How to be Successful in Graduate School Christine Ortiz Professor of Material Science and Engineering Massachusetts Institute of Technology [email protected] Graduate Education Nationally: Public Debate Quantity and Quality □ “The Path Forward: The Future of Graduate Education in the United States” Council For Graduate Schools (CGS) 2010; Knowledge‐based economies of the 21st century require advanced knowledge and skills needed to solve the world’s most pressing problems; investing in and developing human talent is the engine of economic development and innovation; competition from abroad; “The World’s Education Race”; U.S. market share of international students dropped from 26% in 2000 to 18.7% in 2008 (NY Times, 2010, Organization for Economic Co‐operation and Development); Bologna Process (May 2010, Physics Today) □ “The Disposable Academic: Why doing a PhD is often a waste of time” The Economist Dec. 2010; “End the University As We Know It” “Graduate Education is the Detroit of Higher Learning…”  NY Times April 2009, Cost of Education‐ Time‐to‐Degree, Job Prospects □ H.R.1 FY11 proposed budget cuts many of the federal agency programs that promote and enhance graduate education at US Institutions. □ “Let’s Get Practical” George W. Whitesides (Harvard) and John M. Deutch (MIT), Nature January 2011; called for radical restructuring of field of chemistry; solve problems relevant to society, “use‐inspired” basic research, do away with interdisciplinary structures, include non‐scientific subjects, eliminate the apprenticeship model Context ‐ Current Trends in Research • from national to international; globalization (overseas opportunities, collaborations) • from individual research to team research; • from narrow, disciplinary‐oriented research to multi‐interdisciplinary research; • from small laboratories to larger research institutes, programs and centers • from fragments to "big science" (e.g. sustainability, energy, health, security, infrastructure, etc.→complex systems); • from public or university funded to multiple funding sources; • from unbounded research to research within programs and projects; • from national security to competitiveness and job creation; • from utilization of resources to sustainable development. • from well‐defined basic/applied research towards “use‐inspired” basic research C. Ortiz – MIT (Uronen, 2005; Hand, 2010; NAE 2008; Cambridge ,2006) Adapted from Pasteur’s Quadrant: Basic Science and Technological Innovation, Donald Stokes, 1997 1 Trends in Doctoral Graduate Curriculum Qualifying Exams 1‐2 year disciplinary core deep dive thesis research co‐curricular activities/engagement □ Create original knowledge at the frontiers of the field □ Recognize what the new knowledge generated means in a broad context □ Develop a skillset to act on this new knowledge for the benefit of humanity. The Thesis Maze: A Long and Convoluted Road • you • • • • • • • Graduation • Why am I doing this? Where do I get the motivation to continue? (a Critical Junction) Structural biological materials □ Serve a mechanical function, e.g. load‐bearing, penetration resistance, lubrication, etc. □ Highly complex macromolecular and/or composite mineral‐based hierarchical structures □ With the advent of new experimental tools the structure and properties can be quantified at unprecedented levels→ down to the single molecular level. musculoskeletal tissues (internal to body) cartilage, bone, intervertebral disc exoskeletal tissues (external to body) flexible armor, transparent armor, “extreme” armor □ Facilitate the development of improved diagnostics, clinical treatments for disease & injury through tissue repair and/or □ Bio‐inspiration and guidance for improved replacement→ regenerative medicine materials for protective and structural applications Ortiz and Boyce Science 319 2008. Han, Grodzinsky and Ortiz, Annual Review of Materials Research, in press 2011. Selecting a Research Advisor / Group • Read recent publications • Passion for the research topic • Understand the group dynamic and expectations (large, small, publications, etc.) • Meet with group members individually; inquire about ‐stability of their financial support ‐ quality of mentoring, accessibility ‐ time‐to‐degree ‐conferences • Go to group meeting(s) • Choose wisely; ~1‐3 years, M.S.; ~4‐6 years, Ph.D. What Can I Really Expect? • 1‐2 years of coursework • Possible TA responsibilities • Join a research group – Research is a test in patience – Tons of experiments, simulations, 40‐60 hrs per week— many will not work • Committee (MS, PhD) – Candidacy examinations • Learn to Cope with Stress – Adapt to changing demands – Manage to stay productive ‐ Maintain work/life balance; support network of family and friends Graduate School ‐ Co‐Curricular Skills Development Initiative and Independence Tenacity Scientific and technical skills are necessary but not sufficient! Flexibility Interpersonal skills Organization Skills Aggressiveness Communication Skills / Persuasion Cultural Fluency C. Ortiz – MIT Motivation / Self‐confidence Publishing ‐ Pushing your advisor ‐ 1st authorship ‐ Have at least one or two substantial works (not all letters) ‐ Padding CVs with conference proceedings ‐ “In preparation” doesn’t count ‐ Take advantage of collaborations (2nd, 3rd author) ‐ Don’t be discouraged by criticism or take it personally; it serves to improve your skills and is a necessary part of training ‐ Adhere to the highest ethical guidelines C. Ortiz – MIT Letters of Recommendation ‐ The search process is highly competitive ‐Subtle nuances in letters of recommendation can make or break an application in terms of invitation for an interview ‐ The bottom line: put your all into everything you do, no matter how small, during graduate school and as a postdoc ‐e.g. Research group meetings, make sure your advisor knows your current activities always and is in agreement with it C. Ortiz – MIT Creating a Unique Research Identity ‐ What is your unique expertise? ‐What is your unique contribution to the field? How have you advanced your field? ‐Name the most unique idea you have you contributed to your project. ‐What are the broader impacts of your work beyond your field? What other fields will use your work? ‐What are your accomplishments in layman’s terms? Be able to articulate answers to these questions concisely and clearly. C. Ortiz – MIT Writing the Thesis or Dissertation ● Properly managing your research notebook. ● Purchase a copy of “The Elements of Style” by Strunk and White. ● Get Organized! Gather your resources Peer‐reviewed journal articles Put together an outline Abstract, introduction, experimental section, results and discussion, conclusions ● Do not wait to the “end” to begin writing. ● Allow time for revisions. ● Seek help with grammar and language. ● Use former research group members Review previous thesis and dissertations Format Style and Content Research Thesis is Training : A Ph.D. means something!!! ‐ Technical specialization; experimental / computational methods ‐ Small group presentation, getting across your message concisely in 5‐ 10 minutes (similar to interviews), fielding Q&A ‐ Public speaking (oral and poster), fielding Q&A ‐Navigating the tortuous path of research (flexibility, seizing upon opportunities, see next slide) ‐Collaboration / draw parallels with other fields/projects ‐Supervising UROPs ‐Think creatively about the scientific problems you are studying; don’t limit to what you can do with the techniques you know ‐Think in broad terms about your project; what is the state of the art in the field; aim to be ahead of it ‐Incremental versus transformative research ‐Continually ask :What is new? ‐Communication with advisor(s) is important‐ group meetings are meant to facilitate this. C. Ortiz – MIT Networking Keep in mind your peers will be your future colleagues. Professional organizations Presentations at National Conferences Seminar speakers Don’t be invisible: Understand the importance of being seen and heard in your department. Office and hallway informal conversations are an important means for building and maintaining relationships as well as for learning vital information. Students who have a visible presence are more likely to be perceived as being committed to their program. If you have a departmental office, use it. Whenever possible, attend departmental lectures, meetings and social events. Ask your advisor to nominate you for various awards C. Ortiz – MIT International Experience Seek out opportunities for international collaborative exchange as a graduate student ‐ ask your thesis advisor. Most universities will have funding, advisor will not have to pay. C. Ortiz – MIT Research Evaluation Criteria • Quality – In top/best compared to peer group (worldwide) • Impact – Transformative vs. Incremental ‐ Ask and answer important questions ‐ Create new knowledge ‐ Leads to new ways of thinking; new paradigms ‐ Lays the foundation for further research in the field • Creativity / Originality / Novelty • Clear New Contribution (distinguished from graduate/ postdoctoral research, collaborators) • Technical Rigor / Depth • Trajectory C. Ortiz – MIT General