image removed due to copyright restrictions. cartoon by ... · curriculum vitae (cv) a cv is an...

HST 590: Biomedical Engineering HST 590: Biomedical Engineering Seminar SeriesSeminar Series

September 7September 7thth, 2006, 2006Dr. Dr. MyaMya Poe, Director of Technical CommunicationPoe, Director of Technical Communication

Harvard-MIT Division of Health Sciences and Technology HST.590: Biomedical Engineering Seminar Series: Developing Professional Skills, Fall 2006 Course Director: Dr. Mya Poe

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www.bsscommunitycollege.in www.bssnewgeneration.in www.bsslifeskillscollege.in

1www.onlineeducation.bharatsevaksamaj.net www.bssskillmission.in

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Design a Communication ModelDesign a Communication Model

WriterWriterReaderReaderMessageMessage

ContextContextPowerPowerEffectEffectFormFormExigenceExigenceForceForce

CultureCultureIdentityIdentityAssumptionsAssumptionsDiscourseDiscourseTraditionTraditionReceptivityReceptivity



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55 About CommunicationAbout Communication

Conduit Model . . . . . . Conduit Model . . . . . . itit’’s just a simple pipelines just a simple pipelineBanking Knowledge . . . learn a bunch of tricksBanking Knowledge . . . learn a bunch of tricksLinear progression . . . Linear progression . . . it always gets betterit always gets betterSolo . . . . . . . . . . . . . . . Solo . . . . . . . . . . . . . . . the suffering, struggling artistthe suffering, struggling artistContent vs. StyleContent vs. Style . . . . .. . . . . sophistry lives!sophistry lives!

Myths



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Communication isnCommunication isn’’t just about learning t just about learning ““trickstricks””

Thinking about Thinking about context,context,needs of readers, needs of readers, tradition, tradition, your own identityyour own identityHow (How (mis)conceptionsmis)conceptionshelp/hurt the help/hurt the communication communication processprocessThinking about how to Thinking about how to ““repairrepair”” and regenerate and regenerate communicationcommunication



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Writing Development is Writing Development is notnot linearlinear

Writing proficiency often Writing proficiency often declines when we enter declines when we enter new context.new context.We donWe don’’t intuitively know t intuitively know how to interpret a new how to interpret a new context.context.Contexts can vary Contexts can vary dramatically in dramatically in communication communication expectations.expectations.

Communication Development

Tim

e

Perfection



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Content & Style are not mutually exclusiveContent & Style are not mutually exclusive

• It IS useful to ignore style when drafting

• Think about coherence, meaning, expectations in communication not grammar and correctness

TechnicalContent

Style



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Questions for Guest speakersQuestions for Guest speakers

Read the workshop descriptions. Given our Read the workshop descriptions. Given our conversation, write questions for speakers.conversation, write questions for speakers.



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Curriculum Vitae (CV)Curriculum Vitae (CV)

A CV is an academic resume that highlights your A CV is an academic resume that highlights your scholarly accomplishments. scholarly accomplishments.

““LiveLive”” document that constantly needs updatingdocument that constantly needs updatingPart of a Part of a ““genre setgenre set””——doesndoesn’’t travel alonet travel aloneReading Style: Skimmed, networked, electronically scannedReading Style: Skimmed, networked, electronically scanned““What makes you special?What makes you special?””

FormsForms::EmploymentEmployment——job searchjob searchInstitutional Institutional ––FPR (MIT)FPR (MIT)Funding/Publishers Funding/Publishers –– ““greatest hitsgreatest hits””

A note about international resumes and CVsA note about international resumes and CVswww.bsscommunitycollege.in www.bssnewgeneration.in www.bsslifeskillscollege.in


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There is no 1 CV style . . .There is no 1 CV style . . .BUT . . . Neatness & readability are keyBUT . . . Neatness & readability are key

Name & Address & EmailSummary StatementEducationPost-docFellowshipsLicensure AwardsAcademic Positions

Research PublicationsConferencesPatentsTeaching ExperienceFunding

Other Experience: Business VenturesServiceNon-academic Pubs

Professional SocietiesReferencesList of Graduate Courses



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CV WorkshopCV Workshop

Is it well-designed, organized, and attractively laid out, with appropriate use of bold and italic text?Are categories -- such as education, teaching, and research --clearly labeled?Is it easy to find sections of interest to search committee members, such as publications, postdoctoral experience, and professional associations?Has your adviser and at least one other person reviewed and critiqued it?Have you avoided using acronyms?Has it been proofread several times to eliminate typographical errors?



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HST 590: InterviewingHST 590: InterviewingHarvard-MIT Division of Health Sciences and Technology HST.590: Biomedical Engineering Seminar Series: Developing Professional Skills, Fall 2006 Course Director: Dr. Mya Poe

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Cartoon by Nick D. Kim. See http://www.nearingzero.net/screen_res/nz109.jpg



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Take 5-7 minutes to write a short summary of the kind of person(s) who you want as a colleague(s).

How do they work in the lab? How do they work with others? What do they bring to a department? What characteristics about that person resemble you?What characteristics are different than you? What makes you feel uneasy in colleagues?

What defines success as an academic in the field of 'biomedical engineering'?



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Following the mock interview and discussion, pair up with 2 other students.

First student asks questionsSecond student answers questionThird student provides “sayback”

You have 30 minutes to interview each other.= 10 minutes for each student



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ObjectivesObjectivesInterviewerInterviewer

Select +/Select +/-- 5 5 key questionskey questionsWhat are those What are those key questions?key questions?

IntervieweeInterviewee

Try to answer Try to answer questions as questions as concisely and concisely and accurately as accurately as possiblepossible

SaybackSayback

After After interviewee interviewee answers answers question, question, repeat his/her repeat his/her answer answer as you as you heard itheard it

Save discussion to the end, so everyone has a chance to answer questions.



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•

•••••

•••

TheThe ABCDsABCDs ofofNIH R01sNIH R01s

Elfar AdalsteinssonElfar Adalsteinsson2 November 20062 November 2006

Questions from StudentsQuestions from Students

• How do you come up with an original research idea and becomHow do you come up with an original research idea and becomeknowledgeable to apply for a grant while meeting faculty memberknowledgeable to apply for a grant while meeting faculty member responsibilities?responsibilities?

• best way to present your research?best way to present your research?• how to ensure a full pipeline of grants?how to ensure a full pipeline of grants? • How to find out what the sources of funding are? Do they change?How to find out what the sources of funding are? Do they change?• What are the available resources for editing a grant before submWhat are the available resources for editing a grant before submission?ission? • Do you pitch something you would love to work on, are passionateDo you pitch something you would love to work on, are passionate about,about,

and that you believe will bear fruits, or do you pitch somethingand that you believe will bear fruits, or do you pitch something hot thathot that will please the reviewers?will please the reviewers?

