scholarly journals Improving Graduate Education to Support a Branching Career Pipeline: Recommendations Based on a Survey of Doctoral Students in the Basic Biomedical Sciences

2011 ◽  
Vol 10 (3) ◽  
pp. 239-249 ◽  
Author(s):  
C. N. Fuhrmann ◽  
D. G. Halme ◽  
P. S. O’Sullivan ◽  
B. Lindstaedt
Keyword(s):  
Doctoral Students ◽  
San Francisco ◽  
Career Planning ◽  
Academic Career ◽  
Graduate Training ◽  
Career Path ◽  
National Standards ◽  
Biomedical Sciences ◽  
Scientific Enterprise ◽  
Wide Range

Today's doctoral programs continue to prepare students for a traditional academic career path despite the inadequate supply of research-focused faculty positions. We advocate for a broader doctoral curriculum that prepares trainees for a wide range of science-related career paths. In support of this argument, we describe data from our survey of doctoral students in the basic biomedical sciences at University of California, San Francisco (UCSF). Midway through graduate training, UCSF students are already considering a broad range of career options, with one-third intending to pursue a non–research career path. To better support this branching career pipeline, we recommend that national standards for training and mentoring include emphasis on career planning and professional skills development to ensure the success of PhD-level scientists as they contribute to a broadly defined global scientific enterprise.

scholarly journals Career planning courses increase career readiness of graduate and postdoctoral trainees

F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 1230
Author(s):  
Rebekah L. Layton ◽  
V. Scott H. Solberg ◽  
Arthee E. Jahangir ◽  
Joshua D. Hall ◽  
Christine A. Ponder ◽  
...  
Keyword(s):  
Career Development ◽  
Doctoral Students ◽  
Career Planning ◽  
Academic Career ◽  
Career Readiness ◽  
Supporting Evidence ◽  
Career Awareness ◽  
Career Course ◽  
Faculty Mentor ◽  
Development Framework

Background: Given national calls for intentional career development during graduate and post-graduate scientific training, this study assessed career readiness development within the context of academic career courses. The current study evaluated the effects of academic career courses offered at two institutions that were specifically designed to increase career awareness, interest, and career-related confidence among doctoral students and postdoctoral fellows. Methods: Participants enrolled in a career course at trainees’ respective academic institutions and responded to pre- and post-course surveys (n=32, n=148). The paper offers a thematic analysis of each of the two courses using an individualized learning plan career development framework and describes the results of their respective pretest-posttest evaluations which indicated increases in career readiness. Results: Though the format and content provided in each course varied, participation was associated with increases in career readiness. Participants reported increased career-awareness including a greater familiarity with different types of careers overall. Furthermore, interest in tenure track faculty careers increased in both samples, which may assuage fears that exposure to diverse career pathways could reduce interest in academic careers. Transferrable skills, including career planning and awareness also significantly increased. Course participants reported an increase in the number and type of mentors they interacted with beyond their principal faculty mentor (other faculty, professional PhDs, peers, and administrative staff). Conclusions: Findings provide supporting evidence for the benefits of implementing structured career development efforts during PhD training; even with varying content, delivery methods, and instructor type, both academic career courses led to significant gains in career awareness and readiness. Successful development and delivery of academic career courses, with a focus on career planning skills, suggest that institutions can utilize these and are an effective way to prepare PhDs for their transition from training positions into careers.

scholarly journals Case Study as Common Text: Collaborating in and Broadening the Reach of History of Education

2016 ◽  
Vol 56 (1) ◽  
pp. 125-133
Author(s):  
Ansley T. Erickson
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Graduate Training ◽  
History Of Education ◽  
Psychology Laboratory ◽  
Faculty Position ◽  
Collaborative Spaces ◽  
Research Mentoring ◽  
Wide Range ◽  
History Of

