BEST Retrospective: From Graduate Student to Medical Writer→

By Emily Weikum

As I PhD student in my final years, I dreaded any conversations with my committee about my decision to explore careers outside of academia. In my second year, at my first ever committee meeting, I had multiple advisors question my need to stay in graduate school if I didn’t want to become a professor. I was so taken aback by this comment that, at the time, I didn’t stand up for what I knew to be right, that a PhD does not just train you for academic research. 

We have all heard the bleak job prospects in academia, have witnessed our PIs work 24/7 to finish a grant proposal, and have been told that we have to put life on hold to achieve success in that world. Therefore, from the start, I knew my talents and desires were suited to a career outside of academia. However, I was unsure of where to start, what “alternative” careers were even out there, and whether I had a shot at any of them with my only work experience being an academic lab. It was the answers all these looming questions (and more!) that the BEST program provided for me. 

It was 2014 when I joined the second cohort of BEST trainees. First, I was finally exposed to the vast number of careers that were available to PhD graduates. Second, I realized that I had a range of transferrable skills that companies were looking for such as teamwork, critical thinking, writing, and time management. Third, I was able to build a network of like-minded students that were also struggling with their PIs or committees in terms of career trajectory. Finally, and most importantly, I gained the confidence to pick up the phone and have informational interviews with people from various non-academic tracks. 

The BEST program was integral to where I am today, but it all started when I decided to be intentional about my professional growth. As author Rachel Hollis says, “I am successful because I have never once believed my dreams were someone else’s to manage.” Being intentional about looking for jobs, going to networking events, or doing an internship can be met with resistance within academia. It is my hope, as the BEST program has pioneered, that more universities like Emory will show their support for student growth outside of the academic arena. 

Looking back, I could not have imagined a better career choice for myself. Three days after defending my thesis, I began a career as a medical writer. During graduate school I had always enjoyed putting together presentations, working on figures, and talking about my science, yet I never knew I could make a career out of it. As a medical writer, I develop scientifically sound content for our clients, which are predominately pharmaceutical companies. We work on a wide range of projects—manuscripts and posters, video scripts, brochures for conferences, symposia presentations, you name it! Our clients also come from different therapeutic areas, so I have developed content for subjects from immunology (rheumatoid arthritis, inflammatory bowel disease) to neuroscience (Parkinson’s disease and opioid withdrawal). Through my experiences with the BEST program and my career thus far, I have learned some valuable lessons that I will elaborate on below.  

Determining what you don’t want to do is just as important as determining what you do want to do

The BEST program did an impeccable job of showcasing professionals from numerous careers. Through Career Workshops, we heard from government officials, consultants, educators, and more. Hearing testimonials from a diverse cast of speakers and having the chance to ask questions in a small group setting was critical to learn what careers really sparked my interest. When you google, “non-academic careers for science PhDs” you get 347,000 hits. This can be extremely daunting, particularly for those PhD students who feel they cannot talk to their mentors about their professional goals. The BEST program provided the perfect supportive environment to explore what’s out there. 

Networking really is king 

I know we heard it all the time in BEST, and sometimes we would roll our eyes, but I have to admit networking is a must. I am in my dream job because of a referral, one that I got because of an informational interview. Building your network can seem overwhelming, but I found that every person I emailed was more than willing to talk about what they do. I was also surprised by how receptive they were to my requests to shadow them. When people love what they do, they are usually eager to share more about it. It is also why I am keen to pay it forward! I am so passionate about what I do, and want to share that with other PhDs, that I am always willing to answer emails or jump on a call.

Your PhD is highly valuable outside of academia 

In my last few months as a graduate student, I started to become disheartened that I wouldn’t find a job. I had already made plans, as many at Emory do, to stay and post-doc for a while. I am here to emphasize that a post-doc is not your only option. I am an example of someone who did not post-doc and jumped straight into my job. This is not seen as a negative and is actually becoming more mainstream. As academia becomes more receptive to training and supporting their students for “alternative” careers, I think this trend will continue. As I’ve stressed before, graduate school is the perfect training ground for many transferable skills that any company would love to have in their future employee. 

