Should undergrads be paid?

This topic was inspired by a conversation with my boss about getting the undergrad volunteers on payroll. He raised several objections initially, not because he objected (he said) but because he was trying to think of the possible consequences. But the next morning, before I had a chance to present my battery of persuasive arguments, he acted as if he had never objected at all, and the paperwork is in process to get them on payroll. While it’s great that I get my way, my nature is such that I was oddly disappointed at getting my way so easily.

Should undergraduates be paid for their research experience? There are many opinions on this, ranging from “No, never, they are lucky to get the opportunity” to “Yes, always”. Predictably, most people fall somewhere in the middle of the continuum. Many professors require a volunteer period, after which the students will be paid. Some professors tell the students this up front. Others let them know with the first paycheck. Some professors pay students if there is a grant to do so. Others insist on work study, scholarship, or internship (i.e., the professor’s grant isn’t paying the student).

I have always felt strongly that students should be paid, although I have had good experience with an initial volunteer period. The volunteer period lets you and the student decide if the student is a good fit for the lab. It should be about a month or 15 hours of work. On the other hand, I don’t feel that unpaid students are exploited.

A typical undergraduate research experience averages about 5 hours a week for the student. (Maybe 20 hrs/week for a summer project.) Undergraduate research assistant wages are set by the institution and are not much greater than minimum wage. So a student can expect to earn $160 in a month. It’s spending money, or as one student described it, “beer money”. Students don’t do research for beer money. They do research for a lot of other reasons: another line on their resume, course credit, a capstone project, a letter of recommendation.

As long as the student is a volunteer, I feel indebted to her for her help. I feel a tiny bit reluctant to ask her to come in at 7:00 a.m. on a Saturday or at 6:30 a.m. during the week. As soon as she is receiving compensation I am eager to give her the opportunity to earn another $8.50 minus taxes for an early hour Saturday morning.

That is why I feel so strongly about paying undergrads. It’s not for them. It’s for me.

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It’s not who you know, it’s who your friends know.

The best contacts by Peter Fiske

Peter Fiske always has great career articles for scientists. His articles are highly relevant to the academia-trained scientist, whether trying to break out of academia, seeking a “non traditional” career, or following in your PI’s footsteps. In this article he discusses the importance of nurturing your relationships, because it is through their acquaintances that you’ll get your next job.

I further recommend getting involved in a professional organization that exposes you to a large number of people, and seek a leadership role in that organization. It could be your field’s society, a Graduate Student Association, or a Postdoc Association. These societies and associations exist at local, regional, national, and international levels. Depending on the organization, you can jump right in to the national group and be more involved in the local group.

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2010 Life Sciences Salary Survey

I was interviewed for an article about young scientists and how we cope with our meager wages. During the interview she was clearly looking for the wackiest angle, and the two of us she interviewed are probably extreme examples: bicycling for transportation (me), playing with a band (Ian), working as a bouncer (Ian), getting scholarships for my daughter (me).

As usual, the journalist didn’t get the details quite right, but these were very minor errors and didn’t affect the main point (that scientists do crazy things to afford to continue doing science). If you are curious, the errors are: 1. Iain didn’t quit his job to take care of Nell; he quit his job to follow me to Chicago. 2. I didn’t seek out the scholarship so Nell could continue at private school; it was dropped in my lap. 3. The “grant” Nell got to attend Spanish camp was a scholarship.

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The future of academia

The academic system of science and research in the US is something that evolved, and is not sustainable. This blog is about the problems that plague the system, and ideas (mine and others’) for solutions.

I propose that we split teaching and research. Hire trained researchers to research, and trained teachers to teach. In our current system, professors are hired, retained and promoted on the basis of their research excellence, and by the way they also teach. They may not be given the resources or incentives to become qualified teachers. They do have incentives to reduce their teaching load by getting grants, and then who teaches their courses? Exploited and poorly paid adjuncts.

I propose we hire the adjuncts on a more permanent and less exploited basis, as some universities hire Instructors. Then we hire researchers to research. These researchers will be independent and have their own labs. Their part of the education mission of the university is to provide research opportunities to undergraduates, graduates and postdocs. They might teach a graduate-level course here and there.

There is evidence that we are moving in this direction, such as this article about teaching certificate programs offered to graduate students in science: Preparing Professors to Teach by Allie Grasgreen.

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