The Long Path to a Career in Science
Authors: Inder M. Verma
Journal: Molecular Therapy (2004)

Two recent events prompted me to reflect upon science as a career for young people. The first was a long chat with my graduate student a few days after her thesis defense, and the second was the recent review of the graduate program at one campus of the University of California. The question facing most graduates is what to do next. Most students begin their studies around the age of twenty-two to twenty-four years, and take between five and seven years to finish their doctorate. Postdoctoral training adds on another three to five years, such that one has reached the mid-thirties before achieving an independent faculty position as an assistant professor. It then takes an additional few years to secure funding, hire staff, and build momentum. Suddenly, one is nearly forty and worrying about tenure, not to mention grant renewals. It is often said that one of the more productive periods of a scientist's career lies between the attainment of his or her initial position and tenure. In today's academic world, this is closely linked with getting R01 funding from the NIH. Unfortunately, the average age of an R01 recipient is thirty-four and continues to increase. It is not surprising then that many students express concern for their future when presented with this scenario. We must find more ways to support young scientists in the early phases of their careers. Fortunately, there are now many philanthropic foundations that focus on support for young scientists as they take their first steps on the path to an independent career in the sciences. Clearly, not everyone who gets a Ph.D. in the biological sciences is planning an academic career. Many opt for opportunities in the biotechnology or pharmaceutical industries. Many go on to business school or law school, and some pursue careers in publishing or with governmental agencies like the FDA or EPA, etc. Nevertheless, when compared to other professions, the training period for an independent career in science is rather long. Unfortunately, this means we are and will continue to lose many talented young students because of this factor. However, science is a passion for many of us who view it as a hobby rather than a profession. Scientists can spend days, weeks, or even months tirelessly pursuing a particular experiment, often in despair, as they strive for that “eureka” moment. Indeed, the exhilaration of discovery can often overshadow material or financial concerns. But the path to such rare moments of success mandates hard work, long hours, and dedication—not to mention a sanguine disposition. I try to convey to graduating students the sheer excitement of science, but I must also be realistic about their individual chances of success. None of us has a crystal ball, but a good mentor should be able to guide the student in the right direction after seeing the student cope with the challenges that accompany graduate and post-doctoral work. Science in the U.S. still relies heavily on foreign students who come here for advanced training. While many return to their native countries, a good number stay to pursue their careers in this country. However, the pool of foreign students will begin to dry up with improving economic conditions in developing countries, and the stringent new immigration policies of the U.S. government will make it increasingly difficult for many well- trained and motivated students to work here. In this country, we need to get more students interested in a career in science. There are no easy answers, but a more engaged mentoring process clearly has a role to play. Molecular Therapy would like to solicit the thoughts and suggestions of the readership on this important issue. We are living in perhaps the most exciting period of studying biology, and we will have failed as mentors if we cannot stoke the flames of scientific curiosity and innovation in the next generation of young scientists.