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why US PhD students are fighting over food

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Low-angle view of a person sorting through food donations for the Open Seat, an on-campus food pantry

An on-campus food pantry at the University of Wisconsin–Madison helps students with insufficient money for food.Credit: M. P. King/Wisconsin State Journal/AP/Alamy

Jen Cruz’s life as a PhD student is a world away from her childhood. Although not a member of the tribe, she grew up on Yakama Indian reservation land in Wapato, Washington.

Cruz, a first-generation university student, remembers how families, including hers, would often work for local farmers or fishers in exchange for food to supplement the food stamps and free school lunches that most people on the reservation relied on to get by.

But once at university, Cruz found that the give and take and sense of community that had helped people to survive just didn’t exist on campus. She relied on food stamps issued by the state during her master’s degree in public health at the University of Michigan in Ann Arbor. “I also took out loans and worked several jobs,” she says. “When the stamps ran out, I’d go to the food pantry.” These are distribution centres where people facing hunger can receive donated food, akin to food banks in other parts of the world.

Now four years into a PhD in social epidemiology at the Harvard T.H. Chan School of Public Health in Boston, Massachusetts, Cruz no longer thinks of herself as food insecure — unable to count on having enough food to be active and healthy — but things are still tight in a city where the cost of living requires a single adult to earn US$62,500 annually to support themselves.

In addition to working full time on her dissertation, she does 20 hours a week as a researcher for a faculty-member colleague, and also teaches to supplement her $37,000 stipend (Harvard will be raising PhD student stipends to a minimum of $50,000 in July). She shops at a discount farmers’ market where she can buy a week’s worth of produce for $10, and she shares accommodation with two other people to minimize housing costs.

Hard evidence

A study published in February revealed that food insecurity at Harvard is not just anecdotal (N. M. Hammad and C. W. Leung JAMA Netw. Open 7, e2356894; 2024). Commissioned by the dean’s office at Harvard’s School of Public Health, the survey found that 17% of the 1,287 graduate students who responded and 13% of the 458 postdoctoral responders had experienced food insecurity — figures that were on a par with or exceeded those for the general US population (13%).

Respondents reported having to skip meals, cut down their portions and fill up on foods with little nutritional value. Some also reported feeling anxious that they wouldn’t have enough to eat. Food insecurity also correlated with respondents feeling that their housing was at risk because of difficulties with rent or mortgage payments

Widespread issue

The struggle to find enough food is a problem not just at Harvard. Food insecurity on campus is widespread in the United States and elsewhere, with one study reporting that 42% of US undergraduate students on average are unable to feed themselves what they need to stay healthy (B. Ellison et al. Food Policy 102, 102031; 2021). To lessen the struggle faced by hungry students, some 750 campuses across the United States have set up food pantries. Research is lacking on food-access issues affecting UK graduate students and postdocs, but a study of 161 UK universities found that food insecurity was “off the scales”, says developmental psychologist Greta Defeyter, who led the work, which is yet to be published. It affected 57% of first-year undergraduate and foundation-year students.

Food insecurity affected 20% of PhD students, “which is much higher than the UK average” of 6–10% of the general population, says Defeyter, who directs the Healthy Living Lab, a food-poverty research group based at Northumbria University in Newcastle.

A 2016 report about food insecurity at the ten campuses of the University of California (UC) system found that 25% of graduate students and 48% of undergraduates didn’t have enough to eat (see go.nature.com/49dedjx).

“We started producing the data to go to the state and say, we have a problem and we need to do something about it,” said Suzanna Martinez, a health-behaviour epidemiologist at UC San Francisco. Martinez led the research in her previous role at the university’s Nutrition Policy Institute in Oakland, California. “Since 2016, the UC system has published updates on food insecurity and actions to address it on its campuses,” she adds. These reports can be accessed online through the university’s Basic Needs Initiative (see go.nature.com/4begaus).

Social stigma

As well as lowering academic performance and increasing the risk of depression, food insecurity is associated with social stigma.

Gwen Chodur, now a postdoc in nutritional biology at UC Santa Cruz, was a key player in the fight for food security while a graduate student in nutrition at the UC Davis. Chodur’s monthly pay in 2016, her first year as a graduate student, was just under $1,700. A first-generation university student who hailed from ‘coal country’ in Pennsylvania, she often skipped lunch as an undergraduate at Pennsylvania State University in University Park. Despite taking on a couple of jobs while there, she says, “I was always one unanticipated expense away from not being able to finish my degree.”

When she started at UC Davis in September 2016, she explains, she didn’t get her first cheque until November, which forced her to get creative with dried beans and rice, or stock up on cans of spaghetti hoops for dinner. “It was very clear to me that higher education wasn’t designed for students like me, and that was very obvious from the first day that I set foot on campus,” she says of the deep-seated sense of impostor syndrome she felt.

