Finding Stress Relief Shouldn’t Be Stressful!: A Guide to Mental Health Resources for Students

By Lindsey Shapiro

With the new semester up and running, we are all bombarded with hectic schedules, and it can be easy to get overwhelmed. Many students find that seeking counseling, wellness, and stress relief services help them navigate stressful times throughout their graduate training. Lucky for us, Emory provides a host of these resources for graduate students. Unluckily, it can be difficult to find detailed information about the resources available to us and how we can access them. Here is a description of some of these great resources and how you can find them for when grad school life gets stressful.

Emory Counseling and Psychological Services (CAPS) has several programs to help students navigate difficulties experienced during grad school. While most students are aware that counseling services are available to them, the number of sessions has been a recent subject of debate. CAPS utilizes what they term a “brief therapy model”, in which students are entitled to 6-8 free and confidential counseling sessions at CAPS, depending on individual needs. If your needs extend beyond this, CAPS will provide you with assistance in finding other resources at Emory, or a long-term provider outside of Emory that works with your insurance plan.

To access CAPS counseling sessions, just call CAPS or stop by the CAPS office to schedule an initial intake assessment. Unlike most appointments made through student health, these CAPS sessions cannot be scheduled online. At the initial assessment, a CAPS provider will chat with you about your counseling needs. Following this assessment, you will be assigned a counselor for the remainder of your sessions. Your counselor will work with you to determine how many sessions will best suit you. All counselors at CAPS are either licensed therapists or therapists in training. If you are paired with a counselor in training, it is likely that they will ask to videotape your sessions. This is simply for their training purposes, and will never be seen outside of CAPS. If it still makes you uncomfortable, CAPS will work with you to find another counselor.

dog
GMB students enjoying therapy dogs from Canine Assist at last year’s wellness week.

In addition to individual counseling sessions, CAPS provides a number of other services that are free for students, including a 4-week stress clinic, which combines biofeedback techniques with didactic training on stress relief and anxiety management. Further, on Wednesdays from 5-6:30 p.m, CAPS offers a graduate student group session. To access any of these group sessions, you can call CAPS and schedule an initial appointment. CAPS is also home to two adorable therapy dogs, Beowulf and Finn. That $80-dollar mental health/counseling fee that appears on your registration bill every semester supports these CAPS sessions. All of the services described above come at no additional cost. You’re already paying for it – so you might as well use it!

Emory Student Health also provides free psychiatric services for all enrolled Emory students, including evaluation, long-term management, and referrals to other care providers. If you’re feeling overwhelmed, and you are not sure what to do next, CAPS and student health services also offer a free, anonymous, online stress and depression questionnaire so you can check in on how you are doing and receive a personalized response from a counselor (http://www.ulifeline.org/emory/self_evaluator). You can also contact Emory Student Intervention Services (SIS) to help you find the best resources to deal with your stress.

Hidden on the bottom of a Campus Recreation and Wellness webpage is a statement that all Emory students are entitled to a free wellness session per semester through the Emory Wellness Program- but this has never been well advertised to us! These sessions

are sit-down meetings with a wellness coach to discuss goals and strategies for improving the “holistic self”. It is also a chance to chat with the coach about campus wellness resources and opportunities for fitness training. In grad school, it can be easy to lose track of your mental and physical health when things get busy- this is a great opportunity to check back in with yourself during stressful times. As with the CAPS counseling, we pay student activity fees which cover these sessions. Keep your eyes out for other monthly wellness activities at Emory. In the past, Campus Recreation and Wellness hosted Stress Awareness month, with offerings including information sessions with CAPS, free yoga classes, 5k runs, and free chair massages.

meditate
Guided Meditation Session with Emory Buddhist Club. Photo Courtesy of Emory Buddhist Club facebook page.