• Grants available to grad students?Grants available to grad students? • What are the current trends in grant approval? Areas? Clinical tWhat are the current trends in grant approval? Areas? Clinical trials?rials? • Coming up with original questions when they overlap with your cuComing up with original questions when they overlap with your currentrrent

advisor's?advisor's?

OutlineOutline

•• What does NIH wantWhat does NIH want??•• How does the investigatorHow does the investigator

respond?respond?•• Examples of R01 grantsExamples of R01 grants•• Student QuestionsStudent Questions•• Open backOpen back--andand--forthforth

InformationInformation

www.nlm.nih.gov/ep/Tutorial.html

What does NIH want?What does NIH want?

The Goal of NIHThe Goal of NIH--supported Researchsupported Research

“…“… advance ouradvance our understanding of biologicalunderstanding of biological systems, improve thesystems, improve the control of disease, andcontrol of disease, and enhance health.enhance health.””




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•

•

•

Review CriteriaReview Criteria

•• SignificanceSignificance•• ApproachApproach•• InnovationInnovation•• InvestigatorInvestigator•• EnvironmentEnvironment

SignificanceSignificance

•• Address important problem?Address important problem?

•• Advance scientific knowledge?Advance scientific knowledge?

•• Effect on the field?Effect on the field?

ApproachApproach

•• Are design, methods, andAre design, methods, and analyses adequately developed,analyses adequately developed, wellwell--integrated, and appropriateintegrated, and appropriate to the aims of the project?to the aims of the project?

•• Does the applicant acknowledgeDoes the applicant acknowledge potential problem areas andpotential problem areas and consider alternative tactics?consider alternative tactics?

InnovationInnovation

• Does the project employ novelDoes the project employ novel concepts, approaches or method?concepts, approaches or method?

• Are the aims original andAre the aims original andinnovative?innovative?

• Does the project challenge existingDoes the project challenge existing paradigms or develop newparadigms or develop new methodologies or technologies?methodologies or technologies?

Courtesy of NIH. Courtesy of NIH.



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•

•

•

•

•••

InvestigatorInvestigator

•• Is the investigator appropriatelyIs the investigator appropriately trained and well suited to carrytrained and well suited to carry out this work?out this work?

•• Is the work proposedIs the work proposed appropriate to the experienceappropriate to the experience level of the principal investigatorlevel of the principal investigator and other researchers?and other researchers?

EnvironmentEnvironment

• Does the scientific environment in whichDoes the scientific environment in which the work will be done contribute to thethe work will be done contribute to the probability of success?probability of success?

• Do the proposed experiments takeDo the proposed experiments takeadvantage of unique features of theadvantage of unique features of the scientific environment or employ usefulscientific environment or employ usefulcollaborative arrangements?collaborative arrangements?

• Is there evidence of institutionalIs there evidence of institutional support?support?

How does theHow does theinvestigator respond?investigator respond?

NIHNIH

•• AA –– Specific AimsSpecific Aims•• BB –– Background and SignificanceBackground and Significance •• CC –– Preliminary DataPreliminary Data•• DD –– MethodsMethods

R01R01

•• 25 pages25 pages•• $250K/year direct costs$250K/year direct costs•• 33--5 years5 years

Get this acrossGet this across ……

• Your hypothesis is sound andYour hypothesis is sound and important.important.

• Your aims are logical and feasible.Your aims are logical and feasible. • You understand potential problems.You understand potential problems. • You can analyze the data.You can analyze the data.



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••

––

•

AA –– Specific AimsSpecific Aims

•• ~ 1 page~ 1 page

•• State your objectives, what youState your objectives, what you want to accomplish, and yourwant to accomplish, and your project milestonesproject milestones


•• Do not confuse specific aims withDo not confuse specific aims withyour project's longyour project's long--term goalsterm goals

•• Specific aims are what you planSpecific aims are what you plan to accomplish by the end of theto accomplish by the end of the grantgrant


•• Being too ambitious is a commonBeing too ambitious is a common mistakemistake

•• Limit your proposal to three toLimit your proposal to three to four specific aimsfour specific aims


•• Design your specific aims andDesign your specific aims and experiments so they answer theexperiments so they answer the question posed by the hypothesisquestion posed by the hypothesis

•• Make sure the hypotheses areMake sure the hypotheses are testable!testable!

BB –– Background and SignificanceBackground and Significance

• ~ 2~ 2--3 pages3 pages• Convey the significance of yourConvey the significance of your

research toresearch to – increasing scientific knowledgeincreasing scientific knowledge– improving public healthimproving public health

• Reveal you are aware ofReveal you are aware of opportunities, gaps, and roadblockopportunities, gaps, and roadblocksin your fieldin your field


•• Show reviewers your intimateShow reviewers your intimate familiarity with the field andfamiliarity with the field andknowledge about research beingknowledge about research being done, referring to all relevantdone, referring to all relevant scientific literaturescientific literature



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•

•

•

•


•• Tie your science to curing,Tie your science to curing, treating, or preventing diseasetreating, or preventing disease

•• On successOn success …… SignificanceSignificance ……

CC –– Preliminary DataPreliminary Data

• show that you have the expertise toshow that you have the expertise to do the jobdo the job

• focus on your own preliminary datfocus on your own preliminary dataor unpublished data from youror unpublished data from your laboratorylaboratory

DD –– Research Design and MethodsResearch Design and Methods

•• Describe how you will performDescribe how you will performthe researchthe research

•• Use a timetableUse a timetable––how and when you willhow and when you will

accomplish your aimsaccomplish your aims


• Spell out in detail what you areSpell out in detail what you are going to do, how you are going to dogoing to do, how you are going to do it, and your criteria for successit, and your criteria for success

• Discuss other possible outcomes andDiscuss other possible outcomes and contingency planscontingency plans


•• Provide statistical analysisProvide statistical analysis Examples of GrantsExamples of Grants

Nov 1Nov 1stst –– Resubmission DateResubmission Date



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Slides removed due to copyright restrictions.Example of a grant in progress.



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QuestionsQuestions

From StudentsFrom Students

How do you come up withHow do you come up withan original research ideaan original research idea

and becomeand become knowledgeable to applyknowledgeable to apply

for a grant while meetingfor a grant while meetingfaculty memberfaculty memberresponsibilities?responsibilities?

