Career Corner

MCB Congratulates its FY 2022 CAREER Awardees and Reminds the Community of the Upcoming CAREER Solicitation Deadline

MCB Congratulates its newest cohort of CAREER awardees.  The NSF Faculty Early CAREER Development Award (CAREER) is the most prestigious award that NSF gives to early career investigators, enabling these new faculty to embark on an academic career that integrates research and education. In Fiscal year 2022, MCB funded 33 CAREER awards to new faculty in 18 states, including 5 EPSCoR states, and at a diverse set of institutions, including those that are research intensive, primarily undergraduate, and minority-serving. 

Photo by Aphiwat Chuangchoem

The CAREER awards in the FY22 MCB portfolio covered topics across the entire spectrum of MCB-funded science from the molecular to cellular, including topics such as genome stability, DNA repair, intracellular signaling, and organelle formation. The projects used computational and experimental tools including those from biophysics and synthetic biology. Some exciting projects include:

  • The development of novel approaches to understand how proteins insert themselves into cellular membranes
  • How oxidative damage to DNA is repaired by cellular enzymes
  • How cells determined which duplicated genes were retained or lost during evolution
  • How components of bacterial immune systems can be utilized as tools for improving medicine or crop production.

A distinguishing criterion of CAREER awards is the integration of research with education, which is often described in the context of broader impacts.  Broader impacts efforts undertaken by this year’s awardees will engage high school students and their teachers, as well as community college, undergraduate and graduate students, in projects that range from course-based research experiences to activities involving inflatable project domes that can be transported across schools. In some of the most innovative activities, undergraduate students will test for water pollution by visually monitoring a biological motor, graduate students will use smartphone optical microscopes and microfluidic technologies to design devices for undergraduate classrooms, high school students will be introduced to synthetic biology through modular education kits, and STEM students will partner with journalism faculty to enhance their ability to effectively communicate science to the non-scientific community.

MCB was fortunate to have received support from the American Rescue Plan to enable the support of so many early career faculty.  

A complete listing of the new MCB CAREER award recipients can be found here (link).

How to Submit to the CAREER Program

The latest update of the CAREER solicitation (NSF 22-586) was recently released. 

Changes include:

  • Proposal submissions must be through Research.gov
  • There are new guidelines for letters from the Department Chair
  • Submission Deadline is Wednesday, July 27, 2022

Potential proposers are encouraged to read the full text of the solicitation. Submissions of CAREER proposals are encouraged from early-career faculty at all CAREER-eligible organizations and are especially encouraged from women, members of underrepresented minority groups, and persons with disabilities to apply.

Related upcoming events:

MCB is holding a Virtual Office Hour on May 11th, 2-3 p.m. EST about the Faculty Early Career Development Program (CAREER). You can register for the office hour here.

CAREER CORNER: DOING IT YOUR WAY

In alignment with the National Science Foundation’s vision statement, the Division of Molecular and Cellular Biosciences (MCB) occasionally posts articles about scientists who pursue careers outside the traditional path of post-doc, research and tenure-track university positions. Dr. Beth Carpenter holds a Ph.D. from Uniformed Services University in Emerging and Infectious Diseases. Her career path has steered away from the post-doctoral research and tenure-track positions at universities.  

Dr. Beth Carpenter in her lab at Seton School.

Dr. Carpenter entered graduate school already knowing that her career goal was to earn a doctoral degree to teach science, rather than conduct research – specifically her goal was to teach undergraduate students. “Understanding this gave me a lot of freedom in my program,” Carpenter says. “I chose the preventative medicine track because it provided a broader exposure to knowledge than other specializations.” And, luckily for her, her Ph.D. advisor supported her goal.

Carpenter’s planning paid off: She is now in her fifth year at Seton School in Manassas, VA, where she is science department head and teaches chemistry to high school students. She is also an adjunct professor of biology at University of Maryland University College, where she has taught biology to undergraduate students since receiving her Ph.D.

