Academic Research Career Path: From PhD to Principal Investigator

The academic research career path typically progresses from doctoral training through postdoctoral appointments to independent faculty positions, with principal investigator status representing the point where a researcher leads their own laboratory or research group. This article explains the stages, decisions, and practical considerations for researchers navigating this trajectory, with attention to the realities of competitive job markets and the range of outcomes that doctoral training can support.

At a Glance

The table below summarizes the main career stages in academic research, the typical activities at each stage, and the primary markers of progress.

Understanding the Academic Research Career Structure

Academic research in the United States operates through principal investigators who manage independent research programs and train researchers in the process. The standard pathway involves developing research skills during a PhD, completing apprentice-style research experiences as a postdoctoral researcher, and eventually leading independent research projects and teams as a faculty member. Early-career researchers need to develop research independence, which means forming their own intellectual contributions and directing their own scientific questions.

The U.S. Bureau of Labor Statistics groups life, physical, and social science occupations in its occupational outlook materials, which provide information about employment conditions and projections for these fields. Healthcare occupations are classified separately, and researchers working in clinical or health-related settings may find relevant information in those materials. The O*NET OnLine database from the U.S. Department of Labor offers detailed information about the tasks, skills, and work contexts associated with specific scientific occupations.

The National Institutes of Health Office of Intramural Training and Education provides career development resources for researchers at various stages, including postdoctoral training programs and career guidance. The NCBI Literature Resources and PubMed databases serve as primary tools for finding and accessing the scientific literature that researchers need to stay current in their fields.

The PhD Stage: Building Research Foundations

The doctoral phase establishes the foundation for an academic research career. During this period, students learn to formulate research questions, design experiments, analyze data, and communicate findings through publications and presentations. The quality of the doctoral experience depends heavily on the training environment, the mentorship relationship, and the opportunities available for developing independent thinking.

Choosing a Doctoral Program and Mentor

The choice of doctoral program and mentor shapes the trajectory of an academic career. Students should evaluate potential programs based on research fit, publication records of faculty, funding stability, and the career outcomes of recent graduates. The mentor relationship matters because it influences the development of research skills, professional networks, and career opportunities.

Prospective doctoral students should ask direct questions about how many students the faculty member has graduated, where those students are now employed, how often the lab publishes, and what the typical time to degree is. They should also consider whether the program provides structured training in grant writing, teaching, and professional development, since these skills become essential at later career stages.

Developing Research Independence During the PhD

Research independence begins during the doctoral phase, even though the student works under faculty supervision. Students who take ownership of their projects, propose their own experiments, and develop their own interpretations of data are better prepared for the transition to postdoctoral work and beyond. Workshops with graduate students and postdoctoral researchers in biomedical sciences have identified barriers to research independence that include limited intellectual contributions, inadequate mentorship, unclear career development pathways, compensation concerns, work-life balance issues, and immigration and visa challenges.

Doctoral students can build independence by seeking opportunities to write fellowship applications, present at conferences, review manuscripts, and collaborate with researchers outside their immediate lab. These activities develop the skills and confidence needed to direct research later in their careers.

Records and Measurements at the PhD Stage

Doctoral students should maintain records of their training activities and outcomes. Useful records include:

• Publication list with citation counts and journal metrics
• Fellowship and grant applications with outcomes and reviewer feedback
• Teaching evaluations and course development experience
• Conference presentations and invited talks
• Mentoring activities with undergraduate students
• Professional development workshops completed
• Networking contacts and collaborations established

These records become the foundation for fellowship applications, faculty job applications, and negotiation discussions at later career stages.

The Postdoctoral Stage: Apprenticeship and Specialization

The postdoctoral position serves as an apprenticeship in which researchers deepen their expertise, develop new skills, and build the publication record needed for faculty positions. The postdoctoral period is also when researchers establish their scientific niche and distinguish themselves from their doctoral work.

Selecting a Postdoctoral Position

The choice of postdoctoral lab is one of the most consequential decisions in an academic career. Researchers should evaluate potential mentors based on their publication record, funding stability, mentoring philosophy, and the career outcomes of their former postdocs. The postdoctoral experience should provide opportunities to develop new techniques, pursue independent research questions, and build a publication record that supports a faculty application.

Current postdoctoral fellows have a range of career options, but following a career path into academia can be daunting. Essential elements for transitioning from postdoctoral positions into faculty candidates include developing a clear research niche, building a strong publication record, securing independent funding, and preparing for the application and interview processes.

