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What is a Post-Baccalaureate Research Education Program (PREP)? Post-baccalaureates are non-degree-granting programs for recent undergraduates, mostly funded by the National Institute of Health (NIH) and hosted in research institution (mainly universities), which provides postgraduate students with research opportunities that span from one to two years. Typically, students are paid to do research while applying for graduate school programs. Therefore, the main point of a post-baccalaureate is to help you develop as a scientist, learn more about your own career interests before going to graduate school, and the types of research fields you are interested in pursuing. More importantly, it makes you a stronger applicant for graduate school through networking opportunities, professional development workshops, further research experience, and the chance to focus on preparing for the GRE and application essays. Making the Choice of doing a Post-Baccalaureate Applying for post-baccalaureate programs came as a surprise to me, given that I had not heard about these types of programs in the past. My main concern was whether it would be a delay from my career goals to take a year from applying to graduate school to do more research.  "However, even if you have previous research experience and have passed the GRE with flying colors, having that extra time where you mainly focus on research can push your application to stand out even further." Looking at other students in my current graduate program, I can safely say that about half of the cohort has either participated in a post-baccalaureate program or some other form of research “gap year” (Master’s Degree, working in industry, working as a lab technician, etc). It seems as it is becoming the norm for students to gain more research experience after college before applying to graduate school. The reason I made up my mind in the beginning of my senior year of college was that I wanted to have a wider breadth of research experience before I applied to graduate school. So far I had done three years of research in an undergraduate lab and worked in two other labs during summer internships. However, I wanted to expand my molecular and cell biology background to include neuroscience as I was interested in synapse development at the time. My previous research was remotely related, thus, a year of research experience was the perfect opportunity to learn more about this topic and develop useful lab skills for this kind of work. Moreover, I liked the idea of taking a year to focus on preparing for the GRE, applying to as many schools as I wanted, and having an easy time going to interviews without classes getting in the way. Pros of participating in a PREP program 1. The administrators help you find a place to work and a place to stay Upon joining the PREP program, the administrators of the program asked me for a list of labs that I was interested in joining. They looked over the list of faculty I wanted to work with and considered my research interests, and they set up meetings with all of them. This was very helpful as it gave me the opportunity to talk to each of them about their research before making the decision as to which lab to join during my post-baccalaureate. Moreover, the program I joined was set up where we lived in one of the graduate student dorms. The stipend I received went to housing and one of the perks of living in dorms was that it covered food during my post-baccalaureate experience. If you are not interested in staying at the dorm and you would rather find a cheaper and nicer apartment, you can also do so if you plan it with enough time before your program starts. 2. PREP includes graduate application resources and professional development workshops Something I looked forward to was getting help for the GRE. In my case, we took a GRE test course; other institutions will most likely do something similar. You can check out the links below to look up different PREP institutions and what they offer. In my case, PREP started in the summer along with the GRE prep course, which gave me enough time to practice and take the test before the GRE test scores were due for graduate school applications. Another perk about PREP that I really valued is their continual care for professional and scientific growth. In our case, the administrators were an extra pair of eyes for application essays and gave me feed back on my list of graduate schools I was interested in applying to. Moreover, every few months, they would host a workshop on professional development. Two workshops that really stood out for me were the ones on essay writing and funding application. One of the more exciting professional development opportunities in my program of choice was getting to go to a professional development conference. PREP covers their students to get to go to one conference during their academic year in the program. If you choose one like SACNAS (The National Diversity in STEM Conference) or ABRCMS (Annual Biomedical Research Conference for Minority Students), you have the opportunity to meet graduate school representatives of different universities and talk about their graduate programs and admission processes. 3. Taking courses during your year of research Most PREP programs usually require taking a course each semester. The course can be at the undergraduate or graduate level and has to be related to your topic of interest. Although courses can detract from the research, it is a great opportunity to strengthen your application in various ways. For example, you can take a course that you either think you were missing from your undergraduate preparation or one to broaden your knowledge on a field of interest. It is also a helpful way to learn what is expected as a graduate student, where you are mainly doing research in addition to taking some classes. Moreover, it is a way to show in your application that you can take these upper-level courses while focusing on research. Another pro of taking courses is that it is a great way to get to know the student body at the university you are attending, and therefore getting more involved with the student community. Taking a course as a post-baccalaureate student gave me the opportunity to further develop scientifically as a student and a nice bonus was that it is covered by the program. Quick Tips on the Application for Post-Baccalaureates Know the places you are applying to. Look up administrators and alumni, and contact them with any questions you may have! Since I did PREP, I have gotten emails from prospective students asking me about the program and the application process. I think this is a good way to get more information and also a great way to get your name out there.  Be specific about your research interests in your application essay. This includes knowing the type of field you are interested in working in and why this specific field. You should also know what professors you are interested in working with for the graduate school programs you are applying to. The good thing about being this prepared and having a specific plan in mind is that it helps personalize the graduate school essays, which helps you stand out to the faculty reviewer. This makes you look more serious and focused as you have an understanding of the research fields you are interested in working in, and that is why you applied to that specific program. Keep your application positive. Everyone likes an upbeat essay. Keep things positive and highlight your strengths. You need to be confident in yourself so that others can be confident in you! You are encouraged to write about your research, how you contributed, and why what you have done is so important!   Useful Post-Baccalaureate Application Links: Científico Latino's Post-Baccalaureate Program Database NIH's Office of Intramural Training & Education - Postbac Program FEATURED AUTHOR GABRIELA BOSQUE ORTIZ She was born and raised in Guaynabo, Puerto Rico. Previously, she received a Bachelor of Arts in Biological Sciences from Cornell University and did a Post-Baccalaureate at Yale University. She is currently a Ph.D. student in the Interdepartmental Neuroscience Program at Yale University.

Attending university can stimulate interests and is crucial for developing a deeper understanding of subjects. However, with a myriad of options, it can be difficult to select which program is the right fit for you. Applicants interested in Masters programs often have an opportunity to choose among tracks, including coursework, research training or a combination of both. Other important factors to consider when applying include language requirements, entrance tests, pre-admission interviews, selecting a host laboratory, funding opportunities and adhering to all deadlines in the graduate application process. In a Master's degree program, you obtain more research experience, which can subsequently lead to better PhD opportunities. Furthermore, applicants have the opportunity to explore interdisciplinary coursework or, if necessary, switch major fields of study. This article will provide information on how to select graduate programs based on learning methods, eligibility criteria, funding sources, and the opportunities available outside of the USA. This guide was written for Masters programs, but some points will also apply to PhD programs outside the USA as well. Following are the three primary bases for selecting a graduate program. 1. Mode of Learning & Duration Applicants will encounter many abbreviations such as MSc, MRes, and MPhil (or MRes, especially in the UK) while looking for postgraduate courses outside of the USA. These three commonly used titles for Masters programs are categorised based on the mode of learning, which is not exclusively defined. While Masters of Science (MSc) is a coursework-focused program, Masters by Research (MRes) and Masters of Philosophy (MPhil) are more research-oriented ( Figure 1 ). Generally, MSc programs offer an option to finish the program in one year or to include a thesis project, making it a total of two years. MRes programs may consist of compulsory coursework for the first year and continued research for 1 - 2 years after (similar to a MSc including the thesis). Many universities offer MSc programs structured similarly to MRes programs ( e.g. University of Geneva, McGill University). MPhil programs are analogous to PhD programs, except they are shorter in duration and the research project is comparatively concise. Some universities provide options for accelerating the MSc with a thesis and MRes or MPhil programs into a PhD, based upon the student’s choice. Applicants that may later be interested in applying to PhD programs should consider the length of the Masters programs they are applying to because some PhD eligibility criteria may specify preference for a given Masters program duration. This often applies to international students. For example, c heck out the international degree equivalencies for University of Toronto . Figure 1. Difference in title and duration of various Masters program in Europe. 2. Eligibility criteria Applicants must carefully assess the program’s eligibility requirements for universities outside of the USA. Two important eligibility conditions are language and academic requirements, which you should consider before applying to a masters program. Language If the university offers international admission, they usually require English as one of the languages of instruction. But specific courses within the program may be taught in the host country's language, so it is important to check the course language instructions within a program thoroughly. Academic Universities specify some courses as compulsory for the applicants during their Bachelor's program. In contrast, other courses may be recommended for a student to prove their proficiency in the chosen subject for the master's program. For example, see UBC's Biochemistry and Molecular Biology masters program requirements . Some universities ask applicants to undergo a qualifying exam or an interview. See the Molecular and Cellular Biology master’s program entrance test at LMU Munich . Also of note, some schools like Berlin School of Mind and Brain may have dropped test requirements due to COVID-19. In such cases, make sure to allow sufficient time for exam preparation in addition to working on the application. If applicants are interested in integrated PhD programs (5-year course, Masters and PhD degrees awarded), then research proposals are expected requirements for the application. One of the most crucial and commonly observed eligibility criteria is based on the duration of the Bachelor's degree. Some universities prefer four years of Bachelor's degree, while others don't have a preference. It is important for applicants to carefully check their eligibility based on this criteria. 3. Funding opportunities Financing a Masters program can be a challenging task. Applicants should be aware of the possibility of receiving either partial or full funding throughout the program's duration. Three different types of funding may be available depending on the university, the country of the university, and the applicant's nationality. Below are further details on these three categories. 