If the services provided by CAPS and student health aren’t your thing, there are plenty of other activities that students engage in for stress relief. For example, The Emory Buddhist club hosts weekly guided meditation sessions, at which all students are welcome. A range of ordained Buddhist teachers from local organizations guide the meditation session each week.  The goal of these sessions is to relieve stress and anxiety, heighten focus, and sharpen mental capabilities. Sessions are held every Thursday from 6-7 p.m. in Canon Chapel. If you’re interested in something a bit more active, Emory University Hospital offers free yoga classes to all Emory faculty, staff, and students- free of charge.Both basic Yoga and deep stretch are offered on a bi-weekly basis.

 

Last year, the Genetics and Molecular Biology Program (GMB) piloted a wellness week for the students in their program. This wellness week included information sessions with CAPS, running groups, healthy food potlucks, and therapy dogs, among other things. Given its success, this may become a GDBBS wide event in the future- so keep your eyes out for other upcoming wellness events! As grad students, we deal with lots of stressors every day, but there are lots of resources at Emory to help us work through it – and we should take advantage of them!

 

Numbers to Know:

CAPS: 404-727-7450

Emory Student Health: 404 -727-7551

Student Intervention Services: 404.430.1120 or sisteam@emory.edu

Wellness Sessions: 404-712-1357 or Brandon.fain@emory.edu

 

 

Advertisements

Retreat Recap

By Rachel Pearcy and Kristie Garza

The annual Neuroscience Program Retreat took place over the last weekend in August at a new venue, Callaway Gardens. At this new location, we were able to partake in our usual traditions, such as meeting the incoming first years, throwing candy during trivia, and determining if students are better than professors at flip cup (we are), and our retreat planning team took advantage of the new location to start some new traditions!

The winners of ice breaker bingo with their amazon gift card prizes. L to R: Maria Briscione, Chethan Pandarinath, Nuri Jeong, Sydney Sunna

Retreat began with a round of icebreaker bingo, where each bingo square contained a fun fact submitted by a student or faculty member in attendance. Everyone mixed and mingled to find individuals who submitted the fun facts listed on their bingo card. A winner was crowned from the first years (Sydney Sunna), older students (Nuri Jeong), and faculty (Chethan Pandarinath). The game was serious business, as the winners won $25 Amazon gift cards! The morning session continued with a discussion led by Pat Marstellar on mentorship. The discussion focused on strategies for being a good mentor and mentee, an important subject for both grad students and faculty members.

After lunch, there was an enlightening alumni panel, where NS alums Kristen Thomas, Tom Hennessey, Vas Michopoulos, and Eric Maltbie, provided tips for “hacking graduate school.” Pearls of wisdom from the panelists included, “Always have a backup project” and “Don’t expect things to go the way you think they will.”

Second year, Mallika Halder, shows off her team (The Egg-gineers) creation!

Following the panel discussion, Andrea Pack led the retreat attendees in a new team-building activity, “The Egg Drop Challenge.” Everyone was assigned a team, and team members had to create a device to protect a raw egg from an 8-foot fall using only the materials provided: limited supplies of pipe cleaners, parafilm, string, paper, lab gloves, and masking tape. After the time limit expired, the teams streamed outside to watch our beloved Gary Longstreet drop the egg-carrying creations. While a few groups managed to survive the first fall, only one group made it to the end: Team 9 (also known as the Whos of Whoville). This winning team included Samantha Reed, Matthew Stern, Zeena Ammar, Archana Venkataraman, Adriana Galvan, and Sam Sober, a group of skilled craftswomen and men who engineered the safest egg landing ever (according to Archana).

After the commencement of the morning activities, retreat attendees were given free time to explore Callaway Gardens. Many attendees chose to check out the “beach.” While others explored the butterfly garden. (For more information on the available free time activities, see the Welcome to Callaway Gardens article in The Central Sulcus Retreat Edition.) During the free time, our first and second year DGS, Sam Sober, introduced a new event: Bourbon Tasting. The catch was that this exciting event was only available to first years and one invited guest. Not to worry, a cocktail happy hour open to all attendees followed the bourbon tasting and the two blended into one big happy party.

