scholarly journals Interviewing for a PI position—the pandemic way

2021 ◽  
Vol 220 (4) ◽  
Author(s):  
Melina Casadio ◽  
Dan Simon
Keyword(s):  
Early Career ◽  
Early Career Researchers ◽  
Faculty Positions ◽  
Academic Faculty

JCB asks early career researchers to share their experience interviewing for academic faculty positions and becoming independent PIs during the COVID-19 pandemic.

scholarly journals Downstream funding success of early career researchers for resubmitted versus new applications: A matched cohort

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0257559
Author(s):  
Jamie Mihoko Doyle ◽  
Michael T. Baiocchi ◽  
Michaela Kiernan
Keyword(s):  
Intervention Strategy ◽  
Early Career ◽  
Underrepresented Minority ◽  
Early Career Researchers ◽  
Academic Faculty ◽  
Log Odds ◽  
Original Application ◽  
Funding Environment ◽  
New Applications ◽  
First Time

Background Early career researchers face a hypercompetitive funding environment. To help identify effective intervention strategies for early career researchers, we examined whether first-time NIH R01 applicants who resubmitted their original, unfunded R01 application were more successful at obtaining any R01 funding within 3 and 5 years than original, unfunded applicants who submitted new NIH applications, and we examined whether underrepresented minority (URM) applicants differentially benefited from resubmission. Our observational study is consistent with an NIH working group’s recommendations to develop interventions to encourage resubmission. Methods and findings First-time applicants with US medical school academic faculty appointments who submitted an unfunded R01 application between 2000–2014 yielded 4,789 discussed and 7,019 not discussed applications. We then created comparable groups of first-time R01 applicants (resubmitted original R01 application or submitted new NIH applications) using optimal full matching that included applicant and application characteristics. Primary and subgroup analyses used generalized mixed models with obtaining any NIH R01 funding within 3 and 5 years as the two outcomes. A gamma sensitivity analysis was performed. URM applicants represented 11% and 12% of discussed and not discussed applications, respectively. First-time R01 applicants resubmitting their original, unfunded R01 application were more successful obtaining R01 funding within 3 and 5 years than applicants submitting new applications—for both discussed and not discussed applications: discussed within 3 years (OR 4.17 [95 CI 3.53, 4.93]) and 5 years (3.33 [2.82–3.92]); and not discussed within 3 years (2.81 [2.52, 3.13]) and 5 years (2.47 [2.22–2.74]). URM applicants additionally benefited within 5 years for not discussed applications. Conclusions Encouraging early career researchers applying as faculty at a school of medicine to resubmit R01 applications is a promising potential modifiable factor and intervention strategy. First-time R01 applicants who resubmitted their original, unfunded R01 application had log-odds of obtaining downstream R01 funding within 3 and 5 years 2–4 times higher than applicants who did not resubmit their original application and submitted new NIH applications instead. Findings held for both discussed and not discussed applications.

Tips for Navigating the Academic Job Market

2020 ◽  
Vol 22 (1) ◽  
pp. 21-23
Author(s):  
Darrell Hudson
Keyword(s):  
Public Health ◽  
Doctoral Students ◽  
Job Search ◽  
Associate Professor ◽  
Early Career ◽  
Job Market ◽  
Search Committees ◽  
Faculty Positions ◽  
Academic Faculty ◽  
Academic Job Market

There are many unwritten rules in the academy, and much of the advice that doctoral students receive about the academic job search is from their mentors. For many doctoral students, navigating the academic job market can be bewildering. In this article, an associate professor of public health with experience navigating the job market as well as experience on numerous job search committees provides tips on preparing for and navigating the esoteric academic job market for early career professionals seeking academic faculty positions.

scholarly journals A short Teaching Residency Spanning 1,657 Miles

2019 ◽  
Vol 10 (1) ◽  
pp. 78-90
Author(s):  
Michèle Shuster ◽  
Karen Peterson
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Research Training ◽  
Geographic Distance ◽  
Teaching Experience ◽  
Early Career ◽  
Undergraduate Teaching ◽  
New Faculty ◽  
Faculty Positions ◽  
Academic Faculty