3.1. University-specific funding There are three ways in which funding is available for Master's students from their university, including directly through the host lab/university, university-based scholarships, and graduate teaching (GTA) or research assistantships (GRA). Applicants are more likely to encounter the host lab/university, GTAs and GRAs based funding in research or thesis-based Masters programs. In contrast, merit-based scholarships are mostly awarded in (but not restricted to) coursework-based programs. Host lab/University "Acceptance into the Program is dependent upon a prospective student receiving written agreement from a faculty member that he/she will be their research supervisor." This a sample statement from the University of British Columbia's Cell and Developmental Biology Masters program. A funded Masters program is where a host lab or university offers you a fixed stipend/year (the amount highly varies among universities). For instance, the funding at UBC's Cell and Developmental Biology program covers the entire expense, including tuition fees and costs of living, whereas funding in the Biochemistry Masters program at McGill University only partially covers the expenses for international students. Excellence/Merit-Based Scholarship There are various universities in the UK, Germany, France, Switzerland and more that provide excellence/merit-based scholarships to selected students based on undergraduate performance, relevant research experience, letter of motivation, letters of recommendation, GRE/TOEFL scores, and other relevant information (see the University of Geneva and the University of Paris-Saclay ). Such funding may or may not cover all expenses for the entire Master's program. Graduate Teaching Assistantships (GTAs) and Research Assistantships (GRAs) Masters programs may have options for teaching assistantships available for graduate students upon admission. Teaching assistantships may be full- or part-time, varying in the number of hours of work per week. Responsibilities include preparation, lecturing, and laboratory instruction to assist supervisors/professors. Many professors offer Research Assistantships from their research grants to support admitted Masters students with similar research interests. Responsibilities in this position often overlap with the Master student’s thesis/research project work. The stipend/work-per-hour rate for such assistantships are often fixed for a university or within a country and may depend on the field of study and the type of research grant. Such assistantship opportunities are not usually offered with admission. Therefore, it is recommended to search in advance for these opportunities before starting the program in order to secure funding. 3.2. Host country-specific scholarship Scholarships are also provided by the government/embassy of the country to applicants of all nationalities based on their selection criteria. There are certain foundations and organizations associated with different universities within a country (see ThinkSwiss Research Scholarships: Asia-Pacific , SCS Foundation , Rhodes Trust , Commonwealth Master's Scholarships ) or multiple countries (see DAAD , Erasmus ). Such scholarship's amounts are varied in nature; some may aid solely in tuition fees or living expenses, while others may cover the entire cost of a masters program. 3.3. Nationality-specific funding As an Indian applicant, I came across multiple scholarships offered by the Indian government for studies abroad. Many of these awards are specific to a country ( Charpak Master's Program ), area of study, type of Masters program, or underrepresented communities ( NOS , Lady Meherbai D Tata Education Trust scholarship ). Applicants should thoroughly explore the eligibility criteria for scholarships offered by their government or other administration, such as the Department of Education/Overseas Studies. Applicants should also make sure they are searching ahead of time for these opportunities because in some cases they may not have the same deadline as the Master's application. Comparing the monthly scholarship amount with monthly student expenses in a given country is always beneficial. Científico Latino’s fellowship database has some nationality-specific fellowships, but students are encouraged to consider the following resources to find nationality-specific fellowships. Visit the international student section on the prospective university website. You can either directly find the guide to nationality specific scholarships or find home-host country tie ups/alliance (home country is where you are coming from and host country is where you are applying for graduate studies). Check out the host country’s embassy website. Look up the Department of Education/Overseas Studies website associated with your country. It may provide scholarship information for underrepresented communities (Scheduled Caste, Scheduled Tribes and Other Backward Class as per Indian category system) existing in the country. Check with the student center of your current affiliated university. Contact a potential/prospective supervisor who has worked with international students. This can also be useful in terms of nationality specific scholarships. Don’t hesitate to ask them. 4. Things to consider during the application process While selecting universities based on the learning mode, eligibility criteria and funding opportunities, be sure to note deadlines for all the selected university programs. We recommend using a spreadsheet or similar method to keep requirements and deadlines organized. Unlike most US universities, where the deadline is often between the 1st to 15th of December, there are a wide range of deadlines for universities outside of the USA. Some deadlines as early as December and some as late as June. Most of the deadlines specifically provide cutoff times with the date, so be careful about the time differences and contact the prospective student administration if necessary. Another important point is to contact a potential host supervisor in the department where you are applying for Masters studies. On the website for a program, it will be mentioned whether it is necessary (such as a letter of acceptance from the research director needed in the University of Montreal ) or recommended ( UBC's master's program encourages contacting supervisor) to find a potential supervisor before or post-admission (for thesis/research masters). However, it is highly suggested to reach out to supervisors even before applying to their affiliated programs. As an international student, not only will you get additional guidance during the application process from your research supervisor, but making such contact will also allow you to explore possible funding opportunities beforehand. Based on the regulations of student visas for certain countries, incoming international students may not be allowed to start working (on- or off-campus jobs) until after six months of arrival (this period may vary) at the university. Applicants should keep this in mind before considering job opportunities as a source of funding during a Masters program. Finally, just believe in yourself and enjoy the journey of your application process! FEATURED AUTHOR Jyoti Sharma Jyoti is an aspiring PhD student in the area of Cell, Molecular Biology and Genetics. She began her career as a Zoology undergraduate and received research training at Institut de Génétique Moléculaire de Montpellier - CNRS. While studying in the capital of India and spending summer vacations in her native village, she recognized the deficiencies and barriers faced by students in rural schools. As a first-generation student, Jyoti is deeply inspired to work on improving graduate application guidance for different URM communities after participating in Científico Latino's GSMI program in 2019. As part of the Científico Latino team, she brings knowledge of the nuances of Europe's higher education system.

Graduate school applications are incredibly competitive. If you lack in some areas, such as your GPA, it may be difficult to get into a particular program. However, making sure to highlight other positive aspects of your application can help you overcome your weakness. Additionally, approaching professors before officially applying to programs is often necessary for certain fields. This can be extremely helpful to get into graduate school, especially if you are interested in joining a particular professor’s lab. This article will discuss the ways in which approaching professors can be useful, and how to do it in a way that you will stand out from the numerous emails in a professor’s inbox. "If your communication with the professor is positive, there is a possibility that they will remember you and have some ability to vouch for you during the admissions process. While it might be easy to understand why it's crucial to reach out to a prospective advisor, doing so requires conscious effort." Why should I approach a prospective advisor? For most graduate programs, you are more often than not required to identify a few prospective advisors in your application. Remember, the faculty members you contact may be the people who will review your application once you pass an initial screening. Considering this, it makes sense to get in touch with these potential advisors to understand, firstly, whether they are looking for graduate students for that particular year, and secondly, whether they think you are a potentially good fit for the lab. When reaching out via email, you must convey why you are interested in their work and how you could contribute to their lab by expanding on their current research directions. This will give them a chance to learn more about you and your research interests before reviewing your application. How do I approach a prospective advisor? The most feasible and professional method of reaching out to a professor is through email. But, can you write an email to a professor that’s convincing enough for them to give you their time and attention? It is not as difficult as you might think! This can be compiled by adhering to these three basic requirements: 1. Be Short: Each day a professor has a lot on their plate when it comes to actionable items and therefore, it is possible that your email may slip through the cracks. Hence, the first impression counts, which means that you should keep your emails presentable. A big part of this is making sure that your email fits on one screen, without requiring any scrolling. If the email looks lengthy, it is highly possible that it will become a lower priority and might not even be answered. Moreover, you don’t have to describe everything in detail in your first email. Your goal should be to keep the email concise. 2. Be Simple: Some Do's and Don't's. Do visit the professor's website if they have one. Go to their “prospective student” or “contact me” sections. Sometimes, professors leave minute details here, such as “while writing an email, send me the name of your favourite book as well” to gauge whether or not a student has spent some time researching them. Do ensure to address the person properly. Mostly, Dr. or Prof. is fine. If you have met them before, indicate this at the beginning of the email to capture their attention. Do properly format such that each section of the email is clear. Don’t use fancy fonts or colours. Don’t misspell the name(s) of the faculty. Don’t attach too many documents or links in the email. In addition, keep such documents short ( e.g. 1-2 page CV). If you have a lot of content and/or enjoy designing things, try to make a website to highlight your achievements, scores and projects. Times are changing, and with the number of applicants increasing every year, you need to give professors a better way of knowing about you than a plain CV. It can also help you figure out if a faculty member has shown interest when you check who visited your website recently. 3. Be To-the-Point: It is essential to make sure that each line has a purpose and is engaging to the reader. Break down your email in small paragraphs, which should include: Introduction : 3-4 lines should consist of who you are, how you came to know about the professor’s work and why you are reaching out to them. If possible, find out if they have recently received an award, have been promoted, or accomplished any other achievement to congratulate them. I believe this adds a personal touch to the email and tells them that you have done your homework on them. Background and Interest : This should comprise the bulk of your email and shows the faculty member what you are interested in working on as a graduate student. This is an apt place to comment on the work done by their group and how you could contribute to their projects, which may be highly welcomed by the faculty members. It may also be valuable to include a brief description of your background in this field, which can speak to your preparation for graduate school. Conclusion : Finish off by asking them if it would be possible for them to comment on the feasibility of your proposed idea. Tell them you are willing to continue this conversation by reading any papers that they suggest. Including all the above-mentioned points, you can also take a few pointers from one of the emails that I sent while applying to computer science graduate programs (for an unannotated example from a bioscientist, click here ): Following up Since professors have a busy schedule, and they receive numerous emails every day, your email may go unnoticed. If you don’t get a reply within a week, you should follow up with them in a polite manner, reminding them that you are awaiting their response. The email can go something like this: Dear Dr. ABCD, I hope you are doing well. This is a gentle reminder regarding my last email. I understand you must have a busy schedule, and I would really appreciate it if you could take a few minutes of your time to answer my queries from my previous email. I hope to hear from you soon. Kind regards, Your name If you still don’t receive a reply, it is highly likely that the advisor is not currently looking for new students or might have other ways of recruiting students. Conclusion Your application determines whether you get into a particular program or not. To improve your chances of acceptance, contacting potential advisors before or during the application process is one of the best ways to evaluate if an advisor matches your interests, as well as increasing the likelihood that this advisor can vouch for you to the admissions committee. Tip: Try to send your emails in the morning (around 8-9 am) or afternoon (1-2 pm) to the respective faculty members, as these times seem to generally be their most responsive. FEATURED AUTHOR Abhishek Tyagi Abhishek is an incoming PhD student in the Computer Science Department at the University of Rochester for Fall 2020. Born and raised in an Indian household, Abhishek is a first-generation college student. As an international first-generation student, Abhishek brings to Científico Latino the desire to help future graduate students navigate hurdles in the application process of Computer Science and Engineering graduate programs. Abhishek believes that the ability to understand difficult situations and find solutions goes a long way in developing as a person. Having gone through graduate school applications twice, Abhishek is interested in understanding and dissecting problems and challenges that students face in different communities and in helping to find better solutions and approaches to help them achieve their goals. With the diverse nature of Científico Latino, Abhishek is confident that the team will be able make a difference in a wide range of communities!

