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• CAREER FEATURE
• 21 August 2018

How working as a research technician can bolster your scientific career

• Charlotte Schubert 0

Charlotte Schubert is a freelance writer in Seattle, Washington.

You can also search for this author in PubMed   Google Scholar

Dunja Ferring-Appel landed a job as a research technician at the European Molecular Biology Laboratory (EMBL) in Heidelberg, Germany, in 2002. She loves the international environment, the constant exchange of ideas, the research puzzles and her work analysing RNA-binding proteins in mice.

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Nature 560 , 517-519 (2018)

doi: https://doi.org/10.1038/d41586-018-05991-4

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Finding a Good Postdoc: Tips & Resources

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WHAT IS A POSTDOCTORAL ASSIGNMENT (POSTDOC):

• An opportunity to develop additional skills and experience while under the supervision of an experienced researcher
• It doesn’t need to be in the same field as PhD, but will be longer if requires becoming proficient in new field

PREPARING FOR A POSTDOC WHILE STILL IN GRADUATE SCHOOL:

• Present your work through departmental seminars and professional association meetings
• Supervise research of undergraduate students and technicians
• Participate in drafting research grant proposals
• Join professional associations and apply for honor societies in your field

SEARCHING FOR A POSTDOC:

• Network! Go to scientific meetings, talk with PIs whose research you like, make contacts
• Present at and attend conferences and meetings, read professional association websites and newsletters
• Ask advisors and mentors for ideas, some may be willing to advocate for you
• Email advisors or PIs early to express interest in postions

SELECTING A POSTDOC THAT EXCITES YOU:

Choice of a postdoc mentor: consider special skills, rank, reputation, previous trainees, and funding status.

• Established New Principal Investigator (PI): Established PI has rank and influence, while new PI is likely to spend a lot of time in lab and can give more direct training
• Training Record: Are past trainees in high-level positions? Are current trainees getting quality training?
• Funding: Does PI have funding to pay postdoc for 3-5 years? Does PI have good extramural funding record?
• Management Style: Does the PI give postdocs freedom to work independently? What kind of schedule are postdocs expected to follow? Is the lab collaborative or competitive? Does PI supply up-to-date equipment?

Salary and Cost of Living

• Many Postdocs in academia have roughly same salary nationwide due to federal funding guidelines
• Postdocs in industry generally pay more, but may not be best choice for those pursuing academic careers because of potential limits on publishing and applying for funding

Select a Laboratory that Suits Your Work and Lifestyle

• If at all possible, visit the lab before making a decision; consider the reputation of the institution
• Talk to other graduate students and postdocs in lab to determine work style
• Think about how you like to work—as part of a team, individually, with what level of supervision?
• Does lab location and surrounding environment satisfy your non-work interests?
• Do people in lab work 9am – 5pm, only when experiments need to be done, or all of the time?
• Do you prefer a lab with a lot of money and space or are tight spaces and budgets okay?
• Do you want a lab that acts like a “family” and hangs out all the time or sticks to business?
• How much attention do you want from mentor? More people means less time with mentor

Select a Project with Outcomes that Match Your Career Goals

• Determine why you want to do a postdoc and what you want to do/where you want to be after completion
• Avoid strictly continuing work you did in graduate school; a postdoc is an opportunity to diversify your expertise
• Think carefully before extending your graduate work into a postdoc in same It is unlikely to maximize your gain of broader experience, but that can be offset by rapid and important publications
• Does lab you are entering have a track record producing high-quality publications?
• Understand the expectations around publication records in your field, and set goals for yourself
• Have an understanding with your mentor on your likelihood of first authorship before you start projects
• Find out about source and duration of funding before accepting position
• Good mentors will understand that your horizon is independence—your own future lab, group leader,
• Strive to get your own money—plan ahead for this, as most funds come from joint application with mentor

MAXIMIZING YOUR POSTDOC EXPERIENCE:

Plan for your future.

• Have at least two projects underway. Include one that is guaranteed to generate good (if not exciting) results
• Network and meet other postdocs on campus, serve on campus committees; attend and present at seminars, regional, and national scientific meetings

LIST OF RESOURCES:

Mit postdoc resources.

