Early Career Researchers Research Articles

What exactly is an "early career researcher" anyway?

What exactly is an "early career researcher" anyway?

Exploring stem cell frontiers: definitions, challenges, and perspectives for regenerative medicine.

Each year, the European Summer School on Stem Cell Biology and Regenerative Medicine (SCSS) attracts early-career researchers and actively practicing clinicians who specialise in stem cell and regenerative biology. The 16th edition of this influential course took place from 12th to 19th September 2023 on the charming Greek island of Spetses. Focusing on important concepts and recent advances in stem cells, the distinguished faculty included experts spanning the spectrum from fundamental research to clinical trials to market-approved therapies. Alongside an academically intensive programme that bridges the various contexts of stem cell research, delegates were encouraged to critically address relevant questions in stem cell biology and medicine, including broader societal implications. Here, we present a comprehensive overview and key highlights from the SCSS 2023.

Assessing Quality Variations in Early Career Researchers’ Data Management Plans

This paper aims to better understand early career researchers’ (ECRs’) research data management (RDM) competencies by assessing the contents and quality of  data management plans (DMPs) developed during a multi-stakeholder RDM course. We also aim to identify differences between DMPs in relation to several background variables (e.g., discipline, course track). The Basics of Research Data Management (BRDM) course has been held in two multi-faculty, research-intensive universities in Finland since 2020. In this study, 223 ECRs’ DMPs created in the BRDM of 2020 - 2022 were assessed, using the recommendations and criteria of the Finnish DMP Evaluation Guide + General Finnish DMP Guidance (FDEG). The median quality of DMPs appeared to be satisfactory. The differences in rating according to FDEG’s three-point performance criteria were statistically insignificant between DMPs developed in separate years, course tracks or disciplines. However, using content analysis, differences were found between disciplines or course tracks regarding DMP’s key characteristics such as sharing, storing, and preserving data. DMPs that contained a data table (DtDMPs) also differed highly significantly from prose DMPs. DtDMPs better acknowledged the data handling needs of different data types and improved the overall quality of a DMP. The results illustrated that the ECRs had learned the basic RDM competencies and grasped their significance to the integrity, reliability, and reusability of data. However, more focused, further training to reach the advanced competency is needed, especially in areas of handling and sharing personal data, legal issues, long-term preserving, and funders’ data policies. Equally important to the cultural change when RDM is an organic part of the research practices is to merge research support services, processes, and infrastructure into the research projects’ processes. Additionally, incentives are needed for sharing and reusing data.

Power, Privilege, and Precarity: Attempts to Conduct Ethical Youth Participatory Action Research as Early Career Researchers.

Though community-based participatory research (CBPR) boasts a robust history, challenges to conducting such work ethically and equitably remain. Common difficulties, such as addressing power dynamics and navigating mutuality, are heightened when doing participatory research with young people, specifically youth participatory action research (YPAR). Additional obstacles also emerge when engaging in such research as junior scholars, who lack tenure and occupy more precarious positions within academia. To elucidate these hurdles and illuminate the labor required to traverse them, we draw upon our experiences as early career academics facilitating YPAR projects with young people who have been historically marginalized. Employing an autoethnographic approach, we utilize qualitative data sources including field notes and reflective memos, from which three themes emerged after iterative rounds of reflection and review. Through descriptive vignettes, we unpack how we attended to positionality and power, interrogated shared benefit and mutuality, and engaged with the unique complexities of working with young people-as informed by our specific identities. In examining our experiences and their alignment with prior research, we aim to expand upon existing literature that has explored best practices within CBPR, but with a specific focus on youth-adult partnerships and consideration of the realities of junior scholars. It is our hope that this discussion will support early career researchers who wish to conduct YPAR but are unsure how to do so given their particular positionalities, by making visible the often-invisible work involved.

