During the NPA 2023 Annual Conference, our postdoctoral association (PDA) leaders gathered around a session titled “Not Reinventing the Wheel: Inspiration for More Beneficial Postdoctoral Associations.” One goal of this session was to encourage conference participants to brainstorm on what makes their PDAs' internal management processes efficient. They were invited to share their struggles and discuss best practices on four topics: team management and cohesion, managing PDA leader successions, project management, and fundraising and budget management. The key takeaways from these conversations are summarized here so more PDA leaders can benefit from them.

Team Management & Cohesion

The leadership team is the foundation of the PDA; however, the many responsibilities of postdoctoral team members make team management and cohesion difficult. During the session, PDA leaders highlighted the critical importance of meeting regularly to plan and carry out events, activities, and initiatives. They emphasized that planning tools, like Doodle or When2Meet, are helpful to schedule regular team meetings in advance and encourage inclusive attendance. Additionally, communicating agenda items early and in coordination with team member schedules helps meetings run smoothly and sustainably while designating a rotating note taker to record meeting minutes, outcomes, decisions, and individual responsibilities, and shares these with the team in a follow-up message, ensuring accountability, cohesion and continued communication. Furthermore, having a member of the postdoctoral office (PDO) attend team meetings can provide continuity among generations of PDA and institutional leaders. Other tips to maximize cohesion included hosting an annual retreat for PDA leaders to set long-term goals for the association and designating committee chairs to efficiently plan and host events, while allowing them to lead initiatives aligned with their interests and according to their availability, to maximize project completion.

PDA Leader Successions

A PDA leader, chair, or president is instrumental in facilitating communication and streamlining initiatives behind the scenes. However, maintaining the continuity of those established connections and tried-and-true practices is often a challenge. With sudden turnovers on PDA boards, many new leaders must build management processes again from scratch. To ensure successful succession in the PDA leadership, establishing a shared and well-organized digital drive with clear practical instructions, standard operating procedures (SOPs) and frequently asked questions (FAQs) that are clear and concise proved to be most useful for many PDAs. During the transition period, a meeting to discuss the transition, responsibilities, tasks (previous, on-going, and remaining), and/or a staggered overlap between current and former leaders can help pass information between generations. Other appreciated supporters are the PDO, which can help maintain PDA activities and former PDA alumni who remain reachable to answer questions.

A PDA leader, chair, or president is instrumental in facilitating communication and streamlining initiatives behind the scenes. However, maintaining the continuity of those established connections and tried-and-true practices is often challenging.

Project Management

Serving on the board of a PDA can be a wonderful professional development opportunity to develop one’s leadership, project management skills, and exposure to diverse experiences and perspectives. Clear task delegation is central for a smoothly running organization: PDA leaders reported a boost in effectiveness when specific volunteers were assigned to specific tasks (i.e., event promotion, contacting vendors, managing funds), and roles were clearly defined. Furthermore, when PDA volunteers can choose to lead and/or contribute projects they are most interested in and are excited about, they are more likely to be motivated, engaged, and contribute more.

The use of digital tools can also ensure adequate monitoring of deadlines, deliverables, and projects: apps like Trello can simplify task designation and provide a simple visual overview of the team’s projects, while tools like Slack or Google Spaces provide simple avenues for team members to communicate. The use of calendar apps and a Trello board can also serve as an automation tool for accountability. Finally, tools like Canva are ideal to design standardized, yet catchy, flyers for effective event promotion.

Budget Management

One final major challenge for PDAs to run smoothly is managing funds. Some PDA leaders shared that helpful ways to raise funds are to reach out to postdoctoral alumni working in industry, or to private companies willing to support and/or recruit postdoctoral scholars. Also, alliances between different universities/departments with allocated budgets can be used in a colloborative way to access resources (rooms, awards…). Regular PDO-PDA communication and a dedicated treasurer position can allow for optimal management and utilization of budget resources available. However, and importantly, one of the major struggles faced by many PDAs is that they are neither allocated any budget nor allowed to raise funds.

Conclusion

PDA leaders enjoyed taking a step back and discussing ways to manage their teams, projects, and budget efficiently. Among the main takeaways of these conversations are: (1) using tools to monitor projects and budgets and carefully manage key team responsibilities and project data, (2) collaborating closely with their local PDO, (3) leveraging relationships with departments/offices/centers and alumni to access a range of (non)financial resources. We hope this article can complement the NPA PDA Toolkit and encourage PDA leaders to invest in the continuous improvement of their internal management processes and keep up the amazing work they do to improve the lives of postdoctoral scholars!

