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How to Get (the most) Out of Service

Nagasakibomb-colorThe recent linked post about being a “good girl” in STEM focused a lot on following the rules and how that can actually be bad for you. I was particually happy with the list of practical things that you can do to resist, but they were all geared toward “after tenure.” BTW – there is a male-equivalent to being a “good girl.” I call it being a “boy scout.” Many of the men in my department are boy scouts, which makes being a good girl not so out of the ordinary or weird.

In the original post, there was an undertone that you should be a “good girl” before tenure, because you don’t jeopardize your tenure case. Seeing how a large number of my male colleagues get away with doing little or crappy service – even before tenure – I think it is worth exploring things you can do to avoid or get out of service before tenure. This is especially important if your department doesn’t have a protection policy for untenured assistant professors. It is even more important if you were protected pre-tenure, are now tenured, and are staring down the barrel of a sh*t-ton of service.  Here are a couple solutions of some ways to get out of service, or at least spend time on service you value so it isn’t a “chore.”

  1. Mildly suck at your service. A senior faculty in an adjacent department gave HusbandOfScience and me some advice when we first got our jobs – don’t do a good job at your service assignments. This means not going the extra mile for service. You should prioritize it last, do it at the last possible minute, and perhaps miss assignments and deadlines sometimes. Spending only a quarter of the time on it you “think” you should. I definitely did this on some committees like graduate admissions and personnel committee stuff. It’s not that I did a bad job, per se. I am still basically a boy scout/good girl at heart, but I definitely didn’t spend a long time on these things. Why is this OK? A. Service is not going to get you tenure. B. On campus service never got anyone tenure. C. No one is going to not give you tenure because you sucked at your service. D. They might not ask you to come back.
  2. Play one service role off another. This basically means to use any other service you have as leverage to say no to the thing you are being asked. When I was asked to serve on admissions for GradProgramX, I was able to say no because I was already serving on admissions for GradProgramY. I ended up serving on both in consecutive years for about 4 years total – flipping between GradProgram X  and Y. This was great, because I learned a lot about how each program did things and could communicate successes and failures between the programs. Once you are committed to a big service role like admissions, personnel committee, or quals committee, you can use that commitment to say no to a lot of other department and college service.
  3. Make Up Your Own Service. When I got to UState DepartmentOfX, there was no women’s group, despite the department having a very small fraction of women and minority students. So, I started a women and minority group. We met for tea, and there was a lot of bitching because there was a lot to bitch about. The students told me they didn’t have a venue to give 1-hour talks, so I started a student seminar series where they could talk to each other and practice job talks and just exchange ideas. We discussed professional development and work-life balance. I told the department chair that I was doing this, and that it should be a service assignment (and not just assigned to women and minorities). And he made it one, and I got to do a service role that I really cared about. Along the way, I have invented or help invent with others other service assignments including Publicity committee (to fix and update the website more regularly) and a Departmental Teaching Luncheon working group. These were all things I cared about and were providing a service for the department. In addition, because I was doing these roles, I was also able to say no to other requests on my time (see #2 above).
  4. Question Yourself. One question you can ask yourself when considering a request of your time is: “If I had only a limited time to live, would I spend my time doing this?” If the answer is “Yes, this is important. It will help me leave a mark and affect a positive change,” then say yes. If the answer is, “No, this is a waste of my precious time,” then say no. I had a minor breast cancer scare a couple months ago (don’t worry it was a cyst!), and I went through all my commitments and thought, “If I do have breast cancer, do I want to work on this?” and for most of the things I was doing (my made-up service) the answer was yes. I feel like the service I am doing and have been doing is really good to affect positive change in the lives of students and my department colleagues, and it is worth doing.
  5. Armageddon: Blow Up Your Service. OK, I am NOT recommending this, and certainly don’t do this before you get tenure, but… another way to get out of service is to be so miserable and heinous to work with that no one wants to work with you. Call everyone assholes to their face. Accuse them all of being racists. Act racist yourself. Start flame email wars and never, ever let anyone else get the last word. Be super negative and disgruntled about everything. This behavior is what we call, “un-collegial,” and it will get you out of service. But, there is a price. Just as the price of being a good girl/boy scout is that you get dumped on. The price of being a truly heinous colleague is that you never get to do service. You are not trusted with the responsibility. You certainly will not be trusted to lead or have any important service. In fact, you might get stuck with the worst service, having no impact, but high work load, if you act this way. If you are fine with that, go for it. But, if you think you are important and you should be heard, don’t act like this.

So, what do you think? Are there other ways to get out of bad service? Not all service is bad, and you can get out of anything, actually. You can even back out of service you already said yes to. People won’t hold it against you, especially if you are over committed and won’t get the work done. Also, if you get better service and don’t have time for something that isn’t good or interesting to you, you should back out. To get an email every time I post, push the +Follow button.

