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Education / Graduate Education / Center for Professional Development / Opportunities to Explore / Opportunities to Explore - January 28-February 1, 2019

Opportunities to Explore - January 28-February 1, 2019

Vol 5, Issue 5 | Trainee News

A newsletter for graduate students and postdoctoral trainees |@UR_SMD_CPD|@TraceyBaas

| CPD & GEPA Events Calendar | URBEST Program Calendar

(*) Designates Onsite Events at URMC or River Campus

OTE Online

Opportunities to Explore is also available online. To view the web version, please visit The web version is optimized for viewing on tablets and smart phones.

AAU Campus Climate Survey

The University will soon ask all students to participate in a climate survey on sexual assault and misconduct, in partnership with the Association of American Universities (AAU). Universities use climate surveys to understand their students’ experiences with sexual violence, harassment, relationship violence, and other sexual misconduct in order to align resources and prevention efforts with the areas of greatest need.

Here are the key details for students:

  • All University of Rochester students—undergraduate or graduate students in any school or college—are encouraged to take the AAU Campus Climate Survey on Sexual Assault and Misconduct.
  • The survey link will be in your University email starting Monday, Feb. 4.
  • It should take about 20 minutes to complete
  • Some students will receive a $5 Amazon gift card online after completing the survey. (gift card recipients are randomly selected by the survey administrators)
  • It’s anonymous. The data will be analyzed by the research firm Westat, and then AAU will release aggregate results from participating universities and provide each institution with its own data set to decide how to share. The University’s results will be communicated broadly in fall 2019.
  • Achieving a good participation rate for this survey is really important to the University in order to fully understand the areas that need more resources or attention.
  • The survey ends on March 5.

Anyone in need of support or information regarding reporting sexual assault should see:

Resource of the week

Edward G. Miner Library

Miner Library

Personal Librarian Program

All URMC students are paired with a personal librarian who is their "go-to" person for help doing research, using library resources and finding answers to questions. Personal librarians don't simply supply the needed information; they work with students to find it.

Graduate students work with the liaison librarian for their department. Check Miner's Staff Directory to find the liaison librarian for your department.

Writing Research Papers and Dissertations

Miner librarians can assist students who are writing research papers or dissertations by:

  • assisting students in their initial research by recommending appropriate databases and helping devise effective literature search strategies.
  • providing instruction on using RefWorks, EndNote or Mendeley to manage citations and format manuscripts.
  • helping students format their citations in APA, AMA and other citation styles

For assistance contact your personal librarian or the on-call librarian at or 275-2487. Also see Miner's Writing, Citing & Publishing Guide.

iPad Information and Support

Miner's Computing Center supports iPad deployment and use for medical students and School of Medicine & Dentistry faculty. See iPad Information & Support for detailed information about installing the URMC Profile, the Notability app and

Student E-Mail

Miner's Computing Center also supports email accounts for School of Medicine & Dentistry medical and graduate students, and School of Nursing students. We also provide documentation for smartphone and desktop email clients. Accounts are automatically created and issued to all medical and graduate students. Nursing student accounts are created on request. For help call the Computing Center Help Desk at 275-6865 or see Student Email Help.

Blackboard Support 

Miner's Computing Center can help with Blackboard login errors and other Blackboard-related problems. See Blackboard FAQ or contact the Computing Center at 275-6865 or Blackboard Support.

On-Call Librarian

An on-call professional librarian is available 9 AM - 5 PM (Monday-Friday) to consult with you on any information need including using library resources such as PubMed, CINAHL, EndNote, RefWorks and Mendeley, formatting citations and bibliographies, and designing literature searches. You can reach the on-call librarian at 275-2487,, or by visiting Miner Library.

Other Services

  • Classes/One-on-One Sessions
  • Order Articles and Books Not Owned by Miner

For more information, please visit

This Week

(*) URBEST The Grand Gesture

Monday, January 28 | 10:00 am-12:00 pm | 2-7520, URMC
We’re providing the Grand Gesture by reserving a room and providing hot coffee and snacks to all graduate students, postdocs, faculty and staff who would like to attend. You provide Deep Work, getting those large important tasks and projects accomplished. No lectures, no discussion, just quiet, coffee and 2 hours of Deep Work. What you focus on is completely up to you! If you want to learn more, read Deep Work by Cal Newport or watch this summary on his book: check out this link.