Chodur soon learnt that many other graduate students had similar struggles. Bolstered by this knowledge, she joined others to launch a separate food pantry, located in the Graduate Student Association office, for colleagues who felt uncomfortable going to the one on campus. “They were saying things like, ‘If I see my students there, that could undermine my authority in the classroom and it would be embarrassing,’” says Chodur.

Safyer McKenzie-Sampson spoke out about the location of the weekly free food market at UC San Francisco. McKenzie-Sampson, who was then a PhD student researching racism and adverse maternal health outcomes in Black communities, says having access to the market was helpful after spending half of her pay on rent. But a return trip to the food market took one hour from the Mission Bay campus, where she lived and worked. “There’d be a group of us with our big green bags collectively doing the walk of shame to the shuttle bus,” she says. Raising the issue repeatedly with her mentor resulted in a second food market opening at the Mission Bay Campus. “She was able to have the right conversations with the right people,” McKenzie-Sampson says.

Even so, McKenzie-Sampson still did not have enough to eat, and often had to track down free food provided at campus meetings. “I don’t know if you have heard of the example of ‘having sleep for dinner’. Well, there definitely were many nights when I had sleep for dinner,” says McKenzie-Sampson, who is now based at Stanford University in California, where she researches racism and ethnicity. She hails from Canada and, like other international students, would at that time have been ineligible for food stamps provided through the state version of the federal Supplemental Nutrition Assistance Program.

Legal help

Legislation introduced in California in 2021 broadened eligibility for food stamps in the state’s undergraduates. But food insecurity in graduate students rose by 14 percentage points between 2021 and 2023, after a fall of 5 percentage points between 2016 and 2021.

“At the end of the day, it’s still the dollar amount that impacts graduate students,” says Martinez, noting that their stipends are too high for them to be eligible for food stamps.

Martinez, who advises on basic necessities operations on UC campuses, also attributes the jump to cost of attendance and increases in the cost of living. She says that the 2023 Basic Needs Initiative survey on food insecurity might have been done before pay hikes for graduate students, which took effect after a long-standing and ultimately successful strike over pay and conditions ended in December 2022. According to the university’s latest report on basic necessities, between 2020 and 2023, the US consumer price index rose by 19% and food prices ratcheted up by 24%.

Next phase

Meanwhile, researchers at Harvard are in the next phase of investigating food insecurity on campus, taking a deeper dive into the details of how graduate students and postdocs are weathering it and what they need. Nour Hammad, a PhD student who researches public-health nutrition and is lead author of the study, says a food pantry is planned. The research continues, she adds, “to see how food insecurity impacts academic performance, their physical and mental health, their relationships — just their whole experience”.

Until recently, Cruz was part of those efforts as leader of the Harvard Chan Alliance for Low Income and First Generation Students Organization, an advocacy group that campaigns for better food access for students in need and serves more broadly as a support system. Group chats announce where on campus students can find free food — usually leftover pizza, sandwiches and fruit from meetings.

“I would say all of us PhD students have Tupperware containers at our desks, so if there is food, we can take extra home,” says Cruz. On the day she spoke to Nature, she had scored some cooked chicken breasts: “I was like, that’s going to be my protein for the week.”

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NIH pay raise for postdocs and PhD students could have US ripple effect

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Striking University of California academic workers walk the picket line with placards on the Campus of the University of California, Los Angeles.

Academic workers walk a picket line at the University of California, Los Angeles.Credit: Gary Coronado/Los Angeles Times via Getty

Amid a reckoning over poor job prospects and stagnating wages for early career scientists, the US National Institutes of Health (NIH) said it will raise the salaries of thousands of postdoctoral researchers and graduate students who receive a prestigious NIH research fellowship. The move could boost pay for other scientists as well, because academic institutions often follow guidelines set by the NIH.

Beginning immediately, postdocs who hold one of the agency’s Ruth L. Kirschstein National Research Service Awards (NRSA) will now earn at least $61,008 per year — an 8% increase and the largest year-over-year increase the NIH has implemented since 2017. Postdocs’ salaries, which are adjusted for years of experience, are capped at $74,088 per year. Graduate students’ yearly salaries will rise by $1,000, amounting to a minimum annual salary of $28,224.

“This is a major step in the right direction and something that the majority will agree is widely needed to retain talent in the biomedical and academic research sectors,” says Francisca Maria Acosta, a biomedical engineer and postdoc at UT Health San Antonio in Texas who is herself funded through an NRSA.

Postdoc shortage

In 2022, the agency assembled an advisory group on how best to retain and cultivate postdoctoral talent following reports that principal investigators (PIs) were struggling to fill vacant postdoc positions. In December, the panel released recommendations that suggested a minimum salary of $70,000 for postdocs.

