A practical guide to graduate school interviewing for historically excluded individuals
2023; American Physical Society; Volume: 324; Issue: 6 Linguagem: Inglês
10.1152/ajpheart.00123.2023
ISSN1522-1539
AutoresElizabeth Ransey, Shawna Brookens, Heather K. Beasley, Andrea G. Marshall, Bianca Jones Marlin, Piere Rodriguez-Aliaga, Colwyn A. Headley, Celestine N. Wanjalla, Arnaldo Diaz Vazquez, Sandra Murray, Steven M. Damo, Cornelius Y. Taabazuing, Antentor Hinton,
Tópico(s)Global Health Workforce Issues
ResumoPerspectivesA practical guide to graduate school interviewing for historically excluded individualsElizabeth Ransey, Shawna Brookens, Heather K. Beasley, Andrea Marshall, Bianca J. Marlin, Piere Rodriguez-Aliaga, Colwyn Ansel Headley, Celestine Wanjalla, Arnaldo Diaz Vazquez, Sandra Murray, Steven Damo, Cornelius Y. Taabazuing, and Antentor Hinton JrElizabeth RanseyDepartment of Psychiatry and Behavioral Sciences, Duke University Medical Center, Durham, North Carolina, United States, Shawna BrookensDepartment of Pharmacology, University of Pennsylvania, Philadelphia, Pennsylvania, United States, Heather K. BeasleyDepartment of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States, Andrea MarshallDepartment of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United States, Bianca J. MarlinMortimer B. Zuckerman Mind Brain and Behavior Institute, Columbia University, New York, New York, United StatesDepartment of Psychology, Columbia University, New York, New York, United StatesDepartment of Neuroscience, Columbia University, New York, New York, United States, Piere Rodriguez-AliagaDepartment of Biology, Stanford University, Stanford, California, United States, Colwyn Ansel HeadleyDepartment of Cardiovascular Medicine, Stanford University, Stanford, California, United States, Celestine WanjallaDivision of Infectious Diseases, Department of Medicine, Vanderbilt University Medical Center, Nashville, Tennessee, United States, Arnaldo Diaz VazquezDepartment of Biomedical Sciences, University of Texas Southwestern Medical Center, Dallas, Texas, United States, Sandra MurrayDepartment of Cell Biology, School of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania, United States, Steven DamoDepartment of Life and Physical Sciences, Fisk University, Nashville, Tennessee, United StatesCenter for Structural Biology, Vanderbilt University, Nashville, Tennessee, United States, Cornelius Y. TaabazuingDepartment of Biochemistry and Biophysics, University of Pennsylvania, Philadelphia, Pennsylvania, United States, andAntentor Hinton JrDepartment of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, Tennessee, United StatesPublished Online:04 May 2023https://doi.org/10.1152/ajpheart.00123.2023This is the final version - click for previous versionMoreSectionsPDF (436 KB)Download PDF ToolsExport citationAdd to favoritesGet permissionsTrack citations ShareShare onFacebookTwitterLinkedInWeChat INTRODUCTIONCongratulations! By submitting graduate school applications, you have reached a major milestone on your path to an advanced Science Technology, Engineering, and Math (STEM) degree. In 2021, there were ∼2.4 million applicants to graduate programs, representing an 8.7% increase over 2020 (1). For historically excluded individuals, the percent change in enrollment from 2020 to 2021 was ∼9%, suggesting at minimum, they represent 9% of all applicants (1). With rising applicants, distinguishing yourself during the interview will be key to gaining admittance into your dream graduate program. Here, we provide practical tools to help you prepare for and navigate successful graduate school interviews. Historically excluded individuals face many challenges that prevent them from obtaining higher education, including the lack of strong institutional commitments to mentoring, diversity, inclusion, and equity (2–4). As such, there is a dearth of Black and Latin scholars in STEM disciplines, including cardiovascular physiology. Thus, while this guide is intended to help them, it is relevant to all applicants.PREPARING FOR THE INTERVIEWAfter applications are submitted in November and December, it typically takes 2–4 wk for a committee to evaluate and select candidates to invite for interviews. Hence, interviews usually occur during the following January to March. Use the intervening weeks between the interview request and the actual visit to prepare effectively. What separates "good" interviewees from "exceptional interviewees" is the level of preparation and specifically the ability to discuss one's research interests and prior research confidently and clearly. Thus, it is critical that you adequately prepare for your interview by researching the graduate program and practicing your answers to anticipated questions.Research Potential MentorsPrincipal investigators (PIs) are the faculty mentors and the individuals that formulate research programs and define the research portfolio of their respective departments. They are the