Helping the Minoritized Achieve in Academic Science

Archive for the ‘Self-Promotion’ Category

Networking

One really important part of coming up for tenure, and actually every part of your job as an academic, even after tenure, is networking. I personally enjoy networking and chatting with people in my field. Good science ideas come out of it, and most of the people are actually fun to talk to. Plus, it helps remove feelings of isolation that can often come on in this job – especially if you are “the only one” in your subfield in your department of university. Talking with experts in your field to get them excited about your work is very satisfying. Bonus: what if that person is on a grant panel or one of your letter writers? Getting them excited about you and your work predisposes them favorably to you. I will have two posts on networking: (1) Networking off campus (like at a conference) and (2) Networking on campus.

Networking off campus. I am sitting at a small research conference in the middle of nowhere, so this is on my mind now. I am actually employing these skills in many of my conversations right now!

Sometimes it can be scary, but stay positive. If you are giving a talk or just chatting and someone who is very negative to you, try to stay positive. Ask them more questions about their opinion and tell them that your goal is to do great science and their opinion is important. This often diffuses the person because they realize that you value their opinion. If they are really negative, ask them to become your ally. I say, “We have some new stuff we are going to submit, would you mind reading it for us?” This often works and makes them a colleague instead of a competitor. Many times, if he/she is an honorable person who is just a good scientist/hard-ass, they will help you. And, if they get called to review the paper, they will not review it because they have already commented and had input, so reviewing would be a conflict of interest. If you worry they might still review it, thank them in the acknowledgements and make sure the editor knows that they had input on it, and they won’t be asked.  If they are really a meanypants, they might refuse to help you. If they do this in front of other people, they will get a bad reputation as a jerk, so most people who care about being liked won’t do this.

Show off unpublished work. This is also scary, and I know you can be afraid of being scooped, but sometimes you have to risk it. When you show off work at a meeting in a talk or poster, there is the added bonus of marking your territory on a problem. You also need to put yourself out there with the right group. This is especially important if you are changing fields. For instance, if you are switching from Astrobiology to Physical Chemistry, you cannot only talk to Astrobiologists. You must talk to Physical Chemists and get their opinions on your work. This is the group that will judge you, so they need to get to know you. It is easier for them to do that in person at a conference than when they review your proposal or write you a letter for tenure. Show them your work, discuss your ideas, and ask them for guidance in coming up with your problems. It may hurt at the time, but better in person than at a panel on in your tenure packet where you cannot defend yourself and refine your ideas.

Self-promote. Did you get a new grant funded? Let people know. You don’t have to be a PublicityWhore like me and announce it during your talk. You can do it discretely. For instance, in your poster or in your talk, write NEW! next to the funding agency name and the grant number. Is your student graduating? Let people know he/she is looking for a position – again loudly by announcing it or discretely, by putting up the words only. Make sure people are aware that you are doing your job and doing it well – science and the other stuff.

Don’t neglect students. Although you do want fancy BigShots to notice you and talk to you about your work, don’t forget to talk to students. One reason is that you could recruit a good graduate student or postdoc to your lab through these interactions. But second, it is a nice thing to do, and they might go home and talk about you to their BigShot PI and say good things. Good things are good. Also, give back and mentor a little. Some students have terrible advisors and need help and mentoring – offer it. You never know when it will pay off. (tomorrow or 10 years from now).  PayItForward. Some of the people that were most influential to me were random nice people at conferences who were more senior. They treated me with respect and dignity, even though I was a grad student (a female one at that!). I still remember them, and their treatment meant a lot to me. I try to treat graduate students and postdocs that way, too. The old adage is true: Treat others as you would like to be treated.

Chat with friends. Having conversations about non-science things is good, too because it takes people past the colleague arena into the friend arena. Forming bonds by sharing personal information can allow people to see more sides to you besides your awesome science. They can see you are a real person who has feelings. I don’t think it can hurt.

Facebook with style. You should decide: who will you be friends with on Facebook? Is it only going to be real friends and family, and you wouldn’t want your colleagues to see you? If so, make sure it is private and people cannot friend you. I use Facebook to network and promote myself. I friend people in my field, and try to initiate science questions or even the social science of science questions.

Other specific ideas and advice for effective networking? Guest post or comment.