The NIH agreed that a salary increase is indeed needed for the more than 17,000 research trainees covered by the NRSAs. The agency will also provide an extra $500 in subsidies for childcare and $200 for training-related expenses. In this week’s announcement, the agency acknowledged that this increase falls short of the council’s recommendation, and cited its tight budget in recent years.

It added that “pending the availability of funds through future appropriations,” the agency would increase salaries to meet the recommended $70,000 target in the next three to five years, while also suggesting that NIH-funded institutions could supplement salaries in other ways. That presents a challenge, according to Sharona Gordon, a biophysicist at the University of Washington in Seattle, when the NIH’s modular R01 grants — one of the primary research awards given to PIs to fund their labs — have remained at $250,000 since they were introduced in 1998. Such grants cannot be used to supplement salaries, meaning lab heads have to pull money from other sources to increase trainees’ pay.

Even scientists who approve of the NIH’s move say it could have unintended consequences. “For institutions such as ours, which mandate that the postdoc minimum salary be set to the NIH minimum, there are some concerns that this increase in personnel costs could be a barrier for labs based on funding levels,” Acosta says.

For some, the five-year timeline for the increase feels insufficient. Haroon Popal, a cognitive science postdoc at the University of Maryland in College Park whose work is funded by the NIH, says that while he understands the pressures on the agency, the new salary will not be enough to support him as he assumes multiple caregiving responsibilities. Even with the boost, postdoc positions in academia fall far short of what researchers could make in government, industry, or nonprofit positions. “This is an issue of diversity and equity for me,” he says. “The new postdoc salary is not allowing people like me to be in academia, which is counter to the NIH’s, institutions’, and our scientific community’s goals of increased diversity.”

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Canadian science gets biggest boost to PhD and postdoc pay in 20 years

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Justin Trudeau, Canada's prime minister, left, and Chrystia Freeland, Canada's deputy prime minister and finance minister, hold copies of the federal budget in Ottawa, Ontario, Canada.

Canada’s prime minister Justin Trudeau and finance minister Chrystia Freeland hold copies of the 2024 federal budget.Credit: David Kawai/Bloomberg via Getty

Researchers in Canada got most of what they were hoping for in the country’s 2024 federal budget, with a big boost in postgraduate pay and more funding for research and scientific infrastructure.

“We are investing over $5 billion in Canadian brainpower,” said finance minister Chrystia Freeland in her budget speech on 16 April. “More funding for research and scholarships will help Canada attract the next generation of game-changing thinkers.”

Postgraduate students and postdoctoral researchers have been advocating for higher pay for the past two years through a campaign called Support Our Science. They requested an increase in the value, and number, of federal government scholarships, and got more than they asked for. Stipends for master’s students will rise from Can$17,500 (US$12,700) to $27,000 per year, PhDs stipends that ranged from $20,000 to $35,000 will be set to a uniform annual $40,000 and most postdoctoral-fellowship salaries will increase from $45,000 to $70,000 per annum. The number of scholarships and fellowships provided will also rise over time, building to around 1,720 more per year after five years.

“We’re very thrilled with this significant new investment, the largest investment in graduate students and postdocs in over 21 years,” says Kaitlin Kharas, a PhD student at the University of Toronto, Canada, and executive director of Support Our Science. “It will directly support the next generation of researchers.”

Although only a small proportion of students and postdoctoral fellows receive these federal scholarships, other funders tend to use them as a guide for their own stipends.

Many postgraduates said that low pay was forcing them to consider leaving Canada to pursue their scientific career, says Kharas, so this funding should help to retain talent in the country.

“This is going to move us from a searing brain drain to a brain gain, and position us to compete on the world stage,” says Chad Gaffield, chief executive of the U15 Group of Canadian Research Universities, based in Ontario, which supported the campaign.

‘Determined to thrive’

The budget also includes marked boosts for basic research. There is an extra $1.8 billion over five years in core funding for the three federal grant-awarding research councils, as well as $400 million for upgrades to the TRIUMF particle accelerator in Vancouver, and more cash for several other large facilities and institutes across the country. There will also be more than $2 billion for the artificial-intelligence sector in Canada.

“[This budget] really emphasizes that Canada is determined to thrive in the twenty-first century based on science and research,” says Gaffield.

Others have pointed out that the vast majority of the money in the budget for the research councils is backloaded, with just $228 million coming in the next two years. This means that the gains will be slow, and could be vulnerable to changes in the political climate, says Alex Usher, president of Higher Education Strategy Associates, a consultancy in Toronto. “Do not count on this money being there after an election,” he posted on X (formerly Twitter). Canada’s next federal election is due in October 2025, and the opposition Conservative Party is campaigning on reigning in spending.

The budget also makes some changes to how science funding is organized. Instead of ten different programmes for scholarships and fellowships, with differing levels of support, there will now be a single programme with just three levels — master’s degrees, PhDs and postdoctoral fellowships. Kharas says that this should simplify the system.