(*) Impact of Microaggressions on Wellness

Tuesday, January 29 | 12:00 pm-1:00 pm | Adolph Lower Auditorium (1-7619), URMC
Presented by: Linda Chaudron, MD, MS; Associate Vice President and Senior Associate Dean for Inclusion

Microaggressions are the everyday nonverbal and verbal slights or snubs that are often the behavioral manifestations of unconscious bias.  Microaggressions occur in the daily work and education environment.  In and of themselves, microaggressions may appear harmless but they can accumulate over the course of a day, week or career impacting individuals’ engagement in the work environment as well as their wellness.  We will explore the relationships between microaggression and personal wellness.  Allies and bystander interventions can impact an individual’s experiences and potentially improve individual well-being. We will explore these relationships and describe ways to intervene and support our colleagues and trainees as allies.

Learning Objectives

At the conclusion of the seminar, the participant will able to: (1) Understand the concepts and relationships of microaggressions and allyship and wellness (2) Learn strategies to respond to microaggressions within the workplace (3) Learn approaches to building allies for contributing to a culture of respect and equity

To register for this seminar, please email  Faculty, PAs, NPs, Residents, Fellows, Students and Staff are welcome to attend. Light lunch will be served.

(*) Micro-Teaching- What is it and How Will it Enhance My Teaching Skills?

Wednesday, January 30 | 11:30 am-1:30 pm | Gamble Room Rush Rhees Library, 2nd Floor
Future Faculty Workshop. Is your lesson well organized, clear and engaging? Join us for an interactive workshop highlighting effective teaching strategies that will enhance your teaching skills and improve your student outcomes. Participants will have the opportunity to present a mini lecture, and receive constructive feedback on how to improve their classroom techniques. Complimentary lunch will be provided. RSVP at this link. A workshop series for the next generation of faculty. Sponsored by the offices of the Provost and Faculty Development and Diversity.

(*) URBEST Career Story: Teresa Sukiennicki, Genesee Community College

Friday, February 1 | 10:00 am-11:00 am | Center for Experiential Learning 2-7544, URMC
Come for the Career Story at 10:00am where there is sure to be coffee. If you'd like to be included in the yogurt parfait order, please RSVP to

Upcoming Events

(*) Transforming Your Teaching for the Digital Age –

Educational Technology for Classroom and Online Learning - Session 1: Creating an Educational Experience

Monday, February 4 | 4:00 pm-5:30 pm | Louise Slaughter Room (1-9555), URMC
Presented by: Eric E. Frederickson, EdD; Associate Vice President for Online Learning and Associate Professor in Educational Leadership; University of Rochester and Lisa Brown, EdD; Assistant Director for Online Learning and Institute for Innovative Education; University of Rochester Medical Center

This workshop will provide an introduction to lesson design for instructors. Organization and planning tools will be reviewed to assist faculty in preparing for the design and development of a course, individual lesson, or educational experience that includes digital and online components. Attendees will be guided through the first 3 steps of development and will leave the workshop with a clear understanding of the foundational structure of the learning experience.

At the conclusion of this workshop, the participant will be able to: (1) Identify the first three steps in designing an online course or educational experience. (2) Use the course planning template to begin to design a lesson, course, or learning experience. (3) Describe the components of the Blackboard course template and how they aid in lesson design.

These sessions will be held at the Medical Center. Watch for more information about individual workshops. To register for these workshops, please email: Faculty, Students, Residents, Fellows and Staff are welcome. Light refreshments will be provided.