Work Life Balance – Not Just Kids

ScorpionMamaAt a recent women in science luncheon, we were talking about panels and sessions at women-centric meetings. One of the women complained that all the talk about work-life balance revolved around when to have kids, but she wasn’t ready to think about kids. That makes sense, because she was an undergraduate student. Most grad students aren’t even ready to think about kids or know if they even want them. They complained that the sessions and panels about babies were missing the point for her and were annoying and a waste of time. This is a very good point, and I want to address a different kind of work-life balance in this post – one that is specifically pointed to younger people.

Before that, I do want to defend the baby-mongering of many women’s issue forums. Why are we so obsessed with babies as the only form of work-life balance that needs to be discussed? Here are my personal thoughts (and I welcome all others to comment).

  1. Preparing you. Having a baby is a lot of work and much of that work specifically falls to women. Having a baby is a medical condition that NO MAN will ever face or understand. It starts very early with morning sickness and fatigue for many women. You continue to have crazy medical issues that are routinely checked with medical appointments. The event of having the baby concurs with a hospital stay and a surgery for many women. And then there is a long recovery afterwards. I felt like I was hit by a truck after delivering my first kid. Couple that with postpartum sleeplessness, learning curve, and perhaps even depression, and this is basically a year-long, or more, medical condition. WomenOfScience who have gone through it want to prepare others for this condition. So, they want to help you with these sessions. I am sure after that description, you will never want to have a baby!
  2. Letting you know that you can do it. Having a family is often cited by women as a main driver for their leaving STEM fields. Since many women “know” they want to have kids – just not the specifics of when, where, and with whom – the thought that a life in STEM is at odds with having them is enough to drive many women away. So, the point of these panels is to convince you that you can have children and still be a WomanOfScience. Wouldn’t it be weird if we had sessions for men about being a dad and staying in science. For a funny twitter account along those lines, I recommend: @manwhohasitall. Funny stuff.

So, what kind of work-life balance do young people need? Many older people with kids might say, “You should work all the time! It’s not like you have kids to take up your time.” A lot of my friends without kids hate it when people with kids say that kind of thing, and it is no less annoying to young people. So, if I had to do it all over again, here is what I would do (BTW – as I was writing this, I realized that I already did most of these things and had fairly good work-life balance even as an undergraduate).

  1. Basics. You need to get your basics covered for your health. There are four things you need to do to be healthy and balanced as a young person:
    • Sleep. I know this is hard to do. You have 4-5 classes and each demands a lot of time to devote. STEM classes are notoriously bad about this. Sometimes it seems like professors think that their class is the only one in the world. If there is a perfect storm of lab reports, term papers, and midterms, it can be hard to get a good amount of sleep. But, you really need to try. It is so important to help you to remember and make new connections. This is what you need to actually learn something. You are in college, doing a science major to learn, right? How can you learn, if you never give your brain time to process and cool down? When I was your age, I slept ~8 hours per night. I only pulled one all-nighter in all of undergraduate – for studying. (I pulled other all-nighters for fun – see below). I would have all sorts of dreams about science and math. I once dreamed my legs were test tubes when I was taking organic chemistry. These crazy dreams were my brain’s way of processing the science I was learning.
    • Eat. Along with sleeping, eating regularly and healthily is essential to your learning. Why? The brain uses up a large amount of your calories each day. You know when you have low blood sugar, and you can’t process and you might even get “hangry” (hungry + angry)? That is because you actually do not have enough calories for your brain to function properly. Your higher-order functions that control your impulses and emotions go bye-bye, and you snap at people. Your brain uses a ton of fuel, and is the number one user of calories. So, you need to feed it often with good food. A large number of undergraduates don’t go to lunch, or eat breakfast. They substitute caffeine for food. This is not good for you, and it really won’t work. You need to eat. Schedule your lunch and dinner times. Breakfast is a lifestyle choice, but you will be low of fuel in the morning. When I was in college, I did a good job of eating lunch and dinner every day. I did schedule it. I also often ate a late snack and went without a significant breakfast. That was a choice I made, and you have to do what is right for you. I could do that, because I was more of a morning person. I needed less uppers in the morning than in the evening to get work done. Food is an upper.  BTW – your brain can survive on both protein and carbohydrates. If you need to fast for some reason, it will take 4 days for your brain to switch from incoming fuel to using your own stored fat to function. You will be very stupid for 4-5 days, so do not do anything drastic or important!
    • Exercise. I am super impressed by the number of undergraduates I see regularly going to the gym. I totally didn’t do this when I was an undergraduate, so me telling you to do this is a bit hypocritical.  Anyway, it would have been good, if I had done this.
    • Bathe. OK, I know it sounds weird to have to tell adults to shower, but the number of scientists and engineers who are too stinky to stand next to is alarming. So, for the love of yourself and everyone else around you, please take showers (and wash your clothes) regularly.
  2. Explore, try, have fun.
    • Try new stuff. When you are an undergrad you should make time to try new things. This is one of the times in your life where people expect you to try new stuff. Do you like sushi? How do you know if you never tried? If you don’t give yourself the opportunities to try new stuff, you will never know what you like and do not like. How can you decide to go to grad school and devote yourself to a life of science if you haven’t ever done anything else? I used to DJ on the college radio station and go to see shows with my friends. I also programmed events for campus. It was fun, and I met a lot of people outside of science I never would have known who were super awesome. After trying those things, I decided I didn’t want a job in the music industry, and wanted to stick with science, but at least I knew there were other things out there. College is also where I tried Thai food for the first time (it wasn’t as common back then) and learned to dance like a mod.
    • Take a day off every week. In college, I tried (and mostly succeeded) to take one day off each week. It was usually a Saturday or Sunday. I wouldn’t work on problem sets or read for Japanese literature class. I would just hang out, go into town, catch a movie with friends. The other day of the weekend, I had my nose in a book working on problem sets for my science and math classes, so I would have them mostly done before our week-night study sessions. But I always took one day to relax and try new stuff. When classes and midterms got to be too much, I would work on that day of rest, and I would always turn into a raving bitch for the next week because I never relaxed and destressed. I actually still try to do this even now. It is very important for my psyche to have a day to lounge around and goof off with my family.  Starting these habits early help to cement them in later.
    • Who are you? Most importantly about all this is being open to exploring who you are and what you want. If you think you might be someone who wants a significant other in their life, the first step is knowing who you are and what you want in life. In order to know yourself, you have to try things and figure it out. Once you know yourself and what you want to do and what you want out of life, then you are ready to get to know someone else to share your life. Typically, the best relationships are between people with the same values and want the same things out of life. If you are the jealous type, you probably should: 1. know that about yourself, and 2. not date someone who is into open-relationships.  If you never want kids, you should probably: 1. know that about yourself, and 2. make sure your significant figure agrees with that.