The government will also create a new “capstone” research-funding organization to better coordinate the work of the three granting councils and “help to advance internationally collaborative, multi-disciplinary and mission-driven research”, the budget says. It will also create an advisory Council on Science and Innovation, comprised of leaders from academia, industry and the non-profit sector, which will develop a national science-and-innovation strategy to guide priority setting and increase the impact of federal investments. “This should help move us towards a more efficient, well-coordinated and nimble way of supporting research in Canada,” says Gaffield. “I look forward to working with the government to optimize it.”



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How we landed job interviews for professorships straight out of our PhD programmes

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By staying organized in their job hunt, both authors received several job offers.Credit: Getty

We met during the last year of our PhD training, after securing placements at the University of Illinois Chicago’s Department of Psychiatry for our predoctoral internships — the final step of our clinical doctoral programmes. V. R. came from the University of Georgia in Athens and was pursuing a PhD in clinical psychology, and Q. L. came from Vanderbilt University in Nashville, Tennessee, and was working towards a PhD in clinical science and quantitative methods. It was amid the academic rigour and personal stress of the last year of our programmes that we became friends. We bonded over being immigrants and not speaking English as our first language while navigating the complexities of academia. We both wanted to forgo postdoctoral training and instead immediately become junior professors. Now, we’re assistant professors: V. R. is at the University of Illinois Urbana-Champaign, and Q. L. is at Boston University in Massachusetts.

The odds we faced in the academic job market had seemed insurmountable, particularly to immigrants, and we had been cautioned by mentors and even junior faculty members about the challenge ahead. But we succeeded: we received a combined total of 27 in-person interviews, leading to 15 tenure-track assistant-professor offers across departments of psychology, paediatrics or psychiatry, schools of education and academic medical centres. (You can check out our hints for nailing job interviews in our other article.)

Despite the positive outcome, the process was stressful, fast and unpredictable. Our friendship became a sanctuary: amid the daunting job market and our own self-doubt, we understood and encouraged each other. We want to offer what our friendship provided us — understanding, support and encouragement — to researchers hoping to stay in academia after earning a PhD, so we are sharing our reflections and insights.

We must first make clear: no amount of job-search tips and tricks can substitute for good science and a strong publication record. To gauge our readiness, we looked up the CV of the most recent hire in each department that we applied to. We also made sure we had backup offers of postdoctoral positions. While navigating this process, we learnt that institutions were interested in candidates who planned to pursue external funding.

Portrait of Qimin Liu in front of a graffitied wall.

Qimin Liu is now an assistant professor.Credit: Qimin Liu

We had both obtained federal and private funding before — making us more competitive. We urge aspiring professors to prioritize their research contributions, external fellowship and grant applications and academic achievements above all.

To readers who’ve successfully navigated this process, many of our reflections and insights could seem obvious. However, this kind of advice can be the hardest to follow during a fast-moving job hunt, with several moving pieces involved and new considerations and job offers or advertisements emerging unexpectedly. Treat this as a checklist before beginning to fill out job applications.

Tips and tricks

Start your search early. Allow ample time to prepare for the job hunt; research potential options, such as jobs in academic medical centres, standard department positions or tenure-track jobs in related fields; and submit applications. Plan to reply to job ads long before the first deadline. Starting early gives you time to collect and incorporate feedback from mentors and colleagues.

Prepare your networks. The academic job market can be unpredictable, with opportunities emerging unexpectedly. It is important to think about who can write letters for you — sometimes at short notice. Most of our applications required three letters of recommendation from all applicants. Others requested letters from only shortlisted candidates.

Plan ahead. The final drafts of materials took, on average, one to two months in total to prepare and polish. The initial drafts took about 8 hours, and the research statement required a total of 16 hours. (The research statement summarizes your research programme, the work you’ve done so far and what you plan to pursue in future. It can also highlight why a particular institution is well-suited to support your work.) Preparing drafted statements in advance made it easier to adapt them to different positions later — tweaking materials for specific positions took 30–60 minutes per application.

Research potential job opportunities. Don’t just rely on word-of-mouth or googling specific positions to find things you’re interested in applying to. Use online job boards (such as HigherEdJobs or Nature Careers), and tap into your professional network by sending e-mails or LinkedIn messages to your mentors and colleagues, letting them know you’re on the job market. Scour social media and department websites to find available positions. We both posted on X (formerly Twitter) that we were job hunting, and several people reached out with opportunities.

Develop job application ‘templates’. Create a set of well-crafted templates for your application materials, such as cover letters and statements, on which you can easily fill in your name, relevant details and where you’ve previously worked. Having adaptable documents allowed us to respond quickly to new postings.