(*) Postdoc Association Monthly Meeting

Tuesday, February 5 | 12:00 pm-1:00 pm | Robert B. Goergen Hall for Biomedical Engineering and Optics, Room 417, River Campus

Meetings are a monthly, one-hour meeting on the first Tuesday of each month at noon. The SMD and AS&E co-chairs, as well as the PDA advisors, and staff with interests in postdoc professional development are always present. Anyone from the general postdoc population at the University of Rochester is welcome to attend. Meetings typically focus on planning social and professional development events for postdocs. However, the association has also addressed a range of other pertinent matters including but not limited to changes to postdoc insurance, dissemination of information related to the Commission on Women and Gender Equity in Academia, and revisions to campus policies. For more information, please email Anthony Franchini (SMD) or Jeffrey Tithof (AS&E).

(*) URBEST Mentoring Up Workshop

Tuesday, February 5 | 12:00 pm-1:30 pm | Location TBD
The Mentoring Up Workshop is a 1.5 hours session for trainees to learn about the concept of mentoring up. The workshop will be led by co-facilitators Drs. Tracey Baas and Meera Singh and is based on Dr. Steve Lee’s foundations that Mentoring Up empowers mentees to be active participants in their mentoring relationships by shifting the emphasis from the mentors’ responsibilities in the mentor-mentee relationship to equal emphasis on the mentees’ contributions. The workshop will be offered twice a year: February and May. Mentoring Up Refreshers will also be offered, which are monthly half-hour sessions that will discuss some type of conflict that is relevant to graduate education research, in essence a case study. Each Refresher will be led by one faculty guide and one co-facilitator. Trainees that complete the Workshop and at least six of the ten Refreshers will earn a Mentoring Up electronic badge. Trainees that earn electronic badges will have the option of becoming co-guides with the faculty guides for the monthly Mentoring Up Refreshers. Please register at:

(*) Sponsored by CETL, CPD, and URBEST: Page-Turners for Teaching

Wednesday, February 6 (bi-weekly) | 10:00 am-11:00 am | 1-6200D Miner Classroom, URMC
Curious about how best to teach and train others? Considering an academic career? Lacking opportunities or time to teach as a busy researcher? Looking for ways to keep your CV up-to-date on teaching even if you are not currently doing it? Join “Page Turners For Teaching,” a bi-weekly discussion group offered through a collaboration between the Center for Excellence in Teaching and Learning (CETL), Center for Professional Development (CPD), and URBEST for grad students, medical students, postdocs, and residents interested in exploring their teaching practice with like-minded colleagues! Get a FREE copy of Drive: The Surprising Truth About What Motivates Us to discuss this spring! Register to reserve your free book. For questions about this event, please contact Kyle Trenshaw at

(*)#metoo: Navigating Sexual Harassment, Power Differentials, and Gender Inequity in Academic Medicine

2018-2019 Diversity Seminar Series- 2019 Tana Grady-Weliky, MD – Lecture on Women and Diversity in Medicine

Wednesday, February 6 | 12:00 pm-1:00 pm | Class of ’62 Auditorium (1-9425), URMC
Reshma Jagsi, MD, DPhil, Professor and Deputy Chair, Department of Radiation Oncology and Director of the Center for Bioethics and Social Sciences in Medicine at the University of Michigan will raise awareness about the scope of gender inequities in academic medicine and provide education on how to recognize and handle sexual harassment. This talk and discussion will provide information on the historical evolution of women’s participation in the medical profession and evidence suggesting dysfunction in the pipeline to leadership in academic medicine.  Dr. Jagsi will review research that she and others have led to investigate the nature and causes of gender inequities, including unconscious biases, gendered expectations of society, and overt discrimination and harassment.  She will describe behavioral science and legal definitions of sexual harassment, share insights from decades of research in occupational psychology, and lead a discussion of targeted interventions to combat harassment and promote gender equity. Sponsor: URMC Office for Inclusion and Culture Development. Reception following in the Sarah Flaum Atrium. To RSVP for this workshop, please email: . You may direct any questions to the Office for Inclusion and Culture Development at:

(*) URBEST: Sharing Science In a Social World

Monday, February 11 | 12:00 pm-1:00 pm | Hawkins Room (1-7438), URMC
Emily Boynton and Molly Miles from UMRC’s Department of Public Relations and Communications will discuss how the Medical Center and other academic institutions are sharing science in the social world we live in. They will provide examples of different types of visuals and videos that get great engagement on Facebook, Twitter and other social media sites. URBEST and The Public Relations and Communications team will accept original visuals and videos from students and trainees that highlight UR innovation and research until February 14. Three prizes will be awarded for best science storytelling, and the winning pieces will be featured on the UR Medicine Facebook page (URMC’s flagship social media page) and URBEST blog. Healthy Trash Plates (from will be provided! Please register at:

(*) Environment Health Science Center (EHSC) Seminar Series: Dr. Tamarra James Todd

Thursday, February 14 | 11:00 am-12:00 pm | EHSC Conference Room (4-8820), URMC
Dr. James-Todd will present a seminar as part of the Environmental Health Sciences Center Seminar Series entitled:  Endocrine Disrupting Chemicals and Women's Health:  A translational epidemiological approach to environmental reproductive health.

(*) Sponsored by CETL, CPD, and URBEST: Page-Turners for Teaching

Wednesday, February 20  (bi-weekly) | 10:00 am-11:00 am | 1-6200D Miner Classroom, URMC
Curious about how best to teach and train others? Considering an academic career? Lacking opportunities or time to teach as a busy researcher? Looking for ways to keep your CV up-to-date on teaching even if you are not currently doing it? Join “Page Turners For Teaching,” a bi-weekly discussion group offered through a collaboration between the Center for Excellence in Teaching and Learning (CETL), Center for Professional Development (CPD), and URBEST for grad students, medical students, postdocs, and residents interested in exploring their teaching practice with like-minded colleagues! Get a FREE copy of Drive: The Surprising Truth About What Motivates Us to discuss this spring! Register to reserve your free book. For questions about this event, please contact Kyle Trenshaw at

(*) URBEST Making a Name for Yourself

Tuesday, February 19 | 10:00 am-11:00 am | CEL 2-7520, URMC
Rebecca Crocker, Creative Marketing Program Manager at University of Rochester, will share ideas and discuss ways to create a positive professional image of yourself as a scientist through social interactions and social media.

See more upcoming events here.

Happening Now (Grant, Travel Award, and Conference Information)

4th Annual Graduate Student Recruiting Program (Deadline is January 31, 2019)

The GSRP is a competitive program that provides students the opportunity to explore postdoctoral fellowships at the NCI.  During the two-day program in May invited applicants will visit the NIH, learn about the various resources that NIH and NCI have to offer, and network with NCI investigators, staff, and current postdocs.  In addition, the poster sessions provide an excellent opportunity to network and foster

collaborations with scientists here at the NIH. NCI investigators looking to fill open positions view GSRP as a source of qualified candidates. Application material and additional information can be found at the following link. Should you need any additional information, please do not hesitate to contact the GSRP coordinator.

Fred Hutch Dr. Eddie Mendez Post-Doctoral Symposium (Application deadline is January 31, 2019)

Innovation, collaboration and the rigor that result from diversity and inclusion are critical to our mission to cure cancer faster. Through our new Dr. Eddie Mendez Post-Doctoral Symposium, we'll recognize six underrepresented minority scholars from across the United States in June. Post-docs are encouraged to apply by Jan. 31! At Fred Hutch, we believe that the innovation, collaboration, and rigor that result from diversity and inclusion are critical to our mission of eliminating cancer and related diseases. We are committed to doing the internal work to increase our awareness and to improve our practices so that we are an organization known as a center of diversity and inclusion excellence.  As a part of this effort, we are committed to developing excellence in biological sciences so that it is more equitable and representative of the vast talent pool. [1] Definition of underrepresented minority is aligned with the NIH’s definition: individuals from underrepresented racial and ethnic groups (Blacks or African Americans, Hispanics or Latinos, American Indians or Alaska Natives, Native Hawaiians and other Pacific Islanders), individuals with disabilities, and individuals from disadvantaged backgrounds.