Sebastiano Busato, Ph.D., is a postdoctoral fellow in the Department of Electrical and Computer Engineering and the NC Plant Science Initiative at North Carolina State University.

Nilanjan Chatterjee, Ph.D., is a postdoctoral associate in the Department of Fisheries, Wildlife and Conservation Biology, University of Minnesota.

Katherine D'Amico-Willman, Ph.D., is a postdoctoral fellow in the Department of Entomology & Plant Pathology at North Carolina State University.

Bénédicte Gnangnon, Ph.D., is a postdoctoral associate in the Professional Development & Postdoc Affairs office at Boston University.

Viktoria Steck, Ph.D., is a postdoctoral scholar at Scripps Institution of Oceanography, University of California San Diego.

During the National Postdoc Association 2023 Annual Conference, PDA leaders from around the United States gathered during a session titled “Not Reinventing the Wheel: Inspirations for More Efficient and Impactful PDAs." One goal of this session was to encourage participants to brainstorm on ways to efficiently manage their activities and maximize their impact. They were invited to discuss best practices on understanding the needs of and advocating for postdocs, event creation/hosting and evaluation, marketing & communication, and managing partnerships. The key takeaways from these conversations are summarized in this article, for more PDA leaders to benefit from.

Understanding the Needs of Fellow Postdocs

Understanding the needs of fellow postdocs is central for the proper representation, support, and development of the postdoc community and advocacy efforts. Consistent and comprehensive data collection from annual surveys, town halls, and event feedback forms is thus foundational. Additionally, to improve their visibility, PDA leaders can invite university leaders and faculty members to PDA meetings, and/or attend other university committee meetings. Some PDA leaders have also found it helpful to have a faculty advisory board to discuss the needs of postdoctoral fellows and ways to address them. Finally, having a virtual idea box always visible on the PDA website or using incentives like raffles can encourage postdoctoral fellows to participate in town halls and surveys, or otherwise share their opinion.

Event Creation & Hosting

An important consideration in PDA event planning is ensuring events are accessible and accommodate the whole postdoc population. Variety is key! Vary event times/days to include postdocs with differing home commitments/work schedules. Consider hosting events that are inclusive of families and pets; ice cream socials have been popular! Where possible, host free events to remove the barrier of cost - providing food is always a bonus. Incorporating virtual events, such as trivia nights, can also help include a wider postdoc population, especially more introverted postdocs who may prefer attending from home. Keep track of attendance to determine what events worked well and gather feedback from surveys. Most importantly, have fun and build community!

The key to organizing successful events is to have clear and quantifiable success metrics and to prioritize the opinion of postdoctoral participants. PDA leader attendees remarked that using short surveys at the end or after events is the best strategy to obtain feedback.

Marketing & Communication

Effective communication with the PDA community is centered on maintaining direct rapport with fellow postdocs. Make ample (but targeted) use of communication tools: have a Slack workspace for the whole PDA community, with channels dedicated to events; send out listserv emails, ensuring that key information is combined in (bi)weekly messages to avoid diluting interest. Leveraging the university’s communications/outreach potential and including faculty in PDA communications are also impactful ways to reach postdoctoral fellows.

Another crucial point for gathering interest is to make the PDA visible: create beautiful advertising flyers and put them in lobbies and elevators, adding a QR code for easy event signup; have PDA representatives at events postdocs might attend (orientations, seminars); have a beautiful and recognizable logo for your PDA, which can be put on swags to be shared during events or sold for fundraising.

Event Evaluation

The key to organizing successful events is to have clear and quantifiable metrics of success, and to prioritize the opinion of postdoctoral participants. PDA leader attendees remarked that using short surveys at the end or after events is the best strategy to obtain feedback. To maximize the response rates, PDA leaders advised that surveys be anonymous to ensure total transparency, easily accessible (e.g., using QR codes, or by directly emailing registrants), short and actionable. Finally, surveys can be great recruiting tools, by integrating space for postdocs to express their interest in joining the PDA.

Establishing & Maintaining Partnerships

Partnerships can powerfully support PDA activities and the postdoctoral fellows they serve. PDA leader attendees found it helpful to collaborate with: graduate students when in need of more volunteers; local PDO and external PDAs to organize events; other departments and offices to provide resources; banks, investment companies, immigration lawyers to provide financial, investment, and immigration training/advice to postdocs; alumni and local companies for career events and site visits. While maintaining regular collaborations with these partners, PDA leaders also emphasized the importance of hosting fun events for postdoctoral fellows to meet regularly and organizing symposiums so they can showcase their research.

