Navigating a career in science with disabilities and chronic illness

October 16, 2017

Blog is written by Shannon DeMaria Ph.D., Research Ethics Training Coordinator, Office of Intramural Training and Education (OITE)

As October is National Disability Employment Awareness Month (NDEAM), this post is dedicated to exploring these topics as they relate to those who are planning careers in the biomedical enterprise.

First a note: this post is going to make use of the broadest possible to definition of disability, keeping in mind that many people do not self-identify as having a disability or being disabled. [The language surrounding these topics is complex, but does not have to be a barrier to discussing them.]

As scientists at the NIH, we can probably all rattle off how the scientific question we are working on relates to human health. As humans ourselves, we may also be touched by some of them. The fact is there is no barrier between us, the diseases we study, the patients we see, and the rest of the population. That means that at some point in our life, or for the entirety of it, many of us will find ourselves navigating a serious illness, chronic illness, disability of some sort (which may be temporary or permanent), as well as having friends and loved ones who may experience the same.

According to the 2012 U.S. Census, 19% of Americans reported having some sort of disability. Among scientists that number drops to ~5% (reported by the National Science Foundation). It is likely that this is an underestimate at least partially driven by a decrease in self-identification. However, it also reflects an underrepresentation of people with disabilities in STEM careers. As such, it can be difficult to look around and see this aspect of ‘yourself’ represented in the scientific population. This may lead one to wonder: do I belong here? Is a scientific career compatible with “X”?

The answer is yes, but keeping in mind that there are many complexities and uncertainties that may arise. There are many factors to actively consider as you plan for your future career, and aspects of your own and your loved ones’ health should be among them. Some topics may be addressed proactively, avoiding what could have been predictable problems later. Some difficulties may prove to be unavoidable, and building breadth into your current training and flexibility into your future plans would help to minimize the stress and disruption that they cause.

Consider the following (non-comprehensive) list of issues that you may wish to build plans around:

  • Determining if you are comfortable with disclosure.
  • Identifying your needs.
  • Self-advocacy.
  • Forming meaningful networks.
  • Wellness.
  • Future career considerations.
  • Finances.
  • Exploring and Choosing science careers where you will be able to utilize your strengths or where your work can be reasonably accommodated.

Each one of these topics is complex and could easily span an entire article to themselves. They also apply broadly to the scientific workforce! This post cannot comprehensively cover them all but is meant to take a look at the larger picture and to provide a launching point for future conversations.

Here are some useful resources.

As scientists and humans, we should strive towards the goal of creating a culture of inclusiveness, beginning with visibility and discussion. And, in the end, remember that you are not alone.

OITE career services are available to NIH intramural trainees only. Check with your home university or college and utilize the personal, career, and professional school advising resources they offer to you.

Advertisements

Writing the Research Statement

October 6, 2017

One of the documents that applicants are asked to submit as part of the complete academic job packet is the research statement. In general, this is a two to three-page document that describes your pathway into research in your discipline, pre-doctoral and postdoctoral research, and future directions for your research in the professorship.  This is an opportunity for you to help the search committee envision you fitting nicely into their department and achieving tenure in their department.

We encourage postdocs and graduate students in the sciences to visit the OITE website and watch the Academic Job Search: Applying and Interviewing video cast  in which Sharon Milgram, PhD Director of the Office of Intramural Training and Education discusses the essentials of the process for scientists. In addition, view the  Academic Job Search: Preparing Your Job Package presentation slides where you will find more information on preparing Research Statement.

For those of you who need additional help getting started, The University of Pennsylvania discusses the research statement and suggests applicants consider the following questions to help you to begin to craft your research statement.

  • What got you interested in this research?
  • What was the burning question that you set out to answer?
  • What challenges did you encounter along the way, and how did you overcome these challenges?
  • How can your research be applied?
  • Why is your research important within your field?
  • What direction will your research take you in next, and what new questions do you have

We invite you to visit the OITE career counselors to discuss your job search needs.  If you are one of our readers beyond NIH we encourage you to visit our website resources and work with your academic department and other institutional resources to help you prepare.


Writing the Teaching Statement

September 28, 2017

As you prepare a your written application materials to use when entering the Academic Job Market, in addition to the standard Curriculum Vitae (CV), Cover Letter,  and a diversity statements, you may be asked submit a Teaching Statement .  In general, teaching statements help search committees gain an understanding about how you approach teaching courses in your academic discipline.  This statement, that will include your philosophy towards teaching science,  will give the reader a concise synopsis of the underpinnings and origins to your approach to teaching followed by the strategies you plan to use, and examples and evidence of your success. The authors of,  The Academic Job Search Handbook (5th Edition), write that the Teaching Statement can be described as, “…a brief essay that will give a hiring committee an idea of what you actually do in the classroom. You will need to make some general statements but be sure to give some examples of things you have already done, or at least seen in practice, rather than give examples that are entirely hypothetical.”.