The Postdoctoral Experience and Career Outcomes

Data from the European Molecular Biology Laboratory tracking 2284 researchers who completed a PhD or postdoc between 1997 and 2020 show that the most common career outcome was Academia Principal Investigator at 27.8 percent of alumni, followed by Academia Other at 16.8 percent, Science-related Non-research at 15.3 percent, Industry Research at 14.5 percent, Academia Postdoc at 10.7 percent, and Non-science-related at 4 percent. The career path could not be determined for 10.9 percent of alumni.

While academic positions remained the most common destination for recent alumni, entry into science-related non-research, industry research, and non-science-related positions has increased over time, while entry into principal investigator positions has decreased. This trend reflects the increasing competition for faculty positions and the expanding range of career options available to doctoral-level researchers.

Postdoctoral Funding and Fellowship Applications

Postdoctoral fellows should pursue independent funding through fellowships and career development awards. These awards provide evidence of research independence and competitiveness, which strengthens faculty applications. Fellowship applications also develop grant writing skills that remain essential throughout an academic career.

The National Institutes of Health Office of Intramural Training and Education provides information about training opportunities and career development resources for postdoctoral researchers. Researchers should also investigate fellowship opportunities through their professional societies, private foundations, and institutional programs.

Records and Measurements at the Postdoctoral Stage

Postdoctoral researchers should track:

• First-author and co-author publications with journal impact factors
• Fellowship applications and funding outcomes
• Grant submissions and reviewer feedback
• Invited talks and conference presentations
• Teaching and mentoring experience
• Collaborations and professional network growth
• Skills acquired in new techniques and methods

These records demonstrate research independence and productivity to faculty search committees.

Staff Scientist Positions: An Alternative Academic Research Role

Staff scientist positions provide a long-term research career within an academic institution without the teaching and administrative responsibilities of faculty positions. Staff scientists typically manage laboratory operations, develop methods, train junior researchers, and contribute to multiple research projects.

Responsibilities and Career Trajectory

Staff scientists often serve as the institutional memory of a laboratory, maintaining expertise in specialized techniques and ensuring continuity across generations of trainees. They may supervise technicians and graduate students, manage laboratory budgets, and contribute to grant applications and manuscripts.

The staff scientist path suits researchers who enjoy hands-on research and laboratory management but prefer not to pursue the independent funding and teaching responsibilities of faculty positions. These positions offer more stability than sequential postdoctoral appointments but may have limited advancement opportunities within a single institution.

Comparing Staff Scientist and Faculty Paths

Researchers choosing between staff scientist and faculty paths should consider their preferences for teaching, grant writing, laboratory management, and research independence. Staff scientist positions typically offer more predictable hours and fewer administrative burdens than faculty positions, but they also provide less autonomy in setting research directions.

The decision between these paths should be based on honest assessment of skills and preferences. Researchers who thrive on mentoring students, writing grants, and managing multiple projects may find faculty positions more satisfying. Those who prefer focused technical work and laboratory operations may find staff scientist positions more rewarding.

Faculty Positions: The Path to Principal Investigator

Faculty positions represent the traditional endpoint of the academic research career path. Faculty members at research universities are expected to develop independent research programs, secure external funding, teach courses, and mentor students and postdocs.

Types of Faculty Positions

Faculty positions vary in their emphasis on research versus teaching. Research-intensive universities typically expect faculty to maintain externally funded research programs and publish regularly. Teaching-focused institutions may have lower research expectations but higher teaching loads. Community colleges and primarily undergraduate institutions offer faculty positions with minimal research expectations.

The type of institution where a researcher seeks a faculty position should align with their interests and strengths. Researchers who love teaching and mentoring may find positions at teaching-focused institutions more satisfying than research-intensive positions. Those who want to lead large research groups should target research universities.

The Faculty Application Process

The faculty application process typically involves submitting a cover letter, curriculum vitae, research statement, teaching statement, and letters of recommendation. Search committees evaluate candidates based on publication record, funding potential, research vision, teaching ability, and fit with departmental needs.

Postdoctoral fellows preparing for faculty applications should develop a clear research statement that distinguishes their proposed program from their doctoral and postdoctoral work. They should also prepare a teaching statement that demonstrates their ability to teach courses in their field and mentor students from diverse backgrounds.