Good QuestionGood Question

Original ideas & Juggling timeOriginal ideas & Juggling time

•• I suspect original research ideasI suspect original research ideas happen prior to getting a jobhappen prior to getting a job

•• Evolution of your previous workEvolution of your previous work

•• Natural cycleNatural cycle

Best way toBest way to present yourpresent your

research?research?

PresentationPresentation

•• Keep in mind what the reviewersKeep in mind what the reviewerswantwant

•• Stick to the prescribed formatStick to the prescribed format

•• Consult with eldersConsult with elders



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How to ensure aHow to ensure a full pipeline offull pipeline of

grants?grants?

PipelinePipeline

•• First get one grantFirst get one grant

•• Start early for 2Start early for 2ndnd oneone

•• Use collaboratorsUse collaborators –– safety netsafety net

How to find outHow to find out what the sources ofwhat the sources of

funding are?funding are? Do they change?Do they change?

Funding SourcesFunding Sources

•• NIHNIH––R01s for Individual InvestigatorsR01s for Individual Investigators

•• My field: Other sources limitedMy field: Other sources limited––Overhead limitationsOverhead limitations––Limits on scale & scopeLimits on scale & scope

What are theWhat are the available resourcesavailable resources for editing a grantfor editing a grant before submission?before submission?

Secretaries & Competent WritersSecretaries & Competent Writers

•• SelfSelf

•• Important to organize structureImportant to organize structure ––Consult with senior peopleConsult with senior people ––Filling in is easier than startingFilling in is easier than starting

from scratchfrom scratch



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•

•–

•–

Do you pitch somethingDo you pitch something you would love to work on,you would love to work on, are passionate about, andare passionate about, and that you believe will bearthat you believe will bear

fruits, or do you pitchfruits, or do you pitch something hot that willsomething hot that will please the reviewers?please the reviewers?

Please Others or Yourself?Please Others or Yourself?

•• Only do interesting workOnly do interesting work

•• ““love to work on, are passionatelove to work on, are passionate about,about, …… bear fruitbear fruit””––Defines successDefines success

GrantsGrants available toavailable to

grad students?grad students?

Grad Student GrantsGrad Student Grants

• ??

• PostdocPostdoc --> Faculty transition> Faculty transition– K99/R00K99/R00

• Training GrantsTraining Grants– US CitizensUS Citizens

What are the currentWhat are the current trends in granttrends in grant

approval?approval?Areas?Areas?

Clinical trials?Clinical trials?

Trends & OutlookTrends & Outlook

•• DownDown

•• Funding levels static, moreFunding levels static, more applicants, lower yieldapplicants, lower yield



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Coming up withComing up with original questionsoriginal questions when they overlapwhen they overlap with your currentwith your current

advisor's?advisor's?

Overlap with Advisor?Overlap with Advisor?

•• Talk to the advisorTalk to the advisor

•• All work builds on past progressAll work builds on past progress

Open for QuestionsOpen for Questions …… Thank youThank you for your attentionfor your attention



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Grant Writing Essentials

Deborah Ann McClellan, Ph.D.

Research Associate Department of Pharmacology and Molecular Sciences and Division of Biomedical Information Sciences Welch Medical Library Johns Hopkins University School of Medicine



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LONG-TERM STRATEGIES FOR SUCCESSFUL GRANT WRITING

1. Take the long view (look ahead)

2. Find someone who will share copies of successful grants

3. Investigate appropriate sources of funding (governmental agencies, foundations, Hopkins)

4. Stay informed about the grants scene (through grant administrators, colleagues, Internet)

5. Find an appropriate study section

6. Ask for feedback

7. Keep a grants notebook

8. Don’t be afraid to ask for help

9. Start early!!! Expect delays!

EXPECTATIONS OF GRANTING AGENCIES AND REVIEWERS

What the Granting Agency Will Ask About Your Grant:

$ Does it match the agency’s mission and priorities?

$ Is it interesting/innovative?

$ Is the design well conceived and described?

$ Is it based on previous work? Is it feasible?

$ Are the applicants qualified to carry out the research?

$ Is the institution supportive?

Questions You Need to Answer in Your Grant:

$ What problem have you identified? How does it match the funding agency’s interests?

$ What is the current status of the field, and what gap(s) are you proposing to fill?

$ What will you do to fill those gaps?

$ What have you already done to demonstrate the feasibility of your approach?

$ Where will the work be done, and by whom?

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USEFUL WEB PAGES

At Johns Hopkins

www.welch.jhu.edu Welch Library homepage www.welch.jhu.edu/publish/grant.html Useful grant resources jhuresearch.jhu.edu/ JHU Research Projects Administration www.hopkinsmedicine.org/research/ora Johns Hopkins Medicine Office of Research Administration www.jhsph.edu/ora/ SPH Research Administration www.son.jhmi.edu/research/cnr/ SON Center for Nursing Research

At the NIH grants.nih.gov/grants/oer.htm Office of Extramural Research homepage grants.nih.gov/grants/guide/index.html Funding opportunities--general cms.csr.nih.gov/ResourcesforApplicants/Policy/ProcedureReview The peer review process +Guidelines/OverviewofPeerReviewProcess.htm (includes mock study section video) csr.nih.gov/Roster_proto/sectionI.asp CSR Study Section Descriptions csr.nih.gov/Committees/rosterindex.asp CSR Study Section Roster Index era.nih.gov/ElectronicReceipt/applying.htm Electronic submission of applications niaid.nih.gov/ncn/grants/default.htm NIAID “All About Grants” page niaid.nih.gov/ncn/grants/app/default.htm NIAID sample R01 grant

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PARTS OF THE RESEARCH PLAN for NIH R01 Grants

(Page limit: 25 pages for sections a - d)

a. SPECIFIC AIMS: What do you intend to do? (1 page recommended)

1. State your broad, long-term objective(s) (1-2)

-to develop safe and effective vaccines against schistosomiasis -to elucidate the molecular mechanisms by which retroviruses exert an immunosuppressive effect on their hosts -to design effective home-based intervention programs for elderly Korean Americans

2. Briefly identify health-relatedness, rationale for proposed study, overall approach, hypothesis(es) to be tested (2-3 sentences)

3. State each specific aim (“to do” list; what you will do to test hypothesis) -optimal number is 3-5 aims

-must be measurable -use active verbs (“to compare,” “to measure,” “to recruit”) SPECIFIC AIM 1. To design and synthesize 1-N-oxide iminosugar inhibitors of glycosidases SPECIFIC AIM 2. To evaluate in vitro the inhibitory potential of the glycosidase

inhibitor candidates SPECIFIC AIM 3. To examine the effect of selected inhibitors on metastasis in a mouse model of lung carcinoma

