Balancing risk in your research portfolio is challenging. Risk tolerance is not static and may change with career stage among many other factors. Furthermore, there exist systemic barriers to adopting riskier research portfolios. The purpose of this session is to (1) share strategies and considerations for identifying and pursuing your optimal level of risk in research and (2) promoting the success of others with ambitions to engage in riskier projects through awareness of attitudes and biases about ‘who can participate in risky research’. This session will target early-career through established researchers.
Speakers: Risk as a function of time
Deva Chan, PhD
Who gets to Innovate?
Christopher Hernandez, PhD
University of California San Francisco
Planning for risk and innovation
Alayna Loiselle, PhD
University of Rochester
Risk, innovation, and keeping your lab open
Tony Kirilusha, PhD
National Institutes of Health
ORS Career Development Committee and ORS Industry Alliance
Pallavi Bhattaram, TBD
Your CV is critically important for presenting yourself in a variety of professional situations. It is a complete list of your accomplishments as a scientist, leader, and colleague. This program will cover some key aspects of constructing a highly effective CV for both academia and industry. The session will begin with 3 short talks from experts with advice on (1) how to write your first CV as a trainee, (2) how to construct your CV for academia, and (3) how to construct your CV for industry. Following the talks, we will break into small groups for trainees or early-stage investigators to ask specific questions to established experts from academia and industry. Finally, we will regather to share our thoughts and ask the most common questions to the expert panel.
ORS Career Development Committee and ORS Women’s Leadership Forum
Megan Killian, Ani Ural, Sarah Greising, Andrew Kuntz, Karen Troy, Meghan McGee Lawrence
The feeling of inclusion is critical for retention and success, especially for women. Inclusion can be fostered with shared habits, such as writing productivity and accountability, through
programs that offer peer mentoring. This session will include perspectives from a panel of ORS members who have experience in accountability groups, such as formal peer mentoring programs (i.e., Faculty Success Program via National Center for Faculty Development and Diversity) and informal groups (i.e., based on “Every Other Thursday”).
Annemarie Lang, DVM, PhD and Benjamin Freedman, PhD
The Future Faculty Poster Session will showcase senior post-docs, residents, and fellows that are planning to apply for their first independent research faculty position in the upcoming year. The primary goal of this session is to provide an opportunity for these candidates to present the goals of their proposed independent research laboratory, and to showcase their past, present, and future research for Department Chairs, search committee chairs/members and senior faculty, in order to facilitate identification of strong candidates for research faculty positions. By gathering a critical mass of potential candidates, we anticipate an enthusiastic response from Department Chairs, search committee chairs, and senior faculty that are planning to recruit new junior faculty. Future Faculty will present a poster based on their vision for their independent research program.
Seeking Faculty? Find Applicants!
Is your department planning to recruit new faculty in the next year? The Future Faculty Poster Session will once again be held during ORS 2023 Annual Meeting.
Obtaining funding is critical for advancing your science. Towards this goal of supporting your scientific pursuits, Program Officers serve as a critical conduit between you as an applicant, the funding institutions, and scientific review panels. This session will target orthopedic researchers at various stages of training (trainees, early-career, mid-career, and established investigators) and offer an opportunity for one-on-one and small group networking and discussions with program officers and other officials from various funding agencies.
Bullying and harassment are endemic in academia, an environment that is built on well-defined hierarchies, power differentials, and competition. Bullying victims may suffer from
stress, burnout, and depression, and many permanently leave academia. While junior trainees and faculty are the most vulnerable, academic bullying affects people from all career stages, including the senior faculty that attempt to mediate harassment cases. How do we protect students, faculty, and staff from abuse, which is often subtle but nonetheless career damaging? The purpose of this workshop is to promote awareness of this critical but
understudied topic and present intervention techniques to effectively recognize and respond to academic power abuse. It will offer insights and encourage discussion on why this is so common and what can be done by researchers from all career stages to drive change in their own communities.
Science advocacy can have a huge impact on government policies that affect the scientific community and the public at large. The government makes many policy decisions that impact funding for scientific research and healthcare options for patients. These decisions are often made with little or no input from the scientific community. By becoming advocates for science, we the scientific community can have a greater impact on government decisions that affect researchers and patients. This session will introduce science advocacy, inform attendees about what policy decisions governments make that impact research funding and healthcare, and identify ways for attendees to get more involved as advocates for science.
Burnout has become a major problem in academia and also industry and many still young people are affected and victims of the consequences. While certainly the condensed and high requirements for an academic and industrial performance are part of this phenomenon, another, probably as important factor is the problem of reduced resilience in many people of the younger generation.
Flexing is a skill that empowers individuals to embrace any challenge and adapt to any change, yielding practical, valuable takeaways that ensure growth. Flexing also helps individuals move ahead when they are confronted with new challenges, or simply want to develop a vital skill. It is a journey that begins with setting a flex goal—stating explicitly what you want to learn and how you want to grow. Once that flex goal is set, you then begin to run experiments, solicit feedback from peers or colleagues, and monitor and tweak your progress on the way to achieving your goal. Flexing can be tailored to each person, allowing you to reflect on your own experiences and incorporate the lessons you learn in the next project you tackle. It’s a growth mindset that will help you become the best version of yourself. Flexing also works with teams and organizations.
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