• MIT Postdoctoral Information
• Database on Funding for Research and Travel
• MIT Postdoc Association

Finding and Securing Postdoctoral Positions

• Finding Postdoctoral Positions

General Postdoc Resources and Opportunities

• National Postdoctoral Association
• Science Careers
• Survival Guide for International Postdoc Students in the US
• Postdoctoral Training in the NIH Intramural Research Program
• Postdoc Jobs

Maximizing the Postdoctoral Experience

• Individual Development Plan for Postdoctoral Fellows
• Developing your Core Competencies as a Postdoc
• AAMC Compact Between Postdoctoral Appointees and Their Mentors
• Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New Faculty
• The Postdoctoral Experience Revisited

Funding Sources

(awardee institutions, government agencies: NIH, NSF, NASA, EPA, USDA; & private organizations)

• Direct or Indirect Funding Sources
• Scientific Grants & Funding
• Tips on Applying for Burroughs Wellcome Funding (Biomedical Sciences)
• Grant Writing from UCSF

Postdoctoral Services

Office of graduate and postdoctoral education, myth vs. reality: essential facts to know about postdocs.

Postdocs push the boundaries of what is possible in a variety of fields. However, despite their significant role in academic institutions, there are many misconceptions surrounding the role of a postdoc.

Dive into the world of postdocs with our spotlight video interviews featuring Sam Gowland, Avery Davis Bell, Zita Hüsing, Ida Su, and Nicole Hellessey as they share their unique experiences and insights on what it truly means to be a postdoc.

At any given time, Georgia Tech has 350 to 400 postdoctoral scholars (postdocs) making valuable contributions to research across the globe, with most right here on our Atlanta campus engaged in research, mentorship, and teaching.    Postdocs push the boundaries of what is possible in a variety of fields. However, despite their significant role in academic institutions, there are many misconceptions surrounding the role of a postdoc.

Daniel Vallejo, postdoctoral scholar at Tech, and Karena Nguyen, assistant director in the Office of Postdoctoral Services, weigh in on common myths about postdocs versus reality.

Myth #1: Postdocs are "super" grad students. 

Reality: Graduate students undergo structured training and coursework, with the end goal of producing a thesis or dissertation. Graduate students primarily dedicate their effort towards degree completion under the guidance of their academic supervisor and dissertation committee.   In contrast, the National Postdoctoral Association defines postdocs as “individuals in a defined period of mentored training following the achievement of their terminal degrees,” typically a Ph.D. Therefore, postdocs operate at a different level of independence and have a variety of roles and goals. For example, postdocs may initiate and lead research projects, teach courses, mentor undergraduate and graduate students, secure funding through fellowship applications, and collaborate with other experts in addition to publishing research.

Myth #2: Only STEM fields have postdocs. 

Reality: Postdoctoral positions exist in many fields, including science, technology, engineering, mathematics (STEM), humanities, and social sciences. At Tech, postdocs work in all six colleges and a number of research centers.

Myth #3: Postdocs only conduct research. 

Reality: The role of a postdoc extends far beyond research. Postdocs at Tech actively engage in mentorship, shaping the next generation of scholars. Tech postdocs can also be found in the classroom teaching undergraduate students. Postdocs also tend to be very active outside their official duties, and often can be found volunteering to provide academic or community service.

Myth #4: Postdocs only become faculty members. 

Reality: While becoming a faculty member is a viable and commonly pursued career path, a postdoctoral position provides additional training that opens doors to a multitude of career fields. Postdocs can find opportunities in academia, industry, government, or nonprofit organizations, and the postdoc experience is often pivotal for transitioning into these exciting careers.

Myth #5: Being a postdoc isn't a "real" job. 

Reality: Postdoctoral positions are temporary and provide additional training for individuals to pursue a desired career path. It is an enriching employment opportunity and allows individuals to apply the skills honed during their Ph.D. to different fields or broaden their skillset through internal, domestic, and international collaborations. There are opportunities for creativity, exploration, growth, and independence.