Tailor your application materials. Templates can take you only so far. Take the time to customize your application materials, including your CV, cover letter (each of ours was one page long) and research statement, to highlight your relevant skills, experiences and research contributions. Tailoring your materials to each position demonstrates genuine interest and increases your chances of standing out to hiring committees. Generic applications are easy for hiring managers to reject. Mentioning centres or institutes that align with your research; available resources, such as early-career programmes, that you want to take advantage of; and the names of people whom you are interested in working with can help to personalize your application materials.

Stay organized. Maintain a well-organized system to track application deadlines, requirements and submission statuses. Be ready to remind your letter writers to submit their recommendations. Keep a calendar or spreadsheet to ensure that all required materials are submitted on time and to track when to follow up. An example spreadsheet is provided below.

Practise for interviews and job talks. Run mock interviews with your peers or mentors. Practise answering common interview questions and develop concise, compelling responses that highlight your expertise, teaching abilities and fit. Treat these seriously — you’re likely to be nervous in the real interview, so try to recreate that while rehearsing, perhaps by inviting a relatively unknown colleague or professor to join the practice runs. V. R. recorded her job talk on Zoom and sent it to others for feedback.

Practising your job talk — a presentation of your academic research that is often a spoken version of your research statement — until you know it backwards and forwards will prepare you for the unexpected. In addition, rehearsing how you plan to respond to different questions, and practising saying that you want people to hold their questions until the end, can be helpful.

Prepare a start-up budget to get your lab running. Many academic positions include a start-up fund for incoming faculty members. It is typically used for summer salary and staffing or research costs. You might be asked for an estimated budget before, during or after the interview stage — so you should have one ready in advance. When preparing your budget, keep in mind the spending norms at the institution and for your discipline. Ask for more than you think you need, because this amount will often be reduced during negotiations.

As we look back on our job-hunting experiences, we are reminded of how much we grew in this process, in ways that are not related to just our jobs — and this growth continued in our interviews.

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How two PhD students overcame the odds to snag tenure-track jobs

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A group of people in a conference room practicing their interviewing skills.

Researching the institutions you’re applying for can help you personalize your application.Credit: Getty

Academic careers are meant to follow a set trajectory: PhD student, postdoctoral researcher, tenure-track job. But when we were thinking about what to do after our PhDs, we decided to skip the postdoc stage and go straight for tenure-track jobs owing to visa restrictions (Q.L., an international student at the time) and financial considerations (V.R., who had the looming pressure to pay student loans while supporting a family). Our mentors and peers were sceptical. A faculty member advised one of us (Q.L.) against it. Even we weren’t sure we could do it — but we did. By the end of our PhDs, we had received 15 tenure-track offers between us.

At a professional-development workshop, we were able to tell the discouraging faculty member that we would be starting our laboratories, not working as postdocs. His response — “I guess I was wrong” — was a moment of vindication for us. In proving others wrong, we had also disproved our own doubts of success.

We’ve previously shared our advice for maintaining an organized and successful job hunt. Here, we aim to demystify the interview process, showing that, even when the road seems impossible, there are routes to achieving your goals. We think that, with determination, support and a clear understanding of one’s values and goals, the academic-job market can be navigated successfully, even for those who, like us, choose to forgo the typical postdoc route.

PhD students aspiring to tenure-track positions must recognize that, beyond the standard interview preparation, you should have a good record of research. We were unusual PhD graduates: by the time V.R. applied, she had published about 90 peer-reviewed papers after working full-time as a data analyst before starting her PhD (she also worked part-time during the PhD). In addition, V.R. had received several nationally competitive awards and fellowships. Q.L. had published more than 25 peer-reviewed papers, released 2 software packages (with more than 30,000 downloads), developed 3 web apps for statistical analysis and received prestigious research awards and funding.

Both of us also had master’s degrees in quantitative methods.

We aim to demystify the pre-interview screening and on-campus interviews. Interviewing can be nerve-wracking, and so we provide practical advice and insights on the basis of our personal experiences.

Research the institutions, departments and locations

Before a prescreening interview, do your homework on the institutions and departments. Familiarize yourself with faculty members and their research. Identify centres and institutes that complement your work and early-career programmes that would help you as you launch your career. Also, research the location and be ready to answer questions about why you want to live there. For example, we noticed that interviews were more likely to come from universities in states that we already had ties to — by having studied there or having lived in a nearby state. Personal motivations might make or break an interview; because faculty searches are costly, the search committee might take into consideration the likelihood of you coming to, living in and staying around the area.

Don’t start your job talk from scratch

Job talks are central to the faculty job search. The talk typically summarizes the core themes of your research and discusses your published, ongoing and future work as a cohesive and engaging narrative. At the end of the talk, you should have convinced the department that your work is important and fundable, that you will thrive at their institution, that you would be a great fit as a colleague and that you can teach students. Using materials from previous talks can ensure that you are familiar with the details, help you to feel more at ease and hopefully allow you to discuss your work more confidently. V. R. used some of her slides from talks she gave for her master’s degree, qualifying exams and dissertation proposal. Q.L. made slides from past posters and presentations that had already been refined and rehearsed.