I hope this was helpful. And to the young women out there: yes, there is way more to work-life balance than having kids. Half of work-life balance is having a life. So, go out, explore and determine who you are and what you want out of life.

What do you think? Did I miss anything? Comment or post here! To get an email every time I post, push the +Follow button.

Everyday Self-Management – As A Woman

USAFbrochureI am a women in a male-dominated field. You may have guessed that, considering I am a scientist. I think a lot about how I am perceived – a lot more time than my male colleagues do, and a lot more than males probably think I should. In fact, the typical male response when I try to explain this stuff is, “Why do you care what others think?”

Frankly, we all care. In fact, your reputation is a very important asset in science. Good reputations can get OK work into Science or Nature. Bad reputations can kill your funding, publication, or student acquiring opportunities. So, the advice to stop thinking about what others think is complete BS, in my opinion. People who don’t care about what others think aren’t making it in science. In addition, as a woman, there are a number of ways I think about how to carry myself and interact, even dress. I am going to share a few recent experiences and thoughts about interacting with others and representing yourself as a woman in a male-dominated field.

  1. What to Wear. I recently was part of a site visit from a funding agency. We already got the grant, and it only started a few months ago, so we don’t have much progress, yet. But, the funding agency wanted to meet us and see our plans. I had absolutely no idea what to wear. I am the only woman on this grant, and I am, of course, the youngest. I knew enough not to wear my jeans and Chuck Taylor’s, but how dressy? How casual? I also was self-conscious about asking the lead PI about it. Sometimes when you ask these types of questions, men think, “Why are you thinking about these things? What a waste of time?” So, I contacted some of my WomenOfScience friends, and they helped me out.  I decided to error on the side of over-dressed and wore a full suit. I didn’t wear a button-up – just a nice shirt underneath. I also roped in the female administrative assistant to do some reconnaissance about what the lead PI was wearing. One friend suggested I wear make up (I didn’t) and to put up my recently purple-tinted hair (I did). One of my friends warned me that older, male program officers are likely to be patronizing. Luckily, of the program officers, only one was an older male. There was a youngish/middle aged woman, and a second young woman of color (woot!). They weren’t patronizing, and they weren’t as dressed up as me, but they were wearing blazers and slacks, so I was doing good. It turned out to be a pretty good visit.
  2. Looking young.  I have had other posts about looking young (post). In the past, it was annoying, because I didn’t like being mistaken for a student. Now, I prefer to be mistaken for pre-tenure or a young person who needs help. Studies have shown that, as women get older, their likability goes way down. Now, I strive to stay young in people’s minds and eyes, so that they will continue to want to help a youngster succeed, and will be less threatened by me. Since society already thinks that women are incompetent, it is better to be young, and have a good reason to be incompetent, rather than old and annoyingly incompetent. (BTW – women are NOT incompetent – we all have strengths and weaknesses.) So, I decided that I prefer to stay young-looking for as long as possible. It’s isn’t a vanity thing – it is a survival thing.
  3. My voice. Recent studies have shown that when women are frustrated or emphatic, they are misconstrued for being angry or overly emotional. There was a recent edition of Lenny Letter that got a lot of press where Jennifer Lawrence wrote a piece about her wage disparity. She told a story in that article about how she was speaking her mind and was chastised by a dude. She writes “A few weeks ago at work, I spoke my mind and gave my opinion in a clear and no-bullshit way; no aggression, just blunt. The man I was working with (actually, he was working for me) said, “Whoa! We’re all on the same team here!” As if I was yelling at him. I was so shocked because nothing that I said was personal, offensive, or, to be honest, wrong. All I hear and see all day are men speaking their opinions, and I give mine in the same exact manner, and you would have thought I had said something offensive.” It seems that women’s words get misconstrued as angry and upset, when really they are stating opinions directly. I think it is because when men get angry, their voices go up in pitch. Women’s voices are already higher, so maybe we sound angrier than we are. I have certainly gotten this when even recounting stories of things that mad me upset. People worry that I am still so upset, but it turns out that I’m just trying to convey the story. I’m not actually upset myself at the time. I am working on trying to convey anger and frustration without alienating people.
  4. Comedy. There was a nice blog article recently on Tenure She Wrote about if you curse at work. There were some interesting scenarios, and actual positive reasons to curse and break the ice. I have to say that I swear like a sailor. I tone it way down for this blog, at the request of Robin. Cursing definitely breaks the ice. In addition, I diffuse a lot of tension about me being the only woman in the room using humor. I try to make a joke early in each meeting, so people realize that I am not uptight. Women who are successful are often seen as uptight. For me, this comes naturally, because I like comedy and try to be funny all the time. I understand that this cannot work for everyone, but even telling a bad knock-knock joke can help some people realize that you, surprisingly, are a person, and not a judge for the sexism police.

