1. MUSC Biomedical Trainee Retreat on the Responsible Conduct of Research Edward Krug, PhD Department of Regenerative Medicine & Cell Biology Associate Dean for Postdoctoral Affairs College of Graduate Studies “Career Planning” 12/04/2009

2. “There are worse career plans than to obtain a Ph.D. For example, one could enter journalism to become a reporter for a major newspaper like the N.Y. Times in order to bring the truth to the people, only to find that newspapers are a dying business and are not interested in revealing the truth. Or one could study public administration to begin a career in government to provide better services, only to find governments being drowned in the bathtub. Or one could enlist in the military to make the world safe for democracy, only to find one's self dropping bombs on wedding parties.” Che Beauchard Manhattan Nov. 2, 2013 at 5:47 p.m. http://www.nytimes.com/2013/11/03/education/edlife/finding-life- after-academia-and-not-feeling-bad-about- it.html?comments#permid=10426462

3. MUSC uses the NIH & NSF definition of a Postdoctoral Researcher “An individual who has received a doctoral degree (or equivalent) and is engaged in a temporary and defined period of mentored advanced training to enhance the professional skills and research independence needed to pursue his or her chosen career path.”

4. Defining the Dual Role of Graduate Students and Postdocs Supported by Research Grants (Sally Rockey @ NIH) A new document published by OMB provides frequently asked questions (FAQs) about cost principles related to federal awards. As described in section 200.400-2 of the FAQ document it states: “For non-Federal entities that educate and engage students in research, the dual role of students as both trainees and employees contributing to the completion of Federal awards for research must be recognized in the application of these principles.” Staff in postdoctoral positions engaged in research, while not generally pursuing an additional degree, are expected to be actively engaged in their training and career development under their research appointments as Post-Docs. This dual role is critical in order to provide Post-Docs with sufficient experience and mentoring for them to successfully pursue independent careers in research and related fields. http://nexus.od.nih.gov/all/2014/10/10/defining-the-dual-role-of-graduate-students-and-postdocs-supported-by- research-grants/?utm_source=nexus&utm_medium=email&utm_content=nihupdate&utm_campaign=oct14

5. MUSC Postdoc Statistics 2011 Defined as “work-based training” – temporary positionDefined as “work-based training” – temporary position 205 postdoctoral researchers205 postdoctoral researchers –55-60% US (~ 50% with fellowship/training grant support) –40-45% internationals (32 different countries) –5 colleges – COM, COP, COD, CON, CHP (~80% in basic science labs) Duration at MUSCDuration at MUSC –average ~2 years (± 2 years) –~90% at MUSC < 5 years $37,000 minimum support ($33,000 if no prior research)$37,000 minimum support ($33,000 if no prior research) 27 Staff scientists (similar demographics) – salaries $35,000 to $99,990 with full benefits27 Staff scientists (similar demographics) – salaries $35,000 to $99,990 with full benefits

6. “Work-based Training” MUSC Employee (Payroll - Salary) POSTDOCTORAL SCHOLAR Training/Fellowship Grant (not an MUSC Employee) (Accounts Payable - Stipend) POSTDOCTORAL FELLOW MUSC Postdoctoral Classifications

7. Postdoctoral Fellows ….. are not MUSC employeesare not MUSC employees receive stipends through Accounts Payablereceive stipends through Accounts Payable will not receive any official notification of the amount of their stipendwill not receive any official notification of the amount of their stipend must submit estimated taxes quarterly - both federal and statemust submit estimated taxes quarterly - both federal and state declare their stipend amount on line 7 of Form 1040 as other income - denote as “SCH”declare their stipend amount on line 7 of Form 1040 as other income - denote as “SCH” do not pay FICA and Medicare taxesdo not pay FICA and Medicare taxes

8. What are the career options for a postdoc? The majority want faculty jobs…The majority want faculty jobs… but there has only been a 32% increase in tenure-track faculty positions since 1975 …but there has only been a 32% increase in tenure-track faculty positions since 1975 … while the number of postdocs has increased more than 400%.while the number of postdocs has increased more than 400%.

