happen June 11–12. Need more teaching experience? Apply to be a fellow in the Science Teaching Experience for Postdocs (STEP) program next year (applications due September) or ask around where you might be a guest lecturer. You can also ask to shadow a faculty member you admire.

Ready to Go? Seek Internal Reviewers: Tailoring the cover letter is so important for each position, as is getting feedback on all elements of the faculty package. Unsure what to include? In addition to the resources provided by the Future Faculty Fellows program, check out the numerous guides for each element at the UW Career & Internship Center. Ask for a friendly but critical review from your mentoring team, as well as a handful of near-peers. The more eyes you get on your application, the more you can fine-tune it and make sure you stand out from the crowd.

As always, feel free to check in with us in the Office of Postdoc Affairs, or make an appointment with our faculty advisor. We are here to help you strategize and would welcome the opportunity to advise you on your next career steps.

Strategies for Communicating with Faculty

For the past three years, Core Programs has hosted a communication skills workshop with the goal of sharing effective strategies international graduate students can use when communicating with faculty. Below are a just a few of these communication best practices. These tips are useful not only for international graduate students but also all graduate students across the University of Washington.

Be proactive. Faculty panelists at our workshops have stated that despite their busy schedules, they truly appreciate hearing from their graduate students who need guidance or mentoring. As such, it’s important to take initiative if you need to connect with a faculty member. Whether you need feedback on a project or paper, are in the process of searching for a thesis or dissertation advisor, or are seeking letters of recommendation for an internship or job, taking steps to communicate your needs to faculty in advance are steps towards success in graduate school.

Email etiquette. Just like with every mode of communication, there are general guidelines for writing that very first (or fortieth) email to faculty. Some of these tips may seem like common sense to some, but it’s always helpful to remember that all of us start at the beginning, no matter the task. First, have a clear subject line like “Request to Schedule Meeting to Discuss My Research Progress.” Include a professional greeting, and keep your message short and to the point. If you want to convey updates about your work, include an attachment (or ask what the faculty you are contacting prefers) rather than including long updates in the message body. Finally, include a closing statement that thanks the faculty for their time, followed by a closing phrase and your signature. Then proofread your email (with a peer or co-worker if needed) at least one time before sending.

When you are in doubt, clarify. Making a point to clarify what you are discussing in meetings with your faculty advisor is important to being successful in graduate school, whether or not you are an international graduate student. For example, you can use the repeat or rephrase strategy by saying, “I’d like to make sure that I heard you correctly…” If you’re still unclear, you could ask, “Do you mind clarifying what you mean by…?” Finally, it’s always a good idea to take meeting notes and email them to your advisor soon after the meeting, “This is what we discussed… Here is how we are moving forward…” Emailing your notes allows you and your professor to document your meetings and progress.

Letters of Recommendation. Asking for letters of recommendation from faculty can be intimidating, and it’s something that just takes practice. Whether you are seeking a letter of recommendation for an internship, job, or fellowship application, try out these tips. In the body of your email, include a very brief description of the job or fellowship you are applying for. Mention aspects of the job description or fellowship that are relevant to you. Include a bulleted list of the skills or experiences that make you a strong applicant. Make sure to include the deadline for the faculty’s letter of recommendation, the submission link or mailing address, and thank them for their time and efforts. Finally, attach the most recent, updated copy of your resume or CV, proofread your email, and send!

We hope you find these tips useful, and let us know what has worked for you!

Best Regards,

Core Programs Team
#UWGradSuccess

Many thanks to Ziyan Bai, graduate staff assistant for Core Programs and PhD Candidate in Education for doing an outstanding job of organizing these workshops. We also extend gratitude to the following faculty who have offered their time and insights as panelists and guests at these workshops over the past three years (in no particular order): Liz Sanders (Education), Sara Goering (Philosophy), Mari Ostendorf (Electrical Engineering), Wendy Thomas (Bioengineering), Xiasong Li (Chemistry), Kelly Edwards (Bioethics), Gino Aisenberg (Social Work), Gojko Lalic (Chemistry), and John Sahr (Electrical Engineering).

Postdocs, you are more skilled than you know!

Postdocs often reach out asking for advice regarding what to look for in a future career. You may have wondered yourself: Should I stay in academia or consider moving to an industry setting? I enjoy talking about science, should I get a job in policy, outreach, or K-12 education?

It is important during these times of uncertainty to look at all you have accomplished during your graduate and postdoc training (you should be celebrated!) and realize that worrying about your future career is completely normal. While it might not seem clear at the moment, you have developed a large number of skills that are valuable, no matter where you work next.