4. For each specific aim, briefly outline the approach to be used to achieve that aim 5. Conclude with a statement of potential usefulness/importance of findings (optional)

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b. BACKGROUND AND SIGNIFICANCE: Why is the work important? (2-3 pages recommended)

Background:

1. Critically evaluate existing knowledge 2. Identify gaps in knowledge -be objective -state the questions that remain to be answered 3. Show how your proposed studies will fill the gaps -relate your proposed experiments to specific aims -establish theoretical framework for your proposed studies

Significance: 1. Summarize potential importance, implications of your study (How will your research increase our ability to diagnose/manage/prevent disease? Increase our understanding of a disease or disease-related biologic process?) 2. Avoid citing well-known statistics on incidence, economic impact of common disorders 3. Consider a separate heading for this sub-section

c. PRELIMINARY STUDIES/PROGRESS REPORT: What have you already done? (6-8 pages recommended)

1. Show pertinent preliminary findings (can be unpublished) -provide data to support hypothesis -establish experience and competence of PI -show studies are feasible -relate findings to specific aims 2. Use tables and figures to showcase data 3. If new applicant, discuss relevant training -include work from other fields that indicates experience with proposed techniques -differentiate yourself from your mentor 4. List your relevant publications (required for progress report) -papers submitted or accepted for publication (not abstracts, talks) -optimum: >1 paper with PI as first author -for progress report, not counted toward page limit

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d. RESEARCH DESIGN AND METHODS: How will you do the work? (remainder of 25 pages allowed)

1. Discuss overall design and specific methods to accomplish aims 2. Consider introductory paragraph to summarize research goal, gaps to be filled, underlying hypotheses, overall approach 3. Use specific aims as outline for section -restate each specific aim (same wording as Specific Aims) -summarize approach to carry out aim -provide rationale for approach 4. For each aim, describe specific experiments/interventions/protocols -include setting, subjects, variables, interventions, measures, analytic methods -be explicit in describing controls, inclusion/exclusion criteria, safeguards -be sure statistical analysis is impeccable (use statistician; justify tests used) -identify possible pitfalls and give alternative approaches 5. Describe specific methods to be used -can be subsection at end of each aim or General Methods section at end -reference familiar methods -reference and briefly describe if not common method -avoid “cookbook” style (show hands-on knowledge of technique) -use collaborators when needed (indicate who will do what) 6. Provide a tentative timetable/timeline for research

One Possible Outline for RESEARCH DESIGN AND METHODS:

Introductory paragraph–goal, overall approach, rationale

Specific Aim 1. To..... (repeat aim word-for-word from Specific Aims page) Rationale – 1 paragraph (restate hypothesis specific to this aim, if appropriate) 1. (Experiment 1) 2. (Experiment 2) 3. (Experiment 3) Potential Pitfalls/Alternative Approaches

Specific Aim 2. To.....

General Methods

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e. HUMAN SUBJECTS $ Must have IRB approval

$ Provide all written assurances required (e.g., inclusion of minorities, women, children; sources of research material; recruitment plans; risks; safeguards)

f. VERTEBRATE ANIMALS

$ Must have IACUC approval $ Provide all written assurances required (e.g., justification of need; procedures for

minimizing discomfort, euthanasia)

g. LITERATURE CITED $ Be selective! $ Aim for 30-50 references $ Include title, all authors (within reason) $ Use a consistent format; proofread diligently!

h. CONSORTIUM/CONTRACTUAL ARRANGEMENTS i. RESOURCE SHARING

j. CONSULTANTS

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OTHER ESSENTIAL ELEMENTS OF THE GRANT

TITLE $ Do not exceed 81 characters, including spaces between words and punctuation $ Be specific (this title must be used only for this grant and any continuation grants)

DESCRIPTION (Project Summary and Relevance) $ Make sure it can stand alone $ Include all parts of research plan (must reflect entire contents) $ State the long-term objective(s) $ Provide summary of background and overall approach $ State specific aims (again, use exact same wording) $ Succinctly describe research design and methods $ Show the relevance (health-relatedness) of project $ Do not use first person (only applies to this section)

APPENDIX $ Can include 5 copies of relevant supporting material: -up to 10 relevant manuscripts (accepted or published), abstracts, patents -clinical protocols, surveys, questionnaires -glossy photos or over-sized illustrations (must also include photocopy within text) $ Don’t use to avoid page limits!

BUDGET (grants now modular: request up to $250,000/yr. in modules of $25,000)

COVER LETTER (use to request Institute and study section; can ask to exclude a reviewer)

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EFFECTIVE WRITING AND LAYOUT DESIGN

1. Think about your audience

2. Show your thinking

3. Use a picture

4. Keep information and structure parallel and consistent

5. Put important ideas up front

6. Make your writing simple and direct

7. Don’t trust your spell-checker too much 8. Follow formatting instructions carefully; do not right justify text

9. Use paragraphs to signal new ideas

10. Establish a logical hierarchy of headings; use it consistently

SUBMISSION AND REVIEW

NIH review is two-tiered:

1. Scientific merit (study section)

2. “Fit” with funding agency priorities (Advisory Council

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WHAT HAPPENS TO YOUR GRANT? The NIH R01 Review Process

(Feb 5) Grant arrives at

Center for Scientific Review

Assignment of applic. no., \ Institute, study section

10 days- Notification of application number, 6 weeks Institute, study section assignment after submission 1E, 2E reviewers assigned, \ Grants sent to study section 1 week before Reviewers identify grants to be study section “streamlined” (lower 50%) meets ú

\ Streamlined grant reviews (June - July) Scientific merit review returned (no score)

(Study section meets: upper 50% of grants discussed; priority scores assigned)

\ several weeks after “Pink sheet” summary study section statement available to applicant meets with priority score and %ile \ (Sept - Oct) Advisory Council review

(funding)

\ (November) Applicant notified of

funding status

\ (December or later) Start date for funding

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NIH Review Process—Important Steps:

1. Notification of Institute and study section assignment, application number

-available online (eRA Commons) very soon after submission -if study section is not appropriate, request a change (in writing) NOW

2. Submission of supplementary material by PI (before study section meets) -can let study section know about additional publications or preliminary results (must contribute significantly to application) -contact Scientific Review Administrator (SRA) for permission and timeframe -do not try to submit <6 weeks before study section meets

3. Discussion of grant by study section

-entire group votes to decide which grants will be “streamlined” (“triaged”) -roughly, lower 50% of grants in terms of scientific merit -are not discussed by study section -investigator receives 1E and 2E reviewers’ comments only -each remaining grant is discussed individually -1E and 2E reviewers present written critiques -entire group discusses grant -each member assigns a priority score (1 [best] to 5) -SRA produces summary sheet (“pink sheet”): edited version of written critiques and summary of additional discussion, with final averaged priority score and %ile

4. Consideration by Advisory Council -recommendations of study section are discussed -assignment of funding is made

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NIH Grant Review Criteria: 1. Significance

-Does this study address an important problem?