The Tenure Process

Tenure-track faculty positions typically involve a probationary period of five to seven years before a tenure decision. During this period, faculty must demonstrate research productivity, teaching effectiveness, and service to their institution and profession. The tenure decision is based on external letters of recommendation, publication record, funding history, teaching evaluations, and service contributions.

The tenure process creates significant pressure on early-career faculty. Researchers should seek mentors within their institution who can provide guidance on meeting tenure expectations and navigating institutional politics.

Navigating the Competitive Faculty Job Market

The path to principal investigator is narrowing. Competition for faculty positions has increased as the number of doctoral graduates and postdoctoral researchers has grown faster than the number of available faculty positions. Researchers need realistic expectations about the job market and should prepare for multiple possible outcomes.

Understanding the Competition

Data from the European Molecular Biology Laboratory show that entry into principal investigator positions has decreased over time, even as the total number of researchers completing doctoral and postdoctoral training has increased. This trend reflects structural changes in the academic research enterprise, including flat federal research funding, increased reliance on soft money positions, and the growth of alternative research careers.

Researchers should understand that the academic job market varies by field and institution type. Some fields have more faculty openings than others, and some regions have more research-intensive institutions. Researchers should be willing to consider positions at a range of institution types and geographic locations.

Strategies for Improving Competitiveness

Postdoctoral researchers can improve their competitiveness for faculty positions by:

• Publishing first-author papers in respected journals
• Securing independent fellowship funding
• Developing a distinct research niche that differentiates them from their mentors
• Building a professional network through conferences and collaborations
• Gaining teaching experience through guest lectures and course development
• Preparing strong research and teaching statements
• Practicing job talks and interview skills

Postdoctoral training is linked to faculty careers and higher salaries in engineering fields, according to research presented at the American Society for Engineering Education Annual Conference. This finding suggests that postdoctoral experience provides value for faculty careers, even though the path to principal investigator is competitive.

Considering Multiple Career Paths

Researchers should prepare for careers beyond the tenure-track faculty path. The changing career paths of PhDs and postdocs show that many doctoral-level researchers find satisfying careers in industry research, science-related non-research positions, and other fields. The postdoctoral advice literature encourages trainees to be realistic about career expectations and to prepare broadly for career paths that align with their interests, skills, and values.

Postdoctoral researchers should explore career options through informational interviews, career panels, and professional development programs. They should also maintain skills that are valuable outside academia, including project management, data analysis, communication, and collaboration.

Funding and Grant Writing

External funding is essential for academic research careers. Principal investigators must secure grants to support their research programs, pay salaries, and train students and postdocs. Grant writing is a skill that develops over time and requires practice and feedback.

Types of Research Funding

Research funding comes from federal agencies, foundations, industry partnerships, and institutional sources. Federal agencies such as the National Institutes of Health and the National Science Foundation provide the largest share of academic research funding in the United States. Foundations and nonprofit organizations fund research in specific areas, and industry partnerships support applied research.

Researchers should identify funding sources that align with their research interests and career stage. Early-career researchers may qualify for career development awards and new investigator grants that are designed to support the transition to independence.

Developing Grant Writing Skills

Grant writing skills develop through practice, feedback, and study of successful applications. Researchers should seek opportunities to write fellowship applications during graduate school and postdoctoral training. They should also ask mentors and colleagues to review their drafts and provide feedback.

The National Institutes of Health Office of Intramural Training and Education provides resources for grant writing and career development. Researchers should also consult their institutional research offices for guidance on grant preparation and submission.

Managing Grant Portfolios

Principal investigators must manage multiple grants simultaneously, tracking budgets, reporting requirements, and personnel. Effective grant management requires organizational skills and attention to detail. Researchers should develop systems for tracking deadlines, budgets, and personnel effort across multiple projects.

Mentorship and Professional Development

Mentorship is critical for academic career success at every stage. Researchers benefit from mentors who provide scientific guidance, career advice, and professional support. The postdoctoral advice literature emphasizes the importance of carefully selecting mentors and maintaining supportive mentoring relationships.

Building a Mentorship Network

Researchers should develop a network of mentors who can provide different types of support. Scientific mentors provide guidance on research directions and techniques. Career mentors provide advice on job searches, promotion, and professional development. Peer mentors provide support from colleagues at similar career stages.