The winning trivia team, The Seroti-nerds. L to R: Michelle Johnson, Malu Tansey, Maka Provost, Thomas Kukar, Sam Sober, Cheyenne Hurst, Kristie Garza, James McGregor, and April Ratliff (not pictured: Henry Kietzman)

After free time, attendees met to enjoy roasted chicken followed by a plethora of desserts. Following dinner was the annual retreat trivia, hosted by Randy Hall. People divided into teams, the lights were dimmed, and Trivia began. As always, Randy excelled as trivia host, with question topics including Aretha Franklin, The Hidden Brain Podcast (a reference to The Central Sulcus Retreat Edition), and the Peachtree Road Race. For the first time in Neuroscience Trivia history, trivia ended in a three-way tie. Luckily, Randy was prepared with the ultimate tie-breaker question: “What was the total number of attendees at last year’s Society for Neuroscience Conference?” With the closest answer of 31,169, The Seroti-nerds were the winning team (pictured right)! Each member of the team received creative, two-toned, homemade candles molded in 500mL beakers. As is tradition, the team was celebrated by a shower of candy thrown in their direction.

Neuroscience Alum, Eric Maltbie, helps Andrea and Sam remind us about the beauty that was Forest Hills.

Before the night festivities continued, Andrea Pack and Sam Sober performed a skit to remind us we did not want to get kicked out of this location, which, as luck would have it, we happened to be sharing with a sheriff’s convention! After being reminded of the Forest Hill green carpet and mirrored bed-side hot tubs, everyone dutifully cleaned up the thrown candy. The night continued with the yearly flip-cup games and dance party, with Byron Gardner as DJ. Unlike other years, our dance party venue closed at 11pm, so an after-party continued in one of the cottages.

The next morning, retreat attendees scattered through the breakfast buffet and were allowed to continue exploring Callaway at their leisure. While the new retreat site made us end our party early, we were still able to continue our usual retreat festivities and even established new traditions. Special thanks to the retreat planning committee, Maria Briscione, Erin King, Andrea Pack, and Archana Venkataraman!

Until next year!

6th Annual Neuroscience Graduate Program Awards Ceremony

The annual Graduates in Neuroscience (GIN) Awards ceremony is an opportunity to dress black-tie and celebrate students and faculty alike, and the perfect way to end another long academic year. Each year, members of our Neuroscience Community are recognized for outstanding achievements in scholarship, research and service. This year’s event was a great success, with fantastic food, libations, and even a photo booth!

Congratulations, winners!

Scientific Outreach: Lyndie Wood

Lyndie - Service

Lyndie repeatedly demonstrates her love for scientific outreach. She is about to complete her term as Student Representative of the Atlanta Chapter of the Society for Neuroscience, during which time she has organized a Classroom Matching Program which connects local scientists and teachers for outreach opportunities. This amazing program has reached 50 local classrooms, helping teach more than 4,000 students! Additionally, she visits the Atlanta Children’s Shelter to teach homeless preschoolers in their summer program. If that isn’t enough to keep her busy, Lyndie is also working on creating neuroscience teaching materials and lesson plans for students and she teaches a week-long neuroscience module for 7th grade students. Lyndie clearly values scientific outreach and promotes positive change in our local communities.


University Service: Mary Herrick
 

Mary.jpgMary has repeatedly demonstrated her commitment to giving back to her Emory community. She was elected GSGA Executive Vice President, the second highest graduate position on Emory’s campus. She was instrumental in “restructuring SGA to allow GSGA to act as an autonomous body.”  In addition, she served as Secretary of the LGSC. She is now President of LGSC for the 2018-2019 academic year, where she hopes to continue to give back to her community at Emory. She has improved our university during her time at Emory and is extremely deserving of the University Service Award this year!