most important people to research. Most laboratories have a website where you can learn about their research interests and ongoing projects. Ultimately, you will conduct your graduate studies in one of the laboratories so you will establish a very close relationship with the PI who will serve as both a scientific advisor and a mentor to shape your career.Therefore, for each interview, you want to be familiar with several different PIs and their research areas and be able to participate in high-level and broad discussions (Fig. 1). You want to be more knowledgeable about the research of PIs/laboratories that you are interested in joining so you can discuss how your experience and interests may complement their existing research program. If you are only interested in working with one PI, it is still important to do research on other PIs as this will help relay your general knowledge base of science, collegiality, and enthusiasm for science and the graduate program to your interviewers.Figure 1.Overview of graduate school interviewing process and factors to consider when preparing. PI, principal investigator.Download figureDownload PowerPointCollecting all this information can be daunting; thus, we recommend organizing all your research into one notebook. Highlight only important information and keep your notes concise and focused on the big picture. It is beneficial to print out the research page that summarizes research interests or projects (if available) and/or one to two abstracts from recent publications for faculty that you may be meeting or with whom you are interested in working. Take notes on how your interests relate, as well as scientific or other questions concerning their work. If you have an interest in their work but do not fully understand a concept or an aspect of the science, please raise those questions during the interview as it can help facilitate discussion, as well as reflect your authenticity and perspective.Research the University, Department, and ProgramIt is also important to understand the institutional and departmental landscape (Fig. 1). Look into your interviewing department and program websites for their self-assessments. Do they describe their department as basic research driven or translational? What are their research priorities? What university-specific initiatives, institutes, and centers define their research landscape? What is new or what has been long established? It may be of particular interest for historically excluded candidates to learn about the university's diversity, equity, and inclusion commitment and resources, such as their office of inclusion and the faculty and staff that serve there. This is great information to have both for demonstrating your scientific and professional preparedness, as well as for helping you make your decision.Practice InterviewingThe formal interview will center on candid one-on-one discussions between you and several interviewers with the goal of understanding you as a person and your potential and fit as a future graduate student. Thus, the most valuable and practical way to prepare for an interview is to conduct mock, or practice, interviews with other people (Fig. 1). Lean into your network and identify mentors, colleagues, or friends with different levels of expertise and familiarity to help you practice answering the example questions and prompts provided in Table 1. These questions cover four key areas that you may be asked during your interview. When practicing, be honest and authentic with your answers. Do not misrepresent yourself. It is likely that the person interviewing you is familiar with your application, and the information you provide should augment and be complementary to the information in your application. While admitting you are not sure of something is acceptable, making things up should never happen. Answer questions in detail and cite specific and relevant examples when appropriate. After each mock interview, get feedback from your practice partner and incorporate any lessons learned into your discussion strategy. Finally, consider recording yourself during mock interviews to help you identify areas where you can be more articulate and specific, or even to check your nonverbal cues. Helpful resources that can aid in uncovering your motivations for pursuing graduate training, as well as identify your strengths and weaknesses, are provided in Table 2.Table 1. Practice questions candidates should be prepared to discussPersonal CharacteristicsAcademic Experiences and SkillsProblem-Solving and Leadership SkillsGoalsTell me about yourself.What was your favorite undergraduate course and why?Can you describe a problem you have had to overcome and how you resolved it?Why do you need a Ph.D. to accomplish your career goals?What are your biggest strengths?Describe your current research project.How do you manage stress? Can you provide an example?What drives your interest in science?Describe your weaknesses.Why did you