As careers in STEM grow in popularity, so does the need for foundational experiences. While this applies to all STEM disciplines, in conservation biology, Arnold et al. (2012) described that local youth environmental education “could have implications for their interest and involvement in environmental action throughout their lives.'' With this goal in mind, I have committed most of my years as a ranger to working in the Bronx and northern Manhattan. As a woman and a Latina, it is now more important than ever to identify as a leader and to empower my community to do the same. Many people assume New Yorkers have little connection to natural spaces. Growing up in New York City, however, I knew early on that I wanted a career protecting wildlife and the environment. My family's trips to Puerto Rico, museums, local parks, and summer camps influenced me to love science and pursue a career protecting wildlife and the environment. These experiences became the foundation of my career in STEM.  As a park ranger, I provide outreach and educational programming to diverse populations throughout New York City. Rangers teach members of the community about local wildlife, NYC history, plants, trees, geology, gardening, and lead activities such as fishing, canoeing, and hiking. I take great pride in representing my city and being an ambassador for green spaces. My impact comes from showing my community how the city and nature are connected, and many turn to me for advice, resources, and information. I teach, mentor, and continuously learn from the people that I encounter.  Although my role as a park ranger empowered me, it took me a great deal of time to consider myself an environmental leader and to learn how I could empower others in the same way. In the 1960s, the environmental movement catalyzed the concept of an “environmental leader”, an individual with the ability to guide actions to improve the sense of culture and connection to the environment. We need more individuals to engage in action locally, right where they are. It is vital to focus on local action to create trust and build pride. To foster leadership in my broader community, in 2021, I became responsible for training Nature Adventure Guides, who engage the public during the summer season through outreach and environmental programming in NYC Parks, playgrounds, and nature centers. It was my responsibility to turn these new hires into park educators. This became a unique opportunity to uplift the leadership of others. My goal was to provide the Nature Adventure Guides with the language & terminology, teaching techniques, and current best practices in environmental education. I wanted them to feel comfortable asking for what they needed, easily share their ideas, and feel physically safe, especially in the aftermath of the pandemic. By the end of the summer, this team spoke confidently with the public about a variety of environmental topics. They utilized inquiry-based teaching techniques and led creative and engaging programs. They had a strong foundation from their training, and some were offered positions as park rangers at the end of the season. I truly felt like a leader when they became leaders.  "We need more individuals to engage in action locally, right where the y are. It is vital to focus on local action to create trust and build pride... I truly felt like a leader when [my team] became leaders. " Over time, I have come to lean on certain strategies for developing leadership in educators. Call for reinforcements! If you can have other leaders step in for a topic, tap into readily available talent. A few of our ranger staff were experienced in theater, and these skills are of great use with interpreters. Have colleagues or supporting staff attended a conference, training, or workshop and feel that an activity can uplift our goals? Bring them on board.  Diversify, yet individualize.  Rangers connect with diverse groups on various topics and in different locations. Use hyper-local, place-based approaches to optimize outreach. For Rangers, this meant having a presence at small local parks and green spaces that the community used for recreation, celebration, and rest. The staff were encouraged to engage the public in a variety of ways, such as games, arts, music, and hiking, to make these connections. This helps build connections and find entry points of engagement with the public.  Explain the “why” whenever possible.  I always explain the reasoning behind any tasks asked of them. I let my team know who will read what they write and why we collect engagement numbers. If your team is contributing to the goals and mission of the agency or organization, they should be fully aware of their impact.  Focus on the audience.  Place-based outreach and education call for hyper-local information. Meet the community where they are. If it's summer and you are competing with sprinklers, create a game that allows them to play in water. If the community speaks a specific language, it's vital to learn a few words to connect people to the lesson.  In New York City, it is common for the children to speak English and the caregivers to speak a different language. Having a few words to connect to the caregiver lets them feel included and learn alongside younger participants.   "[The] influence [of environment leaders] is not linear — it develops as an intricate web, built on the never-ending interaction among countless individuals." Empowering others to lead is at the center of my personal and professional goals. Identifying as a leader is humbling, and the primary focus of any leadership role should be on serving the community. To do this, I needed to feel empowered to lead myself. In my field, environmental leaders have a potent influence over public action through educating and training others. This influence is not linear — it develops as an intricate web, built on the never-ending interaction among countless individuals. Examining how you guide the actions of a group to improve community health, culture, and connection to the environment is the first step to claiming your leadership role in conservation. If you can empower others to lead – personally, professionally, or academically – your work as a leader and your influence on your community are already in motion. Claim it. Citations Arnold, Heather E., Fay G. Cohen, and Alan Warner. “Youth and Environmental Action: Perspectives of Young Environmental Leaders on Their Formative Influences.” Journal of Environmental Education 3(2009):27. eLibrary. Web. 24 Apr. 2012 FEATURED AUTHOR Leanna Rodriguez, MS (she/her) LinkedIn , Email Leanna Rodriguez, based in the Bronx, currently serves as the Internship Community Coordinator for the Natural Areas Conservancy. She holds a BS in Conservation Biology from SUNY College of Environmental Science and Forestry and a Masters from Miami University’s Project Dragonfly, Advanced Inquiry Program, in partnership with the Bronx Zoo and the Wildlife Conservation Society. With over a decade of experience in environmental education, Leanna’s expertise is grounded in animal care and rescue and was further developed during her seven years as a NYC Urban Park Ranger with NYC Parks. She is deeply committed, both personally and professionally, to advancing environmental leadership through education and mentorship.

For many undergraduate students, participating in any sort of research can be daunting. However, one of the most critical aspects of research is dissemination. Presenting at academic conferences is an important way for undergraduates to grow as scholars, professionals, and leaders. Despite this, many students don’t know where to start or assume they’re not “ready” to present. Though your research experience as an undergraduate might be limited or just starting out, it's important to continue your research journey through the expansion of experiences, and conference presentations can achieve that.  Where to Start  Many undergraduates begin presenting their research at smaller campus showcases or summer fellowship symposiums, which serve as important stepping stones toward larger, national conferences. Many research mentors, with good intentions, won’t consider having students present at a larger scale before getting experience through these smaller opportunities first. These are lower-pressure environments, where students can develop important skills such as articulating their research clearly, answering questions confidently, and navigating constructive feedback. Personally, I appreciated this experience as a space to experiment with my presenting style and learn from mistakes. Starting with smaller showcases helps you build the confidence and skills you need to take on bigger audiences down the line. It gives you a chance to develop your voice, figure out what works, and get comfortable being in a research space.  "Starting with smaller showcases helps you build the confidence and skills you need to take on bigger audiences down the line. It gives you a chance to develop your voice, figure out what works, and get comfortable being in a research space." Why Presenting Matters as an Undergraduate  Once you feel ready to move on to a bigger stage, focus on why presenting at a conference is important as an undergraduate. On a personal level, presenting helps build essential skills like confidence, professionalism, and critical thinking.   On a broader level, conferences offer a space where undergraduates are treated as contributors to ongoing conversations in their field. This opens opportunities to meet other students, faculty, and professionals, and these connections can lead to mentorship, collaborations, or future research opportunities. This all comes together to strengthen your overall merit as a researcher. Whether you're wanting to go to graduate school, or applying to a competitive internship or a job, having conference presentations on your resume shows that you can communicate your ideas, are engaged with your field, and contribute to larger academic conversations. It’s one of the most impactful ways to stand out and show you're serious about your future as a researcher. How to Find and Fund Conference Opportunities Though most conference funding opportunities are geared toward graduate students, undergraduates still have access to more support than you might think. Travel grants typically range from $250 to $1,000 and usually only help to cover expenses like plane tickets, lodging, ground transportation (such as Ubers or shuttles), conference registration fees, and sometimes even a food stipend. Depending on the location and duration of the conference, total costs for attending a conference can range from $600 to $1,200 or more. If your grants don’t cover the full amount, you may need to pay some expenses out of pocket, so it’s important to set aside money and be wise with budgeting. Fortunately, many conferences offer travel awards or reduced registration fees for undergraduates that can support this important opportunity for your scientific career. Talking to your research mentor is the first step. They usually know about department-based support or might have some money from their own grants. Additionally, you should also check for other resources at your institution. Many universities have undergraduate research offices, honors programs, or research initiatives with funds set aside to support student travel. I would always recommend applying early (usually three to six months before the conference), as funding is usually limited.  Reaching out to people for money can be nerve-wracking, however, it’s important to advocate for yourself and remember that people want to help you succeed.  "Fortunately, many conferences offer travel awards or reduced registration fees for undergraduates that can support this important opportunity for your scientific career." Preparing to Present Once accepted to present, you’ll likely give either a poster or an oral presentation. Depending on your research mentor, you should prioritize scheduling a time to meet and revise. If your mentor is very busy, see if a PhD student or postdoc would be willing to help guide and give you feedback on your presentation materials. Factors you can control on your end would be setting a time to practice, alone and with other people. Presenting to lab mates, friends, and family can help mitigate nerves and prepare you for the real deal.  In addition to explaining your research clearly and concisely, it's important to prepare for questions. Audiences at conferences range from other undergraduates to veteran researchers, so anticipate a wide range of questions. It’s okay not to know every answer, however, it's imperative to engage and reflect with the audience. Conference Networking Conferences are rich opportunities to expand your network. There are multiple ways to network with others while you're there. These include attending lectures, keynotes, and other presentations throughout the week. Conferences will also usually have informal gatherings after business hours, so keep an eye out for or have your mentor inform you of those opportunities.  It’s important to prepare a simple “elevator pitch” about who you are and what you’re studying. Don’t be afraid to approach speakers or panelists whose work interests you; the whole point of a conference is to share your work and connect with other researchers in order to promote innovation. These interactions might feel awkward at first, but they get easier the more you do them.   Conclusions Participating in a conference as an undergraduate is about developing confidence in yourself as a researcher, disseminating your work, and connecting to the community. These experiences can influence your interests, strengthen your resume, and remind you why your work matters. Your perspective, your questions, and your work are valuable. You are the future of research, and every journey starts somewhere. These early experiences lay the foundation for the significant accomplishments ahead.  FEATURED AUTHOR Mika Sevilla   Morales (they/them) LinkedIn , Email Mika is a senior at the University of Cincinnati studying Psychology. Their research focuses on evaluating mental health outcomes and increasing research engagement in vulnerable populations through community-engaged approaches. They are a proud McNair and Darwin T. Turner Scholar. Besides research, Mika likes to bake in their free time, watch video essays about film/media, and play video games. Mika plans to pursue a PhD in Clinical Psychology to continue advancing health equity and accessibility for vulnerable populations.