Leadership: Archana Venkataraman 

ArchanaArchana has demonstrated her leadership skills repeatedly as President of GIN. Archana’s positive attitude and willingness to get involved sets her apart as a leader. As president, she has helped organize retreat, promote GIN events, and is truly invested in “fostering a strong sense of community within our program”. She has served as Frontiers Coordinator, as Neuroscience Graduate Student Representative, and helped organize the Neurobuddy Program. We look forward to the improvements she and her co-president will bring about in the coming year!

Outstanding Early Scientific Achievement: Dan Li

Dan, an MD/PhD student, has taken the Neuroscience Program by storm. He has already published four papers with another in submission and yet another in preparation! In addition, Dan submitted an NRSA F30 to NIMH that was funded upon first submission, with an incredible 6th percentile score.

Liz and Dan

Outstanding Scientific Achievement: Elizabeth Barfield

Liz’s outstanding scientific achievement started early in her graduate career, when she was awarded the NSF Graduate Research Fellowship in 2015. This past winter alone, she published a first-author paper in the high impact journal ,Plos Biology and another in Frontiers in Behavioral Neuroscience! More recently, she submitted a whopping 17,000 word review paper! In total, she has published five manuscripts, presented ten posters and given seven oral presentations. Liz also presented at Frontiers this Spring, one of the highest honors in the Neuroscience Program. She is clearly very deserving of the Outstanding Scientific Achievement Award!

Excellence in Teaching: Rachel Cliburn Branco

Rachel

Rachel has demonstrated her love for teaching repeatedly during her time at Emory. She has served as teaching staff and Teacher’s Assistant for several courses at Emory and the Osher Lifelong Learning Institute. Rachel was also Teaching Assistant for two Emory Neuroscience in Paris study abroad trips! Additionally, she has designed and implemented two courses: “Drugs and Society” and “Neuroscience and Literature”. Her many accomplishments make her extremely deserving of the Excellence in Teaching award this year!

Maria.jpg

Excellence in Mentorship: Maria Briscione-Vizza

Maria was my student mentor when I started my first rotation in Dr. Ellen Hess’ lab; thus, it is no surprise to me that she won the award for excellence in mentorship. Maria has mentored nine students during her time as a PhD student. She shares her passion for science, teaches her students the realities of research, and has facilitated presentations via a Junior Journal Club to engage students in the larger questions of research. Maria recognizes the importance of a mentor in molding budding scientists and has always strived to enhance the student-lab experience.

GIN Student Service: Erin King

Erin

Although she was not a member of GIN, Erin has clearly demonstrated her support for the Neuroscience program by going out of her way to assist with recruitment. Additionally, she has played a critical role in setting up and organizing the recruitment poster sessions. She is very much deserving of this service award. We can’t wait to see how Erin continues to improve the Neuroscience Program as she begins her term as President of GIN!

GIN Faculty of the Year: Sam Sober, Ph.D

Sam Sober.JPG

Dr. Sam Sober is extremely committed to the students in the Neuroscience Program. Not only does he have a spectacular lab, but he also teaches several classes in IBS 526, for which he received Exemplary Lecturer of the Year Award in 2016. In addition to his lab and teaching, Dr. Sober has been a champion of the neuroscience  students, promoting transparency between faculty and students. He has been a major force for positive change. We look forward to working with Dr. Sober to improve our program further!


GIN Exemplary Lecturer: Randy Hall, Ph.D 

Every lecturer brings something new to the class, whether it is their novel teaching method, dynamic personality or entertaining anecdotes. Dr. Randy Hall stands out from this crowd. Randy has a dynamic personality and many entertaining anecdotes that add color to his classes. His IBS514 module was clear and concise, his lecturing style engaging and his excitement for the material contagious. His emphasis on taking class content one step further to test the boundaries of our understanding is what sets him apart as a lecturer, and he certainly deserved this year’s Exemplary Lecturer of the Year Award


Director’s Award for Extraordinary Leadership: Elizabeth Hinton & Lyndie Wood 

Lyndie and Zibby.JPG

This special award goes to students who have demonstrated extraordinary and outstanding leadership. Both Libby and Lyndie are more than deserving of this award. The sentiment is shared, as they received a standing ovation as they approached the stage to collect their award. This year alone, the pair were responsible for organizing two Town Hall meetings. They have advocated for improving policies and increasing awareness among all people involved in the neuroscience program, working to improve transparency between faculty and students. Theyalso established the Peer Liaison position in GIN. Their overall commitment to causing positive change and improving our program is extremely admirable.

