The intersection of technology and connectivity has shaped a plethora of prospects. Among these, social media has persuaded transformation, which helps professionals share their ideas, collaborate on different projects, and foster their careers. It facilitates networking and serves as a critical resource for academic growth. Advancement in the research community is significantly impacted by the power of digital platforms [¹]. Social media platforms like X (formerly known as Twitter), LinkedIn, and Facebook have become tools to not only meet new people but also find jobs (both in and out of academia), start collaborations, and cultivate one’s research.

Using social media platforms to highlight new papers and research increases the viewership of research journal websites, leading to higher readership of shared articles. Moreover, the authors can get feedback and opinions from experts in the field on their discoveries. This way, they can gain more ideas to enhance their ongoing work and seek fruitful collaboration.

Recently, Özkent highlighted how researchers can use social media to disseminate their results by sharing research findings through these platforms. It was demonstrated that a positive correlation exists between exposure to social media and the number of citations publications receive. Social media has a great impact in making research more visible to the academic world, hence catalyzing the field. Using X as a platform to share articles enables a swift display of information, leading to an increase in tweets and higher citations of the article [²].

Image created by Sonal Gupta, Ph.D.

It is well established that social media plays a significant role in information flow, and more importantly, it can unfold existing opportunities that were previously accessible to a select few. There are several professional advancement opportunities and grant announcements that are rarely shared through mainstream communication modes like email. Instead, social media platforms like academic X and LinkedIn have become the major routes of communication for career development opportunities [³].

Therefore, the task transforms positioning yourself in the know using these platforms, enhancing your network, and advancing your career. One of the simplest ways to do this is to follow or connect with more people, particularly those from related research areas, and contribute to pertinent conversations by starting them or adding to the discussion [⁴].

Now, this may not be easy to accomplish, especially for the socially awkward, but attempting to “put yourself out there” frequently can help achieve this. Moreover, there is a daily flood of what is regarded as “noise” (misinformation, unhelpful arguments, and even advertisements) on all social media platforms that must be filtered through to find helpful resources and conversations.

Lastly, for those with the bandwidth to create original content, social media platforms are a paradise for building a brand, attracting certain opportunities, and securing jobs. Many testimonials of people who have secured prosperous academic and non-academic jobs through frequent posting and brand building are available.

References:
[¹] Chan, C. H., Zeng, J., & Schäfer, M. S. (2022). Whose research benefits more from Twitter? On Twitter-worthiness of communication research and its role in reinforcing disparities of the field. PLoS One, 17(12), e0278840.
[²] Özkent, Y. (2022). Social media usage to share information in communication journals: An analysis of social media activity and article citations. Plos one, 17(2), e0263725.
[³] Abou-Ismail, M. Y., van der Wal, D. E., Cheong, M. A., Masten, A., Blount, L., & Brown, M. C. (2024). Can scientific journals benefit from a social media presence? An analysis of online traffic data and author perspectives. Research and practice in thrombosis and haemostasis, 8(3), 102387.
[⁴] Ratkiewicz J, Flammini A, Menczer F. Traffic in social media I: paths through information networks. In2010 IEEE second international conference on social computing 2010 Aug 20 (pp. 452-458). IEEE.

Sonal Gupta, Ph.D., is a postdoctoral associate in the Chemistry Department at the University at Buffalo, the State University of New York.

Gertrude Arthur, Ph.D., is a postdoctoral research fellow in the Department of Physiology and Biophysics, University of Mississippi Medical Center.

As computation becomes increasingly integrated with research and development in the life sciences, it is becoming more common for employers to seek candidates proficient in computer programming. Proficiency in a programming language is a highly marketable skill and can facilitate higher throughput and efficiency in various research projects. However, postdocs do not always have convenient access to and time for structured cohort-based courses to build data science skills. This article will discuss the benefits of learning a programming language, namely R, as well as resources and strategies for doing so on your own time.

Two of the most popular and relevant programming languages for scientists are Python and R: Python is a high-level, general-purpose language that is especially useful for machine learning applications, whereas R is more specialized for data mining and statistical analysis. Postdoctoral scholars who are not already engaged in programming-heavy research, such as in machine learning and artificial intelligence, can start by learning a programming language to improve their data analysis workflow. Thus, a great place for scientists to start learning programming is with the R language, as it is geared toward statistical computing and data visualization.