So, these are some of the extra things I carry around and constantly consider everyday. Exhausting. It reminds me of that scene in Harry Potter where Hermione is explaining to Harry why Cho is confused about her feelings for him. Ron can’t believe that someone would be feeling and thinking all these things at the same time. Frankly, I think women do this all the time. It is why I truly think women are inherently smarter than men. If we could ever not need to think about these things, and refocus all this mental space to science, we would dominate.

What do you think? What other things do you constantly consider? Comment or post. To get an email every time I post, push the +Follow button.

Guest Post: Rant and Meta-Rant

GuestPostEvery now and then a friendly WomanOfScience graces me with a guest post. This is one of those times. I think it is interesting and funny. The advice is buried in self-reflection, so please read deeply. Enjoy! (BTW: to get an email overtime I post, push the +Follow button).

Rant and Meta-Rant (a personal diatribe by a woman of STEM currently up for tenure in a research-intensive Engineering department)

PART 1: Rant (in which I say many wrong things)

My immediate reaction to the tenure vote in my department (about two weeks ago) was anger and rage and sadness.

I’d made a concerted five-year effort to network with the right people who would support my tenure case in an alien field; I’d taught classes mere weeks after learning the required content; I’d written grant after grant, which returned rejected with a constellation of insightful, occasionally deprecating, but usually all-too-apt criticisms; I’d spent uncountable hours training the students working in my lab while feeling that progress was painfully, glacially slow; I’d written and rewritten manuscripts to the point at which I’d lost faith in our work; I’d carefully circumnavigated the departmental and college politics as one of the very few women; I’d toiled (albeit not uncomplainingly) in the shadows of my colleagues who received internal accolades and support for their successes in publishing and grant writing, and regularly congratulated them on their successes; I’d organized seminars and the occasional party as the good wife of several organizations; and, most notably, I’d managed a time-consuming internal service duty for two years that was above and beyond what was typically asked of junior faculty. I was tired, I was frustrated, and I was angry. Why had I bothered with any of it?

I suppose that I have should mentioned first that my colleagues voted to give me tenure, right?

Dear readers: as the doyenne of wildly inappropriate emotional reactions, I wasn’t happy or proud or pleased. Instead, I lost my shit completely for two weeks.

I was sad that my department had not noticed that I was doing sound scholarly work; I was angry that said scholarly work wasn’t rewarded; and I was enraged that the non-scholarly demands on my time would only increase in the future. I grumbled (nay, raved) to anybody who would listen — and to the friendliest and most supportive ears (and in particular to one close friend, a junior superstar colleague who had tried to give me helpful advice for navigating my less-starry academic career) I was cruelest and most cutting. I wallowed in misery, loudly.

Then I ranted to two friendly WomenOfScience (the blogmaster and a colleague of similar status and seniority) and got walloped by a clue-by-four.

 

PART 2: Meta-Rant (in which I analyze the wrongness and try to refocus)

Long ago my graduate advisor told me that I was going to have to learn to live with myself; that, like it or not, my outsized over-the-top reactions were apparently hard-wired, and that I was going to have to figure out how to manage them whilst staying productive.

My mien is not that of the logical, dispassionate ur-scientist. I am enthusiastic and elated, then morose and melancholy. Charming, then churlish; articulate, then profane. (A colleague once asked me: “Is it a taxing effort to speak as precisely as you do?” My response: “No, but it’s overwhelming for the audience— that’s what the profanity is for.”) Bluntly, my disposition is not stereotypically “male.” (Neither is that of many men. Conversely, some women are dispassionate. YMMV. This is about my reactions.) To manage this roller-coaster, I relied upon my generation’s snark-and-irony filter: snide comments about rejections and failures generated the needed emotional distance. I made frequent comparisons to bigger / faster / stronger / greater accomplishments by others to openly disparage anything I’d done — and I used those comparisons to justify not seeking the support that would help me to further my career.