Advice to a Young Mathematical Biologist

This paper offers advice to early-mid career researchers in Mathematical Biology from ten past and current Presidents of the Society for Mathematical Biology. The topics covered include deciding if a career in academia is right for you; finding and working with a mentor; building collaborations and working with those from other disciplines; formulating a research question; writing a paper; reviewing papers; networking; writing fellowship or grant proposals; applying for faculty positions; and preparing and giving lectures. While written with mathematical biologists in mind, it is hoped that this paper will be of use to early and mid career researchers across the mathematical, physical and life sciences, as they embark on careers in these disciplines.

Characteristics of contemporary health research practice: A shift from ivory tower to collaborative power

Abstract The academic world is rapidly changing due to multiple influences, including COVID-19, technological advancement, tertiary competition, shifting government policies, and emerging research practices and priorities. Given this rapidly changing tertiary-education landscape, added importance is placed on the need for emerging research leaders to understand contemporary research practices which likely exceeds the skills displayed by their supervisors and mentors. Consequently, reflecting on 80+ years of collective post-PhD research experience, we identify and discuss six common characteristics of contemporary health research practice, with the aim of guiding and empowering higher degree by research students and emerging early career researchers as they develop their research identities and shape their approaches and values on the path to becoming research leaders in health. Indicative of today’s dynamic and exacting research environment, we propose that best practice contemporary health research should be: Diverse; Creative; Collaborative; Authentic; Respectful; and, Trusting. By understanding a diverse range of research approaches, and through working in collaborative and creative teams, diversity of thought, approach, and methods can become a cornerstone of practice. By blending this understanding with questions and research approaches that facilitate the pathway of translation uptake for the next-user, emerging research leaders can deliver authentic research with the requisite ingredients for impact.

Implementing a Palliative Care Junior Faculty Visiting Professor Program: Pearls and Pitfalls.

Palliative Care (PC) is a small, relatively young interprofessional sub-specialty; hence mentorship for early-career research faculty is widely dispersed across schools and universities. We developed the Junior Visiting Professor Program (JVPP) to provide junior faculty in palliative care (PC) with opportunities to meet multidisciplinary PC researchers from other institutions and to advance their research through networking and presenting their work. We describe how we designed and implemented the program, and we report on the first cohort of participants. We invited PC research groups from US schools of medicine and nursing to participate in this 5-year interprofessional exchange program by nominating junior faculty and serving as hosts. We matched nominees to host institutions based on nominee training experiences, nominee research interests, and host institution faculty expertise. In addition, we provided logistical guidance on visit planning. Post-visit, we surveyed both hosts and junior visiting professors (JVPs) regarding their satisfaction, perceived value, and suggestions regarding the program. We recruited 13 schools to participate and matched 10 nominees to host institutions in our first year. Nine JVPs completed their visit; 6 JVPs and 8 host faculty/staff responded to the post-visit survey. Overall, JVPs were highly satisfied with their matches and the visiting professor experience. Hosts were generally satisfied with their matches and believed the program to be mutually beneficial. The most frequent suggestion was for greater administrative support to plan visits. Structured, well-supported opportunities for networking across institutions is beneficial for emerging PC researchers and for building PC research capacity.

Consensus statement from the first RdRp Summit: advancing RNA virus discovery at scale across communities

Improved RNA virus understanding is critical to studying animal and plant health, and environmental processes. However, the continuous and rapid RNA virus evolution makes their identification and characterization challenging. While recent sequence-based advances have led to extensive RNA virus discovery, there is growing variation in how RNA viruses are identified, analyzed, characterized, and reported. To this end, an RdRp Summit was organized and a hybrid meeting took place in Valencia, Spain in May 2023 to convene leading experts with emphasis on early career researchers (ECRs) across diverse scientific communities. Here we synthesize key insights and recommendations and offer these as a first effort to establish a consensus framework for advancing RNA virus discovery. First, we need interoperability through standardized methodologies, data-sharing protocols, metadata provision and interdisciplinary collaborations and offer specific examples as starting points. Second, as an emergent field, we recognize the need to incorporate cutting-edge technologies and knowledge early and often to improve omic-based viral detection and annotation as novel capabilities reveal new biology. Third, we underscore the significance of ECRs in fostering international partnerships to promote inclusivity and equity in virus discovery efforts. The proposed consensus framework serves as a roadmap for the scientific community to collectively contribute to the tremendous challenge of unveiling the RNA virosphere.