Category:

Career, Networking, Self-Promotion, Tenure, WomenRock

Service Statement

The three areas of a tenure track job are Research, Teaching, and Service. Your packet must address each of these three separate parts, but let’s be honest, no one really cares about service.  So, check with your department chairperson and look at the packets you got from others and ask, “Do I need a separate service statement?” If the answer is “no” make sure that your CV has all the information about your service in it, so that people know what you did. If the answer is “yes” then you need to write a separate service statement.

This statement is even worse than the teaching statement about knowing what to write because most people don’t have a vision of service. You usually just do the service you are assigned and don’t mess up too bad. But, if you think about it, you might find that some of the service you do might be aligned in some way, and you can write about that. For instance, did you serve on the graduate admissions committee and mentor new graduate students and served on the qualifying exam committee? You can write about your commitment to training graduate students. If you were an undergraduate advisor and served as the liaison between the department and the undergraduate student club, you can talk about undergraduate mentoring and education. Not all your committee assignments will coalesce, but you don’t have to detail them all. All your committees are listed in your CV, so you just have to outline and point out the ones you want to here.

Another aspect of service is your scientific community service. This includes the panels you serve on, the papers you review for journals, the meetings you organize, and any national committees you serve on for your societies. This is the easiest to describe, since it is closely aligned with research, and maybe you actually sought some of these service activities, instead of having them randomly assigned.

Any other suggestions? Comment or guest post!

Category:

Career, Self-Promotion, Service, Tenure

Your Packet: Teaching

At most schools, research is most important and teaching is a close second. So, you need to have a teaching statement in your packet. This should be familiar, since many schools and departments require a teaching statement in your application packet. When writing your application, it was probably not clear what that teaching statement was supposed to say, especially since most of us haven’t taught before going to their tenure track job. Well, it probably isn’t clear here either. Again, this is where some one else’s packet and teaching statement can help immensely.

Another thing is that your CV now has a bunch of information about your teaching including a list of courses that you taught, a list of students you have mentored, and students’ committees. So, what needs to go here? This post includes some suggestions of topics you can include. I am sure there are other good things, so please comment or guest post. (Don’t forget to hit the follow button to be notified every time there is a new WomanOf Science post!)

Your point of view: People say you should discuss your vision for teaching. When applying, this was a daunting task. Never having taught meant that I had no idea how to teach poorly, let alone how I thought it should be done well. After a few years of teaching, and hopefully getting better at it, you might actually have a real vision of the best way to teach. Maybe you don’t have a “vision,” but you can say what things are important to you about teaching a class. Again, give them your take on things to orient them about your opinions on teaching.

Course development: This may or may not apply, but if you did develop a new course, you should describe what you did in your packet. This is similar to what you do in your research statement. Describe what you did. Use figures, including pictures of your class, if you have them. If you were funded to develop the new course, describe the grant. Play up the fact that you took a risk and did something innovative before tenure. Again, self-promote and sell it here.

Student mentoring: Part of your teaching includes the training of students in the laboratory. If you have specific means to mentor your students, describe them. I think it is easier to have a vision about how to mentor than how to teach because it is so closely aligned with research, which is the one thing you were trained to do. You probably had some idea of how you would train your graduate students and some ideal of what your graduate students would come out being able to do. Do you teach them specific skills? Then there are a whole bunch of other skills that we train our students in addition to the science, and most people have a good idea how they would ideally do that, too. For instance: Do you train them in writing? How? Do you educate them in presentation skills? In what way? Do you encourage them and send them to conferences to present their work? How is training a postdoc different from training a graduate student in your lab? How do you train undergraduates? Check with your institution if mentoring should go under teaching or research, but it usually is part of teaching.

Classroom teaching: Since your CV already has a list of courses, this section should include more information about how you went about teaching your assigned courses. You should emphasize innovative changes, those 20% changes that we talked about before, that made your class better. If your evaluations improved over time due to these changes, point it out.

More so than the research statement, the teaching statement has a lot of flexibility. You can quote student evaluations and even include scans of thank you letters from students – should you have them! Again, you are selling yourself so that you are sailing over the bar instead of just barely making it. I am sure there are a lot of other great suggestions, so hopefully some others will chime in!