It took more than a Ph.D. to open the doors to the classroom, says Carpenter. She was fortunate that her Ph.D. program included professors who were teaching at community colleges in addition to their research. They helped her craft a personal statement of teaching philosophy and frame her CV to reflect her teaching experience. And if she could do it again, she says, she would look for funding to attend an education conference to help her establish connections in the field of education.

The key to re-aligning a traditional career path to meet her personal goals were planning and persistence. Carpenter advises students to seek opportunities that develop the skills and experiences needed to transition to their intended career goals. “There are probably scientists in your department who can help you,” says Carpenter. Advisors can help students identify opportunities by tracking the career paths of former students and remaining open-minded to their students’ goals.

“Teaching biology to high school and undergraduate students is where we can help the public understand how biology fits into their lives,” says Carpenter. “We need good science teachers to teach science and build interest in science.”  

Do you know someone who’s used their Ph.D. in biological sciences or a related discipline to pursue a career outside the academic environment? Click on the feedback link above…we may share their story!

Opportunity and Intention: Never Say Never
Dr. Adrienne Cooper, Vice President at Florida Memorial University, Miami Gardens, FL

Dr. Adrienne Cooper, recently appointed to the role of provost and executive vice president at Florida Memorial University, began her academic career as a pre-engineering student, then earning a B.S. in chemical engineering before completing a Ph.D. in environmental engineering. During this time, she had two “nevers” in mind: It was never her intention to teach, and if she did teach, she would never end up in administration. The story of her career path from STEM student to teacher and researcher (which includes funding from NSF) to university administrator is posted on the MCB blog as part of MCB’s commitment to familiarizing the STEM community with non-academic career development.

What is your educational background?
I had good role models. Both my parents were academics, earning their advanced degrees while I was an undergrad. My father was a physicist, and I was a daddy’s girl, and, so I went to work with him often. By the time I reached high school, I realized that I wanted to help people. I considered becoming a medical doctor, but I didn’t feel that I had the necessary compassion. When a representative from Arkansas Power and Light visited our class and told us that engineers use math and science to make life better for people, I realized that I could help people, and without the yucky stuff!

After taking pre-engineering courses at the University of Arkansas, Pine Bluff, and graduating with a chemical engineering degree from the University of Tennessee, Knoxville, I worked as an engineer at the DuPont Corporation (Delaware). I felt as though I needed to know more about “work,” and my parents’ examples of attaining their degrees later in life helped free me of the idea that my education must be completed on a timetable. I worked at DuPont for eight years before returning to school.

How did you end up in university administration?
After earning a Ph.D. from the University of Florida, I was an assistant professor at the University of South Carolina for five years before moving to Temple University for another three years of teaching and research. Seven proposals that I submitted to NSF were funded, my research career was underway, and at my next position with Florida Agricultural and Mechanical University I served as program coordinator. My next move was a total leap of faith: I was invited to apply to South Carolina State University to serve as the associate vice president of research.

Early on in my academic life an advisor told me I should consider administration, as did a trusted mentor later on. At this point, I had 14 years’ experience as a teacher, which I’d been sure would never be my career path, and now I had been invited to an administrative role, which I’d also been sure I would never do. However, I believe in taking advantage of opportunities when they present themselves. My next move was to Bethune-Cookman University, where I served as associate provost. I have served at historically black colleges and universities (HBCU) for about 10 years. Today, I am passionate about the opportunity to help HBCU institutions stay culturally relevant while meeting the needs of their student populations.

What do you hope to achieve in your current role?
Florida Memorial is building on a rich tradition of nurturing our students while preparing them to succeed in the global environment. Our president has an incredible vision that includes increasing enrollment and connecting with business, community, and other academic institutions in the area. My experiences as an engineer, an academic, a researcher, and an administrator give me the perspective to play a key role in our growth.

Words of advice for current STEM students?
I have two pieces of advice: Learn deeply, and be open minded, generous of heart. By learning deeply, I mean to know what you know, but also be willing to hear what people have to say – and to dismiss what’s not helpful. Being generous of heart is especially important for under-represented minorities. Meet people where they are – be kind and generous – you’ll get a lot further.

what’s your big idea?