Advocating for Postdocs

During the session, PDA leaders acknowledged the importance of advocating for postdocs at their local institution, despite struggles to strengthen and communicate about postdoctoral identity, and to identify influential faculty members to amplify postdoctoral fellows’ voices. PDA leaders highlighted the importance of fostering and maintaining regular dialogue with both PDO and institutional leaders and influencers. PDAs should identify postdocs' concerns and struggles, collecting quantitative and qualitative data to be shared with institution allies, but also bring ideas for improvements to the negotiation table. All attendees highlighted the importance of dedicating committees to specific postdoctoral struggles and being persistent to get improvements across successions of leaders.

Conclusion

PDA leaders enjoyed chatting about the ways they manage their activities. Among the most efficient management tips were: (1) communicating with faculty and PDO leaders to effectively advocate for postdoctoral scholars, (2) increasing the visibility of the PDA, (3) considering many ways to make events inclusive (of families, busy schedules, needs for community building, etc.), (4) using tools to efficiently manage events and collect data, and (5) collaborating with departments, alumni, and local companies to meet the needs of their peers. We hope this article can complement the NPA PDA Toolkit and support PDAs in efficiently managing their support and advocacy efforts for postdoctoral scholars.

Sebastiano Busato, Ph.D., is a postdoctoral fellow in the Department of Electrical and Computer Engineering and the NC Plant Science Initiative at North Carolina State University.

Nilanjan Chatterjee, Ph.D., is a postdoctoral associate in the Department of Fisheries, Wildlife and Conservation Biology, University of Minnesota.

Beth Evans, Ph.D., is a postdoctoral fellow in the Department of Physiology & Biophysics at University of California, Irvine.

Bénédicte Gnangnon, Ph.D., is a postdoctoral associate in the Professional Development & Postdoc Affairs office at Boston University.

Silvia C. Hernandez, Ph.D., is a postdoctoral fellow in the Department of Medicine, Cardiology, at the Albert Einstein College of Medicine.

Universities in the United States attract postdoctoral scholars from around the world to pursue research opportunities and research excellence. International postdoctoral scholars, relocating to the United States, play a vital role in advancing scientific discoveries and enriching the academic environment. However, their integration into the academic institution is often lacking. This is particularly true for international postdoctoral scholars who move from one temporary contract to another, facing challenges in re-integrating into new environments with each move. Many universities conduct orientation and induction programs for international postdoctoral scholars, which is a great way for them to be introduced to the institution, its policies, departments, and other critical information for them to start their employment. Orientations and inductions are great for first impressions; but what are universities doing to support their long-term social integration, institutional belonging, and long term professional and personal success? International postdoctoral scholars potentially face an additional set of challenges such as cultural differences, language barriers, and a lack of familiarity with the local academic and social landscape, which can further complicate their social integration.

Human beings are social creatures, so it is natural to expect that belongingness is a critical component of their life. According to Maslow (1954), belongingness is a basic human need which impacts their well-being Maslow, 1954). Institutional belonging, a specific type of belonging which takes place in an institutional setting, refers to an individual's sense of connection, identification, and acceptance within an institution (Goodenow, 1993). It has an impact on well-being, job satisfaction, and productivity. Social integration in organizations involves incorporating individuals into the social ecosystem of the institution through social activities. This supports the postdoctoral scholars in forming relationships and feeling part of the university community.

Institutional belonging through social integration is crucial to support an environment of success and well-being for international postdoctoral scholars. By implementing these strategies, universities can create an inclusive environment that enables international postdoctoral scholars to thrive and reduce their isolation.

Several scholars (Berkovich, 2014; Capper and Young, 2014; Marshall, 2004; Shields, 2014) have acknowledged the need to promote social inclusivity. Social integration helps create supportive networks, reduces feelings of isolation, and enhances academic collaboration, all contributing to overall success and well-being. To facilitate institutional belonging, universities can implement the following strategies:

• Mentoring and buddy systems: Pairing international postdoctoral scholars with mentors or buddies in similar research fields fosters social connections, knowledge sharing, and emotional support, facilitating integration.
• Social events and networking: Planning regular events bringing together the postdoctoral scholar community, faculty, staff, and stakeholders can promote informal interactions, cultural exchange, and collaboration, which fosters a sense of community. These social events can come in the form of research retreats, industry socials, faculty-postdoc or postdoc-student gatherings, coffee with the leadership team, etc.
• Language support: Offering language courses and resources helps international postdoctoral scholars improve communication skills, reducing language barriers and facilitating integration.
• Cultural sensitivity training: Raising awareness about cultural differences and promoting inclusivity through training fosters understanding, respect, and appreciation for diverse perspectives, creating a more inclusive and supportive environment.