BEGIN AT THE BEGINNING: LEARN ABOUT GRAD SCHOOL AND SEEK ADVICE Every graduate school in the U.S. has a unique structure and set of components that comprise the graduate school experience. In fact, there is a lot of inherent variability even within the departments of the same school. So although it’s impossible to capture or sum up the graduate school experience – there are some core components that most students will encounter as they pursue their Ph.D. So to properly prepare for graduate school it’s vital to begin at the beginning. Start by learning about graduate school in order to inform your preparation process. There are both formal and informal ways to learn about the graduate school experience, and I’ll explore this in further detail below. In this blog, I hope to shed some light on preparing for graduate school but most importantly highlight some informative resources that you can turn to as you begin this process. I’ve been preparing for graduate school since high school, or more accurately I’ve been preparing to conduct research since high school. I discovered very early in my academic career that I was insatiably inquisitive and had a passion for bacteria – and naturally, the only place that seemed to satisfy my appetite was the lab. I realized that my burning curiosity, eagerness to learn, and penchant for independence was well suited to tackle research questions and hopefully (fingers crossed) resolve them. However, any student that has successfully tackled graduate school probably had a unique experience and journey. So any advice that you seek, even from a ‘successful’ student about preparing for graduate school, should be weighed against advice from others. Talk to graduate students, postdocs, and professors and ask them about their scientific journey and what made the difference. Most scientists like to reflect on their journey and offer advice, so don’t be afraid to ask. In fact, one of the main reasons I was able to successfully prepare for graduate school at an early age was because I actively sought opinions and advice from graduate students and post-doctoral researchers. I carefully reviewed their advice and allowed it to inform my journey to become a better scientist and to ultimately tackle graduate school and earn my Ph.D. "So I hope to impart some helpful advice that is the culmination of advice sought from others and wisdom I’ve picked up along the way. But above all else, the most important piece of advice I can give is to NEVER count yourself out – this will be vital at any stage of your scientific career. " This piece of advice might seem trite but it couldn’t be more true. Because becoming a successful graduate student is NOT contingent on knowing how to do everything or having an in-depth knowledge of the field. Rather, it’s about successfully navigating challenges in the lab and in the classroom until you trust yourself . Once you trust yourself and your own capability, then any academic or research-based challenge you encounter in graduate school will be easy to navigate because you might not know HOW you will overcome these challenges but you trust that you WILL . I’ll swing back to this at the end of the article, but for now, I hope to offer some resources , principles , and tips that have guided me along the way. So let’s begin at the beginning. THE BASIC COMPONENTS OF A STEM GRADUATE SCHOOL PROGRAM The main component of graduate school in the STEM fields is research. This is a strong shift from the undergraduate experience because it mainly focuses on academic achievement partially injected with research experiences . So the main focus is to become a better scientist, not a better student per se . This involves: (1) understanding your field, (2) identifying a research question that hopefully advances the field, (3) designing and executing experiments to tackle your research question, and (4) finally effectively communicating your research to other scientists and the general public. This is the definition of a scientist in the strictest sense. Frankly, each stage of graduate school deserves its’ own blog so, for now, I’ll focus on the traits listed above that will prepare you for graduate school. To learn about how graduate programs are structured begin by researching different programs, this will give you a strong impression of the general format. For example, refer to the University of North Carolina (UNC) , Emory University , or Yale University for good examples of the overall setup. Each school defines the requirements, training atmosphere, and research disciplines that comprise each respective program. Whether you are a high school, undergraduate, or postbaccalaureate student this should be your first stop. Take the time to carefully review graduate programs from different schools and learn about the training environment and the types of research that each school conducts. PASSION BEFORE PREPARATION Graduate school is a hard and long experience. So before you prepare, it is crucial that you define what you are passionate about and why. This is the fuel that will propel from one stage to the next and most importantly this is the fuel that will sustain you in the long and arduous journey that is graduate school. So even if you have the grades, the research experience, and great recommendations – that might be sufficient to get you into graduate school. But this must also be complemented by independence, passion, and tenacity. These traits will keep you there and most importantly you’re most likely to enjoy your experience. What am I passionate about? Bacteria. I love bacteria. From a young age, I marveled at these minuscule molecular machines that are invisible to the naked eye and often regarded as the most rudimentary forms of life. Yet, they can survive in places that no other animal could dwell but most importantly they thrive. I’ve always regarded bacteria as molecular underdogs – and consider it an honor to study them and unlock their mysteries. So it’s important to identify what you're passionate about at an early age, and part of this process includes identifying things you don’t care about! So where should you begin? I’ll break this down according to each respective academic stage. But the main advice is the same regardless of your academic field: (1) Take a Challenging Class (2) Participate in a Research Experience (3) Find Older Mentors at Different Stages (4) Research Online FOR HIGH SCHOOL STUDENTS Take an Advanced Placement (AP) Class If you are generally interested in any of your STEM classes then sign up for a more advanced class in that discipline before you graduate. Why? Because advanced classes will challenge you intellectually and force you to gain a deeper appreciation for the subject you might like. Taking advanced classes will undoubtedly reveal and refine your interest in the subject or potentially convert your initial interest to a more sustained passion. Alternatively, you might hate the subject once explored in depth – and then you can simply cross it off the list and move on. After discovering my love for biology, I took an AP Biology class and relished every lecture and found the experience both challenging yet fulfilling – and I knew I was in the right place. As a counterexample, I took an AP Chemistry class and thoroughly detested the experience, so I never looked back. So use advanced classes to begin to find or refine your passions, and strengthen your intellectual muscles. Simply, talk with your advisor to identify which AP classes are appropriate for you and talk to senior students about their experiences. Participate in a Summer Research Experience Since research is the main component of any STEM graduate school experience, apply for local or national summer research experiences. Experts across different fields agree that it is incredibly beneficial to enter the lab at an early age. I grew up outside of D.C, less than 15 minutes away from the National Institutes of Health (NIH), so finding and securing a summer research position as a high schooler was relatively easy. So how can you find or secure a summer research internship in high school? Go to your counselor to see if there are any listings in local school or research labs. Consult with the Department Heads in your school as they are more likely to know about internships that have not been formally posted. Simply Google, search for keywords like “engineer,” “internship,” “STEM,” and look for any local listings. Search local universities or community colleges by going onto lab websites to see if there are any open listings for high school students. Make your own internship! I’ve helped many students reach out to professors to apply for a summer internship in their lab even though there was no formal listing! So find some researchers that you might be interested in and compose a professional email to encourage them to take you on for the summer. Many labs are looking for extra help on projects. Finally, apply for national summer internships. Although these can be very competitive, don’t forget the most important advice from my blog – NEVER count yourself out. Have an advisor or mentor help you assemble your application. If you are a New Haven resident, the Pathways Program at Yale University has incredible summer science internships for high school students at each stage. Virtual STEM experiences: There are also virtual programs designed by incredible institutes like the New York Academy of Sciences, that you can participate in during the school year. These virtual STEM programs maybe more conducive to students that are still considering STEM or are restricted geographically or financially from onsite summer internships. Click below to learn more about these impactful virtual STEM programs. 1.     After School Stem Mentoring 2.     Junior Academy 3.     1000 Girls, 1000 Futures Find Senior Student Mentors and Faculty Mentors Try to find an upperclassman as a mentor. When I was in high school most of my close friends were older, and I was able to lean on them as an invaluable resource as I took harder classes and tried to secure summer internships. I’m also a middle child within my group of six siblings, so I had the luxury of watching their trials and triumphs and learning from them before it was my turn. I always took this very seriously, so while my older siblings didn’t necessarily ‘train me’ I trained myself to watch their process to inform my own. Even if you can’t do this within your own family this can be achieved by finding older mentors. They have already walked the road that you are about to embark on and can make this stage of your scientific journey a little easier and identify resources and tips that they acquired a long way. Also, find faculty members in the field that you are considering that are willing to mentor you. They are the most invaluable resource because they will see your potential before you do and they will challenge you and help you grow. Explore STEM blogs, Get Inspired! Read STEM blogs like this one! Many graduate students document their experience and many general blogs create strong guidelines that are a necessary and useful part of your journey. For example, this blog has a wealth of resources and personal stories for high schoolers pursuing STEM careers. Comb through the revered TED talks/blogs to discover countless riveting and eye-opening portals into science and STEM and get inspired. FOR UNDERGRADUATE STUDENTS In general, as an undergraduate you should: 1.     Gain Research Experience 2.     Find Multi-Stage Mentors 3.     Read, Read, Read. 4.     Present or Publish If you are an early undergraduate student or a senior student these guidelines are important regardless of your academic stage and will be very effective if you start early but can still be accomplished if you are committed to successfully preparing for graduate school. Gain Research Experience It’s very important to join a lab or gain a summer research experience as early as possible. After graduating from high school I knew that I wanted to continue to do research so I spent the summer before my freshman year carefully reading about the research within the Molecular Biology department. I emailed professors to secure a position as an undergraduate researcher. Within a few days of arriving on campus, I interviewed in a few labs and chose my favorite and within less than two weeks of arriving on campus, I was conducting research in a lab where I would remain until graduation. I didn’t have extensive research experience but they saw my passion and commitment, so I secured my spot! As long as you are willing to respect the position many Principal Investigators (PIs) are happy to offer you an undergraduate research position. Even if this isn’t the lab you want to stay in for the entirety of your undergraduate career, it’s very important to just build a foundation. Advantages of Undergraduate Research This topic also deserves a dedicated blog piece but here is a quick summary of the advantages of conducting undergraduate research (UR): 1.     The most important arena to prepare you and mold you into a strong candidate for graduate school. 2.     Allows you to gain confidence (gradually) in your capabilities as a young researcher. 3.     Exposes you to mentors at different scientific levels, mentors that might strongly impact your experience. 4.     Compliments academic training and makes your undergraduate experience more well-rounded. 5.     Makes you more competitive for graduate school 6.     Builds your endurance, independence, and tenacity – requisite skills for graduate school. 7.     After a postbaccalaureate ( see article here ), the second best experience that realistically prepares you for graduate school. Disadvantages of Undergraduate Research 1.     Time-consuming and potentially hard to balance with academic schedule 2.     A bad undergraduate research experience could potentially weaken or remove your desire to pursue graduate school. After considering the advantages and disadvantages of undergraduate experiences you might be wary to commit to a full year of research your freshman year. So consider participating in a summer research experience at your school or a national lab! These experiences are carefully designed and well structured, and can be an important segue into a more protracted undergraduate research project. There are many ways to apply and secure a summer research experience, and many of these programs run between 2 – 12 weeks. Importantly, these programs are especially exciting because the majority of them offer a respectable stipend and place you in a cohort of students that are pursuing similar interests. Finally, participating in a summer research experience can potentially cement your developing passion and will make it considerably easier to secure a full year undergraduate research position at your school. If you are thinking of participating in undergraduate research talk to your advisor or any of your STEM professors. Here are some examples of some summer undergraduate research experiences: 1.     Here is a relatively comprehensive list of summer research programs according to each respective university. Comb through the list to find your school or go to your school’s website to see if there are any listings under your department. 2.     