choose to apply to our program?How do you manage your time? Can you provide an example?What excites you about a career in science?What hobbies do you enjoy?How have your previous experiences prepared you for graduate study in our program?Describe a time you took the lead on a project.How does our specific graduate school fit into your long-term career plans?How would your professors describe you?Tell me about your experience in the field.Describe your leadership and outreach experience.What would the crowning achievement of your career be?Why are you interested in this program?What are your future research interests and which faculty are you interested in working with?How do you handle conflict with others?What are your career goals in 5 years and in 10 years?Table 2. Resources for self-assessmentsTest NameBrief DescriptionStrengthsFinderConsists of 34 themes: Individuals are given a report that highlights their top five strengths, as well as strategies for applying them.Hogan Personality InventoryEvaluates an individual's personality traits, strengths, and weaknesses, using the Big Five traits; openness, conscientiousness, extraversion, agreeableness, and neuroticismKeirsey Temperament SorterCategorizes individuals into four temperaments: Guardian, Artisan, Idealist, and RationalDiSCMeasures an individual's behavioral style, with a focus on four main styles: dominance, influence, steadiness, and conscientiousness.EnneagramCategorizes individuals into nine distinct types, based on their core motivations and fears.NEO Personality InventoryMeasures an individual's personality traits, including neuroticism, extraversion, openness, agreeableness, and conscientiousness.HEXACO Personality InventoryMeasures six traits: honesty/humility, emotionality, extraversion, agreeableness, conscientiousness, and openness to experience.Hogan Personality AssessmentEvaluates an individual's personality traits, values, and behaviors, using a range of personality scales.VIA Character Strengths AssessmentMeasures an individual's character strengths, identifying their top strengths and highlighting areas for development.Self-Directed SearchEvaluates an individual's personality traits, interests, and values, providing career suggestions.DISC, dominance, influence, steadiness, compliance; NEO, neuroticism, extraversion, openness; HEXACO, honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, openness to experience; VIA, values in action.Seek guidance from mentors.As detailed by Marshall et al. (5), mentors are essential in preparing one for future scholastic or professional ventures. Effective mentors are able to equip mentees with communication skills that relate to both expert and lay audiences that will help guide them through the interview (5). This is a time to use your mentoring network to give you critical feedback, ask tough questions, and prepare you for a successful interview.Prepare for everything.Although the interview should not have inappropriate or uncomfortable questions, should these types of questions arise unintentionally or from well-meaning inquiry or discussion, be prepared to respond courteously and professionally. It is best to not be reactive but kindly respond in a way that does not cause conflict and that you are uncomfortable sharing such information. Examples of inappropriate questions include those that focus on a person's race, creed, religion, gender, sexual orientation, or marital status (Table 3).Table 3. Examples of inappropriate questions and how to respond to themExamples of Inappropriate QuestionsExamples of Responses to Inappropriate QuestionsWhat is your religion and will it impact your work?"My candidacy should not be judged on this basis, which is not a determinant of my potential success."Why are you considering graduate school at your age?"I do not feel comfortable answering this question."What is your sexual orientation?"I do not think this question is necessary to evaluate my candidacy."Are you married and do you have kids? Will your family want to move here?Do you think that you have a better chance at getting into this graduate program because of affirmative action?Are you a US citizen and will you be able to compete for certain grants?DURING THE INTERVIEWThe main purpose of the interview is to assess if you can effectively communicate your previous research experiences; convey your curiosity, enthusiasm, and competence; and learn about how the graduate school program would support and prepare you for a successful career. Though interviews may be intimidating, do not forget that the evaluation is mutual. You too are assessing whether the opportunity to enter a particular program would be a worthwhile endeavor for you.Anticipate the FormatInterviews may take multiple formats including phone or virtual sessions, as well as in-person visits. For virtual interviews, which is a common first step, securing a quiet space with a reliable internet connection is vital (6). Ensure you have