Lastly, I want to mention that I would not have my job without a PhD. My company only hires writers with advanced degrees. If I had taken my committee’s advice during that first meeting, I would not be here to share my experiences, nor living my best life in my dream job. 

Never be afraid to take control of your professional development! For me, the BEST program was the optimal place to grow and prepare myself for what came after graduate school. Take advantage of professional development opportunities available to you. You never know where they may take you. 

Expanding Opportunities in Graduate Education→

By Austin Nuckols

People enter graduate school programs for a variety of reasons. Some students are motivated by personal experience, aspiring to learn more about a disease or illness that they have personally faced. Some enter to build expertise in a field with the simple goal of understanding more or because they enjoy research and its results-driven nature. And yet, some students may not be clear on why they decided to pursue a graduate degree, knowing only that they seek a purpose to be revealed through the grueling trials of graduate education. Regardless of motive, the number of students enrolled in post-baccalaureate education has increased 38% from 2000 to 2016 (Institute for Education Sciences | National Center for Education Statistics, 2018). Unfortunately, this increase in enrollment has not been met with an increase in available independent research positions leading to, as one author put it, “a holding tank of frustrated senior postdocs unable to find permanent positions” (Bourne, 2013).  Indeed, the NIH budget saw a 22% decrease from 2003 to 2015 (Garrison, 2017). Despite increases to the budget in the years since 2015 (Garrison, 2017), the impact of this twelve-year depression lingers, leading to increasingly competitive postdoctoral positions as the increase struggles to catch up to an ever-growing pool of highly qualified researchers. In response, there has been a noticeable trend of researchers leaving academia to explore options in industry, biotechnology, entrepreneurship, consulting, and other science-related or even science-unrelated positions (see figure) (Fuhrmann, Halme, O'Sullivan, & Lindstaedt, 2011; Garrison, 2017; Mangematin, 2000).

“Distribution of Biomedical Science PhDs by Sector of Employment” graph taken from Garrison, 2017.

As such, it is now more common for students to enter graduate school with the intention of pursuing a career outside of academia or for them to discover through their time in graduate school that they do not want a tenured professorship within academia. However, despite these observable trends, it is common that students lack structured resources for learning about other “nontraditional” career options. Often, professors are not prepared to offer guidance toward pursuing these careers (Juliano & Oxford, 2001), and some even vehemently oppose the transition away from the academic setting. In some cases, this narrow perspective is so strongly held that revealing one’s intention to move out of academia can seriously damage his or her working environment or even future career. This problem is so serious, in fact, that online resources like VersatilePhD.com mandate identity protection for all their users within their Code of Conduct (see figure below). 

Screenshot of VersatilePhD Code of Conduct clause detailing methods for identity protection and the reason for this.

A comprehensive study examining career preparation strategies for biomedical doctoral trainees (including both graduate students and postdocs) found that trainees with non-academic career goals are likely to show lower career development/career search efficacy. Additionally, they are less likely to reach out to their own or other faculty advisors for career guidance (St. Clair et al., 2017). Globally, graduate students already report rates of depression and anxiety that are six times higher than those of the general public (Evans, Bira, Gastelum, Weiss, & Vanderford, 2018). Undoubtedly, the lack of a clear career trajectory, or the support to find one after their dissertation defenses, would only contribute to the further development these mental health issues and reduce the quality of life for graduate students.

However, having recognized this issue, many universities are beginning to offer a variety of professional development resources for their students. These resources allow students to probe their interests, identify fitting career options, and even explore possible career options through internships or interviews. Here at Emory University, we can consider ourselves fortunate. Emory is actively taking strides toward providing resources and opportunities for a more “balanced” education, such that graduate students may freely pursue and be adequately prepared for non-academic careers. Among the resources offered by Emory are the BEST program, Individual Development Plans, Pathways Beyond the Professoriate lunch talks, InterSECT job simulations, an institutional subscription for Versatile PhD, and links to various websites containing information and potential internship opportunities. Furthermore, there are many clubs that exist as a resource for students to explore alternative careers. Some might disagree as to the availability or usefulness of these resources, but I recommend that graduate students truly explore the multitude of content available, as there is value to be gleaned from these resources. I encourage all who are interested to pursue the resources listed on both the GDBBS website (for whom it is applicable) and the LGS website. A list of additional websites will be appended at the end of this article for ease of access, including some that are not affiliated with Emory University. 