The Postdoc Visibility Project is a collaboration between the Office of Graduate Education and Postdoctoral Services, the Department of Chemistry and Biochemistry, and Tech’s postdocs. Our goal is to highlight the contributions of postdocs to the research enterprise, humanize the postdoc experience, and connect postdocs to each other. To achieve this, we will share three spotlight articles and accompanying video interviews throughout the Spring 2024 semester.

This work is supported in part by the National Sciences Foundation Mathematical and Physical Sciences divisions ASCEND program under grant award number CHE-2138107. 

Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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The broad research scope provides lab members ample opportunities to explore and discover new principles within each subfield and at their interfaces. The Zhao lab is a leader in the above research areas and provides an excellent research environment. Training and mentoring are provided at multiple levels, such as advancing research abilities, grant writing skills and leadership qualities. Former lab members have thrived, going on to establish independent research groups and attaining leadership positions in companies and non-profit organizations. We are looking for candidates with a passion for science and motivated to make impactful discoveries in a collaborative and fun environment to join us.

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The positions will remain open until filled but early applications are encouraged. Please send a brief cover letter describing your current and future research interests, CV, Expected availability date, and contact information of three references to Dr. Zhao at [email protected] .

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Research Technicians  

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Vol. CXXVII

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Graduate Student and Postdoc Workers Share Goals for a Better Workplace as Union Bargaining Begins

This past February, Caltech graduate students and postdocs unionized to form Caltech Graduate Researchers and Postdocs United-United Auto Workers (CGPU-UAW) with overwhelming support. Over 76% of graduate students and 83% of postdocs voted yes, with historic voter turnouts of over 72% and 52% respectively. This win was a culmination of over two years of conversations between graduate student workers and postdocs, connecting over our shared desire to make Caltech the best it can be for all of us. With our union certified, graduate student workers (GSWs) and postdocs are in our strongest ever position to improve our working conditions.

On May 29, Caltech GSWs and postdocs began bargaining our first union contract to guarantee legally enforceable workplace rights including wages, benefits, and protections against abuse, discrimination, and unsafe workplaces. Led by graduate and postdoc bargaining teams democratically elected from among our peers, GSWs and postdocs will negotiate a contract as equals with the Caltech administration. CGPU-UAW plans to follow in the footsteps of peer institutions by having an open bargaining process. This entails constant communication with all workers throughout negotiations and an open invitation to all students and postdocs to attend bargaining sessions. During bargaining sessions, GSWs and postdocs will be privy to real-time discussions between our bargaining teams and admin, and will have the opportunity to provide immediate feedback. Those who are unable to attend negotiations will still be able to directly provide feedback to their bargaining team electronically or in peer-to-peer conversation. As a diverse group of workers, we all deserve to have our concerns addressed at the bargaining table.

But with such diversity, how do our bargaining teams ensure that they are addressing our most pressing needs? Emma Lenz, a PhD student in Aerospace elected to the GSW bargaining team, helped write, distribute, and analyze a survey of students and postdocs that will inform contract negotiations. “Having detailed survey data will help us understand how to prioritize different issues as we negotiate our contract based on different GSWs and postdocs needs,” she says, noting that better wages, healthcare, and support for international scholars’ visa renewal were among the top issues. The CGPU survey results broadly highlight the need for strong economic provisions. “I was surprised that 61% of GSWs and postdocs respondents were rent burdened,” Emma said. “This shows why our contract must address the rising cost of living in Pasadena.”

She also emphasized the ability to understand different subgroups’ priorities. “Although wages were the top priority overall, GSW and Postdoc parents prioritized reducing dependent healthcare costs most, even above wages.” These results complement those of Caltech’s Climate Survey from 2021, in which only 7% of postdoc parents felt that Caltech provided adequate childcare benefits. Emma also highlighted the importance of comments left on the survey, which often sparked informative conversations. These include working conditions essential for a healthy and equitable workplace, such as accessibility, lab safety, and protections against bullying, harassment, and discrimination. This again recapitulates the 2021 Climate Survey, which found that nearly 40% of graduate respondents seriously considered leaving Caltech for reasons including conflicts with supervisors or unwelcoming environments.  As evidenced by both CGPU- and Caltech-administered surveys, the Institute’s status quo fails to meet the basic economic needs and workplace rights of far too many GSWs and postdocs.