-If the aims of the application are achieved, how will scientific knowledge or clinical practice be advanced?

-What will be the effect of these studies on the concepts, methods, technologies, treatments, services, or preventative interventions that drive this field?

2. Approach

-Are the conceptual or clinical framework, design, methods, and analyses adequately developed, well integrated, well reasoned, and appropriate to the aims of the project?

-Does the applicant acknowledge potential problem areas and consider alternative tactics?

3. Innovation

-Is the project original and innovative? For example: Does the project challenge existing paradigms or clinical practice; address an innovative hypothesis or critical barrier to progress in the field?

-Does the project develop or employ novel concepts, approaches, methodologies, tools, or technologies for this area?

4. Investigators

-Are the investigators appropriately trained and well suited to carry out this work?

-Is the work proposed appropriate to the experience level of the principal investigator and other researchers?

-Does the investigative team bring complementary and integrated expertise to the project (if applicable)?

5. Environment

-Does the scientific environment in which the work will be done contribute to the probability of success?

-Do the proposed studies benefit from unique features of the scientific environment, or subject populations, or employ useful collaborative arrangements?

-Is there evidence of institutional support?

Applications are also reviewed for:

-adequacy of plans to include both genders, minorities, and their subgroups as appropriate -adequacy of plans for recruitment and retention -reasonableness of proposed budget and duration -adequacy of proposed protection for humans, animals, or the environment

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Decisions from the Study Section:

1. Streamlining (“triage”)

2. Summary statement (“pink sheet”)

3. Priority score (e.g., 231), percentile Responding to the Summary Statement:

1. Read, react and recover

2. Reread the reviews -outline each point made by reviewers -show review to an experienced grant writer for input

3. Reread your grant

4. Ask for feedback, advice

5. Decide how to respond; develop a timeline for resubmission -can only resubmit < 2 times, within 2 years of original date of submission -deadlines are March 5, July 5, November 5 6. Take heart! Success rate for first revisions is ~50%

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SCHOOL OF ENGINEERING

FACULTY PERSONNEL RECORD

The following pages show the format to be used for School of Engineering Faculty Personnel Records. In providing the required information, please use the layout shown. Include all numbered headings, even if there is no entry. (Subheadings may be omitted if there is no entry.) Note that comments in italics are meant as instructions and should not be included in the finished document. (This document is also available in a format that does not include instructions.) Please begin new pages where indicated. Pages should be numbered in the bottom center of each page. Page numbering may begin with the department head's letter and continue through the candidate's professional statement. However, if the cover letter and the faculty personnel record are prepared by different individuals, the department head's cover letter and the candidate’s professional statement may be numbered with small roman numerals and the faculty personnel record may be numbered separately, with Arabic numerals.

Please note that samples of the Department Head’s letters to outside and inside letter writers should be included in the Faculty Personal Record immediately preceding the lists of individuals from whom letters were requested. The summary sheet, the department head's cover letter, professional statement, and the faculty personnel record should be printed in 12-point type. Departments should deliver the original plus seventeen copies of faculty promotion and tenure cases to the Dean's Office on or before the specified due date, along with copies of three of the candidate's papers. When a case is being considered as part of the annual promotion/tenure review process, someone from the department should hand-carry the copies of the case(s) to the Dean’s Office and insert them in the notebooks that will have been prepared by the Dean’s Office staff for this purpose. All of the copies should be on 3-hole paper and, except for the summary sheet, all pages should be double-sided. Cases for appointment as an associate professor without tenure or higher that are considered outside the annual promotion review do not need to be on 3-hole paper.

Cases for promotion to Principal Research Engineer/Scientist/Associate and Senior Research Engineer/Scientist/Associate are handled somewhat differently. Please call the Dean's Office for instructions. The case for "Richard B. Eagle" was originally prepared by Professor Frederick Hennie, former Executive Officer of the Department of Electrical Engineering and Computer Science, for whose careful work, good judgment and dry humor the Dean's Office is grateful.

Modified November 2004

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(changes are in bold and appear on this page and page 11 under Invited Lectures)

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Note: Instructions are in italics. Do not repeat italicized information in the finished document. This page is known as the “summary sheet. “ It should be no more than one page long. Please remember that since this is the only part of the case that the Executive Committee sees, it should be prepared with particular care. Department of: Name: Date: Date of Birth: Proposed For: Promotion to or

appointment as Education: List degrees, awarding institutions and dates in chronological order Academic Appointments: (Title) (Institution) (Dates) List positions in chronological order Do not include appointments as research assistant or teaching assistant Other Relevant Experience (Title) (Institution) (Dates) Summary: Provide a description of candidate's research and teaching accomplishments as well as exceptional service and significant awards. This page is the only part of the case that is submitted to the Executive Committee of the Corporation.

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Department Head’s Cover Letter Begin numbering pages here. If you wish, the department head’s cover letter may be numbered using small roman numerals and the faculty personnel record using Arabic numerals. In the fall of 2000, when Engineering Council introduced the expanded professional statement (see below), Council also reduced the prescribed length of the department head’s cover letter to two or three pages, now that a detailed description of the candidate’s work can be found elsewhere in the case.

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BEGIN A NEW PAGE Professional Statement of Richard B. Eagle

Candidates are asked to describe their work (teaching, research and service) and the impact of their work as well as their goals for the future. Please limit the statement to 3-5 pages (12 point font). The statement should be widely accessible (for example, to the Deans of all the Schools at MIT). It should contain a one to two page summary in non-technical language covering the following topics: (i) The broad problem domain in which the candidate works and the motivation/importance of this area, (ii) A summary of the candidate's contributions, and (iii) Comments on the importance/impact of these contributions. The remainder of the document should provide a more detailed, yet readily accessible account of the candidate's research, educational, and service contributions.