A graduate school of education contains a wide range of disciplinary models for the training of scholars and practitioners. I encounter these models as they come up in conversation with colleagues and students, or I confront them more directly as I pass a clinical psychology laboratory space each morning on the way to my office. I often see small groups of doctoral students at work, huddled around a computer monitor or deep in discussion. As my psychology colleagues are more likely to research and write in teams rather than individually, I read this scene as a sign of collaboration built into graduate training. It also contrasts with my experience of collaboration, or the lack thereof, in my own graduate training in history. In my own education, the most collaborative spaces—in which people come together around a common text and problem—existed in the earliest phases of graduate school. A few students and a professor gathered around a seminar table to analyze a book or article. But later, as students developed their own research agendas and proceeded into the archives, they researched and wrote largely in isolation. Writing groups and other venues for sharing work were sustaining, but the content of research remained an individual affair. (There were hints, though, of new spaces for collaboration—as in the History of Education Society's research mentoring sessions begun in 2009—and likely others existed, but were unknown to me as a graduate student.) Once in a faculty position, reflecting on my graduate training and juxtaposed with what I perceived at the psychology laboratory led me to ask where collaboration fits and how it might matter in graduate training in the history of education.

Unexpectedness

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
John-Carlos Perea ◽  
Jacob E. Perea
Keyword(s):  
American Indian ◽  
San Francisco ◽  
Interdisciplinary Research ◽  
Ethnic Studies ◽  
College Of Education ◽  
Present Moment ◽  
State University ◽  
Research Projects ◽  
Short Survey ◽  
Wide Range

The concepts of expectation, anomaly, and unexpectedness that Philip J. Deloria developed in Indians in Unexpected Places (2004) have shaped a wide range of interdisciplinary research projects. In the process, those terms have changed the ways it is possible to think about American Indian representation, cosmopolitanism, and agency. This article revisits my own work in this area and provides a short survey of related scholarship in order to reassess the concept of unexpectedness in the present moment and to consider the ways my deployment of it might change in order to better meet the needs of my students. To begin a process of engaging intergenerational perspectives on this subject, the article concludes with an interview with Dr. Jacob E. Perea, dean emeritus of the Graduate College of Education at San Francisco State University and a veteran of the 1969 student strikes that founded the College of Ethnic Studies at San Francisco State University.

Career Goal Profiles of Early Career Scientists: A Person-Centered Approach

2021 ◽  
pp. 089484532110172
Author(s):  
Ruth Noppeney ◽  
Anna M. Stertz ◽  
Bettina S. Wiese
Keyword(s):  
Doctoral Students ◽  
Latent Profile Analysis ◽  
Academic Career ◽  
Profile Analysis ◽  
Early Career ◽  
Career Goal ◽  
Transition Analysis ◽  
Flat Profile ◽  
Career Options ◽  
Person Centered Approach

Obtaining a doctorate offers various career options. This study takes a person-centered approach to identify interest profiles. Career goals (professorate, entrepreneur, etc.) were assessed at two time points (1-year interval) in a sample of doctoral students and doctorate holders from the STEM fields in German-speaking areas ( NT 1 = 2,077). Latent profile analysis revealed that a four-profile solution provided the best data fit: At T1, 33.0% of the participants aimed for a management position in industry, 16.9% pursued an academic career, 30.1% were interested in activities without leadership responsibilities, and 20.1% had a relatively flat career-goal profile. Latent transition analysis indicated that most changes occurred for those classified into the flat profile, while strong interest in a management career was very stable over time. Additionally, the attainment of the doctorate seemed to be a good predictor for profile membership: Doctorate holders were more likely to be clearly dedicated to an academic career.

scholarly journals Using chemical biology to assess and modulate mitochondria: progress and challenges

2017 ◽  
Vol 7 (2) ◽  
pp. 20160151 ◽  
Author(s):  
Angela Logan ◽  
Michael P. Murphy
Keyword(s):  
Mitochondrial Function ◽  
Chemical Biology ◽  
Biomedical Sciences ◽  
Interdisciplinary Approaches ◽  
Wide Range ◽  
Challenges And Opportunities ◽  
Future Challenges ◽  
The Many ◽  
Opening Up