Still, Emory is innovating the graduate education experience through new and exciting courses. Over this past semester (Fall of 2018), I had the opportunity to enroll in the pilot offering of a new course called “Introduction to Entrepreneurship for STEM.” This course was based in the Goizueta Business School and directed by Dr. Robert Kanzanjian, Asa Griggs Candler Chair and Professor in Organization & Management and Senior Associate Dean for Strategic Initiatives, Charlie Goetz, Senior Lecturer in Organization & Management and Distinguished Lecturer in Entrepreneurship, and Edward Rieker, Adjunct Lecturer. Throughout the course, we explored concepts behind entrepreneurship, such as development of a product based on solving an existing problem and understanding the unique value these products must hold. We moved into marketing and discussed how to target a message to different audiences from customers to potential investors. Finally, we explored large business strategy and innovation before finishing with a lecture about patent law and its role in the development of a product. The course was masterfully designed and well-executed with interactive classes, guest speakers, and low-pressure assignments (ungraded assignments that mostly consisted of reading or talking to potential customers for your chosen product). Furthermore, each of the speakers came from a biomedical PhD background and transitioned into different modes of business, such as business strategy, entrepreneurship, or patent law, offering insight into how he or she transitioned and what resources to explore to do the same. Throughout the class, we each developed an idea for a product, which we explored through potential customer interviews, refined, and defended as if we were building our own start-up. We developed a website and created a marketing video that we presented in the final session. However, most importantly, we dove into these concepts of business and marketing and were able to relate them to the realm of science or the specific research that we already did. To identify value in your project and see its unique position within a field of research, to market your research ideas to your PI, your committee, your colleagues, or even your field, and to identify the direction of innovation needed within a body of research are parallels to be drawn between the not so disparate worlds of scientific research and business/entrepreneurship. The directors hope to offer the course in future years if there is enough interest moving forward. I, as someone who gained much from it, highly recommend it for those interested in entrepreneurship or business strategy as a career.

Graduate school becomes much more manageable when there is a clear goal at the end. Emory strives to train both knowledgeable and impactful researchers as well as educated and driven individuals who take their scientific and analytical prowess and apply them to diverse non-academic careers. For those who are unsure about their future in research, please know that you are at a university that seeks to provide you with the guidance to follow wherever your interests and talents lead. Take the opportunity to explore the resources presented to you, reach out to your PI or your DGS, and contact other faculty members or Emory alumni. There is a vast network of support on which to capitalize.

References:

1. Bourne, H. R. (2013). A fair deal for PhD students and postdocs. Elife, 2, e01139. doi:10.7554/eLife.01139

2. Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36, 282. doi:10.1038/nbt.4089 https://www.nature.com/articles/nbt.4089#supplementary-information

3. Fuhrmann, C. N., Halme, D. G., O'Sullivan, P. S., & Lindstaedt, B. (2011). Improving graduate education to support a branching career pipeline: recommendations based on a survey of doctoral students in the basic biomedical sciences. CBE Life Sci Educ, 10(3), 239-249. doi:10.1187/cbe.11-02-0013

4. Garrison, H. H. (2017). Education and Employment of Biological and Medical Scientists 2017. Retrieved from http://www.faseb.org/Science-Policy--Advocacy-and-Communications/Federal-Funding-Data/Education-and-Employment-of-Scientists.aspx

5. Institute for Education Sciences | National Center for Education Statistics. (2018). Postbaccalaureate Enrollment.  Retrieved from https://nces.ed.gov/programs/coe/indicator_chb.asp

6. Juliano, R. L., & Oxford, G. S. (2001). Critical issues in PhD training for biomedical scientists. Acad Med, 76(10), 1005-1012. 

7. Mangematin, V. (2000). PhD job market: professional trajectories and incentives during the PhD. Research Policy, 29(6), 741-756. 