Institutional belonging through social integration is crucial to support an environment of success and well-being for international postdoctoral scholars. By implementing these strategies, universities can create an inclusive environment that enables international postdoctoral scholars to thrive and can reduce their isolation. Creating such policies, strategies and initiatives does not need to be created in silos and benfits from inter-departmental and collegiate interactions at different scales. Tapping into the target community will spark incredible conversations and will add the most value to the development process. Recognizing the importance of social integration and investing in these measures benefits postdoctoral scholars and enhances the reputation of universities as globally connected and diverse academic institutions.

References:

• Berkovich, I. (2014). A socio-ecological framework of social justice leadership in education. Journal of Educational Administration, 52(3), 282-309.
• Cantwell, B., & Taylor, B. J. (2013). Internationalization of the postdoctorate in the United States: Analyzing the demand for international postdoc labor. Higher Education, 66, 551-567.
• Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. The Journal of Early Adolescence, 13(1), 21-43.
• Marshall, C. (2004). Social justice challenges to educational administration: Introduction to a special issue. Educational Administration Quarterly, 40(1), 3-13.
• Maslow, L. A. (1954). Motivation and Personality. New York: Harper.
• Moyo, Z., & Perumal, J. (2019). Towards Enacting Social Justice in HE. International Journal of African Higher Education, 6(1), 77-96.
• Shields, C. M. (2013). Leadership for social justice education: A critical transformative approach. International Handbook of Educational Leadership and Social (In)Justice (pp. 323-339). Dordrecht: Springer Netherlands.
• Van der Weijden, I., Teelken, C., de Boer, M., & Drost, M. (2016). Career satisfaction of postdoctoral scholars in relation to their expectations for the future. Higher Education, 72, 25-40.

Nadia Abdulla, Ph.D., is a postgraduate researcher in the Organizational Health and Wellbeing Program in the Division of Health Research at the University of Lancaster, is a member of the Advocacy Committee and an associate editor of The POSTDOCket.

Institutions with high research activity (R1 universities) often have hundreds of postdocs, while regional comprehensives may have a handful. How can smaller institutions provide their postdoctoral scholars with adequate development opportunities? Additionally, how can large R1s expose their scholars to the myriad of institutional types where they could land a fulfilling tenure-track position? State university systems, particularly ones that have a diversity of institutional types, may provide a unique opportunity to support postdoctoral scholars if they work collaboratively. As one example, with the University System of Maryland, with NSF funding through the Alliances for Graduate Education and the Professoriate (AGEP) and Eddie Bernice Johnson INCLUDES programs, institutions have opened their virtual (and sometimes in person) professional development to postdoctoral scholars across institutions.

The approach to shared inter-institutional professional development is designed to leverage existing institutional strengths. For example, while the participating medical school (at the University of Maryland, Baltimore) supplies the postdoctoral scholars with training on NIH grant writing, the suburban regional comprehensive institution, Towson University, offers workshops on inclusive teaching and crafting teaching statements for the job market. The University of Maryland, College Park, a R1 - flagship institution, provides retreats for postdocs to work on documents for faculty positions, including teaching, mentoring, and diversity statements. Meanwhile, the University of Maryland, Baltimore County, a midsize research university that just achieved R1 status, offers early career NSF grant workshops and sessions on inclusive practices, and the rural Salisbury University (a predominantly undergraduate institution) helps postdoctoral scholars learn about successful research with undergraduates. Finally, the University of Maryland, Eastern Shore exposes postdoctoral scholars to faculty life at a land grant Historically Black College and University (HBCU). Facilitating the exploration of local and regional institutions with unique strengths can help postdoctoral scholars build their network, gain increased understanding of different institutional types, and help university systems maximize their chances of retaining exceptional talent they’ve participated in cultivating.

Since virtual professional development became a norm during the pandemic, most institutions can share their expertise at no additional cost. This approach also allows for institutions to maximize their human resources, by engaging with and highlighting expertise across the university system. In-person professional development may require additional financial resources when opened to scholars from other institutions, but this could be viewed as an investment given that those postdoctoral scholars may be more open to employment at the host institution after visiting and engaging in that new community. Through NSF AGEP funding, the University System of Maryland (USM) has a consortium of institutions that have created a “PROMISE Academy” which particularly supports minoritized postdoctoral scholars in receiving inter-institutional development, networking, and mentoring that aims to retain the scholar within the university system. The grant has supported virtual workshops, panels, and conferences in addition to in-person visits of our PROMISE Academy fellows to participating campuses. These visits have been highly successful for both the scholars and the host institutions. Participating postdoctoral scholars have reported being pleasantly surprised by the caliber of research being done by faculty at non-R1 institutions, and are attracted to the sense of fulfillment expressed by faculty at predominantly undergraduate institutions. Even for postdocs who are completing a fellowship at an R1, exposure to another R1 institution can reveal previously unseen factors that contribute to one’s perception about what makes an institution an attractive place to work.