Anticipate common interview questions

Prepare for a range of interview questions, and have a cohesive story ready about your research and why moving to that institution fits with your future research. In first-round online screening interviews, it was common to get questions about our teaching philosophy, future goals and fit with the department as well as why we would want to live in that particular location. We received fewer questions than we expected during in-person interviews; those were more about allowing us to ask questions about the department, culture, institution and what it’s like living in the area. We both had lists of questions that we asked depending on whether we were talking to, students or faculty members (junior, senior, out-of-area or teaching).

Demonstrate enthusiasm and engagement

Show genuine enthusiasm for the position and the opportunity to contribute to the institution’s academic community, both ahead of and during an interview. Engage with the interviewers by asking thoughtful questions about their research, departmental culture, teaching or the resources available. This demonstrates your interest in becoming an active and valued member of the department. Many in-person interviews involved one-on-one discussions with faculty members, as well as group interviews with students. V.R. learnt the hard way that yes, some might even ask inappropriate, and sometimes illegal, questions — on topics such as age, marriage or children. It’s helpful to have prepared answers, or deflections, for such questions.

Portrait of Violeta Rodriguez on a bench in Grant Park, Chicago, Illinois, U.S.

Violeta Rodriguez is now a tenure-track assistant professor.Credit: Violeta Rodriguez

Prepare for on-campus interviews

If you progress to the on-campus interview stage, prepare extensively by reviewing the itinerary, schedules and departmental expectations. Plan interactive and engaging research and teaching presentations tailored to the specific audience, showcasing your ability to communicate complex ideas effectively. Bring a notebook or tablet to write questions and answers to consider if you get an offer. Have your travel bags ready, because interview offers might come with little notice.

Prepare to be tired

Our interviews generally lasted one or two days. There is talking, walking and eating! Even when you are excited about a particular interview, the process can take a toll on you. If you can, schedule some rest time, and wear professional but comfortable clothes and shoes during interview days.

Negotiate job offers effectively

If you receive job offers, you must negotiate effectively to secure the best possible terms. Look up salary expectations and the cost of living in the area to inform your negotiation. Consider negotiating not only the financial aspects, but also your teaching load, research support, start-up funds and professional-development opportunities. Communicate your needs and expectations while remaining professional and open to a collaborative negotiation process. Be ready to negotiate over the phone or through e-mail.

Leverage multiple offers

If, like we did, you find yourself with multiple job offers, it’s essential to understand that each offer can serve as leverage in negotiations. Sharing — without fully disclosing the names of the places where you have other opportunities — can prompt institutions to improve their offers. Approach this carefully, ensuring that you communicate in a way that is professional and not confrontational. Express enthusiasm for each opportunity while highlighting your desire to make the best decision on the basis of a comprehensive evaluation of all offers. We used these negotiations as opportunities to find the institutions that would best support our research.

Seek guidance and support

Throughout the job-search process, seek guidance and support from mentors, faculty advisers or career consultants. They can provide valuable insights, review your negotiation strategies and offer advice from their own experiences. When considering benefits across multiple institutions, such as health insurance and retirement plans, we consulted financial advisers to determine our best paths.

Overall, we think that, with a strategic, personalized approach, complemented by a willingness to learn from each experience, PhD students can enhance their appeal to hiring committees, turning the daunting journey towards tenure-track positions into a series of informed, strategic steps. And if you can find a friend during this process, as we found in each other — to vent to, compare notes with, talk you out of your moments of self-doubt and offer encouragement — consider yourself extra lucky!

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How PhD assessment needs to change

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Reader poll

A bar chart illustrating responses to the question “Do you think PhD assessment needs to change?”

Last week, a Nature editorial argued that the way PhDs are assessed needs to change. Briefing readers largely agree.

“I acknowledge granting a PhD is a messy business — there is no fixed bar that candidates have to meet to successfully defend,” says recently minted physics PhD Kai Shinbrough. He says that more transparency around the process would go a long way to alleviate candidates’ anxieties.

Readers’ suggestions included assessing dissertations in a similar way to grant proposals — in writing, with iterative feedback cycles — or opening theses to public comments. Many felt there should be more emphasis on evaluating PhD projects on their originality, methods and analysis rather than their ‘positive’ or ‘negative’ outcomes.

Others highlighted that assessment shouldn’t be generalized across all academic disciplines with their varying contexts, cultures and histories. “Breathless demands for sweeping innovation in yet another domain of higher education would certainly lead to additional demands on the time and workloads of supervisors” and further disincentivize PhD supervision, says linguist Mark Post.