To learn more about the Symposium and to apply:

L'Oreal USA For Women in Science Fellowship (Completed Application are due no later than February 1, 2019)

The L’Oréal USA For Women in Science fellowship program awards five women postdoctoral scientists annually with grants of $60,000 each for their contributions in Science, Technology, Engineering and Math (STEM) fields and commitment to serving as role models for younger generations. The program is the U.S. component of the L'Oréal-UNESCO For Women in Science International Fellowships program. Celebrating its fifteenth year in the U.S., the For Women in Science program has awarded 75 postdoctoral women scientists nearly $4 million grants. L’Oréal USA partners with the American Association for the Advancement of Science (AAAS) to manage the program’s application and peer-review process. Each year, the program attracts talented applicants from diverse STEM fields, representing some of the nation’s leading academic institutions and laboratories. For more information about the L'Oréal USA Women in Science program, please visit:

America’s Got Regulatory Science Talent Student Competition

Taking place: Wednesday, February 13, 2019, 12:00 – 1:30 p.m.
Deadline for Entry Form: Wednesday, January 30, 2019

Want to see how emerging science can impact federal programs and regulations?  Want to discuss your ideas with the FDA?  We are now accepting applications for the Annual America’s Got Regulatory Science Talent Student Competition.  Your proposed solution should align with the FDA Regulatory Science priority areas.  Please visit the CTSI website to learn more about competition guidelines, examples, evaluation criteria and for the entry form.  Your completed entry form is due by 5:00pm on Wednesday, January 30, 2019, and the competition takes place on Wednesday, February 13, 2019.  The winning team travels to Washington DC/Maryland regions to meet with the FDA.

The NCI Predoctoral to Postdoctoral Fellow Transition Award (K99/K00)

The purpose of the NCI Predoctoral to Postdoctoral Fellow Transition Award (F99/K00) is to encourage and retain outstanding graduate students recognized by their institutions for their high potential and strong interest in pursuing careers as independent cancer researchers. For full description and application instructions, please visit Application due date is February 22, 2019.

English Language Program

The University of Rochester’s Office for Global Engagement in conjunction with the Warner School of Education is offering a non-credit bearing English Language Program (ELP) for newly admitted or matriculated international students as well as for English speakers who have a connection to the University of Rochester (staff member or family of a staff member or student). Program modules will run for ten weeks and will cover topics ranging from general English to academic speaking and listening to academic reading and writing. For a full list of the modules and what is offered, please visit . Program modules include: Academic Writing, Academic Speaking, General English, and Learning & Speaking about US Life & Culture

Where: 40 Celebration Drive | International Services Office Suite 1.100 | Room 105 | Office Hours: Mondays, Wednesdays, and Fridays, 12:00 pm – 1:00 pm | Phone: (585) 273.1568 | Email:

Center for Integration of Research, Teaching & Learning

Diversity in the Classroom (Registration Close Date: February 18, 2019)

In this course, explore what is known—and theorized—about the ways that diversity affects learning and, in turn, help educators develop practical classroom strategies that address "equity," "inclusion," "diversity," and related terms. We will examine personally meaningful definitions of “equity,” “inclusion,” “diversity” and related terms, consider research on bias, and build a community of inquiry around ways diversity affects both our teaching and student learning. When you leave this course, you will have constructed: 1. a personally meaningful definition of "diversity" and related terms 2. knowledge of some of the fundamental literature on diversity that pertains to STEM and SBE (social/behavioral/economics) fields 3. a rationale for why you include the content you do in your teaching, and an understanding of how the selection of this content is influenced by your definition of diversity 4. a toolbox of tips and ideas on how you might address diversity in future courses you will teach (demonstrated in the Inclusive Teaching Plan assignment and the Diversity Statement Workshop activity) 5. a community of peers who are a resource for your teaching career 6. experience with learning in an online environment with students from diverse institutions Course Schedule This 9-week course has weekly online sessions on Tuesdays at 11:30AM - 1PM ET / 10:30AM - 12PM CT / 9:30 - 11AM MT / 8:30 - 10AM PT from February 26 to April 23. Workload Your instructors estimate participants will need to spend 2.5-3 hours per week on work outside of class sessions. For more information or to register for this course, please visit