Each of the above issues has been addressed in union contracts at peer institutions. A group of Caltech grads and postdocs dove into contracts at Columbia, NYU, UC, Yale, Mt. Sinai, USC, Harvard, UW, Georgetown, MIT, and Brown to analyze the improvements and specific language workers everywhere have won through their unions. This research has played an important role in guiding the bargaining team as they prepare for the start of bargaining. For example, the most recent UC contract won enforceable protections against all forms of discrimination, harassment, and abusive conduct in tandem with a well-defined grievance process. James Williams, a PhD student in Electrical Engineering and one of the GSW bargaining team members said, “The grievance article is one of the most vital components of the contract as it is the mechanism by which we can enforce our rights and benefits included in other articles.” Currently, at Caltech the grievance process occurs behind closed doors, with no set timelines and no right to peer advocacy. James went on to explain, “At universities like Yale and the UC campuses, students have won a strong grievance process which include enforceable timelines, an appeal to a neutral arbitrator, and a parallel process. A parallel process means that students can pursue their grievances through the already-existing infrastructure such as the Title IX office while simultaneously using the grievance process.”

From the results of the CGPU-UAW bargaining survey as well as the thousands of one-on-one conversations across campus between workers, GSWs and postdocs drafted initial bargaining demands—broadly shared goals among grad and postdoc workers in the major categories of wages, compensations, and benefits; justice in the workplace; international scholar issues; workplace rights and protections; and union rights. As bargaining begins, we hope administrators bargain in good faith, taking the time to listen to their workers’ concerns and earnestly develop solutions. We are optimistic that by coming together as friends and colleagues and staying informed and engaged, graduate student and postdoc workers can negotiate a union contract which sets a new standard in academic work. Together, we can forge a stronger, more welcoming Caltech for everyone.

Jasmine Emtage is a PhD student in Biology, David Abramovitch is a PhD student in Applied Physics, and Aditi Narayanan is a PhD student in Biology.

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How Your Ph.D. Prepares You to Be an Entrepreneur

You can deploy skills you develop as a grad student and postdoc in a variety of careers, including working for a start-up or founding your own, Chris Smith writes.

By  Chris Smith

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Yutthana Gaetgeaw/iStock/Getty Images Plus

Innovation has become a hot topic in economic circles over the past few years. In March 2022, the United States’ National Science Foundation created its first new directorate in over 30 years : Technology, Innovation and Partnerships , or TIP. The passing of the CHIPS and Science Act of 2022 helped fund the directorate, the mission of which is to “advance U.S. competitiveness​ and societal impact by nurturing partnerships that​ drive and accelerate diverse innovation ecosystems, technology translation and development, and workforce development.” The U.S. is investing heavily in research and innovation—which you can take advantage of as a Ph.D. researcher working in academia or beyond.

Graduate students and postdoctoral scholars already contribute much to research and innovation in the United States through their work on a variety of projects supported by the federal government and industry partners. But despite that fact, few consider a career focused on the leading edge of innovation: entrepreneurship.

Being willing to push the boundaries of human knowledge and forge new ideas into products is essential for entrepreneurs. And to secure backing, entrepreneurs must also work to articulate the value they and their products bring to individuals, organizations and the nation. Fortunately, plenty of resources are available to assist in those efforts, although many graduate students and postdocs may not be aware of them.

To encourage more technology commercialization and entrepreneurship, in the latter half of the 20th century the federal government established two funding programs for academics and others seeking to either move full-time to a start-up company or obtain funding to develop and commercialize new technologies. The Small Business Innovation Research program supports the growth of start-up companies, while the Small Business Technology Transfer program is aimed at technology commercialization.

Both the National Institutes of Health and NSF fund grants from both programs, and both offer a variety of other mechanisms to foster an innovation and entrepreneurial ecosystem in the United States. In addition, NIH provides numerous resources to educate people about entrepreneurship and special programs like the Small Business Transition Grant for New Entrepreneurs (see a webinar on the program here ), which helps researchers interested in transitioning to entrepreneurship via a mentor.