Several readers felt that their supervisors’ hands-off leadership left them to mostly fend for themselves and missing out on learning important skills, such as grant writing or lab management. “Research should not be a painful or solitary endeavour, it should be a communal effort driven by individuals committed to serving society,” says linguist Izadora Silva Pimenta.

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Bring PhD assessment into the twenty-first century

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A woman holding a cup and saucer stands in front of posters presenting medical research

Innovation in PhD education has not reached how doctoral degrees are assessed.Credit: Dan Dunkley/Science Photo Library

Research and teaching in today’s universities are unrecognizable compared with what they were in the early nineteenth century, when Germany and later France gave the world the modern research doctorate. And yet significant aspects of the process of acquiring and assessing a doctorate have remained remarkably constant. A minimum of three years of independent study mentored by a single individual culminates in the production of the doctoral thesis — often a magisterial, book-length piece of work that is assessed in an oral examination by a few senior academic researchers. In an age in which there is much research-informed innovation in teaching and learning, the assessment of the doctoral thesis represents a curious throwback that is seemingly impervious to meaningful reform.

But reform is needed. Some doctoral candidates perceive the current assessment system to lack transparency, and examiners report concerns of falling standards (G. Houston A Study of the PhD Examination: Process, Attributes and Outcomes. PhD thesis, Oxford Univ.; 2018). Making the qualification more structured would help — and, equally importantly, would bring the assessment of PhD education in line with education across the board. PhD candidates with experience of modern assessment methods will become better researchers, wherever they work. Indeed, most will not be working in universities: the majority of PhD holders find employment outside academia.

It’s not that PhD training is completely stuck in the nineteenth century. Today’s doctoral candidates can choose from a range of pathways. Professional doctorates, often used in engineering, are jointly supervised by an employer and an academic, and are aimed at solving industry-based problems. Another innovation is PhD by publication, in which, instead of a final thesis on one or more research questions, the criterion for an award is a minimum number of papers published or accepted for publication. In some countries, doctoral students are increasingly being trained in cohorts, with the aim of providing a less isolating experience than that offered by the conventional supervisor–student relationship. PhD candidates are also encouraged to acquire transferable skills — for example, in data analysis, public engagement, project management or business, economics and finance. The value of such training would be even greater if these skills were to be formally assessed alongside a dissertation rather than seen as optional.

And yet, most PhDs are still assessed after the production of a final dissertation, according to a format that, at its core, has not changed for at least half a century, as speakers and delegates noted at an event in London last month on PhD assessment, organized by the Society for Research in Higher Education. Innovations in assessment that are common at other levels of education are struggling to find their way into the conventional doctoral programme.

Take the concept of learning objectives. Intended to aid consistency, fairness and transparency, learning objectives are a summary of what a student is expected to know and how they will be assessed, and are given at the start of a course of study. Part of the ambition is also to help tutors to keep track of their students’ learning and take remedial action before it is too late.

Formative assessment is another practice that has yet to find its way into PhD assessment consistently. Here, a tutor evaluates a student’s progress at the mid-point of a course and gives feedback or guidance on what students need to do to improve ahead of their final, or summative, assessment. It is not that these methods are absent from modern PhDs; a conscientious supervisor will not leave candidates to sink or swim until the last day. But at many institutions, such approaches are not required of PhD supervisors.

Part of the difficulty is that PhD training is carried out in research departments by people who do not need to have teaching qualifications or awareness of innovations based on education research. Supervisors shouldn’t just be experts in their field, they should also know how best to convey that subject knowledge — along with knowledge of research methods — to their students.

It is probably not possible for universities to require all doctoral supervisors to have teaching qualifications. But there are smaller changes that can be made. At a minimum, doctoral supervisors should take the time to engage with the research that exists in the field of PhD education, and how it can apply to their interactions with students.

There can be no one-size-fits-all solution to improving how a PhD is assessed, because different subjects often have bespoke needs and practices (P. Denicolo Qual. Assur. Educ. 11, 84–91; 2003). But supervisors and representatives of individual subject communities must continue to discuss what is most appropriate for their disciplines.

All things considered, there is benefit to adopting a more structured approach to PhD assessment. It is high time that PhD education caught up with changes that are now mainstream at most other levels of education. That must start with a closer partnership between education researchers, PhD supervisors and organizers of doctoral-training programmes in universities. This partnership will benefit everyone — PhD supervisors and doctoral students coming into the research workforce, whether in universities or elsewhere.

Education and training in research has entered many secondary schools, along with undergraduate teaching, which is a good thing. In the spirit of mutual learning, research doctoral supervisors, too, will benefit by going back to school.