The most well-known and well-funded undergraduate research programs are Research Experiences for Undergraduates (REU) which is funded by the National Science Foundation (NSF). An REU is associated with an institutional program or lab. Click here to learn more about REUs! Find Multi-Stage Mentors We are a scientific community, and finding mentors at different stages of the scientific spectrum is essential for your development and will make all the difference. I was lucky enough to find (i.e. actively seek out) mentors at each stage of my scientific career. These mentors will be crucial at every stage of your journey and will be especially important once you enter graduate school. Find graduate school mentors by joining professional STEM organizations on campus. Most of these organizations have mentoring programs between older STEM students and undergraduates. Hang back after class and talk to your graduate Teaching Advisor (TA) and see if they are willing to offer advice or point you toward better resources. Identify friendly professors in your department and reach out to them for help, insight, or advice. Finally, consider joining a national research network where STEM professionals across the country are willing to virtually mentor students . Sometimes an objective mentor can be very helpful. Read, Read, Read As you prepare for graduate school it’s very important to learn how to read scientific papers. This practice will also allow you to find methods and ideas as you tackle your own research endeavors. So if you join a research lab or participate in a summer undergraduate research talk to your adviser or direct supervisor in the lab. They should help you find reviews on the topic you are researching and pertinent papers that are relevant to your research questions. Most importantly, reading regularly and challenging yourself to tackle increasingly complex reading materials will strengthen your confidence and ultimately make you a better researcher. Why? Because regular reading habits allow you to tackle your project with greater agility and potentially uncover new ways to move your research forward. Reading is also a humbling experience because you become that much more aware of how inherently complex these issues are and how much more you have to learn. Finally, reading is crucial because you need to know how your research advances your field. This understanding will be critical to successfully apply for graduate school, secure grants, and present your research. So refer to PubMed to find thousands of reviews and original publications to guide your research. Creating a reading list can be overwhelming so look to your advisors or mentors in the lab to help you curate and refine your reading list. At every stage of your scientific career, read the literature. Here Are Some Tips about how to Read a Scientific Paper 1.     Here is a fun article about the “ 10 Stages of Reading a Scientific Article .” 2.     Here is a more serious article that consolidates advice from many scientists about how to read an article. 3.     This is a well thought out and step-by-step guide to successfully read a scientific article. 4.     Here is another guide specifically designed for undergraduate and high school students. Present or Publish Finally, as you participate in more research experiences and begin to prepare for graduate school don’t underestimate the importance of communicating your research. Many scientists are guilty of ignoring the crucial skill of effectively communicating your science. As an undergraduate at Virginia Tech University, I received a dual degree in Biology (B.S.) and History (B.A.). This training was very unique because as a history major I was taught to always defend and substantiate my research and conclusions. I was rewarded for long, complex, in-depth analysis of the prompts that I received and the research projects I pursued. However, as a biology major, communication was not stressed and brevity was rewarded. Balancing between these two worlds was both challenging and invigorating but there is one principle that both disciplines embrace. Know your audience and tell a good story. Use every lab meeting, every conference (big or small) and any presentation as a chance to sharpen your presentation skills. This will help you at every stage of both your graduate career and is arguably one of the most valuable tools. Furthermore, effective communication is one of the most important skills that will also help you secure a job, ace an interview etc…So take these opportunities seriously. Even if your data is sparse or underwhelming find a way to making your presentation meaningful and engaging. Travel to undergraduate conferences and present your work. This will build your confidence and ownership over your project and your science. Regard your presentations as a tool that must be sharpened regularly. I promise you, this skill is valuable so don’t be afraid to start bad because you will get better. And if you are lucky enough to get an opportunity to publish your work – embrace this wholeheartedly. During my postbaccalaureate experience, I had an incredible advisor that gave me the opportunity to work on projects that would eventually lead to two first author publications. Although this process was challenging, it probably marked one of the most pivotal moments of my development as a scientist. Here Are Some Tips about how to Present your Work from the NIH 1.     Creating and Presenting Dynamic Posters 2.     Talking Science: Designing and Delivering Successful Oral Presentations 3.     Communicating Science: Tools for Scientists and Engineers In conclusion, by following these guidelines closely (not perfectly) I acquired the most valuable tool that prepared me for graduate school, trust. Even when I am confronted with a problem at the bench, in the classroom, or I’m applying for intimidating fellowships I trust myself. I don’t always know how I will overcome a barrier but I know that I can and I will – and that has made all the difference. Are You Ready to Apply for Graduate School? Are you ready to apply for graduate school? Are you less than 1-2 years from beginning the application process? Then refer to these helpful videos below generated by the National Institutes of Health (NIH). Everything You Need to Know to Get into Graduate School Getting to Graduate School Preparing for the GRE - featuring the NEW computer-based GRE Choosing and Applying to Graduate School Writing Personal Statements for Graduate School Interviewing for Graduate School FEATURED AUTHOR TITILAYO OMOTADE Titilayo is a Ph.D. graduate from the Department of Microbial Pathogenesis at Yale University. Her thesis work focuses on the autophagy pathway and the bacterial pathogens that have evolved mechanisms to avoid autophagy-mediated death. She’s very passionate and equally committed to advocating and serving the next generation of underrepresented scientists. Previously, she received her Bachelor of Science (B.S.) in Biology and Bachelor of Arts (B.A.) in History at Virginia Tech University. Following graduation, she was awarded a two-year research fellowship at the Department of Defense (DOD) to pursue her passion for biodefense and microbial pathogenesis under advisors, Dr. Susan Welkos and Dr. Chris Cote. She was recently awarded the Howard Hughes Medical Institute (HHMI) Gilliam pre-doctoral fellowship. As an HHMI Gilliam fellow she hopes to continue to develop initiatives and programs to fight for the overlooked and underserved – and stand alongside other advocates that are committed to ensuring that the next generation of scientists are not deterred by financial, racial or institutional barriers.

Demystifying the Graduate School Application Process for New and Returning Applicants As the next graduate school application cycle approaches, many applicants will be gearing up to apply in the fall or deciding to reapply if they did not receive any offers in the last cycle. Many Científico Latino team members have applied to graduate school more than once and we wish to emphasize that rejections should not be taken personally. "We hope to offer some insight on how graduate school applications are processed, which can be helpful for both new and returning applicants, and encourage readers to utilize the information here to guide their decisions when the new cycle begins." “What are some common red flags in graduate school applications?” 1. Lack of knowledge on the strengths of the graduate program to which they are applying.  This can make it seem as though the applicant is applying “just because”, and can be easily identified by admissions committees (adcoms). For example, if you’re interested in systems neuroscience, don’t apply to programs with little to no systems neuroscience labs (unless you have been keeping an eye on these labs for a while). Also, maintain a focus on the institution’s research and resources (i.e., do not mention the city as your reason for applying if it is not relevant).  2. Not addressing mitigating circumstances in your statement. This can range from illnesses, non-science jobs, taking years off, etc. Not explaining these circumstances may cause more harm than good, as it can raise questions that the adcom would have to interpret and answer on their own. At the same time, (and this can be a fine line to walk) do not feel like you have too much time talking about your weaknesses as an applicant. Your application is an opportunity for you to highlight your strengths. These can be addressed in your statement or by your letter writer. For example, noting graduate courses you may have taken may mitigate a low GPA. For those intending to reapply, it is never too early to reflect on your experiences when you last applied, particularly when writing these statements. Were there any programs you were more excited about than others? Did you have any programs that you struggled to write a statement for? Were there any trends in the programs you selected? Determining the answers to these questions will help you gain more insight into which graduate schools would be the best choices for you. Pick each school deliberately and don’t apply to more schools than needed. “What makes an undergraduate senior applicant competitive, if full-time research is heavily encouraged?” Undergraduate applicants can stand out if they have stellar letters of recommendation (LORs) from research experiences, which are typically found in the form of part-time research assistantships or summer research experiences. LORs are one of (if not the most) important parts of your graduate school application. Your time as an undergrad is an excellent opportunity to explore various labs and find the field of science that most interests you. However, when asking for LORs, it is best to ask for letters from labs that you have been in for a substantial period of time. This can be difficult for some applicants who have not found their niche or research opportunities early in undergrad. In these instances, post-graduate opportunities such as post-bacs, working as a technician or research assistant (RA) jobs can be utilized to supplement previous research experience. “Speaking of LORs, how do I effectively determine if I am asking the right people to write me one? How can I make the most of my gap year?” The most important way to effectively determine if you are asking the right people to write you LORs is to ask them this directly. Most potential LOR writers will be very honest with you regarding whether they will write you a good LOR. Gap years give you the opportunity to meet potential LOR writers, as well as help you decide what your area of focus is (or isn’t!) for research. This is your time to shine without the worry of full-time classes! Be proactive and engaged. Letter writers will notice these characteristics, and this will reflect towards what adcoms desire in grad school applicants and future grad students. “How can I improve my chances as an international student?” You can improve your chances as an international student by primarily understanding how international students are funded. NIH T-32 PhD training grants cannot be used to fund international students nor can they apply to NSF or NRSA fellowships. This typically means that the program itself funds international students. Email program directors early on and ask how many international students they accept. Create and prioritize your program list with programs that have a strong history of admitting more international students. Private universities typically have more funding for international students. If possible, having your own funding from your home country (such as in the form of a fellowship) can help. Networking can also be a useful tool. Ask PIs you know well from your home country to assist in bridging the gap and contacting PIs overseas. The STEM community is smaller than you think, use this to your advantage.  “What are some tips for standing out in the job market for lab technician and research assistant positions?” Email PIs during spring and summer since many techs and RAs will leave at the end of the academic year. Make sure to ask if you will have the opportunity to engage in independent research, as opposed to just doing standard lab duties. This distinction can make or break your application as this demonstrates to adcoms that you are familiar with conducting research akin to graduate students. If contact information for current techs and RAs are available, feel free to email them as well. We understand that the job market for these positions is competitive as gap years are becoming more common. Often, the desire for the ideal gap year job is overshadowed by the need to have a job that will financially support you. Do not hold out for the ideal research experience if you have to pay bills. Fortunately, science is interdisciplinary. For example, obtaining a molecular biology tech position should not hinder your application to a neuroscience, cancer biology, or other similarly related graduate programs. It may actually help you stand out from others in the application pool that have more standard experience from one discipline. As an added bonus, some institutions give discounted or even free courses to their employees. Use this to your advantage if you are trying to address grade deficiencies. “Is there a rubric admissions committees use when reviewing applications?” This is highly dependent on the institution and the program, but typically, rubrics are not used. While adcom members are trained in reviewing applications, there is no universal system in doing so.  This is why the admissions process can feel random sometimes, and why you should never take rejections personally!  “Are there any recommendations surrounding the GRE?” Fortunately the GRE is becoming increasingly less important for graduate school applications, as it becomes more obvious that a GRE does not correlate or predict an applicant’s success as a graduate student.  The GRE can be a huge financial burden for graduate school applicants, so navigating this depends strongly on your personal situation. The GRE will offer an advantage to students that have more money and time to spend on preparation, and/or can afford to take the test more than once. If you have a more limited budget for graduate school, try to apply to programs that either omit it or do not require it. More conservative fields or programs however may still put stock into the GRE, so if possible discuss the issue of the GRE with a faculty mentor. Generally, it is only recommended to retake the test if your scores are in a low percentile for your field, usually less than the 50th percentile. For this upcoming Fall 2020 cycle, keep track of how your programs of interest will be responding to the GRE requirement in light of the pandemic. FEATURED AUTHOR Yessica Santana Yessica Santana is originally from Los Angeles and obtained a Bachelors in Global Studies at University of California, Santa Barbara in 2017. During that time, she was involved in educational and social psychology labs and, later in her undergraduate career, developed an interest in pursuing neuroscience research. After taking a gap year, Yessica did a post-baccalaureate (post-bac) program at the University of Pittsburgh studying retinal-cortical circuit tracing in non-human primates. She is in the process of completing a second post-bac at Oregon Health & Science University (OHSU), where she studies the role of transcription factors in the neurodevelopment of amacrine cells. She will begin her Ph.D. in Neuroscience at OHSU in Summer 2020. Yessica writes this article to include advice from her post-bac advisor, Dr. Kevin Wright.