In addition to improving data analytics output and workflow efficiency, learning a programming language like R is a highly marketable skill in the sciences. Large pharmaceutical companies have attested to using R to analyze large-scale datasets (see "The Role of R in Drug Discovery, Research, and Development"). After initially putting in time to learn and write code, it can save you a lot of time when it comes to wrangling, analyzing, and visualizing data. Moreover, learning R is a worthwhile investment because it is free and open-source.

R consists of a core language expanded by an abundance of “packages” containing reusable code and sample data. The most popular way to use R is through the integrated development environment, RStudio. There are innumerable resources available for learning R, and it may not always be clear which resources are geared toward novice versus advanced users, so it can be easy to become overwhelmed, frustrated, or discouraged. Therefore, starting with the basics is key to laying down a foundation of core concepts using sample datasets before advancing to complex analyses of your data.

Core concepts in R include familiarity with the RStudio interface, basic syntax, and data structures, writing functions for reusable code, and, perhaps most importantly, searching for help when you hit a snag. “Hands-On Programming with R” is one of many valuable resources for learning the basics; it is a free online book that teaches the fundamentals of R programming by working through practical examples. With a solid foundation in programming with R, you will be prepared to learn how to import, wrangle (tidy and transform), and visualize data – “R for Data Science” is an excellent guide to building these skills. Furthermore, finding a mentor who can help guide your learning and answer questions and a “study buddy” to learn and practice alongside is always a good idea.

One of the most challenging aspects of learning something new is making time for it. Seeking supervisory approval to spend time on something that changes the familiar workflow, even if it is ultimately for the better, can be a hurdle for trainees. Postdocs may also feel guilty about taking time to learn a skill that may not be directly required to complete research tasks. However, customizing one’s research toolbox is paramount to optimizing career development.

Fortunately, the versatility and marketability of R make it a relatively easy sell, and as little as one hour per week can be enough to get started. As with learning anything new, how much time it will take depends on the end goal, and how long it takes to reach that goal depends on how much time you can set aside each week to work toward it. A recent article from Codecademy discusses “How Much Time You Need Each Week To Learn How To Code.”

A robust data analytical skill set that includes programming abilities can transform your workflow with improved throughput and efficiency and open the door to more opportunities in the next step of your career. There are endless resources to adapt to one’s learning style, research needs, and work schedule. With the high demand for coding skills in today’s job market, there has never been a better time to add a programming language to your skill set.

Elia Lopez, Ph.D., is a postdoctoral fellow in the Translational Science Interagency Fellowship at the National Center for Advancing Translational Sciences and the U.S. Food and Drug Administration [LinkedIn].

Social isolation is common for postdoctoral fellows due to heavy workloads and limited access to other institutions. This experience was intensified during the COVID-19 pandemic, which also triggered academic burnout, potentially further impacting the mental health of postdocs [^{1, 2}]. Postdoctoral scholars often rely on their institutions to offer opportunities for socialization, such as teaching undergraduate courses, engaging with peers, and expanding their professional networks. However, such opportunities are often restricted to conferences and meetings, which can require significant travel funding. These high costs and limited resources for postdocs can make frequent scientific outreach challenging. Following the COVID-19 pandemic, the format of many in-person meetings transitioned to online platforms, making networking more difficult for postdocs.

Furthermore, there are some institutions and grants that can restrict postdocs from teaching on campus or engaging in campus-related services. Considering these factors, it is crucial now more than ever for postdoctoral scholars to seek opportunities beyond their home institution. One option is to leverage nearby academic institutions to maximize their educational and social prospects. Although balancing professional development with an already overwhelming schedule can be challenging, investing time can significantly improve a postdoc’s professional growth and career outcomes [^{3, 4}].