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MASSACHUSETTS INSTITUTE OF TECHNOLOGY

School of Engineering Faculty Personnel Record Date: (Full ) Name: Richard B. Eagle Department: Electrical Engineering and Computer Science 1. Date of Birth: February 29, 1941 2. Citizenship: US If not a US citizen, indicate immigration status 3. Education: List in chronological order by degree, bachelor's degree first School Degree Date Ohio State University BSEE 1973 Stanford University SM 1975 MIT ScD 1978 4. Title of Thesis for Most Advanced Degree: Metabolic Effects of Hyperventilation in Spotted Gerbils 5. Principal Fields of Interest: One or two sentences; avoid over specialization Electromechanics; eclectic power systems engineering 6. Name and Rank of Other Department Faculty in the Same Field: List alphabetically by rank James M. Bartles, Professor Ralph W. Jones, Professor Wilford Q. Haverford, Associate Professor John F. Legion, Associate Professor 7. Name and Rank of Faculty in Other Departments in the Same Field: Roger M. Smith, Professor (Physics) 8. Non-MIT Experience (including military service): List chronologically by starting date. Include part-time and summer jobs while in college if professionally relevant. Employer Position Beginning Ending

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Grosse Point Test Engineer July 1977 May 1978 Pencil Co. Xanadu University Visiting Asst. Prof. Sept. 1980 June 1981

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9. History of MIT Appointments: List chronologically by starting date; include appointments such as Instructor or Instructor-G, but not teaching or research assistantships. Include postdoctoral appointments, Lincoln Laboratory appointments, and appointments such as laboratory director, etc. Omit "Electrical Engineering," etc. from titles. Rank Beginning Ending Assistant Professor July 1978 June 1982 Associate Professor (without tenure) July 1982 present 10. Consulting Record: List chronologically by starting date Firm Beginning Ending ABC Company March 1981 Sept. 1981 United Widgets, Inc. (3 days) April 1983 Petroleum Unlimited, Ltd. June 1985 present 11. Department and Institute Committees, Other Assigned Duties: List chronologically by starting date; include activities such as committees, counseling, graduate admissions, etc. Distinguish between department, laboratory, and Institute activities. Do not include thesis or UROP supervision. Activity Beginning Ending Graduate Counselor (Dept.) Sept. 1984 present Committee on Curricula (Inst.) Sept. 1985 June 1986 12. Professional service: List chronologically by starting date. Include positions such as committees, program chair, etc. Activity Beginning Ending President's Commission on Sludge March 1982 April 1982 Program Chair, 23rd Annual Symposium on Education in the 90's Jan. 1989 Dec. 1989 Editor, Journal of Experimental Mycology Aug. 1989 present 13. Awards Received: List chronologically; include teaching awards and competitive fellowships, such as Hertz and NSF. Do not include MIT-administered fellowships, research grants or honorary societies. List honorary societies under item 14. Award Date NIH Distinguished Service Award Oct. 1983

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Can. Phys. Soc. Next-Best Paper of 1975 March 1986

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14. Current Organization Membership: Unless an abbreviation is widely known, spell out names of organizations. Include professional honorary societies. Organization Offices Held if any, include dates. These are elected offices only; positions such as program chair are listed in category 12.

Inst. of Amer. Archaeologists and Anthropologists Special Interest Group on Neolithic Artifacts

American Geophysical Union Treasurer, 1985-1988 15. Patents and Patent Applications Pending: List chronologically by date of issue or filing. Number each item. 1. R. B. Eagle and V. W. Schnellfuss, "An Inertial Cooling Device for Velocipedes," US Patent No. 1,235,813, November 1975. 16. Professional Registration: Registered Professional Engineer, Commonwealth of Massachusetts, No. 314159. 17. Major New Products, Processes, Designs, or Systems: This section is for items that represent significant achievements requiring synthesis. Each item description should be no more than two lines long.

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BEGIN A NEW PAGE

Teaching & Educational Contributions of Richard B. Eagle

1. Teaching Experience Repeat this heading on any additional pages; list subjects taught in chronological order up to and including the term in which the case will be reviewed by Engineering Council. Include summer session as well as major IAP subjects. If the candidate has taught at another university, insert headings as needed to identify universities and list those subjects chronologically. Be sure to include subject development. Term designations: SU79 = summer session 1979; FT79 = fall term 1979; ST80 = spring term 1980, etc. Course type: lecture, laboratory, design, seminar. Please specify (yes/no) whether course evaluation survey given. Term Subject

Num-ber

Title Role Course type Course evaluation survey given

ST79 13.18J Ark Welding Lectures, in charge

Lab No

SU79 16.89S Modern Biplane Design

Recitation, co-in charge

Design Yes

IAP80 S3 Intro. to urbane engineering

Seminar Seminar No

ST80 6.450 Applications of Wide Band ESP

Development (with C. Voyant)

Lecture Yes

2. Teaching Evaluation Data Include data from course evaluation surveys, where available, for courses taught during the last three academic years. Term Sub-

ject Num-ber

Total # students registered

Total # survey responses

Survey Form Used(1)

Instructor Teaching Quality(2) Average response

Overall Course Quality(3) Average response

SU79 16.89S 17 14 AA 4.7 4.5 ST80 6.450 34 26 EECS 5.7 5.4 (1) “CEG” for MIT Course Evaluation Guide; “AA” for Aero/Astro subject survey;

“EECS” for EECS Eta Kappa Nu subject survey. CEG scale 7=excellent, AA scale 5=strongly agree, EECS scale 7=exceptional.

(2) Average response for: CEG question 9; AA question on: “Overall, the instructor contributes to my learning.”; EECS question 5 for lecturer (question 6 for recitation instructor).

(3) Average response for: CEG question 24; AA question on: “Overall rating of subject.”; EECS question 3.

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3. Other Educational Contributions In this section, list supplementary information related to educational contribution (provide details in the Professional Statement):

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a) Teaching materials developed that illustrate teaching effectiveness or innovativeness (e.g., course syllabi, lecture or recitation content, course handouts, student assignments, educational technology modules):

i. ii iii …

b) Education contributions, apart from classroom performance and supervision, such as

new educational programs and curricula developed by the candidate (reference pertinent education publications or presentations in other sections of the FPR):

i. ii. iii …

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BEGIN A NEW PAGE Publications of Richard B. Eagle Repeat this heading on any additional pages

In Category 2, include only papers that have been published or accepted for publication. Papers that have been submitted but not yet accepted should be listed in Category 4 below. Papers that are actively being prepared for publication should be listed on a separate, unnumbered sheet for department review. Books in the final editing or printing stage, books of which the candidate is the editor, and books to which the candidate contributed a chapter, should usually be listed in Category 4. Books for which the candidate was the editor should only be included under Category 1 if he or she wrote a significant amount of material for the book. Be sure to mark with ** any publications that are outgrowths of supervised student research and a footnote of the form ** should be included at the bottom of the page. Please note and follow the style shown in the examples below, and be sure to include the location of conferences. 1. Books List chronologically by publication date; number each item. 1. Eagle, R.B., Introduction to Low Frequency Interferometry, Addison Wellesley, 1976. 2. Papers in Refereed Journals List chronologically by publication date; number each item.