8. St. Clair, R., Hutto, T., MacBeth, C., Newstetter, W., McCarty, N. A., & Melkers, J. (2017). The “new normal”: Adapting doctoral trainee career preparation for broad career paths in science.PLOS ONE, 12(5), e0177035. doi:10.1371/journal.pone.0177035

Additional Resources:

http://www.graduateschool.emory.edu/professional-development/career-exploration/index.html

https://secure.web.emory.edu/biomed/intranet/career/index.html

https://secure.web.emory.edu/biomed/intranet/cobbs/professional-dev.html

http://www.best.emory.edu/index.html

https://emory.biocareers.com/

www.SciPhD.com

www.vitae.ac.uk

www.versatilephd.com

www.cheekyscientist.com

5 Things I Wish I Knew Before Starting My Rotations→

By Ellen Woon

Rotations. We spend our entire first year of graduate school rotating through laboratories of interest to find our home for the next x years. It’s daunting – the idea of emailing a PI we’ve idealized in our minds as the scientist who does the coolest work and asking them if they can take us on as a rotation student. Then, if they do take us on, we worry about a myriad of situations. What if I don’t like the lab? If I don’t like it, what do I do? How do I ask if the lab has funding? How do I know if this lab is right for me? How many papers do I have to read before I understand what my project is on? As you settle in to your new life as an Emory graduate student, here are a few tips that may make the rotation process a little easier:

1.     Time management is key, and it’s especially helpful during this first year of graduate school. Much of the curriculum you will need to complete will take place during your first and second years. During the first year, you’ll have to transition to the post-college life and maybe even a new city! On top of that, you’ll have your first-year classes. Then, just to top it all off, you’ll have your research rotations.

Remember: even though rotations are an integral component of your first year, they are not meant to suck up all of your time. At this point in your academic career, most of your time should be geared towards classes and studying, with rotation work weaving its way into your schedule wherever it can fit. Being able to manage your time efficiently will do wonders for you throughout graduate school. Be sure to touch base with your rotation advisor to ensure they know you’ll need ample time to study for an exam or to complete coursework. I planned blocks of time into my schedule to study during my first year and would talk to my rotation advisor a few days prior to let him or her know that I’d be in the library over the next few days. Planning ahead and communicating helped a heavily-packed schedule feel less hectic overall. 

2.     Don’t be afraid to talk to multiple PIs before deciding on your rotations. Rotations are intended for you to explore where you ultimately want to conduct your graduate research. The minimum number of rotations required for your program is not necessarily equivalent to the number of PIs you can reach out to (AKA three rotations doesn’t mean you can only talk to three PIs!).

When deciding on your rotations, it might be a good idea to create a list of labs in which you are interested. From there, you can email each PI and explain who you are, your past research experience, and why you might be interested in their specific field. This information should ideally help them identify potential projects for you. A great way to sign off each email is to offer to set up a meeting to discuss mutual interests.

Having an in-person meeting with the PI is a great opportunity for you to get a glimpse into the PI's personality, a piece of information which may or may not influence your decision to rotate with them. This is also a great time to ask if the PI if they are accepting new members in the academic year. Depending on funding and lab space, the answer may not be set in stone, but it is an important factor to consider when deciding on other potential rotations. You may even get the chance to meet current members of that lab who can answer more questions about how the lab functions day-to-day or what it’s like to balance the research with coursework.

Once the meeting is said and done, don’t feel pressured to immediately decide if you’ll be rotating or not. When I was going through this process, I didn’t finalize my decision until I had met with all four PIs I was interested in working with. I narrowed down my rotations from there, knowing that I wanted to have at least one rotation in a field with which I was completely unfamiliar. Entering graduate school, I carried over experience from my undergraduate research in behavioral neuroscience. I decided that for my first rotation, going out of my comfort zone meant diving into computational neuroscience. My other two rotations were then focused in behavioral neuroscience. I loved challenging myself to think in different ways when learning computational concepts, and finding what interests you during your rotations is ultimately what is important.