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Communication barriers for a Deaf PhD student meant risking burnout

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Megan Majocha signing next to a microscope in the lab

Megan Majocha, a tumour-biology researcher in the laboratory at the US National Institutes of Health in Bethesda, Maryland, says Deaf researchers shouldn’t have to spend time developing sign language for their science.Credit: NIH

Sign language in science

The lack of scientific terms and vocabulary in many of the world’s sign languages can make science education and research careers inaccessible for deaf people and those with hearing loss. Meet the scientists, sign-language specialists and students working to add scientific terms and concepts to sign languages. In the third of four articles showcasing their efforts, Megan Majocha, a tumour-biology PhD student at Georgetown University in Washington DC, who is part of the Georgetown–National Institutes of Health Graduate Partnerships Program, describes how she worked with interpreters to develop the signed scientific lexicon necessary to conduct her research.

I am from a third-generation Deaf family in Pittsburgh, Pennsylvania. I went to a primary school for Deaf children and then to a mainstream secondary school at the age of 12. My parents thought it would be a good idea for me to learn how to work with interpreters in the mainstream, hearing world while I was at school, so that I had exposure to both worlds.

I worked with the same interpreter for six years from grade 7 (age 12) until the end of secondary school. We collaborated to develop signs for scientific terms — asking each other, “Would this sign make sense for this specific term,” and that kind of thing. It was a lot of work for me in my early teens, to try to develop these scientific signs as well as learning the subject content.

I started my PhD in August 2019 at Georgetown University in Washington DC. I am in my fifth year and I expect to defend my thesis in the next few months. Speaking to a few other Deaf scientists during my PhD, I learnt that we all have different signs for scientific terms: even though they have the same meaning in English, we all sign them differently because we have all developed our own separate ways of signing terms that aren’t in the American Sign Language (ASL) dictionary.

I had to develop my own team of interpreters for my first-year graduate school courses. They worked with me Monday to Friday for each course I took and in the laboratory. It is beneficial to have that consistency for both me and my interpreting team, because we can develop signs together and the interpreters can become familiar with my work and the content of the course for each class.

Adding scientific signs to Indian Sign Language will create a more inclusive field for deaf students

By law, US universities are required to provide and pay for interpreters, so both my institutions, Georgetown University and the US National Institutes of Health (NIH) in Bethesda, Maryland, provide interpreters at no cost to me.

I have to be conscious of how an interpreter might voice my research and scientific ideas to my colleagues, collaborators and prospective mentors. I’d be hesitant to pick an interpreter whom I didn’t know to speak on my behalf, especially for a formal presentation — partly because some scientific terms share the same sign. For example, the signs for the words ‘dye’ and ‘stain’ are the same in ASL — on both hands the index finger and thumb are touching, the other fingers are extended with the palms facing down, and the hands move up and down to represent dipping a material into a dye. Although it’s the same sign, the English words have completely different meanings in the scientific field. If I’m doing a presentation and the interpreter uses the wrong word, that can make me look like I’m not knowledgeable and that I don’t know what I’m talking about.

Having an interpreter who’s motivated to learn these nuances is really important. For example, the interpreters here at the NIH watch the lab team do experiments and ask questions about our research, which is helpful. When I have to stop to explain things, I try not to think of it as wasting my time, when I could be doing my own work. Sometimes I have to take a few minutes to explain a process or concept while I do an experiment, but that can be beneficial in the long run.

Progress and burnout

I’ve focused on developing signs that work for me and my interpreters. But ASL has specific grammar rules for each sign, which a lot of the signs my interpreters and I have created probably don’t follow. That’s one of our many challenges: to develop signs for all Deaf scientists that follow the official ASL grammar rules.

Three other Deaf people work in my lab. One is a biologist who has worked here for more than 20 years. He’s developed a spreadsheet of scientific words and an explanation of how you sign each one. For example, the sign I use for metastasis starts with both hands facing each other with the fingers bent and moving in a zigzag motion, which indicates disorder, then both hands are extended forward simultaneously, moving apart to represent the cells spreading out.

What’s the sign for ‘centrifuge’? How we added scientific terms to Indian Sign Language

But this is not necessarily the best way to preserve a visual, signed language. Therefore, we are trying to develop a way to film the signs so that interpreters watching the videos can learn them. That would be a much better resource.

All of this has been a lot of work. I would love to have the chance to focus solely on my research, but I’ve been juggling my time between research, creating signs, working with my network of interpreters and everything else. The COVID-19 pandemic added to the problem. Before COVID-19, interpreters worked on site all the time. But now many of them prefer to work remotely. However, interpreting through a video call is not as useful as having an interpreter in the lab. We need them on site for spontaneous conversations when we’re troubleshooting protocols. This has made it even harder to find interpreters who can work at this level of science.

I am feeling burnt out from all this legwork. My energy should be invested in my research and my coursework, not making sure each interpreter understands what’s going on. It’s so much to manage, sometimes I feel like I have earned a PhD in linguistics, too. Continuing research after my PhD is still one of my options, but I’m also looking into project management or consultant jobs that use the knowledge and skills that I have developed.

This interview has been edited for length and clarity.

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