The NIH Office of Intramural Training and Education (OITE) recommends that you watch our video casts on the Academic Job Search Process  before writing your statement.  Strong teaching statements will:

  • show clear evidence that you can “walk the walk”.
  • communicate that you are student-centered.
  • showcase your ability to teach to diverse learning styles
  • demonstrate your ability to reflect about your role as a teacher.
  • convey your enthusiasm for teaching.

For beginning instructors, Science Magazine provides some specific tips to the academic scientist who is starting the job market. The AAAS makes several suggestions to impress the search committee that include tailoring it to the institution, drawing form your personal experience learning science, and discussing what courses you would like to teach.  To help you get started, jot down your responses to the following reflective questions as you begin or re-evaluate your teaching statement:

  • Think back …Who or what experiences have influenced your approach to teaching?
  • How do you teach science? How do you motivate students to learn?
  • Do you teach differently to undergraduates, graduate, professionals?
  • What methods, materials, techniques, technology will you use to support your teaching goals
  • How will you teach to diverse audiences?
  • Describe creative methods to teach in your field?

If you are new to teaching or need more experience teaching, the OITE offers the course Scientists Teaching Science  that is an excellent program to help you begin to strategize and develop the skills for teaching in the profession including developing a teaching philosophy.  If taken, this can be included as training in your teaching statement and on your CV.


Staying Sane During the Waiting Game for Professional School Admission

September 18, 2017

We are going into the archives to re-post this blog for those of you who are in the process of applying to professional schools.

OITE Careers Blog

You successfully applied to a range of medical or dental schools and now are anxiously waiting to be contacted about interviews and (hopefully!) acceptances to these schools.  During this time, it is normal to feel anxious, worry that you have not provided enough information, or think that there is something else you can do to improve your chances.  Maybe you are tired of family or friends asking, “have you heard yet?”

Here are common challenges and strategies to help you maintain your sanity and manage stress during this time:

Common Questions

  • Is it okay to call or email the schools and ask for an application status update?
  • Call only once. Curb your desire to call repeatedly.  Sometimes schools feel like students put them on re-dial with the volume of individual calls!
  • I want to update my application materials. Is this a good time to do it?
  • Some schools accept updates…

View original post 735 more words


How to Have Productive Career Counseling and Pre-professional Advising Sessions

September 11, 2017

Many of our NIH post bacs, postdocs and graduate students ask the question, “What can I expect from my counseling or advising meeting?”   To answer this question fully is to realize that the route to having successful counseling and advising sessions, like any relationship, is a two-way street.

id-10037890

The services that these career services professionals provide to you will come from one direction. For example, review the OITE blog post on reasons to seek career counseling. You may want to meet with a pre-professional school advisor who provide advice and suggestions for strategizing your approach to applying and gaining admission to the graduate (PhD) or professional schools (MD, MBA, JD, MPP, MS) programs. Often these are professionals who possess the degrees for which they are advising and/or give advice on school choice, entrance exam testing (i.e.: MCAT, DAT, GRE, etc.), course selection and prerequisites, personal statement review, and practice interviews for specific professions.

What you bring from the opposite direction (as a trainee) will truly enhance your experience, help you to meet half-way, and work together towards achieving your career goals. Here are some suggestions about how you can prepare to make the most of your sessions.

Ask good questions: review basic information before coming to the session

  • Visit the OITE webpage and review the various resources.
  • Read OITE Career blog, related to the topic for which you are seeking counseling and advising.
  • Visit the OITE webpage for prior events and videos on job search strategy topics such as, networking, CV and Cover Letter writing, and information on a variety of career paths for scientists.
  • Review  OITE resources for applying to MD, PhD, MD/PHD, programs or taking the MCAT, GRE.
  • Attend and NIH sponsored programs that are advertised by the various institutes of health.

Bring updated hard copies of documents to your session

  • Print and bring a copy of documents such as CVs, resumes, cover letters personal statements, teaching philosophies and research statements, etc.  Advisors like to write on them directly.
  • Follow suggestions and make any recommended changes/edits before your next meeting.
  • You will need to make the changes to your documents so it is in your own words. This is in your best interest so the document is genuinely from you.