Teaching

Teaching opportunities can significantly enhance a postdoc’s skill set and career prospects. Participating as a teaching assistant in conducting theory and lab-related courses for undergraduates and doctoral scholars can add relevant work experience and provide opportunities for professional development. Access to adjunct teaching at local community colleges or universities can also provide valuable experiences to broaden one’s academic network. Other beneficial experiences can include guest lecturing, offering workshops, or giving public lectures at other institutions. Additionally, shadowing faculty members at predominantly undergraduate institutions can provide insights into effective and inclusive teaching practices, as it provides - the opportunity to learn in different environments.

Research Collaboration

Research collaboration is another area postdocs can explore. Attending general scientific meetings at nearby institutions, virtually or in person, can provide accessible opportunities for postdocs to learn about ongoing research and explore potential collaborations. Giving short, invited presentations at broader lab meetings can also help create connections and receive valuable feedback. By offering to give presentations or workshops, postdocs can make new connections, build a network, and potentially find collaborators to facilitate learning new techniques or methodologies. Collaborations can occur within grant proposals or joint research projects with researchers from other institutions, significantly enhancing career growth and providing opportunities for impactful scientific contributions.

Speaking and Presentation Skills

Participating in seminar series at other campuses and presenting at conferences hosted by different universities can develop strong communication skills. Virtual conferences offer similar benefits of experience and exposure, along with lower or zero registration costs. Other options include joining peer review, writing, and presentation practice groups to refine these skills and receive constructive feedback from peers.

Networking

Participating in interdisciplinary networking events, programs, or socials can help postdocs build valuable connections crucial for career advancement and professional development. In many of the universities in the United States, there are postdoc unions that can provide advice on networking and team-building activities. Networking can also be self-driven through an amplified search for mentorship from faculty or scientists in related fields or departments. Conversely, looking for programs to mentor undergraduate or graduate students through formal or informal programs can also be beneficial in establishing a more comprehensive network. Peer mentoring is another way to connect, where postdocs from different campuses can meet to share experiences and collaborate, enhancing networking and professional growth. There are multiple ways to increase socialization and connections- for example, networking organizations like the National Science Policy Network (NSPN) offer opportunities for early-career researchers, postdocs, and graduate students to connect and contribute to science policy development.

Professional Development

Attending workshops on grant writing, career planning, or academic publishing conducted by institutional committees or funding organizations provides valuable professional development for postdocs. These opportunities can come from the institutional core committee or an NIH funding-specific organization such as the NIH Office of Intramural Training and Education (OITE) and the National Institute of General Medical Sciences (NIGMS).

Whether engagement opportunities are offered virtually or in person, emailing may open the door to new learning and collaboration. Participating in advanced technical workshops or certification courses on specialized techniques or tools can also enhance skills. Other cost-free options include joining alum networks that can provide mentorship opportunities, career advice, and social events. There may even be short-term fellowships that offer training in related fields at other institutions and could facilitate efficient brainstorming and collaboration.

Inter-Institutional Committees and Boards

Serving on advisory boards or committees for programs at different organizations can provide valuable leadership experience. Leadership roles are typically available for other academic organizations, societies, or scientific boards such as the National Association for Research in Science Teaching (NARST), the NPA's POSTDOCket, and more. Additionally, state university systems often have programs to connect postdocs with other campuses. For example, the PROMISE Academy Alliance in the University System of Maryland has successfully facilitated inter-institutional professional development and career transitions for postdoctoral scholars. Similar models are being adopted in North Carolina and Texas through the NSF INCLUDES initiative, RISE UPP.

Multi-tasking and Time Management

Being a part of any of the programs mentioned above or collaborations requires a postdoc to develop a multi-tasking attitude and to use out-of-lab time to attend talks or virtual meetings. Effective planning and communication are essential to successfully engaging with others at networking events. It is also important to develop time management skills. Finally, maintaining open communication with principal investigators and departments will help to ensure that they are aware of these activities and can help balance postdoc responsibilities with professional development opportunities.

Conclusion

Balancing professional development with postdoctoral responsibilities requires strategic time management and proactive engagement in teaching, research collaboration, networking, and professional development. By seizing opportunities at nearby institutions and communicating effectively with supervisors, postdocs can enhance their academic and career growth and maximize their postdoctoral experience.