What is it?   The NSF 2026 Idea Machine competition is an unprecedented opportunity to promote a new area of research that is important and exciting but not currently addressed by NSF. Ideas submitted will help set the stage for breakthrough research in science, technology, engineering, and mathematics (STEM) and STEM education through the nation’s 250th anniversary in 2026 and beyond.

How do I enter?   Submit your entry at the NSF 2026 Idea Machine website by October 26th, 2018.

Who’s eligible–and not eligible–to submit ideas?   All contestants must be either U.S. citizens, or permanent residents or legally reside in the U.S., and be over 14 years old on September 1, 2018. More details are available on the Eligibility & Rules page.

 

Ray Bowman: Supplemental Funding Pays!

Bowman blog photoFeaturing Ray Bowman, Duquesne University, this post is the fourth of a series highlighting the experiences of Ph.D. students who have benefitted from supplemental funding awards that are intended to enhance student readiness to enter the workforce. The supplement that assisted Bowman is tied to MCB award #1553143, Dr. Allyson O’Donnell, principle investigator. Bowman is a student in Dr. O’Donnell’s lab.

What he did:
Bowman attended a course in quantitative fluorescence microscopy to develop his skills in microscopy, including techniques in FRET (Förster resonance energy transfer), FRAP (fluorescence recovery after photobleaching), three-dimensional imaging of cells and whole tissues, and super resolution microscopy. He also worked with software engineers from Nikon to develop a new platform for automated quantification of cell surface and intracellular fluorescence.

In his own words:
“While this grant did not change my career plans, it did provide me with a new skill set and an opportunity to network and establish contacts in the larger cell biology field. That will undoubtedly help me in attaining my career goals.”

MCB’s commitment to helping students transition from academia to the workforce is formalized via funding announcement NSF 16-067, which describes the opportunity. Although that announcement is now closed, MCB strongly encourages principle investigators to contact their NSF program directors to discuss.Orange Dot

Rosaline Hsu: Supplemental Funding Pays!

Hsu Rosalindvertical thin lineFeaturing Rosaline Hsu, University of Illinois at Urbana-Champaign, this post is the third of a series highlighting participants in a supplemental funding opportunity to enhance student readiness to enter the workforce. This supplement is tied to Award #1243372; Dr. Supriya Prasanth, Principal Investigator. Learn more about this funding opportunity by clicking here; contact your program director to initiate your funding request.

In her own words:
“This funding has enabled me to apply both innovative methods and traditional biochemical approaches in my work. This has established my reputation and network for future collaboration. I highly recommend my fellow students and researchers to apply for this funding opportunity.”

Professional development:
Hsu presented her work at the “2017 Telomeres and Telomerase” meeting a Cold Spring Harbor where she met with experts who provided valuable suggestions on her project. She was also able to spend two weeks in the lab of Dr. Taekjip Ha (Johns Hopkins University Department of Biomedical Engineering), using Single Molecule Pull-down (SiMPull) assays to study how ORC (Origin Recognition Complex) regulates ALT-activity (Alternative Lengthening of Telomeres) at ALT-telomeres.Orange Dot

Supplemental Funding Pays!

Attention PIs! Supplemental funding for enhancing students’ readiness to enter the workforce is not only available – it’s been a big hit with participants, too. Read our blog highlights over the next several weeks to hear what they have to say about the positive (more…)

MCB Welcomes Dr. Alias Smith, AAAS Fellow

The American Association for the Advancement of Science (AAAS) is an international non-profit organization dedicated to “advancing science for the benefit of all people.” Science and Technology Fellows at NSF partner with NSF staff for a year-long term of service. During that assignment, Fellows assist in the planning, development, and oversight of agency programs. Many also develop projects that both interest them and serve the organization to which they have been assigned. MCB is excited to welcome Dr. Alias Smith as our AAAS Fellow for the 2017-18 term.