Related articles

Category:

Career, Mentoring, Self-Promotion, Teaching, Tenure

Selling Yourself with your Packet

When you go up for tenure, there are only a few things that are still completely in your control. Your packet is one of them. You should promote and sell yourself using your packet. This is your opportunity to make it clear how awesome you are. As with a proposal, you don’t want your audience to infer or guess that you have achieved all that you promised when they hired you. You just have to tell them. Here is some advice about your packet from a WomanOfScience who just went through it successfully. This post will only describe the research section. Teaching and Service sections will follow. Any other suggestions welcomed and encouraged!

Most important: Get some other packets as examples. Ask people who just went up within the last year. Ask people in your department in your subfield. If that doesn’t exist, ask people in other departments within your college, in a similar subfield but maybe in a different department. Try to get at least 2-3 because different people have different styles. You can pick the aspects from each that you like most and use that.

Sell your field: When your packet goes out, it might go to people who are not in your particular subfield of your discipline. Hopefully the letter writers will be right up your alley, but maybe not, depending on how big your field is, if there are even smaller sub-subfields, and how good you did at meeting others and making a network outside of campus. You will probably have to sell it to the members of your College Promotion and Tenure committee (Personnel Committee), if not your own department. Having a few sentences up front about what your subfield is called, and how you view the field is a good way to orient the readers, and get everyone on the same page – your page. This is especially important if you are in a fringe subfield that is unusual within the department or within the college.

Sell your topic: Your packet readers may not know why studying the respiratory pathway in gulf shrimp is important. Sell it! Or why block-copolymers are essential to energy harvesting. Sell it! Write it like you are talking to a scientist from a very different field at a dinner party. They are smart, but they just don’t know what you do or why. In fact, attend or host a dinner party and try out some ideas on people. Just chatting about your science is a good way to feel out what types of selling lines work and which do not. Maybe you don’t like dinner parties, but there are other opportunities to chat with scientists from different fields over lunch or whatever.

Detail what you did: Next, you need to describe what you accomplished scientifically. Discuss each project separately. Most people have 2-3 distinct projects that they made progress on during their tenure process. If you have over 5, try to lump them together. List or describe the funded grants you got for each project in the text to make it clear that you got funding. If you didn’t have funding, you can list pending proposals. Have images to illustrate your data. You should be able to reference your own papers. Try, as much as possible, to not reference papers by any other groups in the research write-up section. It is not petty; it is part of self-promotion. Do not be afraid to self-promote. You are doing it because this document is supposed to highlight your work – not another group. You are building a case for yourself and what you did, so you shouldn’t have to reference any other work outside of the introductory material. In cases where you have collaborations with other scientists, especially senior people, be very very clear about what you did. Find out beforehand from a senior person in your department about how they feel about these collaborations. Many departments think collaborating is good. Some don’t, make sure you know so you can emphasize or de-emphasize as needed.

Clearly detail all your papers in the text: This is up to you, but many packets I got from others and I used this style myself, inserted a block of citations in the middle of the text just after the paragraphs describing the work. My thoughts on this is that:

  1. It draws attention to your work, so they can’t really miss it. Plus, when you list papers in your CV, they are by date of publication, which is important, but it is just as important for people to see them listed by project or research thrust in your lab. This is how you probably think of them, so why not be explicit!
  2. It can be more detailed with annotations to highlight what the paper showed and which students of your did the work. I highlighted which students were high school, undergrads, graduate, and postdocs from my lab.
  3. I included the relevant book chapters and review articles in with this list. That gave me a list of about 4-5 per project, instead of 1-2 research papers only. It also highlighted that people in my community care about what I think, which is why they ask me to write reviews, prospectives, and chapters.

Future aspirations: The last paragraph of my research section had a five year plan for research. This is similar to what you might write for when you went up for the job. The difference is that you have a lot of experience, and you know what will work and what might be higher risk. Tenure is about to give you job security for life. It is the time to take some risks. Highlight that you are moving into a more innovative, high-risk, yet high-reward phase after securing tenure.

Are there other specific or general items that I missed? Please guest post or comment!

Category:

Career, Self-Promotion, Tenure, WomenRock

Coming Up: Tenure

Many of the posts we have discussed on improving teaching, self promotion, and lab management are all geared toward ensuring that you secure tenure. Some of your may be coming up sooner than others, so I want to make sure that we spend a few posts on some simple things you can do when coming up for tenure to make sure that you get it. These are the last minute things like writing your package and communicating with your senior colleagues. These things are not going to help if you don’t have papers or grants and your teaching is poor. But, I feel that many deserving women don’t get tenure or barely get it even when they are good teachers and have a lot of research behind them because they are somehow not part of the club. Many of the things I will bring up also go under the heading of Self Promotion. Again, women and minorities are socially groomed to be demure and not boastful. Unfortunately, in academia, that can give you a whole lot of nothing. So, just remember, Women Rock, and you are one of them! So, let everyone know how awesome you are.

