Autistic and abroad.

An AuDHD researcher recounts the highs and lows of relocating from the United States to Germany for his postdoc.

Realizing the price of academic freedom.

Since 2010, the number of life science doctoral graduates opting into academic postdoctoral employment has steadily declined. In recent years, this decline has made routine headlines in academic news cycles, and faculty members, universities, and funding bodies alike have begun to take notice. In November 2022, the National Institutes of Health (NIH) convened a special interest group to address the problems in postdoctoral recruitment and retention. In response, the American Physiological Society Science Policy Committee highlighted several key issues in postdoctoral training and working conditions and offered the NIH solutions to consider. There are known issues that affect postdoctoral recruitment and retention efforts: low wages relative to other employment sectors, a heavy workload, and poor job prospects to name a few. Unfortunately, these concerns are frequently dismissed as "the price of doing business in academia," and postdoctoral scholars are promised that if they overcome the trials and tribulations of this training period, the reward at the end, a career with academic freedom to pursue your own interests, justifies the means. However, academic freedom cannot and should not be used as the band-aid in a system where most of us will never actually experience academic freedom. Instead, we should systematically embrace solutions that improve the personal and professional health of early career researchers in all levels of training and independence if the goal is to truly shore up the academic workforce.

The power of peer networking for improving STEM faculty job applications: a successful pilot programme.

To attain a faculty position, postdoctoral fellows submit job applications that require considerable time and effort to produce. Although mentors and colleagues review these applications, postdocs rarely receive iterative feedback from reviewers with the breadth of expertise typically found on an academic search committee. To address this gap, we describe an international peer-reviewing programme for postdocs across disciplines to receive reciprocal, iterative feedback on faculty applications. A participant survey revealed that nearly all participants would recommend the programme to others. Furthermore, our programme was more likely to attract postdocs who struggled to find mentoring, possibly because of their identity as a woman or member of an underrepresented population in STEM or because they changed fields. Between 2018 and 2021, our programme provided nearly 150 early career academics with a diverse and supportive community of peer mentors during the difficult search for a faculty position and continues to do so today. As the transition from postdoc to faculty represents the largest 'leak' in the academic pipeline, implementation of similar programmes by universities or professional societies would provide psycho-social support necessary to prevent attrition of individuals from underrepresented populations as well as increase the chances of success for early career academics in their search for independence.

How I learned to redefine academic success as a senior postdoc.

After many professional twists and turns, a researcher in his forties reconsiders what it means to 'make it' in science.

Strategies on how to maximize the moment as a junior faculty.

Transitioning from a postdoctoral to a faculty position in science, technology, engineering, and mathematics (STEM) is a cumbersome process, and it is easy for postdocs to become lost in the sea of opportunities. Here we provide a blueprint to navigate this transition and suggestions to survive in the STEM faculty arena.

Surveying the experience of postdocs in the United States before and during the COVID-19 pandemic.

In the interest of advocating for the postdoctoral community in the United States (US), we compared the results of surveys of postdocs carried out in 2019 and in late 2020. We found that respondents' mental health and wellness were significantly impacted by the pandemic irrespective of their gender, race, citizenship, or other identities. Career trajectories and progression were also affected, as respondents reported being less confident about achieving career goals, and having more negative perceptions of the job market compared to before the pandemic. Postdocs working in the US on temporary visas reported experiencing increased stress levels due to changes in immigration policy. Access to institutional Postdoctoral Offices or Associations positively impacted well-being and helped mitigate some of the personal and professional stresses caused by the pandemic.

Developing a State University System Model to Diversify Faculty in the Biomedical Sciences.