Dr. Alias Smith, AAAS Fellow, MCB, 2017-18

What is your educational background?
I received my Bachelor of Science degree in Biochemistry from University of Missouri, Columbia. Next, I completed my Ph.D. in the Department of Microbiology, Immunology, and Molecular Genetics at University of California, Los Angeles, where I studied gene expression in the parasite Trichomonas vaginalis. My postdoctoral training at University of California, San Diego, centered around understanding the life cycle of the parasite Giardia lamblia.

What is your position? When did you start working in MCB?
I began my posting as an AAAS Science and Technology Policy Fellow in MCB in September. As an AAAS Fellow I have the opportunity to carve out my projects within the scope and mission of MCB. I have received great guidance from MCB staff, program directors, and our acting division director in creating my fellowship plan. My primary focus in MCB is on working with the program directors in the Systems and Synthetic Biology (SSB) cluster to develop and align research goals with synthetic biology research interests both within NSF and between NSF and outside agencies.

Additionally, professional development is a major component of the AAAS Fellowship. During my time in MCB, I will learn advanced data analytics skills to conduct a portfolio review of the proposed science submitted to the SSB cluster under past solicitations. I will also become more familiar with the merit review process. The AAAS Fellowship and MCB also provides opportunities for me to work on projects that broaden participation in science and technology education, training, and careers.

What attracted you to work for NSF?
Science education, mentoring, and outreach have been consistent components of each phase of my research training and professional career. Recently, I became curious about the bigger picture: What mechanisms influence STEM (Science, Technology, Engineering, Math) education and research on a larger scale? I want to learn first-hand how NSF impacts the science-education and the research communities. The AAAS Fellowship has afforded me the opportunity to directly witness the inner workings of NSF and to support the agency’s mission and strategic goals.

What have you learned so far from your position?
I have learned how valuable it is to have a variety of expertise among reviewers and program directors during the merit review and funding decision process. It is impressive to witness how much work and thought goes into reviewing each proposal.

We asked MCB-funded Investigators to share advice for young scientists. Here is what they said:

Advice

Exploring Non-Academic Science Careers: Assistant Dean for Diversity Initiatives in the Natural Sciences in Princeton University

What do you want to be when you grow up? It’s a difficult question for many people to answer. Do you have a degree in science, but don’t know what your next career move should be? Are there any options outside academia? For reasons related to recent trends in funding and employment, the scientific community is looking for information regarding opportunities outside the traditional academic environment.

This series, called Exploring Non-Academic Science Careers, will highlight options that allow you to use your scientific expertise in ways that you may not know are out there! Our first and second post in this series highlighted the Presidential Management Fellowship and Peace Corps, respectively.

In the third post in our series, we interviewed Dr. Vanessa González-Pérez. She has had a very successful professional trajectory. Although Dr. González-Pérez works in academia, she has taken a non-traditional path. This is what she had to say about scientists interested in non-traditional academic science careers.

Dr. Vanessa González-Pérez currently works as an Assistant Dean for Diversity Initiatives in the Natural Sciences for the graduate school at Princeton University. She acquired a Bachelor’s in Biology from the University of Puerto Rico at Rio Piedras Campus and a PhD in Genetics and Molecular Biology from the University of North Carolina at Chapel Hill (UNC-CH).

Dr. González-Pérez, why did you get into science?

It was an organic decision. I’m naturally curious and I love to learn. As a result, I spent much of my childhood playtime asking myself things like, “How do things work?” and “What are they made off?” and often seeking the answers in books, encyclopedias, or simply driving my parents crazy asking the question, “Why?” Thus, it was no surprise that when I was introduced to science in school, I was captivated by the thought of understanding the complexity of living organisms, how they work, and more importantly what science could do to improve human health. My interest for science was further increased while I was pursuing a college major in Biology and even more when I started doing undergraduate research, an experience that allowed me to discover new fields of study and to develop new skills. And, in case you are wondering–YES!–I’m still as curious and as hungry for knowledge as when I was a child!