by Olivia Goldman (Biosciences, 2019 NSF-GRFP fellow, applied as a 2nd year) with contributions from John Lê (Physics, 2025 NSF-GRFP fellow, applied as 1st year) For any fellowship, read the solicitation carefully! Fellowship writing season is upon us!! This was written in response to the solicitation release  of the National Science Foundation Graduate Research Fellowship Program (NSF-GRFP). Although the NSF-GRFP has a lot of quirks (some of which are addressed here), many of these tips and timelines will also apply to most other fellowship deadlines when you're under time pressure. Although the NSF-GRFP is very competitive, if you are eligible, we highly recommend applying! What you learn in the process is highly valuable and will provide great starting materials for your qualification exams or future fellowship applications. If you are a grad school applicant, this is excellent preparation for the admissions process. Finally, check out Cientifico Latino, Inc.'s repository of fellowship statements for the NSF-GRFP and other fellowships. One of the best ways to learn how to write a successful fellowship is to read them! Fire up your pistons, pick up your pen, and get down those research ideas! 6-7 weeks before the deadline ( by September 15th ) Start planning, and read the solicitation! Give it a shot — it’s not too late!  The process of applying is incredibly valuable, even if you don’t end up being awarded. Think of the application as an exercise in (1) science communication and (2) making a scientific plan.  For current graduate students,  this will help you make progress towards qualification exams or something you can build off of for future fellowships.   Note, expectations will be higher for second-year (compared to first-year) graduate students. But even if you just joined the lab last month, you can still do it!! See sections below on how to further develop your research proposals, broader impacts, and preliminary data. For graduate school applicants,  the personal statement is essentially an early draft of your application essay, and the research proposal is terrific preparation for interviews and speaking about your current research.  I highly recommend writing about something related to your current research project —   basically, if you were to stay in your field, what would your PhD thesis be on? The NSF-GRFP ultimately funds the person, not the project. You are not obligated to do anything you propose. Start asking/reaching out to your letter writers this week . The deadline will come up sooner than you think. If you are a grad school applicant, consider that these would be your grad school letter writers. Let them know that you are also applying to graduate school. These are ideally professors (it is not common for your direct research mentors to write letters). For the NSF-GRFP, this matters probably even more than for grad school because of how competitive the fellowship is. Think of letter writers as supporters. Any PI you've interacted with who is willing to support you and your career is a good candidate. Clear your schedule and set aside time for writing. You should aim to have a nearly complete statement and research proposal two weeks before the deadline. You'll send these things to your letter writers around that time. This soft deadline is also a good point to solicit feedback on your statement from colleagues and research mentors on your materials. Avoid trying to write the fellowship outside of your 9-to-5. Don't feel guilty about putting experiments on the back burner, this is an important professional development experience. Read through the solicitation and create a list of the requirements for the personal statement and the research proposal  for yourself AND the folks you’ll be asking for feedback.  NSF-GRFP is very strict about following the rules and criteria of the application. There are automated checks for formatting, and not meeting content requirements is an easy way to get rejected. Help tired reviewers (who will be looking at the rubric alongside your application) and match the criteria as explicitly as possible. We strongly encourage using section headings such as “Broader Impacts” and “Intellectual Merit”).  People you ask for feedback can help you assess if you're meeting the requirements in a strong and strategic way. It would be unfortunate if a person giving you feedback suggests, for example, "Why do you have a broader impacts section? You should remove it." Make their job easier by creating a clear summary of what the NSF-GRFP requires. Read many successful applications.  This is the best way to internalize what makes an essay stand out. When you read a personal statement, ask yourself, what about it convinces you that this person is (or will be) an excellent graduate student? Use these insights to guide your own work on your personal statement. See Cientifico Latino's repository of fellowship application statements . Search for your STEM field + “NSF-GRFP” to find others. The Cientifico Latino team does a great job of compiling resources, but there are many more resources available online that we may not even know of — maybe even uploaded examples of personal statements for your specific subfield! Keep in mind the structure of the NSF-GRFP has changed over the years, so be sure to look at some recent statements! Make sure also to read applications from folks who applied at a similar stage (pre-grad student, first-year or second-year graduate student). 5 weeks before the deadline   ( by September 22nd ) An outline will take you a long way! By this stage, you should have contacted your letter writers  (ideally the same ones you are using to apply to graduate school - if you are also using their letter for grad school apps, let them know this), or if not, do so ASAP.  It is always helpful to send your resume or curriculum vitae (CV) with your letter of recommendation (LOR) request, but particularly for LOR writers that you know less well or haven't spoken with in a while.  Give them 7 days to respond, then send a follow-up email. However, begin thinking of back-ups. Don’t hesitate to reach out to a 4th or 5th LOR writer. NSF-GRFP allows for up to 5 letters, but only the top 3 will be considered. Once someone has written a letter for you, it’s much easier for them to do it again. More letter writers can come in handy in the future (e.g., if they have different perspectives on you, or if one of your LOR writers is unable to do so in the future). Start drafting your personal statement. Set aside time (or a day) to complete a rough draft. Look at successful statements for structure and content. You will want to be able to put this down and come back to it with fresh eyes, so get a draft down soon. Don’t be afraid to “word dump”   — leave the editing for later! Think about your aims for your research proposal. What is the larger research question? Aims should be logical building blocks to approaching your question. Consider the type of data you would hypothetically generate for each aim. Does it make sense to answer your question? (Without getting overly technical) Is it feasible? Talk about it with a scientist outside your lab. Are you able to communicate your project and its motivation to someone outside of your field? Do they understand what and why you're pursuing your question? Why did you choose these aims? Make it about fundamental, basic science. If your project is currently translational or disease-oriented, what are the underlying systems that your experiments will tell us more about? What other systems do they intersect with beyond that specific disease? A disease can also serve as a model for revealing fundamental truths. Focus on the basic science underlying your research, but also feel free to mention translational applications to provide the reviewer with context on the research's importance. If your research applies to multiple fields, carefully choose which one to apply to. You can be strategic about this in a way that will help your application (some fields have less applications, so a better chance of being awarded). Consult your PI. Think of people you'd like to ask for feedback. The more the better —   from diverse fields and backgrounds is a plus! The only way you'll know if your materials are coming across well is by having people read them.  Check in with them ahead of time  if they are open to reading your research proposal and/or your personal statement (ask if they’d be open to reading both, or give them an option to read just one).  Ask your PI, mentors, postdocs, graduate students, science friends, non-science friends, etc.!  Current NSF-GRFP fellows in your program can also be a great resource. Check if your school has a writing center or fellowship coaching. Writing centers sometimes have specific science writing help! Even if they don’t have a science-specific person, keep in mind that they might not be aware of the expectations of a science personal statement. Still, they will be able to tell if you are communicating your ideas effectively. 4 weeks before the deadline   ( by September 29th ) Now is the time you should be fleshing out the details of your personal statement and proposal! Proposal aims.  The strongest proposal aims (and experiments in general), are often designed with possible results in mind. Some experiments can be successful without any idea of potential outcome, but most aren't. The better you have possible outcomes in mind, the better the experiment can take into account proper controls, and also contribute to a cohesive and convincing research direction. Think about (and explain) what results you expect to see from each aim? How will your experiment support or reject a hypothesis? In the event of each outcome, how will the information you gain help inform the following aim? Making your personal statement into a narrative.  The NSF-GRFP is interested in funding you as a person, rather than the project. Confidence is absolutely key to a successful application. If you lack confidence in your future, it is difficult for your reviewers to be confident in you. Even if you are not sure about what you'd like to do for your future career,  you should convey a clear idea of what you intend your future career and impact to be (e.g., an easy one is to say that you ultimately want to be a PI — even if it’s not true, it’s a straightforward way to approach for the application). Frame your experiences in a way that demonstrates how they have prepared you both personally and scientifically for your future goals, as well as the impact you will have both scientifically and on your community. Ideally, your trajectory to where you are now and where you are going should seem inevitable.  Choose up to two or three research experiences.  There is just limited space to explain exactly what happened at each of these experiences and how they are preparing you for your next step as a graduate student. I t's important that each experience seems meaningful, not just that you have a lot of them. You want to flesh out the skills you’ve learned and how they will help make you successful as a current or future graduate student (soft skills count, too!).  The "hook". It's crucial to convey your passion for your science (and for your outreach). It should be convincing and genuine. This does not necessarily have to be in the form of a charming story (especially if you don’t have one). But it should convey why you love doing what you do. Explaining intellectually why something fascinates you is also great. “Show-don’t-tell” is a great philosophy to internalize for this application because it makes you a much more convincing applicant. Outreach.  As with research experiences, sometimes less is more. Focus on the most meaningful experiences you’ve had and how they lead to the impact you’d like to have in the future. Explain why you especially are poised to make an impact.  Getting stuck. If you get stuck on something, put it aside for now and move along! If a particular transition or argument continues to evade you, consider sharing your statement or proposal with a friend/colleague/mentor sooner rather than later. Let them know what you’re struggling with, see if they have any ideas, or if they’ll talk it out with you! Using AI. The personal statement needs to be in your voice. Avoid using AI, or do so as little as possible. It’s not worth the risk of making your reviewer suspicious that they’re not reading something you actually wrote. Read your essay out loud (it will be cringey). If something sounds off or is not in your tone, highlight that sentence and go back to it. Consider only using AI later in the writing process. AI can be helpful while editing to reduce words and make writing more direct and succinct. This approach better preserves the writer’s voice than incorporating AI early on.  3 weeks before the deadline   ( by October 6th ) Get even deeper into the nitty-gritty of the writing! Keep the personal writing (or anything flowery, poetic, or vague) to an absolute minimum. Even if it’s very honest/authentic, it likely deviates from professional scientific writing, which at its best is concise, persuasive, and direct.  