Calabrese/Smith Neuroscience Service Award: David Weinshenker, Ph.D

Dr. David Weinshenker has served as Director of the Neuroscience program for the past three years and has consistently advocated for his students during this time. His ability to be a phenomenal mentor, professor and program director are certainly the reason he is the recipient of the Neuroscience Service Award.

The students and faculty who received this year’s GIN Awards were extremely impressive in not only academics but also university service. Each person has contributed something unique to our program. Congratulations, winners!Gary.JPG

Author: Trisha Lala

Editors: Simone Campbell & Kristie Garza

Photography by: Zibby Hinton

What Model Organism Are You?

CS_moreno_modelorgpic.png

By Amielle Moreno and Rachel Cliburn-Branco

What do you find the most terrifying?
a) Betrayal by a friend or loved-one.
b) Being lost in an unknown place.
c) Stranded on a desert island.
d) Trampled alive by a mass of people.
e) Loneliness.

You’ve just been assigned a new project with a firm deadline:
a) I’ll get to it when I get to it. No stress.
b) I get really excited about new assignments and design grand plans. My interest dips and before I know it, the deadline is in a couple days, and I’m rushing to finish.
c) I ask numerous people for their thoughts and ideas, maybe “borrowing” some approaches…

d) I have a steady pace, always working evenly towards my deadline
e) Persistent, committed and focused, I usually finish projects early.

You’re going to walk across campus:
a) I keep my eyes straight ahead, no eye contact with strangers.
b) I would rather avoid the rush between classes. Night time strolls always seem so peaceful.
c) Funding is always tight. On my way, I might see if other labs have left “free” supplies unattended.
d) What’s ‘walking’?
e) I’ll ask a friend to join me. Things are more fun with a buddy.

What is your lab bench/desk like?
a) It’s kinda messy with crumbs and papers strewn around.
b) It’s well stocked with snacks and water within reach.
c) Moist.
d) I definitely expand to the edge of my work space. Sometimes neighbors complain about my sprawl.

e) It’s right next to my favorite lab mate.

When you have a free night:
a) I like to hang out with my crew. We have a very specific social hierarchy.
b) I come alive! Where’s the party?
c) Yes, it’s finally dark. Now, let’s also make it quiet.
d) Light cycles mean little to me. I’m just as active during the day.
e) I like cuddling up with my special someone. Or if I’m single, you’ll find me on dates, trying to meet “the one.”

Describe your perfect blind date:

a) I like going out with a real leader, someone with drive, ambition and social clout.
b) My brother’s kinda cute…
c) Ugh, I’d rather cut off my arm.
d) I love when I find someone with the same interests. Someone like me!
e) I have never truly gotten over my first love… (wistful look into the distance)

Which letter did you pick the most?

a) Macaque Monkey: You mean business both at work and play which means you get things done. However, you can be a little too competitive and should consider other’s feelings. You get along great with other a

pes and mice.

b) Mousers or Mr. Meeces: You’re fun to be around; happy, chipper and excited about things. If only you were a little more focused academically and brave. Prairie voles can help you remind you what you love about science.

c) Blood Thirsty Leech: No one has seen you since you picked a PI and you’re draining them of their life-force and grant money. You’re cunning and use all the tricks in the book to get ahead. Be careful running afoul of social/professional climbing monkeys. They’ll take your harshness personal. Prairie voles and plates of cells serve your needs well.