Our understanding of the role of mitochondria in biomedical sciences has expanded considerably over the past decade. In addition to their well-known metabolic roles, mitochondrial are also central to signalling for various processes through the generation of signals such as ROS and metabolites that affect cellular homeostasis, as well as other processes such as cell death and inflammation. Thus, mitochondrial function and dysfunction are central to the health and fate of the cell. Consequently, there is considerable interest in better understanding and assessing the many roles of mitochondria. Furthermore, there is also a growing realization that mitochondrial are a promising drug target in a wide range of pathologies. The application of interdisciplinary approaches at the interface between chemistry and biology are opening up new opportunities to understand mitochondrial function and in assessing the role of the organelle in biology. This work and the experience thus gained are leading to the development of new classes of therapies. Here, we overview the progress that has been made to date on exploring the chemical biology of the organelle and then focus on future challenges and opportunities that face this rapidly developing field.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

Cannabis Consumption in Amsterdam, Bremen and San Francisco: A Three-City Comparison of Long-Term Cannabis Consumption

2002 ◽  
Vol 32 (2) ◽  
pp. 395-412 ◽  
Author(s):  
Susanne Borchers-Tempel ◽  
Birgitta Kolte
Keyword(s):  
San Francisco ◽  
Consumption Patterns ◽  
Research Focus ◽  
Wide Range ◽  
Drug Policies ◽  
Cannabis Consumption ◽  
The City ◽  
Detailed Questionnaire ◽  
Consumer Types

Long-term cannabis consumers in Amsterdam, Bremen and San Francisco were asked in a detailed questionnaire about their experiences with cannabis products. The research focus was the question of how the consumption of cannabis is realized under the conditions established through different drug policies. The research utilized a sample of 522 cannabis consumers exhibiting a wide range of experiences and different consumption patterns. The authors were able to elaborate five 1different consumer types. The prevalence of these specific user types was closely associated with the city where the consumers reside. There were also some direct consequences of the different drug politics in place in the different cities, such as the level of fear associated with the potential criminal consequences of use, and the sources for the purchase of cannabis products.

scholarly journals Identification and Characterization of Diaporthe ambigua, D. australafricana, D. novem, and D. rudis Causing a Postharvest Fruit Rot in Kiwifruit

Plant Disease ◽  
2017 ◽  
Vol 101 (8) ◽  
pp. 1402-1410 ◽  
Author(s):  
Gonzalo A. Díaz ◽  
Bernardo A. Latorre ◽  
Mauricio Lolas ◽  
Enrique Ferrada ◽  
Paulina Naranjo ◽  
...  
Keyword(s):  
San Francisco ◽  
Plant Pathogens ◽  
Elongation Factor ◽  
Its Region ◽  
Fruit Rot ◽  
Lesion Length ◽  
Translation Elongation ◽  
Wide Range ◽  
Postharvest Rot ◽  
Diaporthe Ambigua