Think about how your research and personal statements connect . The more cohesive the two are, the more you’ll stand out and the stronger your application will be. How can they support each other? Look for overlapping themes. Broader impacts are a good place to think about this. Consider also if you can connect your scientific research with your broader impacts. Be clear and direct. Consider ending your first paragraph with a vision (stated as confidently as possible) of what your future career plans are, and why you are ideally suited for the task. The most convincing fellowships are from folks whose trajectory seems inevitable. Less is more  in making statements convincing. Avoid "laundry lists" of techniques, for example. Fewer things often make a stronger point. Don’t give too much space to other people. Your words and vision are the most important thing here. Avoid quoting others or summarizing literature unnecessarily, and refrain from referring to any other research by name. If you were in a lab and supervised by a post-doc or graduate student, you only need to mention the name of the lab; you do not need to name your direct supervisors. If you cite references, limit yourself to only those that are strictly necessary. The reviewers know your space is limited. Do not use jargon.  Think of the NSF-GRFP as a game of science communication. Jargon and unexplained ideas and concepts are your worst enemies. You will not seem unintelligent for explaining something; instead, it will demonstrate that you really know what you're talking about. Unless it’s something broadly known by people in the field you are applying to, it’s better not to assume your reviewer understands something; otherwise, you risk alienating them.  Think of the NSF-GRFP as a persuasive argument  (and make it as logical as possible) - for the proposal: that this project is necessary/important. The proposal is strongest when the logical flow of your argument and its rationale is clear to the reader. For the personal statement, you are trying to convince the reviewer that you are a talented, burgeoning scientist with the experience and drive to make an incredible impact! Keep the intellectual merit and the broader impacts/community service parts of your statement relatively separate.  You want to show that you excel in both independently. If they do connect, that is just extra icing on the cake! Use section headers (“Intellectual Merit”, “Broader Impacts” — if a reviewer is skimming, make it easy for them to find the content for each criterion. Underline sentences that really bring your point home or demonstrate that you meet the criteria of the applicant they are looking for. Remember to HYPE YOURSELF UP!  Proposal writing is always somewhat of a sales pitch for you and your ability as a scientist. Students from underrepresented groups tend to downplay their accomplishments. For many people, it's normal to feel a little bit "icky" while showcasing accomplishments. Don't be afraid to really show the committee the amazing things that you've done! Addressing personal challenges. Describing personal challenges can be an important part of the personal statement. Spin it as a positive. How did these challenges make you  a stronger scientist and a more prepared graduate student? These experiences make you unique, but how are these experiences actually your advantage ? What perspective do you offer that others can't? How does your science benefit from your background? 2 weeks before the deadline   ( by October 13th ) Revise, polish, and get as much feedback as you can!! Send your drafts to your letter writers!  This is a great way to remind them that you’ll be expecting their letter of recommendation as well. Tips on getting feedback Be understanding if they can't do it or don't get to it (ask more people so you're not depending on only a few!) Think about how you’ll keep your edits organized. Ideally, one person will read your essay at a time. When you send your material, ask them when it will be best for them to read it (this is considerate and it helps you time your edits!). If they take longer than they expected, let them know they can always contact you to request an updated version —   feedback on an old essay version is generally not as helpful!  Be clear about the type of feedback you are looking for. If you're trying to cut down on words, let them know! If you're struggling to omit jargon and make research descriptions clear, ask a friend from outside of your field and let them know that they can tell you if they don't understand something. FEATURED AUTHORS Olivia Goldman, PhD (she/her/hers) Website , LinkedIn , Bluesky Olivia Goldman is a Schmidt Science postdoctoral fellow in the SENse Lab at the University of California, Berkeley / HHMI, advised by Dr. Diana Bautista. She studies neuroimmune interactions that occur during virus-evoked headache. She completed her PhD at The Rockefeller University, advised by Dr. Leslie Vosshall, on chemosensation in mosquitoes, the deadliest animal to humans. She is co-founder of Cientifico Latino, Inc., a 501(c)(3) non-profit organization supporting underrepresented groups in STEM. She earned her Bachelor's from Barnard College of Columbia University. She is passionate about making science accessible to anyone curious. John Lê (he/him/his) John Lê is a graduate student at Rice University in the Applied Physics Program, where he is also an NSF-GRFP and GEM Fellow. Before coming to Rice, he pursued a BA in Mathematics and Physics at Colorado College as a QuestBridge Match Scholar. His research focuses on thin film oxides for energy storage. He is currently studying antiferroelectric materials and engineering different structures to increase their energy storage and pulsed power capacities.

"How can we make admissions to graduate school more equitable?" is a question frequently floated by university administrators and well-intentioned academics. However, there is often a lack of tangible action to address the issue. Over the course of two years, a team at Científico Latino carried out a study supporting over 400 graduate school applicants from underrepresented backgrounds in science, engineering, mathematics, and technology (STEM). The piece, "Insights and Strategies for Improving Equity in Graduate School Admissions" comes out today in Cell. Científico Latino is a fully trainee-run organization focused on improving access to STEM graduate programs for all. A community of mutual support develops This story begins in 2012 when Robert Fernandez, a postdoctoral scientist at Columbia University, and Olivia Goldman, a PhD student at Rockefeller University, crossed paths as college students during a summer research program at Princeton University. At the time, little did they know that their shared enthusiasm for science and commitment to equity in STEM would eventually give rise to Científico Latino, an organization that has assisted hundreds of students in gaining entry into PhD programs across the nation. The origins of this organization can be traced back to Fernandez's personal experiences while he was a PhD student at Yale. "In the aftermath of the 2016 election, I felt a responsibility to support my community," reflects Fernandez. "As one of only two Latinos in my Yale PhD department, I experienced periods of isolation." Fueled by his passion to foster diversity in STEM, Fernandez joined forces with Goldman. Científico Latino commenced with modest origins – Goldman and Fernandez initially crafted an online database of college and PhD fellowships, aiming to make funding for PhD programs accessible to all. "Olivia coined the term 'Científico Latino,'" Fernandez notes, "to convey that we were constructing a platform for Latinos and other underrepresented groups to excel in science." For two years, Fernandez and Goldman managed the online database, and Daisy Duan, a PhD student at Yale University, joined their efforts. "The journey wasn't always smooth," recalls Fernandez. "As PhD students juggling many responsibilities, towards the end of my PhD, I even contemplated putting Científico Latino on hold." Fortunately, Fernandez, Goldman, and Duan’s dedication ignited a grassroots passion in others who volunteered to support the database. Consequently, Científico Latino swiftly evolved from a simple fellowship resource into a comprehensive website publishing blogs, samples of fellowship applications, details about PhD preview weekends, and more. "It transformed into a community of mutual support," Goldman reminisces. "As the program expanded, and more scholars and mentors joined, a vibrant community emerged." A mentorship initiative for over 400 graduate school applicants The burgeoning organization eventually launched the Graduate School Mentoring Initiative (GSMI), pairing graduate school applicants with mentors who were current PhD students, postdocs, or faculty. This program which is still running, has triumphed, involving over 400 students and 500 mentors since its inception in 2019. Goldman explains the program's core concept, "Current PhD students and aspiring applicants share a similar phase in life, as they are just a few years apart. This similarity positions current PhD students as ideal mentors to guide younger peers through the complex PhD admission process." The GSMI initiative has yielded practical benefits for its scholars. "Graduate school applications often appear enigmatic; our objective is to demystify the process," Melissa Cadena, GSMI program director and joint PhD student at Emory University and Georgia Institute of Technology, emphasizes. Goldman concurs, underscoring the program's role in leveling the field. "Our program fosters equity. For instance, many PhD applicants have never seen a successful graduate school personal statement. Offering examples of effective personal statements is extremely helpful to our applicants." Another tangible advantage is GSMI's success in obtaining fee waivers for PhD applications. Fernandez highlights, "Numerous schools impose admission fees exceeding $100. For applicants targeting multiple institutions, this can incur substantial costs, particularly for international students and students from low-income backgrounds." In response, Fernandez, Goldman, Cadena, and others proactively liaised with university officials, securing fee waivers for hundreds of scholars. Graduate programs can do better for applicants: transparency and support Científico Latino's mission extends further to advance equity in STEM at all career stages. "We are actively crafting new programs, including assisting underrepresented PhD students in securing positions in consulting, biotech, and academia," Fernandez details. "Our aim is to facilitate the enduring career growth of GSMI scholars." Another crucial focus is extending support to undocumented and international students, who often have fewer resources but more obstacles in grappling with the complexities of the American PhD admissions system. Cadena underscores the challenges faced by international students, from TOEFL requirements to translating college transcripts, both incurring additional costs and complexities for these applicants. Currently, the GSMI team has consistently supported prospective students worldwide. The path to enhancing diversity and equity in STEM remains multifaceted, and the Científico Latino team offers several concrete strategies to address this complex issue. Leonor García-Bayona, a postdoctoral scientist at the University of Chicago, underscores the obscure and confusing nature of many PhD program websites, especially for international students. "Students need transparency to choose suitable schools," she emphasizes. "Schools can provide explicit information about stipends, living costs, and faculty who are recruiting students each year to better empower students in their decisions." Fernandez concurs and extends the proposal, suggesting schools disclose annual student acceptance figures and retention rates, especially for underrepresented individuals. While the journey to equalizing opportunities for all candidates entering the PhD admission cycle remains ongoing, one of Goldman’s concluding statements resonates: "Education is universally valued, but not everyone can afford to fulfill their educational aspirations." With organizations like Científico Latino emerging, optimism arises that similar student-led endeavors will significantly advance equity in PhD admissions, leveling the playing field for the coming generation of young scientists. This is a press release was commissioned by Científico Latino and written by a member of the Científico Latino team to summarize the findings and significance of the Perspective piece about the Graduate Student Mentorship Initiative (GSMI). FEATURED AUTHOR Ben Wang, PhD (He/Him/His) @BenjaminXWang1 Ben is currently a Digital Coordinator at Científico Latino and a second-year postdoc in the Microbiology department at Stanford University, where he works in the laboratory of Dr. Denise Monack on the pathogenesis of human-adapted Salmonella. He received his BS from the California Institute of Technology in 2015 and his PhD from the Massachusetts Institute of Technology in 2021. As Ben was raised in a first-generation immigrant household, he has witnessed the challenges that minority groups can face in education and beyond. In turn, Ben is passionate about increasing access to science and has participated in multiple STEM-related outreach programs, including the SIMR (Summer Institute of Medical Research) program at Stanford, which pairs underrepresented high school students with host Stanford labs for summer internships. As he continues to embark upon an academic career, Ben looks forward to mentoring future students from underrepresented backgrounds and being a strong advocate for increased representation and equality in science and higher education.