When I ranted to my Women of Science friends, I was hoping for validation — I wanted to hear that I’d been poorly handled by my department, that I had a case for complaint. Instead, I heard that (minus the sturm-und-drang) many academic scientists experience similar feelings during and after tenure. My WoS friends also had similar issues, but had gauged what they needed to further their careers and hence were more adept at asking for and receiving support.

This is all to say: I fucked up like whoa, dear readers.

I agreed to write down my rant for the Woman of Science because I think it is useful to identify those features of my larger-than-life emotional reactions that did not help me during the first five years of my career. I write this with some trepidation; my stylistic choices may be an obvious identifier for close friends and colleagues. I note also that many of my issues are more likely to arise in the context of research-intensive tenure-track positions; my colleagues at teaching-focused institutions or in adjunct positions may have very different sources of sadness and anger. Nonetheless, I hope that, by talking about my sea of troubles, I can help others of similarly non-stereotypical dispositions more readily navigate the slings and arrows of an academic scientific career.

(1) I had let the incessant and vocal self-criticism become unhealthy. Unhealthy for my career: I refused to put myself forward because I could always find a reason to not do so. (Similarly, I used my inclination to not self-promote to whine about others doing so.) Unhealthy for my well-being: I have destroyed several long-standing professional friendships in the last year through my litany of constant negative chatter. (This I deeply regret.)

(2) I had let stress dislodge my horse sense. Academic careers can metastasize; and mine had engulfed much of my sanity and physical health. (I get vigorous exercise several times per week, but less regularly than I had five years ago. Similarly, I eat more foods of convenience and cook less than I used to, due to time demands.)

(3) Most deleteriously, by focusing on external markers of success I’d forgotten the joy in doing my science. About five days before the tenure vote, one of my graduate students produced data that strongly supported a tentative physical picture that we had suggested. The data clearly and uncontrovertibly confirmed our speculative picture and suggested a range of follow-up studies. I was thrilled! And yet, five days later I’d completely forgotten how happy and rewarded I’d felt by careful, detailed, dedicated work.

The solutions are easy to state and difficult to implement (for me, least):

(1a) Be passionate about my work. Toot my own horn when appropriate.

(1b) Be relentlessly positive with colleagues.

(1c) Value my supportive friends.

(2a) Exercise.

(2b) Eat well.

(2c) Take personal time.

(3a) Do my science.

(3b) Tired of some annoying aspect of my job? Do my science.

(3c) Frustrated with politics? Do my science.

(3d) Feeling unappreciated? Do more science.

 

PART 3: Going forward: I hope that my tenure case will be successful, but it’s out of my hands. I’m working on repairing the friendships that I’ve damaged in the past years of self-focused misery. I’ve asked for aid with the more onerous service tasks. I’m writing positive emails to my graduate students to reinforce good work and professional development. I am taking joy in a friend’s recent announcement — as a sign that thoughtful scholarship can indeed be valued. And finally I’m focusing on my science when I feel the urge to rant and rave, trying to redirect my passions towards healthier outlets than my native pessimism.

Do what it takes

2015-06-23 12.31.18This blog post was inspired by a recent conversation I had with two pre-tenure WomenOfScience. We grabbed a beer after a late night movie night to see the feminist action film, “Mad Max Fury Road.” Don’t believe me that a Mad Max movie is feminist? Check out these articles (guardian, jezebel) and this funny tumblr site (hey girl). My take on Mad Max: the movie was a tad violent and quite hilarious. Every other sentence or wry look screamed, “This apocalypse was caused by men!”

OK, so afterwards, we were discussing tenure, getting tenure, and crappy mentoring. See, these women are scared. There were 4 people who didn’t get tenure last year – an all-time high record for their university. Their departments are trying to figure out how to mentor them, but they keep giving them platitudes like, “write grants and get them,” or “have more papers,” which are not helpful. Other mentors say things to them like, “don’t be so stressed out,” and “why are you worried?” which are somewhat demeaning and ridiculous. I was worried. We are all worried. If you aren’t worried, you might be fooling yourself. As I have gotten further away from tenure, I can see that I am losing perspective myself. That makes me less and less helpful to people as an advice blogger on this topic. But, as we were talking, I realized that there were some concrete things I could add. I am going to try to summarize them for you, and please, others add more information and send questions and suggestions.