sufficient lighting, an adequate distance from the camera, and an appropriate background.Navigating In-Person VisitsIn-person interviews are critical for you to gain a better sense of whether the current faculty and students in the graduate program, the program itself, and the city, will be a good fit for you. An in-person visit will typically take place over the course of 3 days. The first and third days are mostly reserved for traveling but may include a scheduled welcome dinner (day 1) and a farewell breakfast (day 3)—usually these meals occur with the other prospective students that are visiting and sometimes current graduate students as well. A typical itinerary on day 2 may include one-on-one meetings with different faculty members, campus and area tours, facility tours, and tours of potential graduate housing. There may also be some unstructured socialization with current students and postdocs.Ask QuestionsThe interview may be the only time you formally connect with individuals in a particular program, so it is important for you to get practical and relevant information to help make your decision. Ask current students about living expenses, the usefulness of required courses, qualifying exams, and their future career goals. Ask faculty about their expectations of students, funding opportunities for potential students, and the current jobs of their previous trainees. These and other sample questions are listed in Table 4. Responses to these questions can reveal the well-being and support you would receive as a student in the program or working with a particular mentor.Table 4. Example questions to ask potential graduate schools, PIs, and previous and current studentsQuestions to Ask Departmental/Program InterviewersQuestions to Ask Potential Labs/PIsQuestions You Should Ask Previous and Current StudentsWhat is the format of your qualifying exam and what is the general success rate?What opportunities do you offer regarding career development?What is the qualifying exam like?How are mentoring and advising relationships established? Are there training sessions for mentors each year to update on how best to mentor students?What tools are used to formalize and address individual career and professional development goals?Are the classes relevant and helpful to your thesis research?Where are recent alumni employed?Generally, what are the publication expectations for students in your lab?Does the stipend enable you to live alone in this city or live comfortably?How is the university and/or department engaged in fostering diversity and inclusivity?What is your mentoring philosophy?Does student health and the health insurance meet your needs?How much coursework is required for the Ph.D. program? Are we allowed to take coursework from a different program?What is your mentoring and advising format within the lab? Does the PI do most the advising and training or are postdocs and students involved?What do you do for fun?Do most students live near campus? What is it like to live in this area as a graduate student? Are there any current students you can connect me with?How do you support trainees with non-academic career goals?Does your lab or the graduate school support you in attending research conferences?What is the average time to graduate in this department/program?Do you have any internal funding opportunities? Do you have any internships that lab members may participate in?How did you select your mentor and committee members?What is your balance between mentoring and research-focused meetings?Is there a career center here and do they support students' nontraditional (i.e., nonacademic) routes?How are student concerns and conflicts handled in the department/program and what resources are available for student mental health?Does the graduate program permit leave for personal matters or health concerns?Can I request your contact information if I have future questions?PI, principal investigator.Maintain ProfessionalismFor in-person interviews, remember that all events are considered part of the interview, and your evaluation is based on your overall interactions. We recommend you dress professionally and appropriately for the events of the interview, but you are also free to dress in a way that reflects your unique identity. It is particularly important to remember your professionalism during social events in which there is often drinking. When it comes to consuming alcoholic beverages, use your best judgment, consume with care, and remember that the interview is not a party.AFTER THE INTERVIEWAlthough not required, it is good practice to send a thank you note within a week of interviewing. You may consider sending a handwritten note but be aware of postage time. Remember, a quick personalized email will go a long way. Here, social media may also be used to connect with individuals who left a lasting impression and allow you to remain in touch for potential collaborations regardless of whether you are admitted to