Prepare for mock interviews beforehand

  • Review OITE video casts and blogs on interviews for medical school, graduate school, academic, or industry jobs, etc.
  • Ask for help answering questions that you are having difficulty with.
  • Schedule a practice interview at least one month prior to beginning actual interviews. This will give you time to practice after receiving constructive feedback.
  • Continue to practice your answers after your mock interview implementing any suggestions made by the advisor/counselor.

Do your homework

  • Follow any suggestions for next steps and referrals provided by your advisor and counselor. Attending workshops or visiting websites, conducting informational interviews, and meeting with alumni are other opportunities that career professionals may suggest.
  • Make any recommended changes to your documents before your next session.
  • If you are having difficulty, be sure to tell your advisor so we can continue to help you.

Of course, we recognize that sometimes it isn’t easy to determine the specific reasons why you are coming in. So, if you are having difficulty with any of these suggestions, then just answer the question, “What brings you in?”  Rest assured that your counselor or advisor will “take you where you are” and  happily guide you towards your goals.

 

 


Making Commitments to Unity

August 28, 2017

Blog written by Michael J. Sheridan, MSW, PhD, Special Advisor for Diversity and Wellness Programs, Michael.sheridan@nih.gov

In a time when it seems that every news report is another example of discord and polarization, it can be difficult to determine how any one of us can make a difference. We can find ourselves thinking, “How can I make any real impact toward advancing social justice in healthcare, education, research and the larger society? I’m just one person with very little influence.” But as my OITE colleague, Dr. Darryl Murray observed, progress in the arena of equality and social justice is lot like science – each small step forward contributes to a bigger picture and an eventual solution.  Without those seemingly “small” contributions, no progress is ever made.

Last Wednesday, the OITE hosted an NIH Trainee Unity event to help people consider what small, but important, steps they could take in building more welcoming and inclusive communities – at NIH and beyond. While munching on chips and salsa and bolstered by chocolate,*  about 50 people shared their concerns and hopes for creating a more just and compassionate society.  We were challenged by Dr. Sharon Milgram, OITE Director to identify, “What can you do to support unity?” Individuals wrote their commitments on brightly colored sticky notes, which are now posted in the OITE West hallway (Building 2, 2nd floor).  Come by and see them and add your own!

IMG_0690 (002)

  • I will continue to have “uncomfortable” conversations to make sure I understand all diversity in every variation that makes us beautiful.
  • Show up, speak up. Welcome people into our community (LGBTQ+, Immigrants, Latinx). Show empathy.
  • Open my home and heart to exchange students.
  • Volunteer in clinics for the uninsured; be more involved in mentoring junior colleagues
  • Teach my daughters to embrace diversity & inclusion, & to be proud of who they are.
  • I will dedicate my career to address health disparity & to encourage kids from underserved communities to aspire for higher education. We can make a difference if we all do our part!
  • As a white person, work to confront and dismantle white privilege and white supremacy.
  • Millions of people enjoyed the same eclipse a few days ago. We all live together on the same earth. We ought to work together to make our society better for all.

When making such commitments, it’s important to consider what is most meaningful to you and what is realistic. What matters to you most? Can you do this on your own or should you connect with others? How can you begin? What preparation might you need? What resources do you need? How will you stay motivated for the long haul?

It’s also critical to reflect on your “mind-set.” We talk a lot about “growth mindset” at the OITE. First introduced by Dr. Carol Dweck, growth mindset means that we believe our most basic abilities can be developed through dedication, hard work, love of learning, and resilience. Commitment to unity and advancing social justice requires a kind of growth mindset, too.  We need to develop our capacity for active listening (with your heart as well as your ears); respecting and learning from others’ experiences; and knowing when to stand up and take the lead, and when to stand back and support others’ leadership.  We generally aren’t taught these things, but we can learn them.  We will make mistakes along the way, but we can offer authentic apologies when we do – that’s also part of the learning process.

It’s also key to realize that every day brings opportunities to “practice unity.”   One way is through “micro-affirmations.”  Dr. Mary Rowe describes micro-affirmations as apparently small acts, often ephemeral and hard-to-see, either in public or private, sometimes unconscious but very effective, that occur whenever people wish to help others succeed.  I believe that micro-affirmations can also be used to communicate support and welcoming to others, especially when they or people like them are being targeted.  Asking someone to go have coffee or lunch with you, providing a safe space for someone to share their experience, smiling and saying hello to people on the street (and on campus!), telling a stranger how beautiful their child is…the possibilities are endless and only require that we look for ways to connect.

Building what Rev. Dr. Martin Luther King, Jr., called “the beloved community” takes all of us. What will you do?  How will you contribute? The world needs you now more than ever.