Advice Be proactive: seek out interactions with faculty members. Find multiple mentors: Rather than trying to find one perfect mentor, find multiple mentors, each of whom can provide something you need. Have realistic expectations of your mentors: Identify what you need from an individual faculty member and explicitly ask for those things. It is easier for a professor to respond to specific requests for assistance than to general requests for mentorship. Take yourself seriously: Transition from thinking of yourself as a bright student to seeing yourself as a potential colleague. Ways to do this include attending departmental lectures and other activities; joining professional associations and societies; attending conferences in order to network with others; and seeking out opportunities to present your work either inside or outside of your departments. Taken from the University of Michigan, The Rackham School of Graduate Studies, A Guide for Faculty at a Diverse University General Advice (cont’d) Be responsible: Show up for scheduled meetings on time and be prepared with an agenda of what needs to be accomplished. Take responsibility for periodically updating your mentors about your progress and the difficulties you are encountering. “Take charge and own your education.” Show commitment to the profession: Demonstrate that you are involved in departmental programs, courses, and research. The importance of students “embracing their work” or “deciding to be the world’s expert in a particular area.” Receive criticism in a professional manner: Accept critiques of your work in a professional manner. This does not mean you have to agree with everything that is said, but you do need to show a willingness to consider other points of view. If you disagree with a criticism, you should demonstrate an ability to defend their ideas. Taken from the University of Michigan, The Rackham School of Graduate Studies, A Guide for Faculty at a Diverse University MIT 2010 Doctoral Exit Survey: Job Placement Type Self‐employed 1% Other 1% Foreign government 1% Not for profit Which of the following organization best describes the 3% US Federal Not sure TYPE of ORGANIZATION you government 5% will be (or plan to be) working for or training with after graduating from your program at MIT? U.S. preschool, elementary, middle, secondary school or school system <1% U.S. community or two year college <1% US state government <1% US local government <1% 5% U.S. medical school (including universityaffiliated hospital or medical center) 6% Foreign educational system 9% U.S. university‐ affiliated research institute 11% U.S. 4‐year college or univeristy other than medical school 29% Industry or business (profit) 29% Why did I choose academia? • • • • • • • • Decision made very early (undergraduate) Didn’t want to have a “boss” (independent) Mentors who encouraged me early on Creative freedom Body of work that would make a difference Scheduling freedom Long term travel ‐sabbaticals Passion for research/science and engineering • Somewhat naive of “disadvantages”: tenure process, responsibility of funding, low diversity Not aware of many more advantages • How to Select a Research Project (1) ?? ?? • Think about and anticipate some results before doing the first study (pilot study) • Consider the interest of the outcome • Look for an unoccupied niche that has potential • Go to talks and read papers outside your specific area of interest • Build on a theme* • Be prepared to pursue a project to any depth necessary • Differentiate yourself from your mentors • Focus and consolidate • Balance low and high risk* C. Ortiz – MIT (Kahn, 1994) 3 How to Select a Research Project (2): Balance the Continuum “Low Hanging Fruit” “High risk” • Find a balance between low risk and high risk projects, but always include a high risk project in your portfolio. • “Low Hanging Fruit” does not mean low impact! • Get a mix of low and high risk. • Terminate projects that are not working. Be flexible and adaptable. C. Ortiz – MIT 4 Heilmeier Questions‐ Should be Answered Clearly in Research Grant Proposals • What are you trying to do? Articulate your objectives using absolutely no jargon. • How is it done today, and what are the limits of current practice / state of the art? • What's new in your approach and why do you think it will be successful? • Who cares? • If you're successful, what difference will it make? • What are the risks/challenges and the payoffs? • How much will it cost? • How long will it take? • What are the midterm and final "exams" to check for success? C. Ortiz – MIT 6