References:
[¹] Andrade, D., Ribeiro, I. J., & Máté, O. (2023). Academic burnout among master and doctoral students during the COVID-19 pandemic. Scientific Reports, 13(1), 4745.
[²]. Suart, C., Nowlan Suart, T., Graham, K., & Truant, R. (2021). When the labs closed: Graduate students’ and postdoctoral fellows’ experiences of disrupted research during the COVID-19 pandemic. Facets, 6(1), 966-997.
[³] Davis, G. (2009). Improving the postdoctoral experience: An empirical approach. In Science and engineering careers in the United States: An analysis of markets and employment (pp. 99-127). University of Chicago Press.
[⁴] Gibbs Jr, K. D., McGready, J., & Griffin, K. (2015). Career development among American biomedical postdocs. CBE—Life Sciences Education, 14(4), ar44.

Helen Urpi Wagner-Coello, Ph.D., is a postdoctoral fellow at the STEM Transformation Institute at Florida International University and a writer and associate editor for The POSTDOCket [LinkedIn].

Robin Cresiski, Ph.D., is the associate vice provost for graduate student development and postdoctoral affairs at the University of Maryland, Baltimore County, and director for the NSF-funded PROMISE Academy Alliance and Co-PI for the NSF-funded Re-Imagining STEM Equity Utilizing Postdoctoral Pathways (RISE UPP) project.

Mitali Mishra, Ph.D., is a postdoctoral fellow at the Department of Microbiology in Icahn School of Medicine at Mount Sinai and a writer and associate editor for The POSTDOCket.

A sense of belonging in academia is related to increased research productivity and job performance (^{1, 2, 3, 4}). To better understand how postdocs experience a sense of belonging in the workplace, a research team recruited interview participants through the NPA (⁵). This article summarizes the approach to this research and key findings to date, including the need for supervisors and employing institutions to invest in postdoctoral scholars’ sense of belonging in the workplace.

Qualitative research allows interview participants to share their stories using their own words so that researchers can better understand the human experience (^{6, 7, 8}). The recruitment process started with a short eligibility survey, and then 30 interviews were scheduled on a first-come, first-served basis. Most interviews lasted around 45 minutes, and interviewees received a $60 Amazon gift card for their time. All virtual interviews were recorded, transcribed, anonymized, and then analyzed using thematic coding (⁹) to examine and identify themes. An ecological framework (¹⁰) was used to understand how change could be understood and implemented. All names provided here are pseudonyms to protect participants’ privacy.

Illustrated quote.

The research team found that postdocs participated in wayfinding in the workplace, meaning they used specific strategies to improve their sense of belonging. Jayant, a postdoc working in education, shared: “I'm not happy, but I'm not unhappy. I'm just surviving.” One participant perfectly described how the work environment can help postdocs navigate these feelings in the workplace: Avanti, a postdoc in the sciences, shared, “The conclusion is putting trust in your employees as postdocs will increase their productivity, efficiency, and their sense of belonging.”

Additionally, the experiences of domestic and international postdocs were distinct. There were differences in their feelings of isolation, desire to continue to work in academia, work-life balance, funding opportunities, and difficulties in obtaining visas. These findings are built on previous research on international postdocs experiencing challenges such as discrimination and sexual harassment (^{11, 12}).

Study findings included postdocs’ feelings of stress, isolation, and disconnect in the workplace (¹³), which also builds on previous research ( ^{14, 15, 16}). Postdocs’ (dis)connections pertained to a lack of personal communities at work institutions, professional disciplines, and related professional associations. Working in the social sciences, Ling summarized this: “I think another thing to mention is [to] not let the postdoc be isolated on their island. If their little island is not a place they can find a sense of belonging, make sure they have some other mechanisms to find a sense of belonging.”

The team also found that postdocs utilized agency, or intentional behavior, to improve their situation in the workplace (¹⁷). This theme was initially coded as “self-advocacy in the workplace.” For example, Darren, working in natural sciences, shared: “I have, I think, really been responsible for most of why I feel like I belong at most stops.” To better understand this theme, a definition of agency (¹⁸) was employed.

Participants delineated examples of using an agency to seek professional development and improve their department experiences and life climate. The researchers sought to frame these challenges using an asset-based framework ( ^{19, 20, 21}) because participants leveraged their strengths and skills to enhance their status. Institutions should provide ample opportunities for professional development, self-determination, and problem-solving for postdocs to develop a sense of belonging.