d) Plate of Cells: Life’s pretty simple; you usually know what you want and what you have to do to get it. You’re adaptable and reasonable but this also means you sometimes aren’t adventurous and can be a real bore. Find a nice mouse to break you out of your monotony from time to time. You’re mostly immune to the games of leeches and they complement your work drive with their cunning.

e) Prairie Vole: Social and loyal, you like to make connections. This drive ends up serving you in professional collaborations. However, some friends have complained about how you dis

appear into relationships. Keep an eye out for new opportunities, instead of committing just to one project/person in your life. Avoid leeches.

Science Communication Close to Home

by Erica Landis


Learning how to communicate science to the public is vital for graduate students today; however, many programs do not offer formal training in communication. This gap has been filled by ComSciCon, an annual science communication training conference organized by and for graduate students interested in learning how to share their science knowledge with the wider world. ComSciCon is a national body which has given rise to a handful of regional meetings now joined by ComSciConATL. Organized by four graduate students (including our own Anzar Abbas), ComSciConATL brought together 50 graduate students from the Atlanta area and greater Southeast region in early March to learn science communication skills through interactive workshops, panels and networking with local experts, and collaboration between fellow attendees.

I first applied to attend the conference in December because I wanted an opportunity to improve my writing skills and learn more about science communication as a career. I was thrilled to hear a few weeks later that I would be able to go and even more excited to learn that fellow Neuroscience students Amielle Moreno, Carlie Hoffman, and Kristie Garza would be there too! By the time I left ComSciConATL after two packed days of learning and discussion, I felt more confident about my communication skills, had built a new and supportive network of peers and local communication experts, and was inspired to start telling the world about science. While I had dabbled in science communication previously, ComSciConATL prepared me to take it to the next level.

One thing that came up throughout the conference was the idea that there are many ways to communicate science but that doing it right requires intention. In each of the workshops and with each panel we learned about communication tools I had never thought to utilize before, including 3D printing and video games, plays and podcasts, and infographics and gifs. Now more than ever it seems young science communicators like us have access to a wide range of tools. Of course, each tool is only as good as its user. Several of the experts that participated in the conference stressed being intentional about how we tell science stories. We got advice on bringing rich details out of stories and how to balance the scientific accuracy with engaging details.

A moment of the conference that has stuck with me was during the panel on the second morning when scientist and outreach specialist Christopher Parsons reminded us that, “we have to have humility when approaching scientific engagement.” Scientists are becoming more enthusiastic about reaching out to the public but if we don’t take care to listen to what the public has to say or make those interactions mutually beneficial, we will only repeat mistakes from our collective past.

One of the best parts of being a ComSciConATL attendee was having the chance to discuss ideas like Parsons’ with the other attendees. In addition to hearing from science outreach experts, the conference allowed us to learn from each other, and I will say I really learned a lot. Toward the end of our two days together, we were invited to write our ideas on a Collaboration Wall where we could see projects and events others were planning and write responses or volunteer to help. I was impressed and inspired by everything my peers were thinking about, not to mention their ongoing projects in lab. We also had the opportunity to get feedback from each other on our elevator talks. This part of the conference was a surprise to us. Six of us at a time gave elevator talks in front of everyone throughout the two days. The audience got “Jargon” and “Awesome” cards to hold up as real-time feedback for the speaker. Giving a talk this way was intimidating but incredibly helpful. Activities like this helped us learn from each other and build a network of new collaborators.

While I went to ComSciConATL to practice writing and learn about career options, I left inspired and enthusiastic about the scientific research being done today and what it will mean for the public. Now, I and others that went to the conference have the skills to share that science with others. I believe the benefits of ComSciConATL will continue to help us in whatever comes next.