9. L. Bonetta. Science Careers Aug 27, 2010.

10. http://www.aamc.org/members/great/meetings/h_garrison.pdf

12. My PI encourages my intellectual development – 78% agreedMy PI encourages my intellectual development – 78% agreed My PI acts as a mentor – 70% agreedMy PI acts as a mentor – 70% agreed Expectations were clearly stated by my PI at the onset of my appointment – 38% disagreedExpectations were clearly stated by my PI at the onset of my appointment – 38% disagreed Do you have a written individual development plan with your PI – 82% noDo you have a written individual development plan with your PI – 82% no Do you receive a performance review from your PI at least annually – 65% noDo you receive a performance review from your PI at least annually – 65% no MUSC Postdoctoral Development Survey 2009

13. Sigma Xi Postdoc Survey 2005

14. The mere process of having a written Individual Development Plan of training objectives and milestones correlates with significantly greater productivity and career satisfaction. Who doesn’t want 40% more publications per year! Or to feel 40% more satisfied! Or have 60% fewer conflicts!

15. Start with a career assessment

16. Elements of an Individual Development Plan: Establish the duration of your postdoc appointmentEstablish the duration of your postdoc appointment Identify specific skills and strengths that you need to developIdentify specific skills and strengths that you need to develop Define the approaches to acquiring those skills and strengthsDefine the approaches to acquiring those skills and strengths Establish an anticipated time line for acquiring those skills and strengthsEstablish an anticipated time line for acquiring those skills and strengths Implement the planImplement the plan Periodically review your progressPeriodically review your progress Revise the plan as necessaryRevise the plan as necessary This should be done in conjunction with your PI (at some level)

17. Career Objectives: “Plan A” - “Plan B” - Assess your skills: What are my strengths?What are my strengths? What are my weaknesses?What are my weaknesses? How am I utilizing my strengths in my current position?How am I utilizing my strengths in my current position? How do my weaknesses impact my productivity?How do my weaknesses impact my productivity? What am I doing to strengthen my areas of weakness?What am I doing to strengthen my areas of weakness? Outline your long-term career objectives: What type of work would I like to be doing 5 years from now?What type of work would I like to be doing 5 years from now? What is important to me in a career?What is important to me in a career? How do non-work issues (e.g. family, lifestyle, etc) relate to my career aspirations?How do non-work issues (e.g. family, lifestyle, etc) relate to my career aspirations? Establish a plan to achieve your career objective: Are my strengths consistent with my career ambitions?Are my strengths consistent with my career ambitions? What specific skills do I need for my career objective?What specific skills do I need for my career objective? What opportunities are there for me to acquire those skills that I lack?What opportunities are there for me to acquire those skills that I lack? How long will it take me to acquire those skills?How long will it take me to acquire those skills? Where can I seek mentoring related to my intended career?Where can I seek mentoring related to my intended career? MUSC Individual Development Planning Questionnaire MUSC Individual Development Planning Questionnaire

19. You need to make a time line! And update it periodically! Even if it makes you nauseous!

20. Jan-MarApr-JunJul-SeptOct-Dec Year 1 Year 2 Year 3 Year 4 Example Time Line Matrix

21. Some Career Planning Resources: National Postdoctoral AssociationNational Postdoctoral Association http://www.nationalpostdoc.org http://www.nationalpostdoc.org http://chronicle.com/jobs/100/700/ http://chronicle.com/stats/aaup/#tips http://www.training.nih.gov/webforms/postdoctor al/application/adIndex.aspxhttp://www.training.nih.gov/webforms/postdoctor al/application/adIndex.aspx http://careers.biospace.com/jobs/ http://www.postdocjobs.com/ http://www.tedjob.com/ http://www.biocareercenter.com/allschools/signu p.html?s=8http://www.biocareercenter.com/allschools/signu p.html?s=8 http://www.findapostdoc.com/ http://www.phds.org/postdoc/postdoctoral- fellowships/http://www.phds.org/postdoc/postdoctoral- fellowships/ http://sciencecareers.sciencemag.org/

22. 1.Principal investigator in a research-intensive institution 2.Research staff in a research-intensive institution 3.Research in industry 4.Combined research and teaching career 5.Teaching-intensive careers in academia 6.Science education for K-12 schools 7.Science education for non-scientists 8.Clinical practice 9.Clinical research management 10.Public health related careers 11.Scientific/medical testing 12.Drug/device approval and production 13.Support of science-related products 14.Science writing 15.Research administration 16.Science policy 17.Intellectual property 18.Business of science 19.Entrepreneurship 20.Sales and marketing of science-related products 1 3 4 5 6 2

23. How are you going to achieve your career goal? 1.what do you know about this career? 2.why is this career interesting? 3.what will you do to find out more about this career? 4.how will you approach obtaining a job in this career?