Applications are now being accepted for the 2015 Cohort of PRIDE.
The deadline for Application submission is March 1, 2015.
A notice has just been published revising the date that new biosketch format must be used. It is now required for submissions on or after May 25.
This is to alert you of a recent NIH Notice regarding the new biosketch format. All applications, including training grant and career development applications, are required to use the new format beginning with January 25, 2015 submissions. Please pass this along to your trainees and interested colleagues.
There are two biosketch forms:
Biosketch forms: http://grants.nih.gov/grants/funding/424/index.htm#format
Biosketch FAQs: http://grants.nih.gov/grants/policy/faq_biosketches.htm
If you have questions, please direct your inquiries to the Office of Extramural Research contact provided in the Notice.
Hot off the press – the Mentored Career Development Award to Promote Faculty Diversity in Biomedical Research (K01) has just been released.
Two differences from the previous RFA;
· Unlike previous K01 Diversity RFAs, this does not include a “Re-entry” component.
Dearest PRIDE family,
We have a health disparities position open at Penn State in our Department of Health Policy and Administration (http://hhd.psu.edu/hr/careers/54146). It’s actually 1 of 5 positions that are part of a cluster hire on health disparities in our College of Health and Human Development (http://hhd.psu.edu/Health-Disparities-Cluster) in the departments of nutrition, biobehavioral health, kinesiology in addition to our HPA department.
Perhaps one of the positions interests you, or is appropriate for a senior PhD candidate or postdoc, but please share widely with your health disparities colleagues who have mentored the next generation of outstanding health disparities researchers.
Patricia Y. Miranda, PhD, MPH
Assistant Professor of Health Policy and Administration and Demography
College of Health and Human Development
Assistant Professor of Public Health Sciences
College of Medicine
The Pennsylvania State University
Posted Date: 10/28/2014
The Department of Radiology at the College of Physicians and Surgeons of Columbia University Medical Center invites applications for a clinically experienced medical physicist in diagnostic radiology physics with specialization in MRI. Salary and academic rank will be commensurate with qualifications and experience. Responsibilities will primarily involve support of MRI clinical operations, QA, safety, and ACR Accreditation; however, the position will also involve support of other diagnostic imaging activities such as acceptance testing; QA surveys on all types of radiological equipment, new equipment specification and evaluation, image quality assurance, radiation dosimetry, and computerized data analysis. This position may involve some research and resident teaching.
The qualifications for this position include: Ph.D. degree or D.Sc. in medical physics or related field and at least five years of experience working with both MRI and radiological imaging equipment. American Board of Radiology (ABR) or American Board of Medical Physics (ABMP) Certification in Diagnostic Radiology Physics is required with ABMP certification in MRI physics being preferred. The candidate should either be licensed in Medical Physics – Diagnostic Radiology in New York State or must be eligible and committed to become licensed within 12 months. The candidate for this position must possess excellent verbal and written communication skills and have the ability to effectively cooperate with and train medical staff.
Columbia University Medical Center consists of a main campus with a 1300 beds hospital located in Manhattan, a community hospital and a number of satellite medical offices. The imaging equipment consists of 13 MRI units, 10 CT scanner, 4 PET/CT scanners, 2 SPECT/CT, 11 special procedures suites, 25 fixed Radiography and R/F rooms, 8 digital mammography units, and a large number of mobile radiographic units, mobiles fluoroscopy units, and ultrasound units. In total there are more than 150 X-ray tubes.
The diagnostic radiology physics group is comprised of three Ph.D.’s and three M.S. level physicists. ACR accreditation is maintained for mammography, MRI, ultrasound, and CT. Most of the equipment and facilities were recently modernized.
Please visit our online application site at http://academicjobs.columbia.edu/applicants/Central?quickFind=59822 for further information about this position and in order to submit your application. Columbia University is an Equal Opportunity and Affirmative Action Employer and is especially interested in qualified candidates whose record of achievement indicates that the candidate will contribute to the diversity goals of the institution.