During the 2017 National Postdoc Association annual meeting, Peter Fiske, science communicator and CEO, shared a list of transferable skills graduate students and postdocs likely developed during their training — without even realizing it. A sampling of these skills are shared here:

Public speaking experience
Ability to support a position/viewpoint with argumentation and logic
Ability to conceive and design complex studies and projects
Ability to implement and manage all phases of complex research projects and to follow them through to completion
Ability to combine and integrate information from disparate sources
Ability to evaluate critically and to problem solve
Ability to do advocacy work
Ability to acknowledge many differing views of reality
Ability to suspend judgment and work with ambiguity
Ability to make the best use of informed hunches
And so many more!

These are all skills that are highly valued in careers both inside and outside of academia. You just need to step back and determine how they apply to your unique experiences.

Managing Expectations for Group Work

As a working student, how do I manage others’ expectations so that I can reduce the number of in-person meetings I’m expected to attend on campus?
My employer graciously kept me on as a part-time staffer when I began graduate school (a two-year Master’s program). This is a professional position at 20 hours/week scheduled between business hours that contributes substantially towards defraying tuition costs. Almost all RA/TA positions are awarded to PhD students in my department, and I’m also taking out loans to pay for living costs.
I spend up to 60 minutes commuting via public transit from work to school (and vice versa) during the day. I’m very strict with how I spend my time and prefer to work remotely (using Slack, Skype, Google Hangouts/Drive, texts, and phone calls) whenever group work calls for coordination or my presence.
However, I cannot keep turning down requests to meet in person, most of which are last-minute reschedules. I have received several negative evaluations from former group members who say that I’m not a team player, largely due to my absence at meetings scheduled during my work hours (without consultation from me). Although I accept partial responsibility for not communicating my own expectations, I’ve offered to send completed work in advance of meetings and have requested minutes to follow up on delegated tasks — these have been met without response, and I am puzzled that members of my cohort would act so unprofessionally. I also offer to meet evenings and weekends, but people have rejected this, citing work-life balance.
My employer and I have discussed having to request time off to attend multiple meetings throughout the day, which has occurred so frequently that I have been asked to set an end date to my job. I expect to find part-time shift work to accommodate my school schedule next year, so I do not see this problem going away anytime soon. I am sure that student-parents have similar demands on their schedule. Do you have any advice for us?
–Anonymous
This answer was written in consultation with Katie Durham, academic programs analyst and Evening MBA student with the Foster School of Business.
Hi there,
Thanks for writing in. This is a tough spot to be in. It sounds like meeting and scheduling your group work around other commitments – especially when your peers tend to have different schedules from yours – is what’s causing you the most stress. I’ll focus on giving you some strategies to manage the expectations around your time, and then see if I can relay a few other resources on group work and work-life balance that you might find helpful.
When you first start a group project, communicate your schedule and the limitations you described to me – your commute, your work, etc .– to your group members. According to Dr. Carla Patalano, professor and chair of MBA and MHRM at the New England College of Business, working effectively and efficiently in a group starts with creating “written, agreed-upon expectations, often referred to as Group Charters, Contracts or Project Plans.”
Patalano says her students, when working in groups, choose a time once per week to convene. This might help you to balance work and school, especially if you start shift-work in the fall. In this case, consider requesting at least one day per week that is consistently your “off” day, and then plan to use that for meetings, coming to campus, etc. Of course, it may not be a day your group is free – so be prepared for that!
If meeting regularly once per week is not feasible or is unnecessary for your group, be sure, from your first meeting, to share your expectations about future meetings: how far in advance should they be scheduled? How often can your group members expect you to come to campus, and how often will you expect to Skype into meetings? When you meet, who will type minutes, and how will they be shared with the group? How will tasks be delegated? Ask your peers to share their schedule and expectations. If they say they can’t meet on weekends or evenings, respect that.
As Patalano suggests, be sure to have these expectations written down, perhaps in a Google doc that can be accessed by the whole group. Having these expectations clear from the beginning will mean there are no surprises when you say you can’t meet on a certain day, or when you miss a meeting that is rescheduled with little notice.
I also consulted with Katie Durham, academic programs analyst and Evening MBA student with the Foster School, who is also very familiar with the challenge of balancing work commitments, school, and group-work. Katie says that when she works in groups, “My team schedules out several weeks in advance sometimes and if someone can no longer make it, they try to call in or at the least send their work to the team. My classmates all have jobs and long commutes and we make it work. We often meet via Google hangout and only meet in-person when we really need to hash out an idea.” Profesionalus internetinių tinklapių ir elektroninių parduotuvių kūrimas bei seo paslaugos už priimtiną kainą – SEOpaslaugos.com
For additional reading, check out this comprehensive guide to group work, which includes a checklist for each team member to reflect on their performance in the group, and some guidelines for creating a teamwork contract. As well, check out this guide on balancing work and lifestyle from Core Programs.
Managing your own time and other’s expectations of you while working to complete an assignment is tricky, but it’s absolutely a skill that is important for working in the professional world. I hope this gives you some ideas of how to better manage your time as a working professional and as a student.
Sincerely,
The Grad School Guru
Ask the Grad School Guru is an advice column for all y’all graduate and professional students. Real questions from real students, answered by real people. If the guru doesn’t know the answer, the guru will seek out experts all across campus to address the issue. (Please note: The guru 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 →