1. Write grants that are fundable. So, you got this job because you had a great, new idea and everyone thinks it is amazing and super smart. That is great. You have sent a few young investigator award applications out and perhaps 1 or 2 federal grants on this idea, and maybe it isn’t playing as well as it did when you could describe it in person. OK, there are two things that you need to do here:

A. You need to write grants on things that are less flashy, but solid and doable. When I first got to my job, I wanted to work on a really cool thing, but I couldn’t get funded for it. When I would talk about it, people thought it was cool and exciting, but I couldn’t articulate it well on paper. Further, I didn’t really have a lot of background in this thing, and I didn’t really have track record. So, instead, I sent out proposals on incremental stuff that was doable and, frankly, easier experiments. I got enough preliminary data on the doable work to show I could do what I proposed. I proposed 3 objectives. I got a theory collaborator. These things I got funded to do at first were not what I wanted to do with my career, but they built a foundation for what I wanted to do later. I could build a story that they were related and they got me money, papers, and (let’s face it) tenure. Maybe this is why I was so obsessed with tenure = freedom (post).

B. You need to practice writing about the big thing you are interested in doing and get preliminary data on it. As I said above, the really cool thing I wanted to do was not getting funding. What to do? I scammed it. Once I got a grant from the National Science Foundation, I made sure to write for supplemental funding for undergraduates almost every summer (they are called REU supplements). I used these funds and my undergrads to work on the projects that were a bit more risky. Undergraduates can work on high-risk projects because they don’t need to get a paper to graduate like a grad student does. Using this method, I got two papers on the really cool stuff. Those two papers fueled my applications for really cool stuff and I ended up getting two grants to work on it, just as I came up for tenure. Also, I never stopped thinking and refining my writing and speaking about really cool stuff. It helped that really cool stuff also gained traction in a particular subfield and became popular. I am not exactly known as a big shot in really cool stuff, but with our new grants, we are now working to get papers out and we are starting to get noticed.

2. Write grants to everywhere. The current funding situation is unprecedented. The older you are, the more out of touch you are with what you have to do to get funded because our older colleagues got tenure in a time of 30% funding rates. Now, our older colleagues are venerable and established, so they don’t have as high a bar to prove that they are fundable and doing good work as a new person might be. Despite my grousing about being a mid-career faculty, in my opinion, I have found it easier to get funding now that I have tenure and an established track record of many publications behind me. Even when I was applying to young investigator awards, I was told that I didn’t have enough of anything. I actually had one reviewer say that it (paraphrasing here) remained to be seen if I could even start a research program… well, duh! I was applying for a new investigator award. It did remain to be seen, but if I don’t get funding I won’t have a shot to prove myself. As I was saying, the current funding situation is abysmal. If you want funding, you need to apply to everywhere. If you think your stuff is best at NIH, write NIH AND NSF anyway. Here are my reasons why:

A. Writing is a skill that needs practice. Some people are really good writers. I envy them. I am not. You have read my blog, so you know that my writing is very colloquial. Some people like it, but it is not sophisticated. I have to practice and practice and practice. I wrote ~10 grants per year to get that practice.

B. You will get critique and feedback necessary to hone your message. If you are having trouble selling your message to the science community who are serving on panels, the practice (above) and feedback you will get from writing a bunch of grants are essential. Don’t forget to always look for the truth in a review (see this post on criticism) – even if you do not agree with their assessment or feel they didn’t really “get” your research. If they didn’t get it, that is YOUR FAULT. You only have one shot in a grant to get your point across and make the reviewers excited. Once again, that takes practice and listening to critique.

C. You might get funded at NSF. If you apply for funding from the NSF, here are some things that could happen: 1. You don’t get funded, and you get some feedback. -OR- 2. You do get funded.  Seems like a win-win to me. Here is why I like NSF: 1. You always get feedback as long as you are compliant. 2. Teaching is a bonus, and many of us do teach (and like it – gasp!). 3. There are many programs, and program officers will shift around your grant, if they think it will help. Sometimes this can hurt you, but you will get more critiques. 4. In the panels I have served on, the people have been fair and reasonable. I don’t get the impression they care about your status as much as NIH appears to (again, my opinion). But, they will likely not be right in your field, so you have to sell it to a broad scientifically-literate audience and write a grant that is clear.

3. Be a f*cking squeaky wheel. If you have been teaching for 3 years and have taught 6 different classes, you need to speak up. If you chair shrugs and says, “that is how it it – tough shit,” you take it up the ladder. My university has a wonderful awesome woman in the Dean’s office who is concerned with young faculty issues. Does yours? If you want tenure, you should know. You should know that person in person. I have had previous posts about jumping the chain of command (post). Your chair and senior people in your department should want you to get tenure. Simple rules within a department can really help, such as making sure that you get to teach the same class 3-4 times in a row before coming up for tenure (see below). Or to make sure that you are getting the resources you need in your lab space and office. Squeak, squeak, squeak. Why should you squeak? If there are issues that can be addressed, and you are hoping someone will notice, they won’t. This is your career. This is your life and livelihood. Do not leave it up to someone else. If someone accuses you of being pushy, aggressive, or of jumping the line, you will have to make a choice: do you prefer to be (A) liked -OR- (B) tenured ? Besides, if you couch your arguments in terms of seeking advice, help, and assistance (i.e. you are asking for help and assistance) most people are quite receptive. If you already asked for help from your chair and they are unhelpful, time to go OVER THEIR HEADS.