For other Neuroscience students interested in science communication, I strongly recommend applying to attend ComSciConATL next year! Expect those applications to open in late fall. You can also apply to attend the national ComSciCon meeting. If you just can’t wait, look out for the JPE 610 sessions How to translate “academia” into an accessible, meaningful story with Janece Schaffer, a playwright with The Alliance Theater who lead a similar session for ComSciConATL.

Photos taken by ComSciConATL organizers Anzar Abbas and Carleen Sabusap

comscicon5comscicon4comscicon1comscicon2

Alumni Spotlight: Debra Cooper

by Kristie Garza


debra cooperDebra Cooper, Ph.D.
Year of Graduation: 2013
Advisor(s): David Weinshenker & Leonard Howell
Dissertation Title: Pharmacologic Dopamine β-Hydroxylase Inhibition: Effect On Cocaine-Induced Behavior and Neurochemistry

Current Position and Position Description:
Principal Consultant with the California State Senate Committee on Appropriations. Our office analyzes the fiscal impact of all bills that come through the CA State Senate. The basis of our analyses is “if this bill were to become a law, how much would it cost the state?” I am one of 7 consultants that produce these analyses. At the moment, I’m doing less “science policy” and more just general policy, though I intend to transition back into science policy eventually.

Why did you choose to leave academia?
I chose not to stay in academia initially because I didn’t enjoy grant writing. The less facetious answer is that I realized, through doing Brain Awareness Week and similar presentations, that I really enjoyed talking about science to non-scientists, and I wanted a career doing that. Once I made that realization, I started to look into either science communication or science policy as a career path.

What is one thing you have learned since graduation?
Networking isn’t a dirty word. People often make networking out to be this onerous task that’s a necessary evil. What I’ve learned is that successful networking is simply just building and fostering genuine relationships. The people who know you the best are the ones who are the most likely to recommend you to the next person or the next position.

What kind of skills did you learn in graduate school that were transferrable to transfer to your new job?
Most of what we do and learn in grad school can be transferred elsewhere. The most important skill in my job is communication (improved through posters presentations, talks, and papers). Other useful transferrable skills include being effective in fast paced environments (reaching deadlines), problem solving (adapting after negative/unexpected results), working well within a team (collaborations between and within labs), flexibility and adaptability (juggling experiments), being open-minded and willing to learn (every scientist naturally).

Describe something that graduate school did not prepare you for.
In graduate school, we’re expected to do a deep dive into previous research when doing literature searches. We go through as much relevant research as we can, weighing the merits, and only when we feel like we’ve done a thorough analysis do we make a conclusion. My current job works at a much faster pace and doesn’t accommodate the time for such a deep dive. I have to make judgment calls based on a much smaller set of data than my ‘scientist self’ is fully comfortable with. Being able to rapidly pull small subsets of information and form quick conclusions is definitely a skill that I’ve developed after grad school.

What is a piece of advice you would offer graduate students?
If you are even moderately interested in non-academic careers, start researching options today. Most professional society meetings have break-out sessions that highlight non-academic careers (I’m certain SfN and ASPET, the meetings I participated in the most, have them). I did the coursework for the Certificate in Translational Research while I was at Emory, which exposed me to people working in and around science at different levels. I never missed an opportunity to attend the non-academic careers symposia that GDBBS held. Attending these events alone isn’t enough though. It’s important to follow up with people that you meet at these events and really get any insight you can from them to try to figure out what career could work for you.

Any final words of wisdom?
Get involved in science policy even if that’s not something that you want to make a career out of. Legislation is always being created that affects scientists and that uses science to affect change in other ways. Who better to advocate on behalf of science than the people that do the scientific research? Getting involved can be anything from writing a letter to an elected official, going to a “Hill Day” and talking to congressional staffers, or actively pursuing a career in science policy. On top of that, not everything happens at the federal level – don’t forget state, city, and county policy. Having Atlanta as the state capitol of Georgia makes it that much easier to get involved right in your backyard.

Can students in our program contact you regarding career advice?  Yes

Preferred email?  debra.cooper@alumni.emory.edu