Observations from a mid-career, hybrid scientist communicator

Having firmly entered my mid-career years as a hybrid academic practitioner, it occurs to me to share a few things I've learned in case it helps those starting out. Although I only attend professional scientific society meetings once a year at most these days, I do still see a whole lot of tweets and am many conversations related to how the current system of training is not serving most students, who will go on to careers outside of academia. As someone who started asking these questions 20 plus years ago and organized quite a few "alternative science career" workshops in graduate school, it's interesting to reflect on where I am at this point. It also feels like there are enough of us that have already chosen or otherwise been on this path that there should be some lessons learned that can be shared.

Scientists Have Feelings Too

I was a scientist just a few years out of graduate school when I had a career-altering experience speaking with a man in tears at a community workshop. A large cluster of wildfires had burned through his small, close-knit northern California town, and many residents were forced to evacuate their homes. They were worried that their properties would be unprotected in the time they had to stay away: firefighting resources were strained due to additional wildfires in other parts of the state. Emotions ran high for everyone as my colleagues and I presented our work on how houses burn during wildfires.

Reconciling science research and practice

There is a lot of conversation these days around "bridging" research and practice in various fields - as a science and conservation type I tend to pay more attention to that piece, but I also see it in active conversation in the humanities and other fields as well. There are two main threads here that I think are helpful to break apart - one is how to better connect the results of research (and, not often enough, the process of research) with practice. The other related, but somewhat separate, piece is how to better train graduate students for practice-based careers in the sciences.

Boundary spanning

I am in the middle of preparing a talk for next week's 99th annual meeting of the Ecological Society of America (ESA), which will be in Sacramento, CA this year, an easy train ride for me. This is my first slide for my talk, which is (sadly but predictably) still taking shape.

Almost 20 years ago, I spent a couple of years working for ESA, first as a public affairs intern and then as staff with a program within the Society that was called the Sustainable Biosphere Initiative, launched after a paper from Jane Lubchenco and others proposed the concept in what was at the time a controversial paper published in Ecology. While in graduate school at Berkeley, I continued to be involved with ESA, starting the student section in 2000 - it is really exciting to see how that section has truly taken off. I am now ending my final year of service on the ESA Public Affairs Committee and will be going out on a good note with a short talk on California's drought that I will be giving to introduce rancher Dan Macon at a lunch for ESA's Rapid Response Teams. I am particularly honored to open for Dan, whose blog post on the emotional toll of drought inspired my own on live-tweeting the drought.

Interested in relational approaches to science practice? Retreat? Community?

So, I've got a small bit of funding to convene a group of folks that are interested in relationship-centered approaches to professional practice across disciplines. Over the past several years in my own work, I've fortunately connected with lawyers, doctors, psychologists, scientists, and others that have similar interests. There is a core group of us that will get together sometime this spring/early summer for a couple day retreat, and I want to extend an invitation to a few more folks that might have interest but that I might not have connected with yet (or haven't explicitly talked to about this).

The secret superpower of subjectivity in science practice

Subjectivity - our internal experiences and perceptions of ourselves and our world - can be devalued in many aspects of life, and particularly in scientific training and careers. The pursuit of objective methods and analyses can lead to a sense that subjective experience more broadly is unimportant or inaccurate or irrational -- this is part of the "hidden curriculum" in graduate training and related professional norms. But, the thing you are rarely shown is that a healthy relationship with your subjective experience can be a big asset, particularly in fluid, practice-based careers.

Staying centered and sane

Sustainability as a concept is both regaled and reviled in environmental circles. For me it’s really about what can be maintained over time without harming myself, my community, or the planet, and I haven't been doing it lately. A deep inner drive about my work, which I love, feels at cross purposes with a deep part of my soul that needs life to slow down. That inner struggle is amplified by a similar one I feel in the outer world, where mixed messages abound and we are, for example, simultaneously rewarded and chastised for being stressed out or where taking a break can be both verbally encouraged and subtly discouraged. After sputtering around in overwhelm for what can be days and weeks at a time, what brings me the most peace are the moments when I can surrender and just let it – whatever I can do – be enough.

Reinvisioning training - "clinical" practice in the natural sciences

I have written a bit about non-academic careers in the natural sciences from the perspective of what comes after policy fellowship programs and legitimizing the non-academic career path. In that second post I briefly touched on the idea of "clinical" training models and their applicability in the natural sciences. In fields like law and medicine, after (or while) time spent learning in the classroom or the lab, students are given the opportunity for "real world" learning via clinical practice. In law school that might involve taking on real cases, and in medical school, working with patients.

Just do it: The beauty of practice

I identify myself professionally these days as a scientist practitioner, which I've written a bit about here and here. Sometimes people react badly to the term "practitioner," maybe because it's something that is often used to distinguish it from research, particularly in expert communities. When thought of in that way, it's a challenge to see it in a positive light, because it's already been described in the negative, as what it's not.

How about the "purposeful" PhD?

Late last week another article on the lack of academic jobs came out - this time in the New York Times, with the very sad title "The Repurposed PhD: Finding Life After Academia — and Not Feeling Bad About It". As many of these articles do (and there are a plethora of them, particularly in the Chronicle of Higher Ed), it starts by reinforcing the idea that everybody in a PhD program wants an academic job, and can't get one, and we are all very, very depressed. Though always careful to throw in a sentence about how some rare people don't want academic jobs anyway, that is usually about as far as that discussion goes.

Exposing the underbelly - the hidden curriculum in the natural sciences

One thing that I find prevalent in the legal and medical literature is reference to a "hidden curriculum" in higher education. The concept originated in the 1970's and refers to the idea that as part of training, we are all subject to social and academic norms that might be quite different from the content of what we are being taught, which can be problematic on many levels.

Careers outside academia: After the science policy fellowship

I have been involved in discussions of non-academic careers (yes, it's problematic wording - substitute "diverse" or your favorite term of art as you wish) for longer than I'd like to admit. As a graduate student 10-15 years ago, I started a student section of the Ecological Society of America (ESA), my primary professional society. As a student, I also organized a career workshop for several years at the annual meeting, and the tradition continued beyond my tenure with the section (which is super awesomely active these days). Increasingly, I find myself on the same kinds of panels I once organized - including one at ESA this summer.

Toward a more expansive view of being a scientist

So, I tried to write an editorial for a science journal this summer, and a few things about the experience were very interesting. First and foremost was the back and forth with the editor about whether or not what I had written about was actually "science". For me, this gets to the heart of the matter what it means to be a scientist and what is considered science (not to mention how hard it is to publish as a practitioner). I deeply believe that we need be more expansive in how we think about both.