Gradients of Brain Organization: Smooth Sailing from Methods Development to User Community.

Multimodal neuroimaging grants a powerful in vivo window into the structure and function of the human brain. Recent methodological and conceptual advances have enabled investigations of the interplay between large-scale spatial trends - or gradients - in brain structure and function, offering a framework to unify principles of brain organization across multiple scales. Strong community enthusiasm for these techniques has been instrumental in their widespread adoption and implementation to answer key questions in neuroscience. Following a brief review of current literature on this framework, this perspective paper will highlight how pragmatic steps aiming to make gradient methods more accessible to the community propelled these techniques to the forefront of neuroscientific inquiry. More specifically, we will emphasize how interest for gradient methods was catalyzed by data sharing, open-source software development, as well as the organization of dedicated workshops led by a diverse team of early career researchers. To this end, we argue that the growing excitement for brain gradients is the result of coordinated and consistent efforts to build an inclusive community and can serve as a case in point for future innovations and conceptual advances in neuroinformatics. We close this perspective paper by discussing challenges for the continuous refinement of neuroscientific theory, methodological innovation, and real-world translation to maintain our collective progress towards integrated models of brain organization.

Research Writing, Peer Review and Academic Publishing

Writing academic research papers acceptable for journal publication is not often taught in graduate programs let alone in undergraduate studies. Students and early career researchers (herein known as students for both categories) usually undergo a trial-and-error period to learn how to navigate the publication submission process—a long and daunting task. However, E-mentoring, or electronic mentoring, has proven to be beneficial for students. E-mentoring opportunities can be found by a pro-active student seeking out published researchers in their fields and requesting if they can mentor them. Colleges, universities or other academic institutions may have formal or informal research or peer review programmes, internship, field experience or practicum courses for-credit. Academic journals may also host student mentoring programmes for peer review, editing, and/or research writing hands-on experiences. Mentoring students in research writing and the journal publication process should start as early in one’s academic career as possible. Age or academic status should not be seen as a deterrent or disadvantage when mentored by a patient, experienced and enthusiastic research mentor. Such e-mentoring experiences can be offered by individual researchers, at the institutional level or from the academic journal—the latter being the most ideal model worthy of advocacy and replication.

Student Teachers’ Perceptions and Application of Questionnaire Survey in an EFL Context

Although questionnaire surveys are widely applied in second-language research, there is still little research on the application of questionnaire among early career researchers. Problems such as the lack of details concerning why the questionnaire survey is adopted, how the questionnaire is constructed, and how the survey is administered and reported are prevalent in student teachers’ research proposals or theses, which greatly impairs the quality of their academic work. However, few studies have been conducted to address these problems. This study aims to explore the real situation of the questionnaire survey application by examining student teachers’ perceptions of a questionnaire survey and their application of this research method to their theses. Using a mixed-method approach, the study collected quantitative and qualitative data from 138 student teachers, including 103 fresh undergraduates and 35 post-graduates. Quantitative data analysis used descriptive statistics, while qualitative data analysis used semi-structured interviews and content analysis. The study found that: (1) student teachers had some basic but unsystematic perceptions of the questionnaire survey. They had insufficient awareness of the rules of writing good questions, piloting questionnaires, sampling strategies, doing reliability, and validity analysis, etc. (2) Most student teachers developed questionnaires based on existing questionnaires without explaining reasons and adjustments. They introduced questionnaire design in their theses in an incomplete way, with piloting, selecting sample strategies, and statistical analysis methods often missing. Thus, some pedagogical implications can be drawn to improve student teachers’ awareness and competencies of the questionnaire survey.