Diaporthe spp. are important plant pathogens causing wood cankers, blight, dieback, and fruit rot in a wide range of hosts. During surveys conducted during the 2013 and 2014 seasons, a postharvest rot in Hayward kiwifruit (Actinidia deliciosa) was observed in Chile. In order to identify the species of Diaporthe associated with this fruit rot, symptomatic fruit were collected from seven kiwifruit packinghouses located between San Francisco de Mostazal and Curicó (central Chile). Twenty-four isolates of Diaporthe spp. were identified from infected fruit based on morphological and cultural characters and analyses of nucleotides sequences of three loci, including the internal transcribed spacer (ITS) region (ITS1-5.8S-ITS2), a partial sequences of the β-tubulin, and translation elongation factor 1-α genes. The Diaporthe spp. identified were Diaporthe ambigua, D. australafricana, D. novem, and D. rudis. Multilocus phylogenetic analysis revealed that Chilean isolates were grouped in separate clades with their correspondent ex-types species. All species of Diaporthe were pathogenic on wounded kiwifruit after 30 days at 0°C under normal and controlled-atmosphere (2% O2 and 5% CO2) storage and they were sensitive to benomyl, pyraclostrobin, and tebuconazole fungicides. D. ambigua isolates were the most virulent based on the lesion length measured in inoculated Hayward and Jintao kiwifruit. These findings confirm D. ambigua, D. australafricana, D. novem, and D. rudis as the causal agents of kiwifruit rot during cold storage in Chile. The specie D. actinidiae, a common of Diaporthe sp. found associated with kiwifruit rot, was not identified in the present study.

scholarly journals A cross-sectional study of the use and effectiveness of the Individual Development Plan among doctoral students

F1000Research ◽  
2018 ◽  
Vol 7 ◽  
pp. 722 ◽  
Author(s):  
Nathan L. Vanderford ◽  
Teresa M. Evans ◽  
L. Todd Weiss ◽  
Lindsay Bira ◽  
Jazmin Beltran-Gastelum
Keyword(s):  
Career Development ◽  
Doctoral Students ◽  
Online Survey ◽  
Career Planning ◽  
Statistical Significance ◽  
Development Plan ◽  
Individual Development ◽  
Negative Consequences ◽  
Cross Sectional ◽  
The Individual

Background: The Individual Development Plan (IDP) was introduced as a tool to aid in career planning for doctoral trainees. Despite the National Institutes of Health and academic institutions creating policies that mandate the use of IDPs, little information exists regarding the use and effectiveness of the career planning tool. Methods: We conducted a multi-institutional, online survey to measure IDP use and effectiveness. The survey was distributed to potential respondents via social media and direct email. IDP survey questions were formatted using a five-point Likert scale (strongly agree, agree, neutral, disagree and strongly disagree). For data analysis purposes, responses were grouped into two categories (agree versus does not agree/disagree). The data were summarized as one-way frequencies and the Pearson chi-square test was used to determine the statistical significance of univariate associations between the survey variables and an outcome measure of the effectiveness of the IDP. Results: Among all respondents, fifty-three percent reported that they are required to complete an IDP while thirty-three percent reported that the tool is helpful to their career development. Further, our data suggests that the IDP is most effective when doctoral students complete the tool with faculty mentors with whom they have a positive relationship. Respondents who are confident about their career plans and who take advantage of career development resources at their institution are also more likely to perceive that the IDP is useful for their career development. Conclusion: Given the nuanced use and effectiveness of the IDP, we call for additional research to characterize the overall use and effectiveness of the IDP and to determine whether there are unintended negative consequences created through the use of the tool. Furthermore, we recommend an enhancement of career development infrastructure that would include mentorship training for faculty in order to provide substantially more career planning support to trainees.

scholarly journals Postgraduate study in national academic systems (experience of Germany and USA)

2013 ◽  
pp. 170-177
Author(s):  
S. A. Dushina ◽  
N. A. Ashcheulova
Keyword(s):  
Doctoral Students ◽  
Graduate Training ◽  
Special Focus ◽  
Graduate Courses ◽  
Post Graduate ◽  
The Public ◽  
Postgraduate Study ◽  
Key Points ◽  
Public Recognition ◽  
Post Graduate Training

This paper investigates the German and USA system of post-graduate training, with a special focus on the institutional features of the postgraduate courses. Based on the German statistical databases, it undertakes a detailed analysis of sociodemographic characteristics for doctoral students (рromovierende), the types of employment, the financing of projects. This paper will also highlight the peculiarities of mobility processes in the framework of the national post-graduate courses. The authors take note that the key points for the organization of scientific research are the public recognition of science and social status of scientists.

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