Category:

Self-Promotion, Tenure, WomenRock

A Lab of One

So, you just started your new job. You have a new lab space with or without workstations or lab benches and equipment. But, at first, you have no students, technicians, postdocs. You are a lab of one. The people who will populate you lab are not just important to getting work done, they are also essential for keeping you in touch with science through regular conversations and working groups. What do you do to stay in contact with science during this short, but possibly debilitating time in your science career?

Build your network on campus. This is a good time to get to know the other people on campus who are doing work within and peripheral to your research. For people very near to your field, invite them to lunch to discuss your research plans and grant ideas. Ask them if they would be available to read a draft of your grants. For people more afar from your field, talk to them about what they are doing, get general advice about starting a lab, and time management, and maybe see if there are some collaboration possibilities.

Glom onto others. This is a bit silly, but what I mean is keep yourself in a lab culture of some sort by attending the group meetings of other people. When I started, I attended group meetings and had joint lab meeting with 3-4 different groups over the first couple years when we were still a very small group. Small groups can’t really have normal group meetings. If you rotate who is presenting, they end up presenting every-other-week! Combining with another smallish lab will give more lag time between presentations. Also, this gives you the ability to see how other people at your institution format their group meetings. You can choose your favorite method.

Join or start a journal club. Journal clubs are a good way to stay current with the latest in your field. Depending on the field, journal clubs are more or less prevalent, yet most people see the benefit of reading an article and discussing as a group. Joining an existing journal club or even starting a new one and including other professors and their students within your field is a great way to stay in touch with science and stay motivated while you start your new position. This piece of advice may seem really obvious and stupid, but when faced with so many new demands for your time, it is easy to decide to skip this practice that was a no-brainer as a graduate student or postdoc. All I am saying is, stick with it! Don’t give this up because it is a essential for when your science picks back up out of this temporary lull.

Build your network off campus. When you first start a lab, you may be tempted to stop going to conferences because you have to pay your own way and you don’t have anything new to present. Go anyway! Conferences are essential for keeping up your network of scientists and mentors. Don’t be embarrassed that you don’t have anything complete to present, discuss your plans with supportive mentors working in your field. Talk with them about grant writing strategies and see if they will read your proposals before you submit. In a couple years, you will have to go through the mini-tenure process and then the tenure process a few years later. Conferences are essential to build up your connections with potential letter writers. Even if you don’t talk to BigShotProfessor who will ultimately write your letter, if they see you across the hall talking science at a conference, they will assume all is well. Once you have anything even close to resembling results, submit an abstract to present. I recommend even submitting a late abstract if your results are late-breaking and after the normal deadline for abstracts. Tell people at the conference that you are presenting your new results and that they should stop by to see the poster or talk (shameless self-promotion is good, remember). Presenting new work early does two good things: (1) you are marking your territory on the project and (2) you are demonstrating your ability to create new science, fulfilling your promise as a young tenure track professor. Basically, use these conferences to see and be seen.

As your lab grows and you have students, these initial habits will pay off.

Any other suggestions for how to cope during this low time in the lab before you have people and perhaps even a lab at all? Please comment or guest post!

Category:

Career, New Job, Self-Promotion, TimeManagement

You Belong Here

One major issue that many new faculty face is Impostor Syndrome. ImpostorSyndrome is the feeling that you are a fraud, that they made a mistake in hiring you into this position, and at any minute they are going to realize it. ImpostorSyndrome affects women and men, but can be especially stressful for those who are a minority in their field. Unfortunately, women are minorities in many fields of science at the professorial level.

Just to put your mind at ease: this is a common feeling, and you can’t always believe everything you think. ImpostorSyndrome can hit at any level: upon entering college, entering graduate school, starting a first postdoc, your first tenure track, after achieving tenure, after being admitted to the National Academy… the list goes on.

Remember: they hired you. They wanted you out of the 300 candidates that applied and the 6-12 that they interviewed. They negotiated and spent money on start-up for you. You proved yourself in your Ph.D. and your postdoc and your interview to earn a place to be there. You deserve to be here because you are awesome. Think positive.