Posted Date: 09/26/2014
The Institute for Behavioral Genetics, University of Colorado Boulder, invites applications for a tenure track Assistant Professorship with an academic appointment in one of the following departments: Psychology and Neuroscience, Integrative Physiology, Computer Science, or Molecular, Cellular, and Developmental Biology. We anticipate that the appointment will begin August 2015. The Institute seeks to build on its strengths in human behavioral, quantitative, and statistical genetics. Successful candidates may include, but are not limited to, individuals whose research on human genetics utilizes whole-genome data in one or more of the following sub-disciplines: statistical genetics; behavioral/psychiatric genetics; genetic epidemiology; population genetics; computational biology. Appointees will participate in the research and teaching missions of both the Institute and their academic department.
Minimum requirements are a PhD, MD, or equivalent terminal degree. Applicants should submit a CV, a statement of research and teaching interests, 3 to 5 sample research papers, and names and contact information for 3 professional references. Application materials are accepted electronically at http://www.jobsatcu.com/postings/88445 (job posting number F01771).Â Application review will begin October 15, 2014, and we will continue to accept applications until the position is filled.
Please direct questions to Dr. Matt Keller at firstname.lastname@example.org, information about the Institute for Behavioral Genetics can be found at http://www.colorado.edu/ibg/home The University of Colorado is an Equal Opportunity/Affirmative Action employer committed to building a diverse workforce. We encourage applications from women, racial and ethnic minorities, individuals of diverse sexual orientations, individuals with disabilities and veterans. Alternative formats of this ad can be provided upon request for individuals with disabilities by contacting the ADA Coordinator at: email@example.com. The University of Colorado conducts background checks on all finnal applicants being considered for employment.
Posted Date: 09/26/2014
Photo Credit: Creative Commons
More than two dozen doctoral students have chosen me as their dissertation adviser over the years, but only one ever interviewed me for the job. Let’s call her Diana. She and I knew each other already, of course. She had taken one of my courses and done wonderfully well. I was excited at the prospect of working with her.
One moment stands out from our conversation. I was telling Diana that she would be the CEO of her own dissertation—and of her whole graduate education—and that I would do my best to support her and guide her through the decisions that she would have to make over the coming years. “You may choose to start a family while you’re in graduate school,” I said to Diana, “or you may not. Whatever your decision, my job will be to support you and help you reach your goals.”
I saw that comment register on Diana’s face. A few days later, she officially chose me as her adviser.
Diana told me a few years later that my willingness to raise the question of children had helped her make up her mind. I try to initiate that sort of honest exchange with advisees from the start because I believe that I have to. The length of graduate school, coupled with where it usually falls in students’ lives, makes raising the issue a necessity. Average time-to-degree for a Ph.D. in the humanities stands at about nine years in the United States. That’s a staggering and disgraceful span, but it’s also a reality. If someone starts graduate school right after college—which I do not recommend, by the way—then she will finish in her 30s. People have important life decisions to make during that time, and it’s artificial to pretend otherwise, not to mention ethically questionable.
There has been much salutary discussion recently about how graduate students who want to have families should confront those logistical difficulties and do what’s right for themselves. Amen to that. But that conversation—started, I should note, by graduate students—generally avoids the question of what the adviser should do when graduate students face those life questions. It’s as if there’s an implicit assumption that advisers, acting out of either malice or ignorance, will sabotage their students’ best-laid family plans.
For my own part, I believe that most advisers mean well. But that doesn’t necessarily mean that they know what to do.
The life decisions that my advisees face, including whether (or when) to have children, ought not to be any of my business. That’s essentially what I told Diana. Of course, I could have said nothing at all about it. One might argue that keeping silent would have been the best way to show that such things are not my affair. But such a passive approach seems wrong, and the reason has a lot to do with the shape of the adviser-student relationship.
I chose to speak up because, like it or not, I play a role in my graduate students’ whole lives, not just the dissertation part. Diana depended on me in a way that was professional and personal at the same time. Her thesis—and her long preparation for the job market, including the familiar decisions about what to publish and how to balance article and dissertation writing—took up a large chunk of her time. So my actions as her dissertation director affected her whole life, not just her thesis.
Acknowledging that fact is part of my job as a student’s adviser. Just as second-wave feminists recognized that the personal and the political could not be separated, graduate advisers should likewise accept the inextricability of the personal and the professional. If I fail to recognize that personal decisions are marbled together with professional ones (by, for example, saying nothing about the possibility of children), I’m not making those personal issues go away. I’m just avoiding them. Moreover, students like Diana wouldn’t know the reason for my silence, and so questions would still hang suspended between us.