3.    Productivity comes in different flavors. You most likely won’t earn authorship on a paper in each rotation. That’s okay! Rotations are long enough to get a feel for the lab environment, the techniques, and the community, but just short enough that it makes it difficult to accumulate enough data for an authorship-worthy contribution.

It’s important to remember that productivity is all relative; it’s up to you to define it for yourself. If you’re rotating in a lab and learning an unfamiliar technique, then mastering that technique may be your definition of productive for that rotation. During my computational rotation, I challenged myself to become familiar with the world of coding. This was a completely new topic for me, and I set the goal for myself that the rotation would be all about learning coding basics. Even though I worked with previously analyzed data sets and generated no new findings, I was productive in the sense that I learned how to code (and learned that it was really challenging for me!)

On the other hand, if you’re rotating in a lab that uses methodologies with which you have experience, you may define productive as maximizing the amount of data you can collect for that project. My remaining rotations in the behavioral neuroscience labs were productive in the sense that I was able to generate new findings for those labs. I was familiar with the behavioral assays and comfortable with animal handling, so I was able to make a more significant contribution to their research efforts. 

4.     You are not expected to be an expert. It is important when you join a new lab to recognize and acknowledge your limitations, and to ask for help when you need it. If you’re completely new to a field, like I was with computational neuroscience, you might struggle initially with understanding new concepts, and you will have an endless amount of questions. Even if you have experience in the field, it’s likely that a lab uses different techniques or procedures than those with which you may be familiar. Ask questions when you have them!

Depending on your program, rotation lengths may differ. It’s important to note, though, that there is no expectation for you to be an expert by the end of that period. 

5.     You might not like the lab you’re rotating in, and that’s okay! I cannot emphasize this enough. One lab setting does not fit all. This applies to the mentorship style of the PI and the lab environment itself. Some PIs mentor in a “hands-off” manner, working remotely or only coming in on certain days of the week. These PIs may rely on post-docs or more senior graduate students to train junior students. On the other hand, some PIs may operate in a more “hands-on” manner, in the building 95% of the time or casually passing through the lab when they get the chance. While they might rely on post-docs and senior students to train incoming students, they may also be directly involved with providing training and mentorship. 

Then, there’s the lab environment, made up of the interactions between the PI, post-docs, graduate students, and potentially undergraduate students. Here are some things that I considered during my rotations to evaluate the lab environments: Is there a good balance between people working and socializing? Is it a fun work environment (i.e. are people happy)? Is there enough lab space to accommodate all lab members? Could I see myself working alongside everyone every day? 

Finally, you should also consider how you would be spending your time in lab, should you join. If you really dislike a particular assay that you would be expected to use every day or if you find yourself not entirely interested in the research topic, then it is possible that the lab isn’t for you. You might think you will enjoy something until you actually do it. Rotations give you the chance to change your mind. 

You may only be five days into your rotation when you realize that it’s not a good fit, whether it be due to mentorship style, lab members, environment, techniques, research topic, or something else. This happens more often than you may think, and it’s completely okay. Think about it this way: it’s way better to realize you aren’t a good fit when you’re rotating versus realizing it two years after you’ve joined.

Although you may decide that you won’t be joining a lab, it’s important to stay committed to the project assigned to you for the duration of your rotation and to remain respectful. Maintaining a professional relationship with rotation advisors is beneficial for a few reasons: 1) you might open the door for potential collaborations on future projects, 2) you may secure letter writers for upcoming grants/fellowships and 3) you might end up with one or more of them on you committee. Finishing your rotations on a high note is extremely advantageous in the long run.

Your first year of graduate school is demanding, to say the least. The light at the end of the tunnel is knowing that once rotations finish, you can officially join a lab. It’s completely normal to feel uneasy when beginning your rotations, but remember, each one of us has been through it and has found a home. The opportunity to experience different types of research in diverse lab environments helps students to determine what mentorship they may need throughout their graduate studies, to hone in on the techniques and topics that spark their curiosity, and, ultimately, to identify the best lab for them to finish out their degrees. At worst, you walk away from your rotation having learned a few new techniques (as well as a few things about yourself) and at best, you’ve found your research home.