One question for participants was about ways to increase their sense of belonging. (²²). The team coded responses to this as “increase belonging.” Pay and visa or immigration issues must be addressed at the federal level, but that responsibility is also shared with the workplace. The research team also found that postdoc associations, career pathways, standard benefits, and mentoring structures were significant in the workplace to postdocs. Lastly, findings suggested that a culture of support, onboarding, professional considerations, autonomy, and flexibility should all be considered at the lab or department level.

Overall, this research has found that workplaces and supervisors must execute these suggestions to help postdocs develop a sense of belonging. Actions for departments or labs may include comprehensive onboarding, developing a healthy departmental community, and creating co-working sites. Allowing postdocs greater self-determination may increase their overall sense of belonging in the workplace. Without these changes, academia risks losing out on an essential element of research production (²³) and graduate student development (²⁴).

References:
[¹] https://www.informingscience.org/Publications/4613
[²] https://www.lifescied.org/doi/10.1187/cbe.16-01-0058
[³] http://journals.sagepub.com/doi/10.1177/0361684314542343
[⁴] https://dx.plos.org/10.1371/journal.pone.0233431
[⁵] https://www.nationalpostdoc.org/store/viewproduct.aspx?id=6661167
[⁶] https://psycnet.apa.org/record/2006-13099-000
[⁷] https://muse.jhu.edu/book/4583
[⁸] https://edge.sagepub.com/ravitchandcarl2e
[⁹] http://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa
[¹⁰] https://onlinelibrary.wiley.com/doi/10.1002/9780470147658.chpsy0114
[¹¹] https://repository.escholarship.umassmed.edu/handle/20.500.14038/43101
[¹²] http://www.nationalpostdoc.org/resource/resmgr/docs/2023_postdoctoral_barriers_t.pdf
[¹³] https://www.mdpi.com/2227-7102/14/4/382
[¹⁴] https://www.insidehighered.com/news/2022/08/10/postdocs-within-u-california-system-allege-bullying
[¹⁵] https://www.emerald.com/insight/content/doi/10.1108/SGPE-06-2019-0055/full/html
[¹⁶] https://ejournals.bc.edu/index.php/ijahe/article/view/10975
[¹⁷] https://aera24-aera.ipostersessions.com/Default.aspx?s=D3-13-81-12-37-22-66-94-79-C4-A1-87-26-2F-78-B2
[¹⁸] http://link.springer.com/10.1007/s11162-013-9303-x
[¹⁹] http://journals.sagepub.com/doi/10.1177/15210251211025212
[²⁰] https://www.taylorfrancis.com/books/edit/10.4324/9781315447322/funds-knowledge-higher-education-judy-marquez-kiyama-cecilia-rios-aguilar
[²¹] https://journals.sagepub.com/doi/10.1002/aca.21075
[²²] https://aera24-aera.ipostersessions.com/Default.aspx?s=8F-4F-0C-7B-EE-14-FA-E9-EE-8C-4B-0C-09-59-B6-1B
[²³] https://link.springer.com/article/10.1007/s10961-014-9366-7
[²⁴] https://www.pnas.org/doi/abs/10.1073/pnas.1912488116

Chelsea M. O’Brien, M.S, is a doctoral student in the curriculum and instruction program at the University at Albany, SUNY. She is also a full-time staff member in the School of Education at SUNY Geneseo [LinkedIn].

Elizabeth A. Jach, Ph.D., is an associate for university planning and analysis at the State University of New York, System Administration. Her research examines factors facilitating better outcomes in higher education among its various constituents, including undergraduates, undocumented students, and postdoctoral scholars [LinkedIn].

Experience usually garners knowledge, opportunity, and stability in life. However, this is not true for postdoctoral scholars with more than three to four years of experience. After years of delayed growth in their personal life at the cost of enhancing their knowledge in a particular field, many postdocs struggle to make academic decisions. The reasons are multifaceted— job instability, undervalued work, limited opportunities in the job market, shortages of resources and funding, etc.