OITE services are available to NIH intramural trainees only. Check with your home university or college and utilize the personal, career, and professional school advising resources they offer to you.

* No federal funds were used for these refreshments.


Answering Diversity Questions During an Interview

August 22, 2017

As you prepare for graduate, professional school or job interviews, you may be asked a question related to diversity. Interviewers are very interested in selecting candidates who are aware of and who will contribute to the diversity mission of their organization.  Have you practiced how you will answer diversity-related questions?  In Career Services, we have seen trainees range in their comfort level about addressing diversity topics.  Some trainees have several experiences to answer these questions, that said—many others are unsure how to approach answering the question. Perhaps they do not feel well-versed in diversity-topics, may be from a majority or underrepresented group and wonder how to respond, feel that are being asked to disclose personal information, are unclear about why they are being asked the question, or how to structure their answer.

Here are some possible questions that you may be asked:

  • How do you define diversity?
  • Do you have experience with diversity in this field?
  • How will you contribute to the mission of diversity and inclusion in our company?
  • How will you enhance the inclusion and diversity of your colleagues/peers?
  • Have you had to address a diversity issue while at work?
  • How will you bring diversity to the classroom at our university?

Prepare Early.  Research and build your vocabulary related to diversity and inclusion.

Explore scientific organizations, newsletters, professional journals or Google related to diversity and inclusion issues.  In general, diversity relates to the range of human uniqueness, including race, ethnicity, gender, gender identity, sexual orientation, age, social class, physical ability or attributes, religious or ethical values system, national origin, and political beliefs.  Inclusion is the behavior of increasing the involvement and empowerment of individuals in a group to create a culture of belonging.  Ask yourself, what are the issues in your current and/or future profession?  What is your knowledge of disparities, diversity issues in research or treatment, the recruitment of a diverse workforce, serving a broader public.  See the OITE blog post about how those on the academic job market can respond to diversity statements that are requested by many teaching positions.

Are diversity questions illegal to ask?

Good question!  In general, diversity questions are asked to all applications equally by interviewers who have had training because there is an explicit mission to enhance the diversity and inclusion mission of their organization. You do not have to disclose personal information to answer a diversity question (i.e.: your age, ethnicity, etc.). However, with  illegal questions you are being asked to disclose personal information about your race, gender, sexuality, age, disability status in such a way that it does not speak to your strengths for the position.

What perspectives can I take to answer the question?

Once you are familiar with the issues above, re-read the wording of the question to determine what is being asked of you. If you do not have experience, then be honest and say so.  Go on to describe your awareness of diversity issues and specifics of how you plan to address them in the future. Answering this way will put you in in a positive light to share additional skills and experiences or connections to the position that will enhance your application.  For example, you could communicate leadership skills, teamwork, community service, other experience that you have or a program that you would like to start.   Here are some perspectives to consider taking:

  • Connect your experience and goals to their mission statement or programs they are already involved in? Give an example.
  • Discuss skills or abilities that you bring and how they will be useful to encourage a culture of inclusion.
  • Discuss an ethical in your profession that affects people differently.
  • Explain something from your personal life and describe specific ways that this it will help you in that organization
  • Think of diversity more broadly because diversity can include international experiences, experience with various age groups, and/or rural, urban, mountain communities that may have unique needs and resources.

Try using the SAR technique

Use the behavioral interviewing technique called SAR (Situation, Actions, Result) as a strategy.  This technique is based on the philosophy that if you have done it in the past, then you will repeat it in the future. It helps the interviewer envision the behaviors they are likely to see you doing to support the mission of diversity and inclusion while there. Get Involved Now

One of OITE’s goals is to create a culture of inclusion among our diverse scientist trainees.  The OITE leadership group creates quarterly get-togethers for all trainees.  Please join us for the upcoming OITE Trainee Unity Day, August 23, 2017 from Noon -1:00pm in building 50, Ground Floor Conference Room. The NIH Academy programs are designed for participants to explore and address health disparities. The Workplace Dynamics series prepares NIH trainees for leadership roles through a series of 5 workshops including the Workplace Dynamics V: Diversity in a Multicultural Society.. The OITE affinity groups are available to NIH trainees and their allies related to such affinity groups as international and visiting scholars, LGBTQ, trainees of color, and those who have families.  The NIH also creates community through SIGS (Scientific Interest Groups) where participants join from across the NIH Institutes on topics of interest to scientists.

Please feel free to visit the OITE Career Services website and take part in career counseling, pre-professional advising and schedule a mock interview to get prepared for graduate school, post doc, and job interviews. If you are beyond NIH, we recommend looking in your respective colleges, universities, workplaces, or larger communities to connect and find services.