Engaging Students in the Teaching of Statistics (Registration Close Date: March 11, 2019)

This course provides current and/or future instructors in statistics--in statistics departments or departments that make considerable use of statistics such as psychology, ecology, etc.--with a solid grounding in sound pedagogical practices that will engage their students. Instructors will focus on how backwards design, active learning techniques, and inclusive instruction can benefit all students. The course will include presentations on key points including teaching tips, group discussions, and a small-group mini-project focusing on integration of the five leaning objectives. Students who complete this course will: 1. Comprehend the role that backwards design plays in successful teaching 2. Be able to use Bloom’s taxonomy in developing learning objectives and teaching plans 3. Be able to construct assessment tools 4. Comprehend the importance of student background and diversity 5. Be able to employ inclusive teaching practices with a focus on active learning. Course Schedule This 4-week course has weekly online sessions on Thursdays at 2-4PM ET / 1-3PM CT / 12-2PM MT / 11AM-1PM PT from March 21 through April 18 (sessions are 3/21, 3/28, 4/11, and 4/18). Workload Your instructors estimate participants will need to spend about 2 hours per week on work outside of class sessions. For more information or to register for this course, please visit

Spring 2019 Online Workshops

Getting Ready to Teach in the American Classroom (Registration Closes February 1, 2019)

Wednesday, February 6, 2019 | 2:00 pm (EST) | Online in CIRTL Blackboard Collaborate
This workshop will be a facilitated case study discussion–Compensation Strategies to Improve Communication–and will focus on strategies to build rapport with students early in the semester and throughout teaching a course. Sources of miscommunication between students and instructors will be investigated in order to provide participants with tangible strategies to increase effective communication (verbal and non-verbal) with others in and out of the classroom.  Registration opens December 10 and closes February 1, 2019 at 1:00 pm EST. For additional information and to register for this webinar, please visit

Writing a Diversity Statement (Registration Closes February 8, 2019)

Employers are increasingly asking candidates to supply a diversity statement as part of their application. This session covers the essential elements of composing this important document. Starting with individual reflection on topics of inclusion, diversity, and equity, participants will draw upon personal and professional experiences to begin writing their story. We will discuss how inclusive teaching practices can be incorporated into the diversity statement. Participants will learn strategies for highlighting initiatives they have lead or participated in that focus on underrepresented students, working towards equity, and/or enhancing diversity. Examples may include professional development, creation of an inclusive learning community, student retention or outreach work, organizations and non-profits, and activities related to mentoring, research, committees, and teaching. For advanced students and postdocs, time will be spent showing examples of diversity statements and discussing how to incorporate the diversity statement into interview answers. It is never too early to begin working on a diversity statement, so special insight will be provided to new graduate students, regarding goal setting and identifying ways to engage with diversity efforts at their home institution. Workshop Schedule This workshop has two online sessions, which participants are required to attend, at 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT on Tuesday, February 12 and 19. Workload Participants will be expected to draft and refine their own diversity statement. For more information or to register for this workshop, please visit

Teaching with Technology (Registration Closes February 22, 2019)

Thursday, February 28, 2019 | 1:00 pm (EST) | Online in CIRTL Blackboard Collaborate
Technology can help us increase teaching effectiveness and student learning. This workshop will introduce participants to a variety of digital tools to engage students in learning. Examples of digital tools are blogs and wikis, collaborative space, audio-video, social media, and mobile applications. Registration opens December 10 and closes February 22, 2019 at 11:59 pm EST. For additional information and to register for this webinar, please visit

For a full list of upcoming Center for Integration of Research, Teaching, and Learning Workshops, please visit The majority of events are online and requires advance registration. For information on any of the courses or programs, please contact .

iBiology Course

iBiology Provides New Course on Working at the Bench

A new six-week course is freely available from iBiology, called "Let's Experiment: A Guide for Scientists Working at the Bench." This course "features scientists from a variety of backgrounds, who provide concrete advice on how to design and carry out experiments in biological research" and uses case studies for tangible examples. The course starts February 19, 2019.

