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Rights, Opportunities, and Responsibilities of the Postdoc
Pages 42-56

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From page 42...
... In particular, postdocs have the opportunity to produce the lead or single author publications by whose quantity and quality they will be judged as they compete for their next professional position. Responsibility for the postdoctoral experience is shared among the postdoc, adviser, institution, funding organization, and disciplinary societies.
From page 43...
... Once the postdoc is accepted, an appointment letter or contract should state the basic contractual framework, especially the stipend level, source of stipend, what benefits will or will not be provided (particularly medical) , and for how long the grant that supports the postdoc is to be funded.
From page 44...
... While some say there is an oversupply of PhDs seeking postdocs, faculty and advisers often perceive difficulty in finding those with the desired skills. Even so, there appears to be little "salary bidding" for the most desirable postdocs, and low compensation is the most vexing issue for many postdocs, especially at universities.
From page 45...
... stipend by the NIH, which constitutes a de facto standard for much postdoc compensation.6 Responses to the COSEPUP survey (see Box) indicated that most universities follow the NIH's lead in establishing minimum salaries and yearly increases, with considerable variation, while national facilities tended to have standardized, higher rates than universities, as well as annual increases.
From page 46...
... Mentoring. In return for working on the adviser's project and with low monetary compensation, the postdoc has the right to expect good mentoring: oversight, feedback, sympathetic consultation, and periodic evaluations.
From page 47...
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From page 48...
... These include acquiring technical and careers skills that will be needed for desired positions, preparing for the next grant or position, publishing results, and building a professional network. Both the adviser and the institution should be sources of assistance in all these areas.
From page 49...
... Many, but not all postdocs work toward greater autonomy and self-direction. Especially in universities and smaller labs outside academia, the goal of the postdoctoral experience may be to become an independent researcher capable of every step of professional research: designing research programs, publishing as senior author, finding grant support for research, and supervising others.
From page 50...
... Professional meetings provide excellent opportunities to meet colleagues and build a professional network of students, other postdocs, and senior researchers. Research communities are relatively small, and meeting one' s peers can have lasting importance in finding collaborators for joint projects and contacts who may lead to rewarding employment.
From page 51...
... and to keep up with the exploding streams of scientific communication. The chances for a satisfying career can be increased through regular attendance at seminars, "getting known" through publications and meeting attendance, course work related to the area of research, integrating research into teaching experiences, developing possible collaborations, and developing skills in grant writing, reviewing, and oral and written communication.
From page 52...
... In a 1999 survey of junior scientists at the University of California at Berkeley, 55 percent of respondents said their advisers encouraged them to pursue academic jobs, but fewer than 1 percent were advised to obtain positions in industry, government, or the non-profit sector.9 A second 1999 survey of postdocs at Berkeley indicated that the number anticipating careers as "a professor with an emphasis on research" had dropped from 69 to 59 percent since the beginning of their postdoctoral experience. Instead, they cited the goals of "research in industry or national lab," "consultant," or "start their own company." The leading reasons given for this change were "difficulty obtaining an academic job" and ''money.''l° The first Berkeley survey noted a wide difference in salaries for academic and nonacademic positions.
From page 53...
... For example, teaching experience will be more valuable in an academic setting; an industry employer is likely to require evidence of good communication and team skills. Career expectations and reality.


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