Orac has a discussion that might be of interest to the young ‘uns: what kind of debt is hanging around your neck after med school? I can’t even imagine getting out of school with a bank expecting me to pay off a few hundred thousand dollars.

I went to college in the late 1970s, when we still had reasonable support for college students. I was on my own — my parents still had 5 other kids at home — but I could actually get through four years of college by holding down two part-time minimum wage jobs and with a fair number of scholarships and low-interest or no-interest loans. I graduated with perhaps a few thousand dollars of debt that I paid off easily — I’d get these quarterly bills for something like $30. Since these were loans at negligible interest, I almost felt a little regret at paying it off.

Unlike Orac, I took the grad school track. They pay you to go to grad school in biology. It’s a pittance, and you get to live in cramped apartments for a few years on macaroni and cheese (mmmm…free government cheese…) and the refreshments at departmental seminars, but you don’t come out of it poorer than when you went in. You also don’t come out of it with great job prospects and the employment is all for a low salary, but that’s another issue…

I’ll tell you more later.

It’s later now. I’m teaching a course in neurobiology, and one of the things I’m doing is having the students blog, to recount their experiences with neurobiology outside the classroom. In past years, I’ve set up a separate blog space for them to use, but I had a conversation with Beth Noveck of the Cairns blog at Sci Foo, and she recommended just throwing the students into the hurly-burly of the wider conversation. And after thinking about it for a while, I think she’s right — toss ’em into the shark tank, and let’s see how well they do. So beginning later this week, my six students will begin putting up roughly one article a week here on Pharyngula.

I still feel a little protective, though, so a few words of warning. The students had the option of posting under a pseudonym, and most have taken one. Please don’t try to invade their privacy. Another important factor to take into account is that all these students have in common is that they’re smart enough to be UMM upperclassmen and they are interested in neuroscience — do not assume that they share my political and religious views and jump on them as proxies for me. I don’t even know what their political and religious views are. For all I know, it’s a class full of devout Reaganites … and I don’t care. They can even use this space to publicly disagree with me on something, and it won’t hurt their grades.

Most important of all, be nice. This is an experiment, and they’re the guinea pigs, and give them time to find their space and their voice. I am reserving the right to pull the plug if the obnoxiousness exceeds the productive discussion, and I will police comments to their articles a little bit more ruthlessly than the comments on my own.

Did anyone catch the reference to Donors Choose in Doonesbury? This is an organization that a bunch of us sciencebloggers campaigned for last year: teachers submit projects and requests for funding, and then we promote it and try to get people to make donations to support the projects.

We aren’t going to be pushing it just yet — wait until October — but this is the time for teachers to be writing up short requests and sending them in. Janet has all the details, but the rough summary is that if you’re a teacher, and you’ve got a great little idea that all you need is a few hundred dollars to make real in your classroom, you ought to write a proposal and send it in right now.

The University of Minnesota, Morris is hiring! We need someone to teach an undergraduate course in classical transmission genetics for the spring semester — I know, it’s short notice, and this is only a temporary position, but it would be ideal for someone who wants to pick up some teaching experience at a highly regarded liberal arts university while applying for permanent positions.

This is the course I teach in alternate years (2008 is not my year!), and I will be available to help whoever takes the job — at least, I’ll share my syllabi and exams and lab notes. It’s also an opportunity to work with a group of smart and motivated students; one of those intangible benefits here is the quality of the students who will be taking the course.

The University of Minnesota, Morris seeks to fill a part-time, one-semester position in genetics beginning January 22, 2008. Duties include: teaching undergraduate genetics course with labs. Minimum qualifications: Master’s degree in genetics or a related field and one year of teaching experience (graduate TA experience acceptable) required. Send letter of application, resume, transcripts, teaching statement, and names of three references to: Genetics Search Committee Chair, Division of Science and Math, University of Minnesota, Morris, MN 56267-2128. Applications will be accepted until the position is filled. Screening begins August 1, 2007. The University of Minnesota is an equal opportunity educator and employer.

A more thorough description of the position is below the fold.

[Read more…]

Apparently, they also frequent the professoriate.

This week’s Nature has a horribly depressing article. If you’re a graduate student, don’t read any further.

Really, stop. I hate to see young biologists cry.

NSF data show that the number of students in US graduate programmes in the biological sciences has increased steadily since 1966. In 2005, around 7,000 graduates earned a doctorate. But the number of biomedical PhDs with academic tenure has remained steady since 1981, at just over 20,000. During that period the percentage of US biomedical PhDs with tenure or tenure-track jobs dropped from nearly 45% to just below 30%.

7,000 students per year casting a covetous eye on a total of 20,000 positions? You’re all waiting for me to die, aren’t you?

What about the post-docs?

Although numbers of applicants for postdoctoral fellowships awarded by the NIH increased between 2002 and 2006, the percentage who were successful dropped sharply (see graphic). And the average age of scientists earning their first R01 grant — the NIH’s bread-and-butter grant to an independent researcher — has risen from 34 in 1970 to 42 now.

A suggestion:

A posting to an online careers discussion group puts the matter bluntly: “If you aren’t thinking about ‘alternative careers’ before ever setting foot in graduate school, then you’re being foolish.”

The article does mention that the number of Ph.D.s going into industry has tripled in recent years, so it’s not totally hopeless … but we are seeing a shift in the biology profession, that’s for sure.

Check, E (2007) More biologists but tenure stays static. Nature 448:848-849.