In the aftermath of the coronavirus pandemic, many within academia and research have observed and published on physical exhaustion among students, better known as burnout. Psychologist Dr. Hernert Freudenberger defines burnout as "failing, wearing out or exhausting due to excessive demands on energy, strength or resources." It is important to note that since 2019, the World Health Organization categorized burnout as part of the International Classification of Diseases Vol. 11, describing it as an occupational phenomenon. However, it is not classified as a medical condition. According to the Occupational Safety and Health Administration, in its origins, the burnout worker syndrome was identified to a greater extent in those careers that are related to the treatment of the public and clients (also called social exposure). However, it can occur in any career when there is any inconsistency between the worker's expectations and the reality of their daily tasks, or there is an environment with excessive tension and degradation amongst work relationships. A burnout worker may present emotional and physical exhaustion, low self-esteem, a permanent state of nervousness, and aggressive behaviors often reducing the person's capability to work. Graduate students are expected to balance different roles and responsibilities that involve mentally and often physically exhausting work. Therefore, it is not surprising that graduate students experience burnout, usually in the form of emotional and physical exhaustion in response to chronic work-related stress. How do we handle it? Look for short-term strategies that will have an impact on the way you allocate your time. These techniques and activities have personally helped me balance my lifestyle: 1. Establish working hours The life of a graduate student inside a lab is not the traditional academic life of an 8 am – 3 pm student. Mentors often expect strenuous work nights and weekends, a direct ticket to burnout. You will always have a never-ending workflow as a graduate student, but one way to take control is to set work hours for yourself. Establish a daily schedule with specific hours to help you to have better organization and productivity. 2. Learn to say "no" Are you always available, no matter how busy your schedule is? Do you work tirelessly on the weekend? We view overwork as a badge of honor, fueling physical and emotional exhaustion. However, change this false interpretation about academics and workload and learn to say no, or delegate tasks. 3. Set realistic goals Ambition and high aspirations are motivating, but they also add pressure to your environment. Choose goals that are achievable given your time and resources. Set short-term goals that help you see the progress you are making toward your long-term goals. This prevents you from feeling overwhelmed and working to no avail. 4. Look for activities that benefit you physically and emotionally There is robust evidence that aerobic exercise benefits general well-being. Aerobic exercise can improve our physical fitness, emotional health, and social life. It can also prevent chronic diseases and allow us to maintain a healthy weight. Explore your interests during your graduate school to reduce stress. Slow down and take some time to reflect on what is important to you. Graduate students experience depression and anxiety six times more than the general population. If you are facing an emotional and/or psychological problem and need support, contact the counseling and mental health services at your university. These professionals can provide resources, support groups, will help you to improve your lifestyle, and counseling sessions to help students assert themselves. FEATURED AUTHOR Jailenne I. Quiñones-Rodriguez, PhD (she/her/ella) Jailenne's LinkedIn Dr. Jailenne Quiñones-Rodriguez, is an Assistant Professor of Anatomical Sciences at the College of Osteopathic Medicine at Sam Houston State University. Before joining SHSU, she taught human gross anatomy and histology to medical students at the Universidad Central del Caribe School of Medicine in Puerto Rico. Dr. Quiñones-Rodriguez received her undergraduate degree in Biomedical Sciences from the University of Puerto Rico at Ponce, her master's degree in Anatomy and Biomedical Sciences, and her Ph.D. from Universidad Central del Caribe School of Medicine. She received didactic training in higher education pedagogy through graduate studies and strategies to develop effective communication with students. These experiences and extensive scientific training have been fundamental in understanding the dynamic role of science and leadership in decision-making and evidence-based medicine. A part of her research interests lies in studying anomalous vascular and nervous human anatomical variations. These anatomical variations are a typical presentation of body structure with morphological features different from those classically described in textbooks.

This graphic was made and published by Paolo Figueroa-Delgado independently and posted onto her twitter account (@PaolaVFigueroa). It has been re-published to Científico Latino with Figueroa-Delgado's permission. FEATURED AUTHOR Paola Figueroa-Delgado (she/her/hers) @PaolaVFigueroa Paola is a PhD student in the Department of Cell Biology at Yale University, where she currently studies the neuronal cytoskeleton. She was born and raised in Puerto Rico where she received her Bachelors of Science at the University of Puerto Rico, Río Piedras Campus. During her time as an undergraduate student, she was a NIH BP-ENDURE Fellow and founded the National Neuroscience Student Association. She is a passionate and driven advocate for underrepresented and marginalized individuals in STEM and has continuously mentored and supported them throughout her career. She began mentoring pre-college URM students in the Arecibo Observatory Space Academy program, while as an undergraduate, as a Universities Space Research Association Fellow. Furthermore, she was the Education and Outreach Chair for the International Space Development Conference from 2014 to 2016 and was the organizer of TEDxUPR, among other conferences. She is passionate about making STEM accessible and creating an environment that is diverse, equitable and inclusive to all individuals, specifically those who are historically marginalized. At Yale, she serves as the Yale Biology and Biomedical Sciences Diversity and Inclusion Collective Outreach Branch Leader, Cell Biology Department Diversity, Equity and Inclusion Committee PhD Student Representative, Women in Science at Yale Board Member, among others.

My name is Katrina Colucci-Chang. I am a 4th year PhD student in Biomedical Engineering at Virginia Tech. I was born and raised in Puerto Rico, and did my undergraduate at George Mason University where I earned a BS in Bioengineering with a concentration in Signals and Systems and a minor in Dance. My story of how I got to where I am today contains a lot of twists and turns. Back in Puerto Rico, I was very active in my school’s science and math clubs. I would also do science fair projects and compete at both the state and international levels. Additionally, I would dance at the Western Ballet Theater and perform at recitals, such as Dracula, Nutcracker, and Giselle. It was my love for dance, science, and math that really made me want to go into engineering. It interested me in solving problems that dancers had, such as muscle fatigue, broken bones, etc. I initially went to North Carolina State University to study Chemical Engineering. During that time, my family decided to move to Washington, DC. Although I was really close to my family, I did not feel comfortable telling them that I was lonely. I had completed a summer at George Mason University and I really liked the convenience of going to class and coming home to study. One weekend when my father was visiting, I told him how I felt. I remember that without hesitation he said happily, “Come home, we will figure this out, everything is okay.” Either my dad knew and was just waiting for me to say something or he really wanted me to come home. Shortly after, I transferred to George Mason University and had internships with the Department of Energy, NASA (twice), and the U.S. Army. I even received two job offers with two different agencies after I graduated. However, I did not feel that I knew what biomedical or bioengineering was, so I decided to go to graduate school. I made this decision because I wanted to learn a new topic and challenge myself to become a better researcher. I was accepted to all the schools I applied to, except for one. Ultimately, I decided to pursue my graduate degree at Virginia Tech. You may be wondering how the SMART program came into this. The SMART Program is a program funded by the US Department of Defense (DoD) that funds both undergraduate and graduate students studying STEM. I had heard about the SMART program back in high school. In order to apply to the program, applicants must be at least an undergraduate student. I first applied my freshman year, but I was not accepted. Then, I applied my last year of undergrad and was chosen as a finalist, but ultimately was not selected. During the summer right before I started graduate school, I was working with the Army and met someone who had been admitted into the SMART program. He told me the reason he was admitted into the program was because he knew someone within the Army who had the funding to pay for his schooling. Essentially, it seemed he was accepted because of networking. He also emailed other agencies just to get his name out there. The reason networking is important for this program is because once you are a finalist, a database/excel sheet is created by the program. Different agencies have a certain amount of days to look over this document that has 1000+ names, and therefore, the best way to get selected is to network and show interest. When I applied for my third and final time, I did just that. I emailed agencies saying that I had applied to the program. Some did not respond, others were gracious enough to respond and say they were not interested, and the rest said, "Let us know if you become a finalist." Once I became a finalist, I emailed those who had expressed some interest to announce that I was essentially “up for grabs.” Through this method, I got in contact with NAVAIR. They were really interested in the work I did at NASA and in biomedical engineering. At the end of the conversation, they said I was the “perfect fit and exactly what they were looking for.” A couple of months later, I got an official email saying that I was accepted into the program as a 2018 SMART Scholar. I received funding for five years of my graduate degree. So here I am now, studying Biomedical Engineering with a guaranteed job after graduation. Bonus: My tips for dealing with graduate school hardships My graduate career has not been easy. On the academic side, I had a lot of challenges along the way, mostly communication-related issues. But on the social and personal side, at Virginia Tech, I really understood the concept of racism. Growing up in Puerto Rico and North Virginia, you were either with your people or in a melting pot. In contrast, Virginia Tech is a predominantly white school. It was fascinating to me to be called caramel skin, because I was neither white nor black. I experienced some racist comments and possibly, academic sabotage. However, I have taken all of these experiences as circumstances from which I have learned to grow. People who commit these acts may not be aware of what they are doing, but my philosophy is to educate them and be hopeful that these acts were committed without malicious intent. I am typically asked what people can learn from my experience and what have I learned over the years. As a typical engineer, I will summarize this in three points. Haha! Don’t be embarrassed by your failures. I was embarrassed by the fact that I switched universities in undergrad, but now I realize that NC State was not the right place for me. I had to do a summer at George Mason in order to find the perfect undergrad university for me. Mentors/networking does wonders for your career. I thank my mentors for getting me to where I am today, especially the SMART program. At first I was hesitant to write emails to the agencies, but my mentor in graduate school said, “Do it. What do you have to lose?” Educate people on their mistakes. People seem to respond to positive feedback/criticism. I believe that showing kindness is the way to change the world. I know… it is easier said than done, and something I am still working on myself. Yes, people might trample you or take advantage of you, but at the end of the day, you can be the bigger person. Trust me, the world needs more people like that. FEATURED AUTHOR Katrina Colucci-Chang Katrina is a 4th year Ph.D student in Biomedical Engineering at Virginia Tech. She was born and raised in Puerto Rico, and did her undergraduate studies at George Mason University where she earned a B.S. in Bioengineering with a concentration in Signals and Systems and a minor in Dance. A fun fact about her is that she has been dancing for over 15 years.