5 tips to boost your productivity

All of us struggle with motivation at different times, and winter can be particularly challenging. That said, it can also be a good time to hunker down and get some work done. Whether you plan to stay in academia or not, you will need written products coming out of your postdoc years to demonstrate what you have accomplished. Perhaps you are also finishing up publications from your doctoral research or laying the groundwork for a new research direction. Recently, the National Center for Faculty Diversity and Development (NCFDD)’s “Monday Motivator” featured 5 tips for productivity.

Create a plan. How? Dr. Rockquemore writes: “It’s a simple process: 1) list your writing and wellness goals for the remainder of this calendar year, 2) map out all the steps that are needed to complete your goals, and 3) figure out when that work will get done.” While it may not be in your skill set yet, it is truly simple once you start. During your next work week, put “Planning” in your calendar for a 1-2 hour block and work through it. This is your work. This is a great time to revisit your Individualized Development Plan (IDP).
Write every day. We also know that your own writing is the task that will consistently get put aside for other demands (e.g. lab meeting, responding to your advisor, looking up one more article, sifting through Facebook, etc.). Research shows that if you dedicate just 30 minutes a day to writing (really writing), you will make consistent progress toward a writing goal and complete a product faster than if you hope for a half-day or protected Saturday that never does emerge.
Join a group of daily committed writers. You are not alone. We all have to write and produce. Just like a regular exercise or spiritual practice, if you are connected with others who are also committed, it helps you sustain the practice. You can meet face-to-face for your blocks of writing time or just stay connected online and check-in, which gets to the next point:
Commit to regular accountability. Tell someone your goals and plans, and schedule a check-in meeting (virtually or in-person) to see how it is going. In the short-term, this can be yourself. Apps such as Grid Diary can help you self-assess at the end of the day what 3 things you accomplished, and set personal goals for how tomorrow can be better.
Find dedicated mentors. All of this takes hard work, and sifting through the noise that comes at you on a daily basis. Find mentors—you should have a full team—who genuinely are invested in your success (see blog posts on mentoring). They can help hold you accountable, prioritize what needs to happen, strategize where products need to go, and troubleshoot when things fall through the cracks (which they will).

If you are interested in signing up for a weekly email with these Monday Motivator tips from NCFDD, or checking out other writing resources on their website, you can login with the UW membership.

Control the email, don’t let it control you

I get a LOT of email (including this one, no offense), and I can’t keep up. How do I get off all of these email lists? Shouldn’t there be one place I can change my preferences? —Anonymous

This question was originally published in December 2015. The answer has been updated to reflect the University’s new email management system.

Hi there,

I get it. We’re all swamped with emails. No offense taken.

Unfortunately, just due to the sheer size of this university and the autonomy of various units, there is no one definitive, central place to management your subscriptions. However, if you focus on a few key sources, you should be able to drastically reduce your inbox.

You can manage many of your subscriptions through the Subscription Preference Center. Fill out the form with your email address, then you will receive an email with a link to your personal subscription preference center. In the subscription preference center, click on “Manage all UW Preferences” at the top of the page, then scroll through the units. Expand the options for unit-specific emails by clicking the “+” to the left of the unit name. Deselect an email to unsubscribe. This will allow you to manage communications sent through a particular software (Marketo).
Some units may use another software other than Marketo, such as MailChimp. You will have to manage subscriptions for those outlets separately. There should always be options to unsubscribe for the email at the bottom.
Some emails may be coming from the Registar’s office, or Financial Aid, etc. You will not be able to get off of these lists.
Some emails may be coming directly from your department or a professor. You’ll need to consult with the relevant unit.
If you can’t get out at the source, take advantage of your email software: set rules and filters.