In scientific disciplines, most postdoctoral fellowships focus on research training. Postdoctoral fellows (“postdocs”) develop research expertise and research projects that they will use in future independent faculty positions. This research focus often precludes opportunities for undergraduate teaching. However, most academic faculty positions require faculty to teach at the undergraduate level. The result is that many postdocs are exceptionally well-qualified to meet the research expectations of future faculty positions, but lack experience and training in innovative and evidence-based undergraduate teaching strategies. Training in evi-dence-based teaching approaches can result in two tangible outcomes. First, the quality of applications by the postdocs for tenure-track faculty positions at institutions with substan-tive teaching expectations can be improved. Second, we can anticipate stronger alignment of teaching and learning expectations between new faculty and their undergraduate students. There are many programs that provide training in teaching to early career researchers. We describe the design and implementation of a mentored teaching experience that faced some unique challenges, including a large geographic distance between the postdocs and the teaching mentor and teaching site. We describe how we addressed the challenges, what the benefits to various stakeholders have been, and the key elements that contributed to the success of the program.

Support early-career researchers for post-pandemic prospects

Nature ◽  
2020 ◽  
Vol 580 (7802) ◽  
pp. 185-185 ◽  
Author(s):  
Arild Husby ◽  
Gemma Modinos
Keyword(s):  
Early Career ◽  
Early Career Researchers

Future Physiology 2019: Uniting early career researchers

2019 ◽  
pp. 25-25
Author(s):  
Katie Hesketh ◽  
Mark Viggars
Keyword(s):  
Early Career ◽  
Early Career Researchers

scholarly journals Positioning for success: building capacity in academic competencies for early-career researchers in sub-Saharan Africa

2019 ◽  
Vol 6 ◽  
Author(s):  
C. Merritt ◽  
H. Jack ◽  
W. Mangezi ◽  
D. Chibanda ◽  
M. Abas
Keyword(s):  
Mental Health ◽  
Capacity Building ◽  
Low Cost ◽  
Early Career ◽  
Sub Saharan Africa ◽  
Training Experience ◽  
African Countries ◽  
Early Career Researchers ◽  
Academic Competencies ◽  
Sub Saharan

Background. Capacity building is essential in low- and middle-income countries (LMICs) to address the gap in skills to conduct and implement research. Capacity building must not only include scientific and technical knowledge, but also broader competencies, such as writing, disseminating research and achieving work–life balance. These skills are thought to promote long-term career success for researchers in high-income countries (HICs) but the availability of such training is limited in LMICs. Methods. This paper presents the contextualisation and implementation of the Academic Competencies Series (ACES). ACES is an early-career researcher development programme adapted from a UK university. Through consultation between HIC and LMIC partners, an innovative series of 10 workshops was designed covering themes of self-development, engagement and writing skills. ACES formed part of the African Mental Health Research Initiative (AMARI), a multi-national LMIC-led consortium to recruit, train, support and network early-career mental health researchers from four sub-Saharan African countries. Results. Of the 10 ACES modules, three were HIC-LMIC co-led, four led by HIC facilitators with LMIC training experience and three led by external consultants from HICs. Six workshops were delivered face to face and four by webinar. Course attendance was over 90% and the delivery cost was approximately US$4500 per researcher trained. Challenges of adaptation, attendance and technical issues are described for the first round of workshops. Conclusions. This paper indicates that a skills development series for early-career researchers can be contextualised and implemented in LMIC settings, and is feasible for co-delivery with local partners at relatively low cost.

Tradition and Innovation in Cataloguing Medieval Manuscripts

2021 ◽  
Vol 139 (1) ◽  
pp. 32-58
Author(s):  
Orietta Da Rold
Keyword(s):  
New Technologies ◽  
New Technology ◽  
Early Career ◽  
Digital Environment ◽  
Digital Form ◽  
Postgraduate Students ◽  
Medieval Manuscripts ◽  
Early Career Researchers ◽  
History Of ◽  
And Training

Abstract In this essay, I offer a brief history of manuscript cataloguing and some observations on the innovations this practice introduced especially in the digital form. This history reveals that as the cataloguing of medieval manuscripts developed over time, so did the research needs it served. What was often considered traditional cataloguing practices had to be mediated to accommodate new scholarly advance, posing interesting questions, for example, on what new technologies can bring to this discussion. In the digital age, in particular, how do digital catalogues interact with their analogue counterparts? What skills and training are required of scholars interacting with this new technology? To this end, I will consider the importance of the digital environment to enable a more flexible approach to cataloguing. I will also discuss new insights into digital projects, especially the experience accrued by the The Production and Use of English Manuscripts 1060 to 1220 Project, and then propose that in the future cataloguing should be adaptable and shareable, and make full use of the different approaches to manuscripts generated by collaboration between scholars and librarians or the work of postgraduate students and early career researchers.

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