the program (7). However, before connecting with any faculty, make sure that your online presence represents you in the best light (6, 7). A summary of the information to guide you through the entire interview process is outlined in Fig. 1.GRANTSThis work was supported by United Negro College Fund/Bristol-Myers Squibb (UNCF/BMS) E.E. Just Faculty Fund; Career Award at the Scientific Interface from Burroughs Wellcome Fund (BWF) Grant 1021868.01 (to A.H., Jr.); BWF Ad-hoc award (to A.H., Jr.); National Institutes of Health (NIH) Small Research Pilot Subaward Grant 5R25HL106365-12 from NIH PRIDE Program Grant DK020593; Vanderbilt Diabetes and Research Training Center for its Alzheimer's Disease Pilot and Feasibility Program; Chan Zuckerberg Initiative (CZI) Science Diversity Leadership Grant 2022–253529 from the CZI Donor-Advised Fund; an advised fund of Silicon Valley Community Foundation (to A.H., Jr.). This work was also supported by a UNCF/BMS E.E. Just Early Career Investigator Award and NIH Career Transition Award Grant 4R00AI148598-03 (to C.Y.T.) and UNCF/BMS E.E. Just Postgraduate Fellowship in the Life Sciences (to E.R., S.B., and H.K.B.). Additionally, this work was supported by the BWF Postdoctoral Enrichment Program (to E.R.); NIH Grant R01 DK112262 (to C.W.); Doris Duke Clinical Scientist Development Award Grant 2021193 (to C.W.); and BWF Grant 1021480 (to C.W.).DISCLOSURESNo conflicts of interest, financial or otherwise, are declared by the authors.AUTHOR CONTRIBUTIONSE.R., A.D.V., C.Y.T., and A.H., Jr. conceived and designed research; E.R., S.B., H.K.B., B.J.M., C.A.H., and C.Y.T. performed experiments; E.R., S.B., B.J.M., C.A.H., and C.Y.T. analyzed data; E.R., S.B., B.J.M., C.A.H., and C.Y.T. interpreted results of experiments; E.R., S.B., C.A.H., C.Y.T., and A.H., Jr. prepared figures; E.R., S.B., H.K.B., A.M., B.J.M., P.R.-A., C.A.H., C.W., A.D.V., S.M., S.D., C.Y.T., and A.H., Jr. drafted manuscript; E.R. and C.Y.T. edited and revised manuscript; E.R., S.B., H.K.B., A.M., B.J.M., P.R.-A., C.A.H., C.W., A.D.V., S.M., S.D.,C.Y.T., and A.H., Jr. approved final version of manuscript.REFERENCES1. Zhou E, Gao J. Graduate Enrollment and Degrees: 2011 to 2021. Washington, DC: Council of Graduate Schools, 2021.Google Scholar2. Marshall AG, Vue Z, Palavicino-Maggio CB, Neikirk K, Beasley HK, Garza-Lopez E, Murray SA, Martinez D, Crabtree A, Conley ZC, Vang L, Davis JS, Powell-Roach KL, Campbell S, Brady LJ, Dal AB, Shao B, Alexander S, Vang N, Vue N, Vue M, Shuler HD, Spencer EC, Morton DJ, Hinton A. Jr. An effective workshop on "How to be an Effective Mentor for Underrepresented STEM Trainees. Pathog Dis 80: ftac022, 2022. doi:10.1093/femspd/ftac022. Crossref | PubMed | ISI | Google Scholar3. Hinton AO Jr, Termini CM, Spencer EC, Rutaganira FUN, Chery D, Roby RAna, Vue Z, Pack AD, Brady LJ, Garza-Lopez E, Marshall AG, Lewis SC, Shuler HD, Taylor BL, McReynolds MR, Palavicino-Maggio CB. Patching the leaks: revitalizing and reimagining the STEM pipeline. Cell 183: 568–575, 2020. doi:10.1016/j.cell.2020.09.029. Crossref | PubMed | ISI | Google Scholar4. Marshall AG, Vue Z, Palavicino-Maggio CB, Neikirk K, Beasley HK, Garza-Lopez E, Murray SA, Martinez D, Crabtree A, Conley ZC, Vang L, Davis JS, Powell-Roach KL, Campbell S, Brady LJ, Dal AB, Shao B, Alexander S, Vang N, Vue N, Vue M, Shuler HD, Spencer EC, Morton DJ, Hinton A Jr. Jr. The role of mentoring in promoting diversity equity and inclusion in STEM Education and Research. Pathog Dis 80: ftac019, 2022. doi:10.1093/femspd/ftac019. Crossref | PubMed | ISI | Google Scholar5. Marshall AG, Brady LJ, Palavicino-Maggio CB, Neikirk K, Vue Z, Beasley HK, Garza-Lopez E, Murray SA, Martinez D, Shuler HD, Spencer EC, Morton DJ, Hinton AJ. The importance of mentors and how to handle more than one mentor. Pathog Dis 80: ftac011, 2022. doi:10.1093/femspd/ftac011. Crossref | PubMed | ISI | Google Scholar6. Patel TY, Bedi HS, Deitte LA, Lewis PJ, Marx MV, Jordan SG. Brave new world: challenges and opportunities in the COVID-19 virtual interview season. Acad Radiol 27: 1456–1460, 2020. doi:10.1016/j.acra.2020.07.001. Crossref | PubMed | ISI | Google Scholar7. Heemstra JM. A scientist's guide to social media. ACS Cent Sci 6: 1–5, 2020. doi:10.1021/acscentsci.9b01273. Crossref | PubMed | ISI | Google ScholarAUTHOR NOTESCorrespondence: A. Hinton, Jr. (antentor.o.hinton.jr@vanderbilt.edu); C. Y. Taabazuing (cornelius.taabazuing@pennmedicine.upenn.edu). Download PDF Previous Back to Top Next FiguresReferencesRelatedInformation More from this issue > Volume 324Issue 6June 2023Pages H786-H790 Crossmark Copyright & PermissionsCopyright © 2023 the American Physiological Society.https://doi.org/10.1152/ajpheart.00123.2023PubMed37027327History Received 1 March 2023 Accepted 3 April 2023 Published online 4 May 2023 Published in print 1 June 2023 Keywordscareer planninggraduate schoolhistorically excluded individualsinterviewingprofessional development Metrics
Referência(s)