My solution: “Fake It Until You Make It.” This means that you just act like you belong. Even though inside you feel weird, you just pretend that you know what you are doing, and everything is OK. In fact, you probably do know what you are doing, and everything will likely be OK. As part of FakeItUntilYouMakeIt, keep your eyes open and see what others are doing and act like them.

FakeItUntilYouMakeIt does not mean that you should bumble around doing things wrong time and time again pretending that they are right. People are sure to notice if you are confidently wrong all the time.

I recommend: if you are unsure about something specific, ask your NearPeers how they solved certain problems. NearPeers are people 1-2 years ahead of you who have already gone through the same stage. I actually went as far as to ask my SupportiveSeniorColleagues about how they solve certain matters. I stress Supportive. Since they were supportive, they saw this as WomanOfScience addressing problems quickly instead of WomanOfScience doesn’t know what she is doing.

Another good group to consult are AcademicDynastyPeers. AcademicDynastyPeers are peers who have an academic in their family, usually a parent. They grew up knowing academia from the inside, and they feel pretty comfortable with the process that you are undertaking. Most AcademicDynastyPeers are open about their ideas of the job, and willing to share if you just ask.

After a while of FakingIt, you will forget that you didn’t know how to do that thing, and you will have MadeIt.

Are there other solutions to ImpostorSyndrome that people want to share? Comment or make a guest post.

Category:

Career, New Job, Self-Promotion

Mentoring in the Classroom

Another place where you can mentor students is in the classroom. This may be a less obvious place to mentor, but approaching classroom teaching as an opportunity to mentor can help you be a better teacher, allow you to connect to the students more personally, and help the students connect with you and see you as a real and likable person.

How can you incorporate mentoring into your class when you have a lot of material to cover with a limited time? Here are a few things I use that I invented and learned from other WomenOfScience. If you have other suggestions, please comment or send a post to me.

At the beginning of classes, I always get there early to get the room set-up for class. As students come in, I just chat with them. I talk to them about my lab, how research works, and what kind of research they might be interested in doing. I encourage them to get into laboratories and approach professors. I remind them that, professors are people too, but busy people. Even if they don’t get into the first lab/research group they try, they should keep trying and asking. If they are already doing research, I ask them about it, what is most challenging, and which skills they are learning. If I have to travel, I tell the students about where I am going and why. They are often proud that their teacher is a highly sought-after speaker, as opposed to thinking that I am skipping class and do not care about them. This also is a small way of self-promoting to the students, who are an important audience as future donors to the university and department.

When I teach classes for majors in my subject, I have homework sessions in the evening instead of office hours (more on that in teaching strategy posts). During these homework sessions, I have ample opportunity to talk with students one-on-one. Between homework problems, I ask them about why they are studying science, what they want to do when they grow up, and how they plan to get there. I explain how graduate school in science works and how they can apply. Most students are not aware that  graduate school is paid for, and they will get paid a stipend to teach and do research to live independently. This realization opens the world of graduate studies to many students who thought it was out of their reach financially.

At least one day of the semester is a lost cause. In the fall, it is the Wednesday before Thanksgiving. In the spring, the Friday before Spring Break. I am sure there are others. These are days when students just don’t attend because of holidays. You can cancel that day, and many do, especially if they are traveling. But, if your family is far away, you might not be able to travel for short breaks. Or, if Spring Break is the only time of the semester you can get some research done, you might not want to travel that week. Whatever the case, these throw-away days are perfect opportunities to mentor. I typically take that day to give a talk called, “How to Get Into Graduate School” for undergraduate courses. I advertise the topic beforehand, so students can choose to come or not. Some students who have to travel early ask me for the slides, and I provide them. For graduate courses, I take a day to talk about my research. I can use this to encourage graduate students to join my lab, show them how the topics of class pertain to my research, and give them an example of a research talk, which many of these students have never given before.

Like many professors who teach major classes, I get asked to write letters of recommendation. I basically always agree to do this when a student requests it. But, the student must also do some things in return. I ask that the student come to my office with a CV and a 1-page write up of their current research or research aspirations. Many of the students who request letters are those I see often at the start of class and in homework sessions, so I know some of the information, but I want to see it in their own words. Further, I can give them a little feedback on their CV, which it is often not clear how to format (I have seen some poor CVs even from professors because people often don’t think about the formatting, but it is important). I can also check out their writing skills and talk to them about their research, which I can then comment on in the letter. These extra steps are a low bar that dissuade non-serious students to rethink asking me for the letter. The good students get a little extra mentoring out of it.