Postdoctoral Fellowship

Bryn Mawr College - Department of Psychology - Bucher-Jackson Postdoctoral Fellowship in the Sciences

The Bryn Mawr College Department of Psychology seeks a Bucher-Jackson Postdoctoral Fellow in the Sciences for the academic year 2019-2020, beginning on August 1, 2019.  The fellowship is renewable for a second year.  This is a combined teaching and research fellowship, with the expectation that the fellow will teach two courses each year. The Ph.D. degree is required by the start date.

This fellowship is in the area of Behavioral Neuroscience. The postdoc will be studying the neurobiological response to stress, and how this may lead to behavioral phenotypes relevant to mental health such as cognitive impairment, sleep deficits, and changes in appetite in the laboratory of Dr. Laura Grafe. The successful candidate should have experience with rodent behavior. Proficiency with stereotaxic surgery and immunohistochemistry is desirable, but not required. This position will also involve mentoring undergraduate students in the lab. The teaching responsibilities may include core neuroscience courses, laboratory courses, or upper level courses in the area of the postdoctoral fellow’s expertise.

To apply for this fellowship, candidates must submit a cover letter, curriculum vitae, research proposal and statement of teaching philosophy by February 15, 2019 to the Bucher-Jackson Postdoctoral Fellowship in the Sciences Search Committee via Interfolio at: In addition, you will need to arrange for three letters of recommendation to be submitted via Interfolio to the Search Committee.  Applications received by February 15, 2019 will receive full consideration.

Located in metropolitan Philadelphia, Bryn Mawr College is a distinguished liberal arts college for women and has strong consortia relationships with Haverford College, Swarthmore College, and the University of Pennsylvania. Bryn Mawr has a student body of 1,300 undergraduates, as well as 350 graduate students in coeducational graduate programs in social work, humanities and science. We are a diverse and international community of faculty, students and staff who share an intense commitment to intellectual inquiry and a desire to make meaningful contributions to the world. The College supports faculty excellence in both research and teaching and is committed to social justice and inclusion in the classroom and in the community at large. Bryn Mawr College is an equal-opportunity employer; candidates from underrepresented groups and women are especially encouraged to apply.

Relevant Reads

The Secret Thoughts of Successful Women

Why Capable People Suffer from the IMPOSTER SYNDROME and How to Thrive in Spite of It. Combining insightful analysis with effective ad­vice and anecdotes, she explains what the impostor syndrome is, why fraud fears are more common in women, and how you can recognize the way it mani­fests in your life. Visit the CPD’s Lending Library catalog to see this and other titles of interest. To borrow a book, stop by our office in G-9627 or email us with your request.

Career Certainty – and the Uncertainty of It All

It may feel a little scary, but it also means there aren’t really any wrong choices, writes Joseph Barber, who gives advice for making the most of yours. Read Career Certainty – and the Uncertainty of It All

Nature: How Four Winning Mentors Help to Build Skills and Dispel Doubt

A Nature article describes the efforts that its four 2018 Nature Awards for Mentoring in Science winners have put forth to support their trainees. The article states that "conversations and words of encouragement aren't as easy to quantify as grants or publications, but great mentorship deserves to be recognized." The four winners, who will split two $10,000 prizes between them, are two senior researchers being recognized for lifetime achievements and two mid-career researchers.

Why Earning a PhD is an Advantage in Today’s Industry Job Market

Don’t despair if people try to talk you out of pursuing an industry position — your degree can open many doors, says Isaiah Hankel. Read Why Earning a PhD is an Advantage in Today’s Industry Job Market


“Need accommodations for any CPD or GEPA event?  Contact at least three business days prior to the event.”

Visit for a calendar of all our events.  Review the Opportunities to Explore archive.

Center for Professional Development | | (585) 275-4522 |

Broadening Experiences in Scientific Training | | (585) 276-7348 |