4. Teaching the same class multiple times. This follows from above. When you are pre-tenure, you need to make sure that you get to teach the same course multiple times and not jump around too much. I have had several posts about how you can make incremental changes to your teaching to be more effective and get better evaluations (here, here, herehere). But, you cannot implement changes if you do not get to teach the course again.

In some departments, like mine, you have to demonstrate teaching excellence at all levels. This can often be done with two different classes – one at the sophomore level (lower level) and one at the senior/grad level (upper level). So, even if you are only teaching 1 class per semester, you can still make sure you demonstrate your teaching ability at “all levels.” Demonstration of excellent teaching at all levels DOES NOT mean demonstration of excellent teaching in ALL courses. Many departments make you teach a huge lecture section before you get tenure (mine didn’t, thank goodness). All the more reason to get to teach it multiple times to get better at it.

5. Writing papers. OK, this is a no-brainer. We all know we need to get papers published to get tenure. Yet, some people still submit packets with 2 papers when going up for tenure. Let me tell you, two is most often not enough papers in most fields. ***There are exceptions, such as someone who is working with a mouse model and had to raise mice from pups and watch them die, which could take 2-3 years to do one experiment. If that is you, you better squeak and make it very, very clear in your tenure packet that this is standard in your field (see these posts about your tenure packet: research, teaching, service) and make sure your allies are in place (tenure tips). Yet, two papers of your own independent work is a lot to do in, let’s face it, 2-3 years. Because the first 2-3 years on the job is spent getting a lab space, lab equipment, training people, and just figuring this job out (see this prior post on how to organize your time efficiently when you start your job). OK, so what should you do?

A. You need to build your body of work. I don’t think that most places expect you to actually make a huge impact on your field before tenure. Let’s face it, only very few of our colleagues at BigPrivateUs can even do that with amazing resources and students. So, let’s not shoot for Science and Nature papers. Let’s shoot for good papers in reputable journals that are known for good, reproducible work prior to tenure. This goes along with point 1, A above. If you are writing and getting funded grants on attainable science, you should also be able to make a few papers on that science. It can be foundational, as I said, so that you can build to the really cool stuff you want to do, but it needs to be there. I think more schools are happy with 4-5 solid papers than 1 Nature paper. Besides, how will you get that Nature paper? It is an unobtainable goal for most people (more power to you, if it is within your grasp).

B. Collaborate. Sometimes when people are pre-tenure, they are told explicitly or implicitly, not to collaborate. I felt this pressure, too, and it made it so that I could not work with some of my best friends in science who were all also going through tenure. But, collaborating and lending a figure of original data to someone else’s paper can help build your body of work. Several of my papers pre-tenure were articles where my lab contributed a single figure to someone else’s paper. In my packet, I openly discussed these and made it clear exactly what my contribution was to each paper. Of course these do not count as much as articles where I am last author, but it demonstrates expertise and reputation. It also shows that good data came from my lab and we were being productive and collegial, even while we were getting our other papers out the door.

C. Get your opinion and work out there in any form. Part of building your reputation and your body of work is getting your ideas out there. When I was pre-tenure, I was asked to write a couple methods chapter and a few review articles. I did not turn many down. In each of these, I tried to be pedagogical and interesting and inspiring when I discussed my views on science or the methods being implemented. Although I agree that these publications are not as important as reviewed journal articles where I am the senior author, they do add to my reputation and body of work. They are an important part of building that body of work. And if you are having trouble getting those corresponding author papers out because of experimental issues, you will at least have something to show for your time and effort that can go on your CV.

OK, this post got pretty long. I hope you find it helpful. Post or comment, and please let me know if there are things missed or other topics you want to see posted. Writing a long one like this is good to tie in the many previous posts that you might not have noticed or seen before. To get an email every time I post, push the +Follow button.

Follow-Up Guest Post: Changing 20%

The following post was written by a fellow WomanOfScience. She wrote previously about Changing 20% (here) after I blogged about this as an effective way to make changes in teaching (here). I am so happy this blog works for someone – anyone! I love hearing from you. If you want to post anything relevant, please send me an email with your post: womanofscience2013@gmail.com

I hope you enjoy this post. I did!

A year and a half ago, I was inspired by a post on improving teaching slowly, by only making 20% changes at a time. I decided to try out this drastically minimal model myself. Here is my report,.

In short, I love it. The 20% model seems to give me the experience and confidence that some, finite, but non-zero change is possible. In some ways, I think I learned to cut myself some slack, in a productive way. This new year, I could not think of a single new years resolution. I know I need work/change (still self critical), but I know the work/change is possible and can be done (some productive slack).

Specific notes on the teaching plan laid out previously, and how it fared, as it may be useful to others.

Changing 20% in teaching:
1. Use the half hour before each lecture as office hour.