Thus a paradox: Even though Diana’s decision about whether to have children was none of my business, I had to make it my business to tell her so. That’s because my support is important to her emotional well-being and therefore to her professional progress. It’s a sorry statement about the professional world of graduate school that I have to go out of my way to state something about someone else’s personal life that ought to be obvious, but the situation is hardly unique. Other professions in the United States are likewise unevolved. The only difference may be that we professors think that we’re more progressive than we actually are, at least in this area.
Diana later described my statement of support as “contractual.” That may sound dry and businesslike, but it’s exactly what I’m looking for. My professional commitment to support Diana’s personal decisions cements the relationship between us in a way that is both professional and personal.
Diana went on to have two children, one on each side of a dissertation fellowship that she won. This past summer she defended her excellent thesis, one of the best I’ve advised. She plans to test the academic job market this fall. Her story isn’t over, of course, nor is my part in it. But I believe that neither of us harbors any significant regrets about how we’ve together shaped the professional—and personal—arc she’s chosen.
The choices now before Diana—and many other graduate students—are polarized in ways that most of us take for granted. The world of professors’ jobs is split between “serious,” all-consuming, tenure-track jobs and poorly paid, contingent adjunct work.
That split is thoroughly gendered. The recent and already influential book Do Babies Matter?, by Mary Ann Mason, Nicholas H. Wolfinger, and Marc Goulden (Rutgers, 2013), unveils a disturbing picture of gender and family in the ivory tower. The authors found that women make up a majority of adjunct and other part-time faculty members, and that mothers of young children tend to remain locked in second-tier positions or leave academe altogether. Those who aspire to tenure-track jobs are statistically very likely to be passed over. Thus, fewer women than men occupy the tenure-track ranks, and the women are less likely than their male colleagues to be married and to have children. In effect, men get rewarded economically for having children, while women pay a price. Consequently, even though women make up a majority of the faculty in many fields (including Diana’s and mine), the implicit professorial stereotype continues to be a man with children and a wife at home to care for them.
Professors mostly lean left, so I doubt that many of us are comfortable supporting a retrograde system that treats our graduate students so badly, but we do. We have to change it not only administratively but also at the ground level of the adviser-student relationship itself.
“Meet your students where they are” may be a pedagogical cliché, but it applies here. You don’t have to teach or advise graduate students to know that they don’t all have the same talents. That’s obvious. But they don’t all have the same professional aims, either, and that’s less obvious because most graduate education is designed as though they did. Not all graduate students want to be professors. And some of those who do also want to become parents.
There’s plenty that advisers can do to help graduate students who decide to become parents. Telling them that it’s OK, however silly it may feel to say so out loud, is important. But it’s only a first step. Advisers can also help by alerting students to any university benefits available to them, such as parental leave. (You might think that students would be aware of such things, but that’s not always the case. I recently delighted a pregnant graduate student—not Diana—simply by alerting her to the possibility of maternity leave. It hadn’t occurred to her because neither the program nor the university did enough to make her aware of such entitlements. And the authors of Do Babies Matter? make clear that such scenarios are typical.)
Graduate students make life-altering decisions and balance competing responsibilities on the long road to their degrees. Advisers need to be aware of those personal pressures and make a point of raising them, even if—perhaps especially if—their advisees don’t. Parenting is only a case in point. The larger point is that graduate education needs to shed its one-mold-fits-all design. And advising, if it’s to be worthy of the name, must avoid the dogmatic form that follows such inflexible design.
Treat graduate students as adults with lives, suggests Bruce M. Shore in his valuable new book, The Graduate Advisor Handbook (Chicago, 2014). Advisers who don’t acknowledge the personal aspects of their students’ lives are (and here’s that paradox again) acting unprofessionally. We need to support our students as they seek their own kinds of lives—and the best way to help them take the measure of their whole lives is to reconcile the personal and the professional.