You should have control of how much communication you receive, of course, but I want to advise you to unsubscribe thoughtfully. There have been instances where students opted out of all emails from a unit and then were frustrated they were not getting some of the notices regarding funding opportunities, events, etc.

Ask the Grad School Guru is an advice column for all y’all graduate and professional students. Real questions from real students, answered by real people. If the guru doesn’t know the answer, the guru will seek out experts all across campus to address the issue. (Please note: The guru 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 →

Published November 30, 2017

Engaging in Effective Conversations When the Stakes Are High

When you have important issues to discuss with faculty or colleagues, do you choose email? Text? Phone? Or do you schedule an in-person meeting?

It depends, right? How safe do you feel? How much detail needs to be conveyed and confirmed? Is it a small clarification or a bigger conceptual issue? Is there likely to be disagreement? As a society, we are having fewer and fewer in-person conversations and perhaps over-relying on electronics, opening ourselves up to further conflicts or misunderstandings, and perhaps missing an opportunity to practice professional dialogue.

As graduate students, you know that much of your success in your program is dependent upon the relationships that you build, and we appreciate that much can be at stake.
Generally speaking, in-person communication is key where you want to improve communication or build an ongoing relationship. Where there is a power dynamic, as there may be with your advisor, it can often feel intimidating or uncertain to engage in conversation, so we asked the UW Ombud Office for a few ideas to help get you started:

Tip 1. Prior to the conversation, focus on your goals. Figure out what it is that you’d like to see happen. I encourage broad goals for many conversations. A goal as narrow as, “Convince my advisor to allow me to take my research in a specific direction” may not be as useful as, “Discuss a potential area of interest with my advisor, and determine opportunities for me to pursue that interest in the near term.”

Tip 2. While in conversation, be mindful of unproductive behaviors from you or the other person. These can include passive behaviors like withdrawing from the conversation, masking your opinions or ideas, or avoiding sensitive subjects. These behaviors can also look more confrontational like controlling the conversation, labeling the other person, or verbally attacking them. If you or the other person is engaging in these behaviors, it’s time to pause and consider ways to move forward. Once you have identified the behavior, you have two basic choices: attempt to redirect the conversation in a more productive manner, or end the conversation and return to it at a future time (and see our past blogpost on preparing for conflicts).

Tip 3. If you decide to stay in the conversation, S.A.I.L. – Share that you are looking for a mutual goal, Ask them to share their goals, Invent a mutual goal, and Look for new strategies to achieve your goals. A mutual goal can also be broad, sometimes even as broad as “finish the research project”—and even that can be enough to get a conversation back on track.

Deciding to have an in-person conversation can sometimes be the hardest step, even harder than the conversation itself. The Ombud Office can be a confidential resource for making that decision, working through your preparation for a conversation, and to help you be successful in conversations to improve your relationships, communication, and long-term success – both in graduate school and beyond.

This week’s Core Programs newsletter is written in collaboration with Emma Phan, Associate Ombud for the University of Washington. Emma handles both graduate student and postdoc concerns at a tri-campus level, and enjoys collaborating with students to help them raise concerns and work through academic or professional challenges. Whenever she gets the chance, rain or shine, Emma heads to the beach to surf.

ABDs, Better Together

On the road of the doctoral journey, there is a destination that graduate students aspire to get to but hope not to stay at too long. That destination is the ABD, or “All But Dissertation” phase. This stage can be one of the most challenging and isolating for doctoral students as there are no more formal deadlines and consistent contact with students or faculty no longer exists — unless there is a deliberate effort. With this in mind, I am excited about our new GSEE Dissertation Writing Group, the ABDs, which aims to counter the isolation experienced by doctoral students by providing support, resources, structure and accountability.

This autumn quarter, the ABDs began meeting weekly in two separate groups to write together and provide feedback for one another. It is incredibly rewarding to hear the students express appreciation for this opportunity and for them to share that they feel supported and productive. Another enjoyable part of the writing group is the large group quarterly meetings. During these gatherings, guest speakers discuss poignant and relevant information about the trials and triumphs of dissertation writing and students share updates on their research progress and goals. During the ABD stage, doctoral students must generate and rely on an enormous amount of intrinsic motivation to complete their dissertation while juggling life outside of the academic world. It is critical for students to feel supported — I always look forward to my bi-weekly check-ins with both groups to make sure things are going well, to provide new resources and tips and to assess their needs. It has been a rewarding endeavor to walk with these students during this phase of their doctoral journey. All of us at GSEE are looking forward to celebrating their amazing research and success!

—Carolyn Jackson, GSEE’s Outreach & Recruitment Officer