Amid increasing demands from students and the public, universities have recently reinvigorated their efforts to increase the number of faculty from underrepresented populations. Although a myriad of piecemeal programs targeting individual recruitment and development have been piloted at several institutions, overall growth in faculty diversity remains almost negligible and highly localized. To bring about genuine change, we hypothesize a consortia approach that links individuals to hiring opportunities within a state university system might be more effective. Here we present a case study describing the progress of the NSF-funded Alliances for Graduate Education and the Professoriate (AGEP) PROMISE Academy Alliance, a consortium within the University System of Maryland (USM) collaborating to develop, implement, self-study, evaluate, and disseminate a unique postdoc-to-faculty conversion model in the biomedical sciences. The initiative centers on diversifying faculty across five institutions in the USM, including teaching-focused institutions, comprehensive universities, research institutions, and professional schools. Components of this approach include (1) enhanced recruiting and hiring practices to attract outstanding postdoctoral scholars from underrepresented backgrounds, (2) multi-institutional networking and professional development, and (3) facilitated processes to transition (or "convert") postdocs into tenure-track positions at their postdoctoral institution or another institution in the state system. This model is distinct from more deficit-based approaches because it goes beyond focusing on building the individual's skills to enter the professoriate. This program restructures the traditionally short-term nature of postdoctoral employment and incorporates a pathway to a tenure-track professorship at the same institution or within the same statewide system where the postdoc is trained. This multi-institutional model leverages collaboration and distinct institutional strengths to create cross-institutional support, advocacy, and policy. Importantly, it uses a decentralized financial structure that makes this approach distinctly replicable. Recognizing the immediate need for more collaborative approaches to diversify faculty and a lack of literature about such approaches, this case study describes the development of, and potential benefits of, a state university system, as well as the qualitative lessons learned from self-study, internal evaluation, external evaluation, and NSF site visits. The AGEP PROMISE Academy can serve as a model for replication at other university systems hoping to diversify their faculty.

The postdoctoral blueprint part two: the faculty application.

To prepare for an academic career requires a postdoctoral position that provides an advanced research experience, which leads to increasing independence. However, it is critical to develop other parts of your academic portfolio to create a robust application. Here, we discuss the critical steps in preparing a competitive faculty application.

The postdoctoral blueprint part one: creating a niche.

Current postdoctoral fellows have a range of career options; however, following a career path into academia can be daunting. Here, we discuss essential elements needed to transition the postdoctoral position into faculty candidates. Furthermore, we provide critical hacks to help postdoctoral fellows to be well prepared to navigate the application and interview processes.

A New Effort to Diversify Faculty: Postdoc-to-Tenure Track Conversion Models.

Calls to diversify the professoriate have been ongoing for decades. However, despite increasing numbers of scholars from underrepresented racial minority groups earning doctorates, actual progress in transitioning to faculty has been slow, particularly across STEM disciplines. In recent years, new efforts have emerged to recruit faculty members from underrepresented racial minority groups (i.e., African American/Black, Hispanic/Latinx, and/or Native American/Native Hawaiian/Indigenous) through highly competitive postdoctoral programs that allow fellows the opportunity to transition (or "convert") into tenure-track roles. These programs hybridize some conventional aspects of the faculty search process (e.g., structured interview processes that facilitate unit buy-in) along with novel evidence-based practices and structural supports (e.g., proactive recruitment, cohort communities, search waivers, professional development, enhanced mentorship, financial incentives). In this policy and practice review, we describe and synthesize key attributes of existing conversion programs at institutional, consortium, and system levels. We discuss commonalities and unique features across models (N = 38) and draw specific insights from postdoctoral conversion models developed within and across institutions in the University System of Maryland (USM). In particular, experience garnered from a 10-year-old postdoc conversion program at UMBC will be highlighted, as well as the development of an additional institutional model aimed at the life sciences, and a state-system model of faculty diversification with support from a NSF Alliances for Graduate Education and the Professoriate (AGEP) grant.

Professorial Advancement Initiative: A Cross-Institutional Collaboration to Increase Faculty Diversity in STEM.

In this paper, we describe the model for faculty diversity developed as part of the Professorial Advancement Initiative (PAI) funded under the NSF AGEP program. The PAI, consisting of 12 of the 14 Big Ten Academic Alliance universities, had the goal of doubling the rate at which the universities hired tenure-track minoritized faculty, defined by National Science Foundation as African Americans, Hispanic/Latinx, Native Americans, and Pacific Islanders. This paper reviews the key programmatic elements of the PAI and discusses lessons learned and the practices developed that helped the Alliance achieve its faculty diversity goal.

How to build a well-rounded CV and get hired after your PhD.