Many of these things are tiny modifications to they way people act already, but these small overtures can go a long way to mentoring a wide array of students you see in class. Further, they will also help you get better teaching evaluations because the students can observe that you care about their development as scientists.

Category:

Mentoring, Self-Promotion, Teaching

Why Don’t Women Ask?

Although this is a little off topic for how and what to negotiate, I think it is worth some time to ask ourselves, “Why don’t we ask for more?” Seeing how well my daughter innately negotiates, I think the reason is that society trains women that it is improper to negotiate or even to ask for what you really want and need. We are trained to be quiet, good, and to make do with what we are given. Sometimes, this is definitely called for. Sometimes, you need to make do. But, doing this too often makes us complacent and gets us out of practice for negotiating when we need to.

This reminds me also of self-promotion. It is also improper to self-promote. It is trained out of us. But, like negotiating, it is essential to success in academic science. Perhaps also it seems a bit mean to self-promote, but propping yourself up is not synonymous with putting others down. In fact, self-promotion and good negotiating can have positive impacts on your department (more money to go around, more prestige, higher impact, better students).

When we are feeling weird about these things, try to remember the positive impacts they have not only for you, but for the people in your lab and department. By putting these actions into positive context with others, we can break through the self-imposed barrier on these crucial skills.

Category:

Career, Negotiating, Self-Promotion, WomenRock

Everything is Negotiable

When I was talking to the chair of BigCityUniversity about my start up package there, he said that “everything is negotiable.” At BigCityU, you could negotiate your housing, since you had to rent from the university. I have seen BigShotProfessors negotiate their parking spots. I negotiated for HusbandOfScience to be given a tenure track position. I truly believe that anything is negotiable.  Of course, different schools are more or less accustomed to negotiating for certain items. BigCityU was used to negotiating housing, for instance. My current department had never negotiated a spousal accommodation before, but they were able to figure it out.

Some common items you can definitely negotiate:

  1. Salary for you.
  2. Equipment. It may be easier to get if multiple people can use it.
  3. Salary for people in the lab.

Some less common, yet equally important things you can negotiate:

  1. Daycare access or rank on a daycare list, especially if the university runs the daycare, and the list is long.
  2. Housing. (Number of bedrooms, location to campus, view.)
  3. Parking. (Parking location, rank on a list of parking lot.)
  4. Your spouse’s academic position. (See two-body issues in previous posts).
  5. Your spouse’s non-academic job. (Some universities can place spouses in administrative positions, or have other “non-academic” departments that they can tap into.)
  6. Your tenure clock (and you can re-negotiate later, if you need to have it longer or shorter).
  7. Your starting title. (Associate Professor without tenure? Full Professor with tenure?)
  8. The classes you will teach and the number of times you teach them before you switch. Don’t underestimate the importance of this. Getting to repeat teaching a course is the key to getting better evaluations. Three times is usually perfect to get it right. More on these ideas later in teaching-related posts.
  9. If and when you will get relief from teaching during your first 5 years (many schools do this.)
  10. Your service duties. You can specify what you won’t do, too.
  11. Other future tenure-track hires that you will get to lead, or have say in recruiting and hiring. They can actually promise to make N hires over X years in your field.
  12. Space renovations. Double check if your start-up money has to pay for it, or if the university, dean, or department is fitting the bill.
  13. Office furniture and other amenities. (Do you need a mini-fridge for pumped milk and some curtains so that people can’t see in your office? They should provide that.)
  14. Travel to conferences.
  15. Career development opportunities, such as leadership conferences. These are pretty pricey (~$10,000), so this is no small potatoes to negotiate.

I say get as many of these thing in writing as possible, too. They don’t have to be listed in the offer letter, but get a Memorandum of Understanding (MOU) that is signed by you, the chair, and the dean (or higher ups, if the money is coming from them). Not all these things are for a start-up either. They can be deployed for retention if you are being recruited away or are on the market.

If others have examples, please share as a comment or make a guest post.

Category:

Career, Negotiating, Self-Promotion, Service, Teaching

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