Postdoctoral positions represent the first and the best “opportunity” in a researcher’s career with the hope of a better quality of life and work-life balance despite lower remunerations and the transient nature of the job. After all, postdoctoral training is supposed to be short and is the final step toward officially joining the faculty race. Yet, 40% of postdocs have more than three years of postdoctoral experience (McConnell et al., 2018), still with the same hope, salary, and precariousness of a student but with new familial and financial responsibilities.

Developed countries like the United States, the United Kingdom, European countries, and certain Southeast Asian countries advertise more postdoctoral positions than other developing and underdeveloped nations. International migrants often need many years to acclimatize and understand the pathways toward growth in research in developed countries while navigating their lives. Writing papers, acquiring funds and resources, and networking are challenging for immigrants who lack guidance from their mentors, senior colleagues, or other staff.

Many senior postdocs are in their mid-to-late 30s and are in jeopardy due to increasing responsibilities and competition from junior counterparts. Most of their nonacademic peers are already well-settled, managing relational and financial responsibilities (marriage, children, house, car, and pets). Senior postdocs are vulnerable to developing anxiety and depression when faced with these milestones, in addition to needing to adapt to their dynamic and challenging fields of research.

Job opportunities become constrained after three to four years of postdoc training, with industries or companies preferring to hire newer doctoral graduates. In 2021, French postdocs had some shocking news regarding the hiring process where postdoctoral positions were limited to graduates having obtained their diploma within the past three years and a postdoc position limit of four years. The decision was an attempt to solve the “senior postdoc trend issue” and address the precarity of long-term positions. The purpose of the postdoc, being a path toward independence, is to provide them with a timeline to benefit from mentored guidance, establish their scientific identity, and build their research program. As such, it is typical for a postdoctoral fellowship to be limited to 3–4 years. Yet, reality does not align with the utopia of the system.

First and foremost is clarity of thought and the preparation of yourself mentally for the challenges faced by postdocs.

After listing these difficulties, one begs to ask the following question: Why do postdocs continue to stay in academia? Is it for the comfort of the mentorship nest, the fear of flying alone and failing when gaining independence, or pressure in the race to publication? Is it the lack of a well-prepared career plan? Is it a forced choice reflecting the congestion of the field or the mere manifestation of everyone’s pace of progression in life?

New sociology studies surveying the postdoc community about these questions will be essential for a better understanding of the realities of the community’s aspirations and struggles and coming up with supportive, sustainable solutions. While the whole concept of the postdoc may have to be entirely rethought, we can meanwhile manage these vulnerabilities with predetermined goals and planning. Practical strategies for managing senior postdoc vulnerabilities include, first and foremost, maintaining clarity of thought and preparing mentally for the challenges faced by postdocs. When choosing a lab for postdoctoral research, careful consideration should be given. The research background, resources, publications, and networking of the interested lab/mentor should be evaluated before joining, and discussions with other postdocs should also be given priority. Goals should be set in the initial months of the postdoc with involvement in research grants and research article discussions as much as possible. Postdocs should simultaneously learn new techniques and enhance their known/existing techniques in the lab.

Additionally, networking plays an important role, and postdocs should enhance communication skills by attending conferences, reviewing articles, and writing articles on their own. Exploring the possible funding opportunities in the first year and working towards them over the next two to three years would also be helpful, as individual fellowships or grants enhance the CV and offer more opportunities in the job market. Understanding the job market and its transitions/changes is essential for postdocs to go with the trend and enhance their skills based on the requirements of the jobs. Financial stability, physical and mental health, and family should be priorities. Diversifying work and hobbies can create alternatives for the future, making postdocs less dependent on one field and helping them to approach problems creatively.

Diversifying the horizons of thought, planning alternative fields, stabilizing finances, and enhancing skills as and when needed should be the priorities of senior postdocs moving forward. Adapting to the changes surrounding research and strengthening the skills required for the existing and future research landscape should be the way forward.

Aravind Parthasarathy, Ph.D., is a postdoctoral fellow in the Department of Medicine at the Medical College of Wisconsin [LinkedIn].

Geraldine Vitry, Ph.D., is a postdoctoral fellow in the Department of Oncology at Georgetown University [LinkedIn].