Advancing Women in Engineering: What Early-Career Researchers Have to Say [Women in Engineering]

Advancing Women in Engineering: What Early-Career Researchers Have to Say [Women in Engineering]

138 Supporting Early-Career Faculty Grant Proposals through Narrative Development Training: A Proposal Narrative Development Program for Early-Career Faculty

OBJECTIVES/GOALS: Faculty pursuing their first independent research grants often struggle to express their ideas in a concise, compelling way. Thus, we developed the “Research and Scholarship Storytelling Bootcamp” to equip these faculty with narrative development skills applicable across disciplines and mechanisms. METHODS/STUDY POPULATION: Early-career researchers who were preparing either their first NIH R-series application or an NSF CAREER award proposal were invited to participate. Enrollment was limited to 20 participants. Those accepted learned the “And-But-Therefore” narrative framework by reading a short book and attending 4 synchronous lectures. Between sessions, they applied the framework by drafting abstracts and Specific Aims/Project Summary documents and reviewing their fellow participants’ work. We assessed participants' comfort with storytelling, perceptions of preparedness, and confidence regarding funding chances, before and after the program using a visual analog scale (max 100 points) and calculated Cohen’s d to evaluate the effect size of any changes. RESULTS/ANTICIPATED RESULTS: Thirty people applied for 20 slots, indicating strong demand. Eleven NIH applicants and 9 NSF applicants enrolled. Before the program, participants rated their comfort with storytelling at 45 ± 25, their preparedness at 39 ± 24, and their funding confidence at 39 ± 26. Nine total participants completed all sessions, assignments, and surveys. Completion rates were comparable for NIH- and NSF-targeting participants. After the program, completing participants reported increases in their comfort with storytelling (68 ± 14 post vs 32 ± 20 pre, d = 1.46), perceived preparedness (64 ± 20 post vs 48 ± 26 pre, d=0.58), and confidence in funding chances (56 ± 19 post vs 40 ± 27 pre, d=0.75). DISCUSSION/SIGNIFICANCE: This program was the first of its kind for multidisciplinary early-career faculty at our institution. The program successfully achieved its objectives for those who completed all activities. Future analysis of survey comments and proposal success rates will reveal barriers to full program engagement and opportunities for further training.

Metacognition in mathematics education: From academic chronicle to future research scenario–A bibliometric analysis with the Scopus database

Originally introduced by psychologists, metacognition has attracted considerable interest within academic spheres and has transformed into a significant research focal point in the field of mathematics education, commonly denoted as ‘mathematical metacognition.’ This investigation constitutes the primary endeavor to comprehensively examine all publications within the Scopus database related to metacognition in mathematics education (MiME). The data encompasses a total of 288 documents, authored by 653 individuals hailing from 58 different countries and territories and disseminated across 162 diverse sources. Notably, this examination delineates two distinct developmental phases, with a particularly pronounced surge in publications emerging from the year 2016 onward. Although Asia has two representatives in the top-10 in terms of number of publications (China and Indonesia), authors from developed countries have made significant contributions to research on MiME, especially the United States, Germany, Turkey, and Belgium. Among the 15 most influential academic journals, merely two pertain to the domain of mathematics education, whereas the majority belong to the disciplines of psychology and social sciences (educational science). The main research directions that have been pointed out are adults’ metacognitive abilities, considering gender differences and problem-solving abilities; metacognition and the ability to learn mathematical concepts (more recently arithmetic concepts); control metacognitive processes and students’ academic achievement. Early-career researchers as well as interested scholars can find important scholars, documents, and research directions on this topic to refer to for their research activities.