The capacity-building model evaluated at the Infectious Disease Institute in Uganda found that mentorship was a core component of successful research training. Participants praised the emphasis on mentorship, with both scientific and non-scientific support proving crucial in guiding junior researchers through technical challenges, manuscript writing, and career planning.

Professional Development Activities

Researchers should pursue professional development activities that build skills beyond the laboratory. These activities include:

• Grant writing workshops and courses
• Teaching development programs
• Leadership and management training
• Science communication and public engagement
• Project management and data management training
• Career exploration and networking events

The Marie Skłodowska-Curie Actions doctoral programs provide structured training in transferable skills including networking, public speaking, teamwork, and intersectoral knowledge transfer. Fellows in these programs report substantially higher satisfaction with transferable skills development compared to non-MSCA fellows.

Work-Life Balance and Well-Being

Academic research careers can be demanding, with long hours, competitive pressures, and uncertain funding. Researchers need strategies for maintaining well-being and work-life balance throughout their careers.

Challenges in Academic Careers

Postdoctoral researchers surveyed about academic careers identified financial insecurity, work-life balance, securing grant funding, academic politics, and a competitive job market as challenges of academic research. The survey respondents noted that while passion and hard work are necessary, they are not always sufficient to overcome these challenges.

Early-career researchers in Chile reported high levels of intrinsic job satisfaction related to intellectual challenge, autonomy, and the social value of their work. At the same time, they expressed concerns about contractual instability, workload intensity, and insufficient income. Nearly half held a second job, and those with caregiving responsibilities allocated less time to research.

Strategies for Maintaining Well-Being

Researchers should develop strategies for maintaining well-being, including:

• Setting boundaries between work and personal time
• Seeking mental health support when needed
• Building supportive professional relationships
• Maintaining interests and activities outside research
• Taking regular breaks and vacations
• Seeking mentorship on work-life balance

The postdoctoral advice literature recommends periodic self-reflection and mental health support as strategies for perseverance in academic careers. Researchers should also recognize when a career path is not serving their well-being and consider alternatives.

Gender and Diversity in Academic Career Progression

Gender and diversity issues affect career progression in academic research. Research on physicians in Gulf Cooperation Council countries found an inverted gender pyramid, with women comprising most medical graduates but underrepresented at advanced career levels. Male physicians had higher odds of attaining advanced career progression compared with females.

Representation in Academic Faculty

Research on faculty diversity in mathematical, physical, computer, and engineering sciences found that underrepresented minority postdoctoral appointments lag significantly behind progress in undergraduate and PhD-level STEM student populations. Underrepresented minority postdoc appointments lag well behind faculty diversity itself in these fields, most of which draw their faculty heavily from the postdoctoral ranks.

The research suggests that a change in how postdocs are recruited, how their careers are developed, and how they are identified as potential faculty is required to diversify the nations faculty. Key structural approaches include collaborative approaches in which leading research universities collectively identify outstanding underrepresented minority candidates, faculty engagement in recruiting and supporting these postdocs, and inter-institutional exchange programs.

Caregiving Responsibilities and Career Progression

Caregiving responsibilities affect career progression, particularly for women. Early-career researchers in Chile reported that those with caregiving responsibilities allocated less time to research. Care responsibilities were more frequently reported by women, who devoted substantially more time to caregiving than men.

Researchers with caregiving responsibilities should seek institutional support, including family-friendly policies, flexible work arrangements, and childcare resources. They should also discuss career planning with mentors who understand the challenges of balancing caregiving and research.

International and Global Perspectives

Academic research careers vary across countries and regions. Researchers considering positions outside their home country should understand the local research funding systems, career structures, and employment conditions.

Research Careers in Different Regions

Early-career researchers in Latin America face structural asymmetries in global knowledge production. Internationalization pathways, performance metrics, and labor structures interact to reproduce dependency within local research systems. Addressing these challenges requires coordinated policy and institutional responses, including public investment, strengthened domestic doctoral programs, transparent career pathways, and alignment of international collaboration with local priorities.

In Chile, a national survey of early-career researchers found that a substantial proportion of unfunded proposals had received positive evaluations, suggesting that part of the country's research capacity remains unsupported despite being competitively viable. This reveals unrealized scientific potential and a gap between the expanding scientific base and the public investment available to sustain it.