What did you do after your Ph.D.? How did that help you decide what to do next?

I first did a short postdoctoral fellowship at North Carolina Central University, a small Historically Black College and University (HBCU) located in Durham, NC and then continued with a 2.5 year postdoc at the University of North Carolina at Chapel Hill (UNC-CH), both in the field of Pharmaceutical Sciences. Each postdoc opened up the possibility of continuing a career in academia. I was then exploring an exciting new scientific field, constantly keeping in mind how my trajectory and skills as a scientist would translate into life after a postdoc, while deciding whether my future would be in academia or industry.

Interestingly, my postdocs also provided me a new perspective on academia versus the time I was in graduate school. This time academia was different, mainly due to the lessons learned while in graduate school, including critical thinking and many scientific technical skills. It was also different because as a postdoc I was more confident and I was able to take control of my training, and I was able to identify and seek great mentors who helped me further develop as a scientist and empowered me to become my own advocate. That way, I learned how to establish professional boundaries, manage the expectations of a workplace, and believe in my true talents—all tools and skills I didn’t have while in graduate school.

During my training as a postdoc, I also developed leadership skills and a stronger professional network, which led me to co-found and co-chair the Minority Postdoc Alliance and to lead the 1,000+ members from the UNC-CH Postdoctoral Association. These volunteer roles were motivated by the need to help others, especially my peers who were seeking a sense of community, a safe and reliable platform to navigate traditional and non-traditional careers in science, and support outside of their research space. I started volunteering for the National Postdoctoral Association as a Diversity Officer and gained the additional perspective that the local problems I was familiar with were also national problems and that, as a peer and a leader, I was able to support the career success of others.

The combination of my growing research portfolio and leadership experiences while I was a postdoc led me to realize that academia needed more caring and passionate leadership to support scholars undergoing strenuous scientific training programs. I also realized there are great mentors who actually care and want to support those interested in an academic career, and I wanted to be part of that cohort. These are some of the reasons why I stayed in academia and pursued an Assistant Research Professor position at Washington State University and now serve as an administrator at Princeton University.

What alternate avenue from the traditional professoriate in academia did you take? Why? How did this make you feel?

I recognized early during my training as a graduate student and a postdoc that there was a need for leaders in administrative roles to support all trainees, especially those from underrepresented backgrounds. These leaders need to not only be willing to fulfill their yearly academic duties, but be knowledgeable of the scientific community to become an advocate and to go above and beyond to make a difference for the overall experience of young scientists. Thus, I recently chose to pursue a career in the administrative sector of academia.

This role makes me very happy. I’m happy that I will be able to inspire and support other students, and that in addition to or regardless of the conduct and behavior of others and how they contribute to a given campus climate, I can make an impact in the development and success of a trainee. It also makes me feel fulfilled that I’m able to share with others the tools and resources that I have collected over the years that have and will help me navigate my career development.

What are you currently doing? What does your day to day look like?

Currently, I’m an Assistant Dean for Diversity Initiatives in the Natural Sciences at Princeton University. My days are always different, but they typically include attending student group meetings and research talks, holding one-on-one meetings with students who are seeking resources to support their graduate career, engaging with research faculty and program administrators, and also participating in staff meetings for the graduate school to best support the strategic planning and initiatives set to strengthen our graduate student pipeline. My favorite part of the day is when I engage with the students and get to learn about their research, career goals, and dreams so I can find the best way to support them.

Any advice you would give to someone who is interested in pursuing a non-academic science career?

The most valuable lesson I learned throughout my career is to be yourself! Once you realize what makes you happy and learn to acknowledge your strengths and not your weaknesses, you will be motivated to follow your true calling. I also advise to never stop fostering your creativity, and stay focused on your goals and dreams. These are the kind of thoughts and desires that are going to help you stay strong and to succeed and more importantly to overcome the many challenges you will encounter in any area that you chose to develop your career into, even if it’s not in academia. And finally, I advise for everyone to seek out a mentor, which will help you both to build a support network and to provide guidance during your career trajectory.