Posted Date: 09/25/2014
Keystone Symposia is offering scholarships to Students and Postdoctoral Fellows in the life sciences from underrepresented backgrounds. These scholarships, of up to $1,200 USD each, are to be used to help defray the expenses associated with conference attendance, including meeting registration fee, abstract fee, airfare (restrictions may apply based on funding source), ground transportation and lodging costs. Receipts will be required to receive reimbursement for travel expenses other than registration fees. Keystone Symposia strongly encourages those with disabilities to apply for these scholarships (for more information, visit Keystone Symposia Policy on Accessibility). Upcoming Keystone Symposia meetings open for NIH MARC T36 scholarship applications are those taking place in January and February 2015. The application deadline for the last eligible meeting (Hematopoiesis B6 – February 22-27, 2015) is October 22, 2014. There are 21 Keystone Symposia meetings (January and February 2015) that are eligible for UR Trainee Scholarships. The application deadline varies with each meeting; each deadline can be found on the Keystone Symposia website. Determination of awardees is made by the meeting organizer based on the abstract submitted.
A1 – Precision Genome Engineering and Synthetic Biology – January 11—16, 2015 in Big Sky, Montana
A2 – Viral Immunity – January 11—16, 2015 in Breckenridge, Colorado
F1 – The Biological Code of Cell Signaling: A Tribute to Tony Pawson – January 11—16, 2015 in Steamboat Springs, Colorado
J1 – Integrating Metabolism and Tumor Biology – January 13—18, 2015 in Vancouver, British Columbia, Canada
J2 – PI 3-Kinase Signaling Pathways in Disease – January 13—18, 2015 in Vancouver, British Columbia, Canada
A3 – Immunity to Veterinary Pathogens: Informing Vaccine Development – January 20—25, 2015 in Keystone, Colorado
J3 – Host Response in Tuberculosis – January 22—27, 2015 in Santa Fe, New Mexico
J4 – Granulomas in Infectious and Non-Infectious Diseases – January 22—27, 2015 in Santa Fe, New Mexico
A4 – Epigenetics and Cancer – January 25—30, 2015 in Keystone, Colorado
A5 – Neuroinflammation in Diseases of the Central Nervous System – January 25—30, 2015 in Taos, New Mexico
J5 – Mitochondria, Metabolism and Heart Failure – January 27—February 1, 2015 in Santa Fe, New Mexico
J6 – Diabetes and Metabolic Dysfunction – January 27—February 1, 2015 in Santa Fe, New Mexico
B1 – Autoimmunity and Tolerance – February 3—8, 2015 in Keystone, Colorado
B2 – Endoderm Lineages in Development and Disease – February 8—13, 2015 in Keystone, Colorado
B3 – Plant Receptor Kinases: From Molecules to Environment – February 8—13, 2015 in Taos, New Mexico
J7 – Tumor Immunology – Multidisciplinary Science Driving Combination Therapy – February 8—13, 2015 in Banff, Alberta, Canada
J8 – Antibodies as Drugs: Immunological Scaffolds as Therapeutics – February 8—13, 2015 in Banff, Alberta, Canada
B4 – Systems Biology of Lipid Metabolism – February 9—13, 2015 in Breckenridge, Colorado
G1 – RNA Silencing in Plants – February 17—22, 2015 in Keystone, Colorado
B5 – Neuroepigenetics – February 22—26, 2015 in Santa Fe, New Mexico
B6 – Hematopoiesis – February 22—27, 2015 in Keystone, Colorado
· United States Citizen or United States Permanent Resident
· A graduate student or postdoctoral fellow currently enrolled in an academic program at the start of the meeting for which you are applying
· From one of the following federally designated underrepresented backgrounds listed below:
(If you have a disability, please contact firstname.lastname@example.org for instructions to complete the application):
o Hispanic American
o African American
o Native American or Alaska Native
o Native Hawaiian or Pacific Islander
o Bicultural (claims parental heritage to one of the above populations in the United States)
· An applicant is eligible to receive one award per meeting year (July 1st – June 30th)
If you are eligible and wish to be considered for a scholarship, you should complete the following by the scholarship deadline for the meeting you wish to attend.
It is recommended you begin these steps in advance of the deadline date to ensure completion.
· Complete the Underrepresented Trainee application on the Keystone Symposia website (http://www.keystonesymposia.org/financialaid)
· Submit an abstract for the meeting to which you are applying (with paid abstract fee)
· Have your mentor submit a letter via our website to verify your status as a student or postdoc
Contact: Jeff Lehman, Scholarship Coordinator
Posted Date: 09/23/2014
Posted Date: 09/18/2014
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