ECR Spotlight – Sulayman Lyons

ECR Spotlight is a series of interviews with early-career authors from a selection of papers published in Journal of Experimental Biology and aims to promote not only the diversity of early-career researchers (ECRs) working in experimental biology but also the huge variety of animals and physiological systems that are essential for the ‘comparative’ approach. Sulayman Lyons is an author on ‘ Highland deer mice support increased thermogenesis in response to chronic cold hypoxia by shifting uptake of circulating fatty acids from muscles to brown adipose tissue’, published in JEB. Sulayman conducted the research described in this article while a PhD student in Dr Grant McClelland's lab at McMaster University, Hamilton, Canada. He is now a Postdoctoral Fellow in the lab of Dr Jacqueline Beaudry at University of Toronto, Canada, investigating how animals can partition metabolic substrates to fuel metabolism.

ECR Spotlight – Chiara Ciccone

ECR Spotlight is a series of interviews with early-career authors from a selection of papers published in Journal of Experimental Biology and aims to promote not only the diversity of early-career researchers (ECRs) working in experimental biology but also the huge variety of animals and physiological systems that are essential for the ‘comparative’ approach. Chiara Ciccone is an author on ‘ Circadian coupling of mitochondria in a deep-diving mammal’, published in JEB. Chiara is a PhD student in the lab of Shona H. Wood at UiT – The Arctic University of Norway, Tromsø, investigating diving physiology and hypoxia tolerance.

ECR Spotlight – Jai Tiarks

ECR Spotlight is a series of interviews with early-career authors from a selection of papers published in Journal of Experimental Biology and aims to promote not only the diversity of early-career researchers (ECRs) working in experimental biology but also the huge variety of animals and physiological systems that are essential for the ‘comparative’ approach. Jai Tiarks is an author on ‘ Turbidity drives plasticity in the eyes and brains of an African cichlid’, published in JEB. Jai is a PhD candidate in the lab of Dr Suzanne M. Gray at the Ohio State University in Columbus, OH, investigating how human-induced changes to the environment affect sensory systems, specifically by looking at how vision responds to altered aquatic environments in an African cichlid fish.

ECR Spotlight – Jordan Glass

ECR Spotlight is a series of interviews with early-career authors from a selection of papers published in Journal of Experimental Biology and aims to promote not only the diversity of early-career researchers (ECRs) working in experimental biology but also the huge variety of animals and physiological systems that are essential for the ‘comparative’ approach. Jordan Glass is an author on ‘ A thermal performance curve perspective explains decades of disagreements over how air temperature affects the flight metabolism of honey bees’, published in JEB. Jordan conducted the research described in this article while a Graduate student in Jon F. Harrison's lab at Arizona State University, USA. He is now a Postdoctoral research fellow in the lab of Michael E. Dillon at the University of Wyoming, USA, investigating how environmental factors affect the performance of pollinating insects to determine when they can be active and where they can live.

Navigating Neurotypical Norms in Academic Research: A Perspective from an Autistic Early Career Researcher

Navigating Neurotypical Norms in Academic Research: A Perspective from an Autistic Early Career Researcher

The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy

There has been significant progress in understanding the effects of childhood poverty on neurocognitive development. This progress has captured the attention of policymakers and promoted progressive policy reform. However, the prevailing emphasis on the harms associated with childhood poverty may have inadvertently perpetuated a deficit-based narrative, focused on the presumed shortcomings of children and families in poverty. This focus can have unintended consequences for policy (e.g., overlooking strengths) as well as public discourse (e.g., focusing on individual rather than systemic factors). Here, we join scientists across disciplines in arguing for a more well-rounded, “strength-based” approach, which incorporates the positive and/or adaptive developmental responses to experiences of social disadvantage. Specifically, we first show the value of this approach in understanding normative brain development across diverse human environments. We then highlight its application to educational and social policy, explore pitfalls and ethical considerations, and offer practical solutions to conducting strength-based research responsibly. Our paper re-ignites old and recent calls for a strength-based paradigm shift, with a focus on its application to developmental cognitive neuroscience. We also offer a unique perspective from a new generation of early-career researchers engaged in this work, several of whom themselves have grown up in conditions of poverty. Ultimately, we argue that a balanced strength-based scientific approach will be essential to building more effective policies.