International Training Programs

International training programs provide valuable experience for researchers considering global careers. The Marie Skłodowska-Curie Actions doctoral programs deliver significantly higher and more integrated international, intersectoral, and interdisciplinary mobility experiences compared to non-MSCA programs. Ninety percent of MSCA fellows collaborate internationally, and 88 percent demonstrate intersectoral mobility across academic and non-academic sectors.

Researchers considering international positions should investigate visa requirements, funding availability, language requirements, and cultural differences. They should also consider how international experience will be valued in their home country's academic system.

Clinical Academic Career Paths

Clinical academic careers combine research with clinical practice in healthcare settings. These careers require specialized training and present unique challenges and opportunities.

Clinical Academic Training for Nurses

Nurses remain underrepresented in the clinical academic workforce despite strong motivation to integrate research into their careers. A scoping review of clinical academic training opportunities for nurses found that the dissemination of clinical academic training programs was not clearly reported, suggesting a lack of equitable awareness. The level of support from managers required to enable clinical academic progression was not well defined, and mentorship and supervision were noted as core components for clinical academic training without explicit description of their role or nature.

Clinical Research Investigator Development

Research capacity-building initiatives are crucial for developing clinical research investigators, particularly in low and middle income countries. An evaluation of the Infectious Disease Institute's capacity-building model in Uganda found that 90 percent of scholars expressed willingness to recommend the program to others, 85 percent achieved their career goals, and 65 percent said it expanded their employment opportunities.

The model emphasized mentorship, with both scientific and non-scientific support proving crucial in guiding junior researchers through technical challenges, manuscript writing, and career planning. Soft skills training and dissemination platforms also contributed to career development.

Common Failure Patterns in Academic Career Progression

Researchers can identify common patterns that derail academic career progression and take steps to avoid them.

Lack of Research Independence

Researchers who remain dependent on their mentors for ideas, methods, and interpretations may struggle to transition to independent positions. Developing research independence requires taking ownership of projects, proposing new directions, and building a distinct scientific identity.

Inadequate Publication Record

Faculty search committees evaluate publication records carefully. Researchers who publish infrequently or in low-impact journals may struggle to compete for faculty positions. Building a strong publication record requires consistent effort, strategic journal selection, and effective collaboration.

Limited Funding Experience

Grant funding is essential for faculty positions at research universities. Researchers who lack experience writing and managing grants may be less competitive for faculty positions. Seeking fellowship applications and career development awards during training builds grant writing skills and demonstrates funding potential.

Poor Mentorship Relationships

Mentorship relationships shape career trajectories. Researchers who lack effective mentors may miss opportunities for collaboration, funding, and professional development. Building a network of mentors who provide different types of support is essential for career success.

Narrow Skill Development

Researchers who focus exclusively on laboratory techniques may lack the communication, teaching, and management skills needed for faculty positions. Developing transferable skills through professional development activities strengthens faculty applications and improves career flexibility.

Professional Escalation Criteria

Researchers should seek professional guidance when they encounter specific challenges in their career progression.

When to Seek Career Counseling

Researchers should seek career counseling when they:

• Are uncertain about whether to pursue academic or non-academic careers
• Have difficulty securing postdoctoral positions or fellowships
• Receive repeated rejections in faculty job applications
• Experience conflicts with mentors or colleagues
• Are considering leaving academic research
• Need guidance on negotiating job offers or salaries

When to Seek Institutional Support

Researchers should seek institutional support when they:

• Experience harassment, discrimination, or hostile work environments
• Need accommodations for disabilities or caregiving responsibilities
• Have concerns about research integrity or misconduct
• Need assistance with visa or immigration issues
• Require mental health support or counseling services

When to Consider Alternative Career Paths

Researchers should consider alternative career paths when they:

• Experience persistent dissatisfaction with academic research
• Struggle to secure funding or publications despite strong effort
• Find that academic positions do not align with their values or goals
• Identify industry or non-research careers that better match their skills and interests

Frequently Asked Questions

What is the typical timeline from PhD to principal investigator?

The timeline varies by field and country, but a typical path involves four to six years for the PhD, two to four years for one or two postdoctoral positions, and five to seven years on the tenure track before a tenure decision. Some researchers move directly from postdoctoral positions to principal investigator roles, while others complete multiple postdocs or spend time in staff scientist positions before securing faculty appointments.

How many postdoctoral positions should I complete before applying for faculty jobs?