1. Eagle, R.B. and P. Stroyka, "The Chekhov Process: A Probabilistic Model for Literary Events," Transitions of the Russian State Society 33, November 1917. **

2. Eagle, R.B., "Tilt Factors in Windmill Design," Journal of Energetics 2, 317-341, July 1976.

3. Proceedings of Refereed Conferences List chronologically; number each item.

1. Eagle, R.B., "Fault Tolerant Design in Architecture," Proceedings of the 13th Annual Symposium of the San Andreas Foundation, San Francisco, CA, October 1974, pp 1906-1989.

4. Other Major Publications List chronologically; and number each item. Include books

in the final editing or printing stage and books not included in Category 1 above. Also include proceedings of unrefereed conferences and papers in unrefereed journals.

1. Cooper, J.F. and R. B. Eagle, "Shoemaking Implements Among New York State Indians," Leather Industry Newsletter 48, 21-24, June 1960.

2. Eagle, R.B., "The Existence of a Fixed Point in the Hammurabi Code," in Information Theory and the Law, Lintpicker and Snyde, eds., Babbleon Press, 1985.

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3. Eagle, R.B. and A. Sibyl, "Non-Invasive Osteomancy Techniques," submitted to Journal of X-Ray Astrology.

** Outgrowth of supervised student research

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5. Internal Memoranda and Progress Reports List chronologically; number each item.

1. Eagle, R.B., "A Study of Personnel Policies and Morale in the Czechoslovakian Coast Guard," Res. Memo 73-037, January 1973.

6. Invited Lectures List chronologically, do not number; note style. Include papers given at conferences without published proceedings. Talks given at several locations in succession can be grouped as shown. Talks given at MIT should not be listed here. (Changed from, “talks given in MIT subjects should not be included here.”) March 1975, "Integers Expressible as the Sum of Two Triangles," Department of Mathematics, University of California, Lumbago Springs, CA. June 1989, "Iterated Use of Tellagain's Theorem," Department of Architecture, Xanadu University, Mongolia Station, NE; also at Annual Meeting of the Lawyer's Aid Society July 1989 Moote Point, MI; and National Convention of Lake Erie Cleanup Clubs, Seacaucus, NJ.

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BEGIN A NEW PAGE

Research Contracts and Grants of Richard B. Eagle This page is optional, at the discretion of the department. However, if a department decides to include this page in a promotion or tenure case, then it must appear in all faculty cases for that department. Year Sponsor Annual Contract Expenditures Project Title Role in Research (PI, Co-PI, Other) 1976-77 Agricultural Research Institute $80,000 Study of Corn Blight Principal Investigator General Medical Science Institute $67,500 Study of Relation Between Corn Blight and Aging Richard B. Eagle has substantial responsibility for preparation of the proposal and was in charge of the field studies. 1975-76 Agricultural Research Institute $40,000 Study of Corn Blight Principal Investigator General Medical Science Institute $67,500 Study of Relation Between Corn Blight and Aging Richard B. Eagle has substantial responsibility for preparation of the proposal and was in charge of the field studies.

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BEGIN A NEW PAGE Theses Supervised by Richard B. Eagle

For theses written by students in other departments or other universities, indicate the department/ university in parentheses after the completion date. If a thesis was used for two degrees, list it under the highest degree and include the comment: (also used for ____ degree). Departments may, if they choose, list SM and MEng theses separately. Total Completed In Progress Bachelor's 7 7 Master's 5 3 2 MEng 4 2 2 Engineer's Doctoral As Supervisor 2 1 1 As Reader 3 1 2 Bachelor's Theses List chronologically by completion date. In some cases, student projects (other than Bachelor's theses) that involve significant faculty supervision may also be included here. Check with department head to find out if particular projects/subjects may be included under this category. Anderson, John A., "A Content-Free Grammar for the Programming Language AVALANCHE," June 1972. Swift, Howard, "A New Application of Murphy's Law," expected September 1990. Master's Theses List chronologically MEng Theses List chronologically Engineers Theses List chronologically Doctoral Theses, Supervisor List chronologically

Premble, Colin S., "Synthesis of Bureaucratic Verbiage: A Polynomial-Time Obfuscation Generator," expected February 1995. (co-supervised with _____)

Finch, Lorenzo, "Practical Heuristics for the Generation of Recursive Questionnaires," proposal expected September 1993.

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Doctoral Theses, Reader List chronologically

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BEGIN A NEW PAGE Postdoctoral Associates and Fellows supervised by Richard B. Eagle This category is new this year, and it is optional. However, if a department decides to include this information for one candidate, it must include the information for all candidates being considered for the same promotion. For each postdoc, please include name, dates of appointment as postdoc working with the candidate, PhD granting institution and current position, if no longer a postdoc working with the candidate, including title and name of employer.

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BEGIN A NEW PAGE

List Of Peers Name and Title Department and University/Employer List four to eight peers of the candidate. This page should not be sent to the outside letter writers.

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BEGIN A NEW PAGE

Letters of recommendation from outside MIT concerning Richard B. Eagle Provide a list of the outside letter writers and a sample of the letter sent to outside references. The list and sample letter should appear before the letters. On the list of letter writers, indicate the name, title, department and/or employer of all of the individuals from whom letters were solicited. Also include a brief description of the letter writer and how (s)he knows the candidate. Faculty members from whom letters are requested must be of at least the rank for which the candidate is being considered. Only new letters are to be submitted as part of a tenure or promotion case. All of the individuals from whom letters are solicited should be listed, whether or not they responded. Please note with an * anyone who did not submit a letter. At the direction of Academic Council, the list of outside letter writers should be annotated to distinguish between references suggested by the department (D), references suggested by the candidate (C) and references listed in both categories (D, C). The department should compile its list of outside letter writers first, and only then should the candidate be asked for names that might be added to the list. Please note that it is inappropriate for department heads or other faculty members to contact potential outside letter writers before requesting letters from them. Numbers of letters: Promotion to associate w/o tenure: Cases should include a total of ten letters including at least six outside letters. Tenure: Cases should include a total of 15 letters including ten from outside and at least three from inside. If appropriate (to the field), at least one international letter should be included. Promotion to full professor: Cases should include a total of 11 letters including at least five from outside. If appropriate (to the field), at least one international letter should be included. In the upper right hand corner of each page of each referee's letter, please write, in pen, the last name of the letter writer. Also, the following paragraph must appear in its entirety in the body of the department head’s letter requesting letters of reference: Legal developments over the past several years indicate that persons being evaluated may, under a variety of circumstances, obtain access to such assessments of themselves and others. MIT intends to continue its long-standing policy of treating faculty evaluations with the highest degree of confidentiality. This policy includes taking the

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necessary legal actions, when appropriate, to resist attempts to breach the confidentiality of such records, and, if disclosure is required, to limit its scope as much as is feasible.