This works extremely well if the same classroom is available for the half hour prior to the lecture. Students hung out before class (they had no where better to go!), I bantered with them if they didn’t have questions (something I learned from this blog, that professors don’t have to be serious all the time), and asked them to use the whiteboard to work out steps and to explain to me which steps they were stuck on. Quarter way through the semester, my kids began to write down their work on the board before approaching me, and sometimes resolved the problem among themselves in the process without me (which is great!). Half way into the semester, I would walk into the classroom and find them working on the board without my prompting, showing each other their work. This was completely adorable, and in total contrast to the desolate scene when I held office hours in my office for the same class.

This does not work too well if the classroom is not available prior to lecture. It seemed that the trouble of getting to a different place (my office) was just not worth it. I know they enjoyed it: early in the semester I dragged a few to my office, they were having fun and did not want to leave to lecture (urgh…). But the momentum never caught on. Almost all the way through the semester, I was still getting questions on when/where my office hours were.

That being said, my impression is that holding office hours during the time prior to lecture can only add to, and does not negatively impact, student learning. Its advantage is not fully realized if the classroom is not available, but there is no disadvantage that surfaced in my experience. As an instructor, it still helps me consolidate time and task, so I would recommend it still.

2. Use the last five minutes of each lecture as an open floor Q&A.

I didn’t always remember to do this. I always hung around a bit, but I think making a habit out of explicitly seeking questions from them would be good. This is my next 20%.

My next goal is to changing 20% in management: Set clear, achievable, short-term goals to aid student progress.
I have a hard time being firm, for fear of various stereotypes… But why? Who suffers in this process? We all lose. I lose because, well, it’s obvious. The students lose, because they are there at least in part to receive training and mentoring.

I have started asking my students to set weekly goals, and document their last week’ progress and next week’s goal in our weekly meeting via a single powerpoint. The goals are set by the students, I give input on the scope of the goals. Whenever I can, I reiterate and emphasize the importance of 20% model: don’t plan to complete the entire project next week, but complete one achievable piece of the puzzle to push the project forward.

So this is my report. Looking back, I can see substantial personal and professional growth. I am rather impressed by the effectiveness of the 20% model. I now tell everyone about it, scientists, starving artists. I am interested and excited in how this model might work for building my management skills.

Management: Documentation

documentationMy management course is now officially over. I feel that I learned a lot. I think I will actually be a better manager. That doesn’t mean I am terrible now, or that I will be perfect later, but I have gained the knowledge of several specific activities/actions that I can do to be a better manager. The last two things I will endeavor to do better are (1) documentation and (2) progressive discipline. In this post, I will discuss my new approach to documentation.

When I took the management course I thought I was documenting what was going on in the lab enough. Here is what I was doing before:

  1. I have people give weekly lab meetings. They make a weekly Powerpoint that goes into a Dropbox Folder.
  2. Everyone is supposed to write a report at the end of each semester and at the end of the summer. The report has specific things for them to write about. It includes them doing a self-evaluation.
  3. When I met with people one-on-one, I took notes in some notebook.

But, I realize that I can’t remember what people in the lab did over the entire last year. I can only remember the last 3 months. And, I don’t go back to look at those things they produced before. Sometimes they don’t do what I ask, and I don’t have Powerpoints in Dropbox or end of semester reports. Then, I have nothing to document what they did. Further, these are all self-documentations of stuff they did as they saw it. It is useful, but they are not necessarily my impressions of what they did or (more importantly) how they performed. I realized I needed a new system.

My first thought was to have paper files for each person where I write my thoughts and comments, but then I was worried my office might look like that picture above, and decided against it. Instead, I asked around at the management course, and a couple of people there were already documenting things well. They have a word document (or other program- pick your favorite) for each employee. Whenever the person does something good, they write it down and date it. If the person does something bad, they write it down and date it. By the end of the year, when they need to do an annual review, they have all the goods and bads documented, and can just pull up the document and read it to remind themselves.

Based on this approach, I made my own plan. Here is my plan:

  1. I have a word document for each person.
  2. When I have a one-on-one meeting with the person where we discuss what will be done, experiments, things for graduate program, tasks, I will write it up there and date it. For tasks and assignments, I will copy and paste it into an email, so we are all on the same page.
  3. I will also monthly or twice a month write my impressions from the most recent weeks. I will say things like, “GradStudent did a good job this week on xyz experiment,” or, “Postdoc was OK, but needs to focus on ABC and defocus from LNMO. Jenny will have a discussion with Postdoc about this within a week.”
  4. I will use this information for grad students when talking to their committees. I will use this information for postdocs when writing their letters for jobs. I will use this information for undergrads when writing letters of recommendation or determining their grades for semester research credits. I will use this information for technicians when performing their yearly evaluations.
  5. I will use this information when documenting performance and if I need to implement “progressive discipline.” What is progressive discipline? Tune in next time to find out more.

So, what do you think of this plan? I think the hardest part will be remembering to do it. Remember to bring your computer. Remember to open the document while talking. Remember to make notes on the person once a month or so. I have held on for a month so far.

Are their any suggestions you would recommend? I am open to alternatives. Comment or post here. Also, to receive an email every time I post (I promise to be better once I get over the current hump in work load), push the +Follow button.

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