University systems and regional consortiums of campuses should be speaking to each other about what they can offer - and gain - from sharing professional development and building relationships between postdoctoral scholars and faculty across institutions.

Through NSF INCLUDES funding for a project called Re-Imagining STEM Equity Utilizing Postdoc Pathways (RISE UPP), USM is helping expand a model of interinstitutional professional development and postdoctoral conversion (transition into tenure-track) to three additional university systems: University of North Carolina, University of Texas, and Texas A&M University systems. While the initiative encourages interinstitutional postdoctoral development as one aspect in a multi-faceted program to inspire institutional and university system transformational change, most campuses can share professional development without grant funding and communicate the results from their programs in academic journals, conference proceedings, etc. University systems and regional consortiums of campuses should be speaking to each other about what they can offer - and gain - from sharing professional development and building relationships between postdoctoral scholars and faculty across institutions.

Blessing Enekwe, Ph.D., is the director of postdoctoral affairs at the University of Maryland, College Park and executive director of the NSF Eddie Bernice Johnson INCLUDES project: Re-Imagining STEM Equity Utilizing Postdoctoral Pathways (RISE UPP).

Robin Cresiski, Ph.D., is the assistant vice provost for Graduate Student Development at the University of Maryland, Baltimore County and director for the NSF AGEP PROMISE Academy Alliance.

During a casual chat with a postdoctoral scholar, I inquired about his well-being. Without hesitation, he responded with a remark that struck me: "How can I be fine as a postdoc?” As surprising as it may sound, this sentiment holds for many postdocs, reflecting the realities they experienced throughout their postdoctoral journey. According to a survey conducted by the NPA, about 95% of postdoc respondents expressed that their inadequate compensation negatively impacts their personal and professional lives.

Postdoctoral positions provide an opportunity to conduct advanced research and acquire essential professional skills for individual career advancement. While the postdoc research experience is enriching, postdocs often face many challenges, including a lack of adequate mentoring, a challenging job market, a high workload, insufficient wages, and an amplified psychological stress and loneliness burden. Policymakers and universities must recognize the significance of postdoctoral training beyond simply producing highly competent and innovative professionals. Enhancing postdocs' overall growth and well-being is essential to flourish and fully realize their capabilities.

Policymakers and universities must recognize the significance of postdoctoral training beyond simply producing highly competent and innovative professionals. Enhancing postdocs' overall growth and well-being is essential to flourish and fully realize their capabilities.

Here are some considerations for postdocs to effectively navigate their challenging work environment:

• Prioritize tasks: Establishing clear work and personal life boundaries could ensure quality outcomes. Determine a structured schedule that incorporates all essential daily, weekly, or monthly duties.
• Build a supportive network: Regularly discuss with fellow postdocs, colleagues, and mentors to gain insights into the situation and determine appropriate actions. Attend workshops, conferences, or training sessions that can contribute to your professional growth and access to resources. For instance, NPA offers plenty of webinars (see webinar archives) that are accessible to its members, which can be valuable resources for postdocs seeking guidance and insights on various issues.
• Proactive approach: Take a proactive approach by setting short-term goals to publish high-quality research papers. Also, it is essential to be proactive in submitting as many job applications as possible and preparing for interviews. Be willing to explore alternative perspectives and seek advice from others.
• Find inspiration: Seek motivation by reading motivational stories or advice. Keep a bookmark for a collection of motivational content, whether it's from websites, speeches, or inspiring quotes that motivate you, and refer to them regularly, especially during times of feeling down and anxious. For instance, this Ted talk by Barbara Fredrickson discusses "Positive Emotions Open Our Mind."
• Prioritize self-care: Importantly, prioritize personal well-being and take the time to rest, reflect, and engage in activities that ignite your enthusiasm before diving back into work.
• Embrace challenges as learning opportunities: Embrace challenges as opportunities for growth and learning. Recognize that setbacks and difficulties are a natural part of the postdoc journey.

Silambarasan Anbumani, Ph.D., is a postdoctoral fellow in the Department of Radiation Oncology, Medical College of Wisconsin, and is an associate editor of The POSTDOCket.