There is no fixed number of postdoctoral positions required before applying for faculty jobs. Some researchers secure faculty positions after one postdoc, while others complete two or more. The quality of the postdoctoral experience matters more than the number of positions. Researchers should apply for faculty positions when they have a strong publication record, a clear research vision, and evidence of research independence.

What qualifications do faculty search committees look for in applicants?

Faculty search committees typically evaluate applicants based on publication record, funding potential, research vision, teaching ability, and fit with departmental needs. A strong publication record in respected journals, evidence of independent funding, a clear research statement, and positive letters of recommendation are important qualifications. Teaching experience and a thoughtful teaching statement also strengthen applications.

Is a postdoctoral position required for a faculty career?

Postdoctoral training is common but not universally required for faculty positions. Some fields, particularly those with strong industry connections, may hire faculty directly from doctoral programs. However, postdoctoral training is linked to faculty careers and higher salaries in engineering fields, suggesting that postdoctoral experience provides value for faculty careers. Researchers should investigate the expectations in their specific field and institution type.

What is the difference between a staff scientist and a faculty member?

Staff scientists focus on research and laboratory operations without the teaching and administrative responsibilities of faculty positions. They may manage laboratories, develop methods, and train junior researchers, but they typically do not have independent research programs or tenure-track appointments. Faculty members at research universities are expected to develop independent research programs, secure external funding, teach courses, and mentor students and postdocs.

How competitive is the academic job market?

The academic job market is competitive, and the path to principal investigator is narrowing. Data from the European Molecular Biology Laboratory show that entry into principal investigator positions has decreased over time, while entry into science-related non-research, industry research, and non-science-related positions has increased. Researchers should prepare for multiple career outcomes and consider positions at a range of institution types.

What funding opportunities are available for early-career researchers?

Early-career researchers can pursue fellowship opportunities through federal agencies, foundations, professional societies, and institutional programs. The National Institutes of Health Office of Intramural Training and Education provides information about training opportunities and career development resources. Researchers should also investigate career development awards and new investigator grants designed to support the transition to independence.

How can I improve my chances of securing a faculty position?

Researchers can improve their chances of securing faculty positions by publishing first-author papers in respected journals, securing independent fellowship funding, developing a distinct research niche, building a professional network, gaining teaching experience, and preparing strong research and teaching statements. Seeking feedback on application materials and practicing job talks also strengthens applications.

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References and Further Reading

• Life, Physical, and Social Science Occupations. U.S. Bureau of Labor Statistics.
• Healthcare Occupations. U.S. Bureau of Labor Statistics.
• O*NET OnLine. U.S. Department of Labor.
• Office of Intramural Training and Education. National Institutes of Health.
• NCBI Literature Resources. National Center for Biotechnology Information.
• PubMed. National Library of Medicine.
• The postdoctoral blueprint part one: creating a niche.. Trends in cell biology, 2022.
• Postdocs as Key to Faculty Diversity: A Structured and Collaborative Approach for Research Universities.. Frontiers in psychology, 2021.
• Postdocs' advice on pursuing a research career in academia: A qualitative analysis of free-text survey responses.. PloS one, 2021.
• The inverted gender pyramid in career progression among GCC physicians: implications for health workforce policy.. 2026.
• Mapping the range and nature of clinical academic training opportunities for nurses - a scoping review. 2026.
• Early-career researchers in Chile: findings from a national survey on conditions, challenges, and institutional perceptions.. 2026.
• Added value of MSCA doctorates: A mixed-methods study. 2026.
• Evaluating the feasibility and effectiveness of a capacity-building model to nurture junior independent clinical research investigators in Uganda.. 2026.
• Global integration, local constraints: how internationalized scientific development shapes early-career research in Latin America.. 2026.
• Career transitions: actionable recommendations by graduate students and postdoctoral scholars on achieving research independence in biomedical sciences. Frontiers in Education, 2025.
• The changing career paths of PhDs and postdocs trained at EMBL. eLife, 2023.
• How the career path to principal investigator is narrowing.. Nature, 2022.
• Is postdoctoral training linked to faculty careers and higher salaries in engineering fields?. ASEE Annual Conference and Exposition Conference Proceedings, 2019.
• Taking the next step: supporting postdocs to develop an independent path in academia. International Journal of Stem Education, 2019.

This article is educational and does not replace institutional policy, professional advice, or applicable safety and regulatory requirements.