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BEGIN A NEW PAGE

Letters of recommendation from inside MIT concerning Richard B. Eagle Provide a list of the MIT letter writers and a sample of the letter sent to the inside references. The list and sample letter should appear before the reference letters. Please also indicate the current position of each letter writer. Only new letters are to be submitted as part of a tenure or promotion case. Everyone from whom a letter was solicited should be listed. Note with an * anyone who did not submit a letter. Inside letter writers should be of at least the rank for which the candidate is being considered. Letter writers from Lincoln Laboratory may be considered inside or outside references, at the department's discretion. Inside letter writers must submit their own letters to the department head before gaining access to the outside letters for that particular case.

Also, the following paragraph must appear in its entirety in the body of the department head’s letter to referees: Legal developments over the past several years indicate that persons being evaluated may, under a variety of circumstances, obtain access to such assessments of themselves and others. MIT intends to continue its long-standing policy of treating faculty evaluations with the highest degree of confidentiality. This policy includes taking the necessary legal actions, when appropriate, to resist attempts to breach the confidentiality of such records, and, if disclosure is required, to limit its scope as much as is feasible.

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BEGIN A NEW PAGE PHOTOGRAPH Please mount a 5 X 7 photograph on 8 1/2 x 11 paper as the last item of each case. Type the candidate's name under the picture.

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HST 590 9/28/06 Interviewing: Questions for Mock Interview

A. General/Professional

What is your ideal job?

Why do you want this job?

What specifically interests you about our department?

What do you believe the most important qualities of a faculty member in our department?

What do you know about our biomedical engineering graduate program?

I’ve interviewed 6 candidates for this position (high GPAs, several publications, great teachers, great potential for funding and contributions); why do I want to hire you?

Will your research be fundable? How do you know?

Convince me that you’re not a "hybrid" biomedical engineer, with sufficient depth/strength in engineering and medicine.

What are your long-term goals (10 years)?

What are your short-term goals (3 years)?

What did you like and dislike about HST?

How did you choose your laboratory/supervisor?

What is the significance of your research (in professional terms)?

Explain your research to me (as if I were a layperson) in 30 seconds?

How have you prepared for this interview?

Why was your GPA not higher?

What characteristic of a job situation will determine your decision?

Why did you (not) go to medical school?

How will you measure success in your students?

How did you choose your major?

What courses/programs would you like to build?




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How would you define mentoring; is it important; why?

What courses in our existing offerings are you qualified to teach?

What other courses would you like to add to those offerings?

B. Personal/Hypothetical

Convince me that you are a "team player"/have a good work ethic. What would you do to help a team work better?

Tell me about the last non-technical book you read/movie you saw.

What motivates you?

What was your most satisfying accomplishment/greatest satisfaction in life? Greatest failure? Greatest disappointment?

How did you handle an unexpected crisis?

Have you used your summer vacations to benefit your career?

How would you improve yourself?

Are you a good communicator? How do you know?

What is "emotional intelligence"?

What 3 adjectives best describe your strengths/your weaknesses?

Give me an example of where you learned from a failure?

Give me an example of a situation where you exhibited initiative?

How do you spend your time beyond work?

How would you handle a student that you catch cheating on an exam in your class?

What are your expectations for salary?

Do you have any questions for me?



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Recap and additional points from HST 590 “Interviewing” on 9/28/06 FJ Schoen Prepare for the interview Learn about the organization, its people and the work you might do. If an academic department, learn about its faculty and programs, strengths and

weaknesses. Consider specifically how you will contribute (courses, programs, a unique expertise

or focus). Prepare questions for the interviewer, such as:

− How do you see X department changing over next 3 years? − What are your plans for other recruitments? − What are the weaknesses of X department? − How is x department different from others? − How would you describe the ideal candidate for this job? − What are the opportunities for mentoring, and growth in the organization? − Know your motivations, strengths and weaknesses.

Consider what are your “ideal job”, “biggest failure”, and “most satisfying accomplishment”.

Consider how you will answer the questions, “tell me about yourself”, “how would you handle criticism, “how you would improve yourself”, or “why should we hire you”?

Bring a clean copy of your CV, and know it well; ensure no “gaps” in time. Look over available sample interviewing questions and other tips on available

websites. Find about as much as possible about your interview in advance (schedule,

individuals, group/panel vs. single interviews) Bring clean copy of several key papers you’ve published; offer but don’t “force” them. Use professional-sounding e-mail address names and material on personal web-

sites (be mindful that Facebook and MySpace venues can come back to haunt you). Invite references beforehand. Be aware of “illegal” questions. Be on time.

Avoid pitfalls in interview Be prepared. Dress appropriately (usually tie and jacket for men, business attire for women). Body language is important. Be enthusiastic, interested and confident, but modest. Go in with a message to deliver, and reiterate it. Don’t talk too much; use short, direct responses. Use good manners, smile, and be professional. Don’t knock your present employer. Be honest, and don’t take credit for things you did not do. Don’t negotiate (salary, research space and funding) too early. Avoid “tired” words, slang and clichés. Be positive about the negative: How did you learn from failure? Don’t panic if things seem not to be going well.

Follow-up letter Send within a few days.




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This is courteous. Shows understanding of business procedures and demonstrates professionalism. Shows enthusiasm and communications skills. Express interest in position. Ask additional questions. Thank interviewer for taking the time. Allows emphasis or correction of points that were discussed in interview. Don’t over flatter the interviewer.



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CV WorkshopCV Workshop

Is it well-designed, organized, and attractively laid out, with appropriate use of bold and italic text?Are categories -- such as education, teaching, and research --clearly labeled?Is it easy to find sections of interest to search committee members, such as publications, postdoctoral experience, and professional associations?Has your adviser and at least one other person reviewed and critiqued it?Have you avoided using acronyms?Has it been proofread several times to eliminate typographical errors?



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