Embarking on a PhD provides many opportunities for personal and professional development beyond scientific research. This instalment of the Words of Advice series aims to provide guidance and tips on harnessing these resources to build a well-rounded CV and increase your chances of getting hired after your PhD. We provide two perspectives on developing your CV to optimise career opportunities in academia and beyond. The first perspective is by Dr Zheng-Shan Chong, a post-doctoral researcher in Singapore, and focuses on the acquisition of a wide range of skills and experience that could open doors to a career outside of academia. Beyond her day job, Shan manages an article series on bioentrepreneurship and career development for Biotech Connection Singapore, which has allowed her to speak to several researchers who have successfully transitioned to non-research roles. Here, she summarises the insights gained from these conversations. This is followed by advice and tips from Dr Sara Clohisey, a post-doctoral researcher in Edinburgh who changed fields after her PhD, from Drosophila cell biology to human genetics and virology. Although not quite as dramatic as leaving academia completely, this shift prompted her to rethink her approach to writing an academic CV so that it would appeal to an employer from a different field. Sara's perspective is particularly geared towards careers in research. We hope that these unique perspectives from experienced individuals who have successfully navigated the path from graduate student to working scientist will prove useful to those who are planning their next moves after completing a PhD.

Words of Advice: choosing the right lab for your post-doctoral fellowship.

For most researchers, the time they spend as a postdoc stands out as one of challenge, but also enormous personal and professional growth. This Words of Advice is intended to guide the choice of postdoctoral position to help make the venture a success and to launch the first chapter of a happy and fulfilling professional life.

Struggling to get started.

As the world attempts to cope with the devastating impact of the COVID-19 pandemic, researchers about to start PhDs and postdocs face particular challenges.

[New Research Development and Connection with Fellow Scholars through Study Abroad].

After completing my doctoral training, I joined the Ronald Davis Laboratory at The Scripps Research Institute, Florida. At Scripps, I extended my research and worked to understand the mechanisms of age-related memory impairment. Three and a half years in Florida passed very quickly while I worked with a multi-national multi-cultural team of scientists. Since returning to Japan, I now lead my own research team. My research experience abroad helped me to expand my scope of research, and allowed me to combine the fields of aging and neurosciences to discover solutions for many newly emerging challenges to human health. Beyond the experience I gained from my research, working with researchers from different cultures and with different values broadened my horizons. One of my best memories while working in the USA was to enjoy going to the beach near my laboratory while waiting in between my experiments. Looking back, it was great to have so much time to myself to reflect on my challenging research topic, while also having a chance to make so many new friends. Having friends to share in and cherish each other's successes, or to discuss our research or a wide range of topics-even after returning to Japan-is indeed a great wealth I now possess as a result of having studied abroad.

Career choices of underrepresented and female postdocs in the biomedical sciences.

The lack of diversity among faculty at universities and medical schools in the United States is a matter of growing concern. However, the factors that influence the career choices of underrepresented minority and female postdoctoral researchers have received relatively little attention. Here we report the results of a survey of 1284 postdocs working in the biomedical sciences in the US. Our findings highlight possible reasons why some underrepresented minority and female postdocs choose not to pursue careers in academic research, and suggest interventions that could be taken in the early stages of postdoctoral training to prevent this attrition of underrepresented groups.

[Looking Back on Study Abroad at The Scripps Research Institute].

Just after receiving my Ph.D. degree in 2004 from Tokushima University, under the supervision of Professor Masayuki Shibuya, I had the opportunity to work as a Research Associate in the laboratory of Professor Kim D. Janda at The Scripps Research Institute in the U.S., for about a year. Since it has already been more than 10 years since my time at Scripps, the specific research performed at that time may no longer be of interest to readers, but the benefit of working in a different research environment is timeless. Therefore, this paper describes not only details of the research conducted, but also the significance of working in a foreign country as a postdoc, and the subsequent influence those experiences at The Scripps Research Institute have had on my career.

A question of time.

How does a scientist balance establishing a career and starting a family?

How early-career researchers are shaping eLife.

Initiatives to improve research communication can benefit from listening to graduate students, postdocs and newly-independent group leaders.

The future of graduate and postdoctoral training in the biosciences.

This article summarizes the outcomes of the second national conference on the Future of Bioscience Graduate and Postdoctoral Training. Five topics were addressed during the conference: diversity in leadership positions; mentoring; modernizing the curriculum; experiential learning; and the need for better data on trainees. The goal of the conference was to develop a consensus around these five topics and to recommend policies that can be implemented by academic and research institutions and federal funding agencies in the United States.