American universities also offer an increasing number of programs that either focus on training Ph.D.s for careers in the technology transfer space or assist them in learning how to commercialize technological and other innovations coming from their research work, as our Innovation Postdoctoral Fellowship here at Virginia Tech seeks to do. In addition, NSF’s Innovation Corps (I-Corps) provides a seven-week experiential training program that prepares scientists and engineers to extend their focus beyond the university laboratory and toward commercialization by engaging in customer discovery and other activities. Such programs can be a bridge between traditional academic research and exploring an entrepreneurial career or employment in the innovation and entrepreneurial ecosystem.

Many academics may mistakenly believe that entrepreneurial skills are only relevant if one is planning to run a start-up company. Yet most faculty members running research groups at large universities are effectively leading small businesses inside their institutions. They must articulate a value proposition to get hired and ultimately secure funding for their research. In addition, most faculty leaders or principal investigators are in charge of hiring those who work in their labs and must manage these individuals and their projects toward a larger, common goal. A faculty leader must create a vision for their group and think strategically about how the various projects align toward both short- and long-term goals. This is entrepreneurship in an academic research context.

And just as an entrepreneurial mindset is essential to a successful academic career, it is also extremely useful for any scholar looking to create their own company, independent of their institution.

Entrepreneurial Skills From Your Ph.D. or Postdoc

Ph.D. training offers graduate students and postdocs many experiences to help them navigate entrepreneurship and/or working in a start-up company, such as the following.

• Project planning and management. Completing a doctoral dissertation involves extensive project planning and management skills, from ideation to execution and dissemination. This directly translates to the ability to plan and manage large projects as an entrepreneur.
• Independent work. Ph.D. students, and especially postdocs, often work independently with minimal oversight, building the drive and accountability needed to accomplish tasks without rigid external deadlines—a crucial skill for entrepreneurs.
• Networking and collaboration. Entrepreneurs thrive on networking. Similarly, Ph.D. students and postdocs benefit from building strong connections—engaging with industry professionals, attending conferences and collaborating across disciplines to enhance their network. Such connections can lead to job opportunities, collaborations and funding.

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• Thirst for knowledge. A core requirement for a Ph.D. is an insatiable desire to learn and expand one’s knowledge base. Entrepreneurs must constantly step out of their comfort zones and learn new skills, making this thirst for learning invaluable for Ph.D.s and postdocs looking to focus on entrepreneurship as a career.
• Research skills. Doctoral training equips individuals with the ability to seek out, evaluate and synthesize quality information from various sources—a vital skill when navigating the unfamiliar territories of entrepreneurship.
• Curiosity about the big questions. Starting a business requires asking and answering big questions about target audiences, value propositions and strategic direction. Ph.D.s are trained to take disparate information and craft cohesive narratives to address complex inquiries. Successful entrepreneurs do the same.
• Problem-solving. Overcoming research obstacles and failed experiments hones problem-solving abilities in Ph.D.s and postdocs. As entrepreneurs constantly face new challenges, this skill is indispensable for finding innovative solutions.
• Resilience and adaptability. Entrepreneurship involves risk-taking and overcoming failures. Ph.D. students and postdocs learn resilience by navigating setbacks. This adaptability prepares them for a dynamic marketplace for their products and ideas and the post-Ph.D. job market itself, where flexibility and the ability to pivot are critical.

In essence, the rigorous training and self-driven nature of doctoral programs and postdoc positions cultivate skills like project management, working both independently and collaboratively, learning agility, strategic thinking and problem-solving—all of which are invaluable assets for successful entrepreneurship. The key to honing these skills is taking increased agency in your projects so that you learn all aspects of the process of identifying a gap in knowledge or application, scoping out the current landscape of that area and working toward a solution. It is certainly not easy work, but it can help you in graduate school, postdoctoral training and beyond.

In sum, by embracing an entrepreneurial mindset in your job search, you identify opportunities in industry, start-ups, government or nonprofits or create your own position through entrepreneurship. And even if you don’t decide to go that direction, innovative thinking and treating one’s career development like a start-up can propel you to professional growth and success. The fact that cultivating the entrepreneurial skills I’ve described can also be significantly helpful for an academic researcher means leaning into them is a win-win for any graduate student or postdoc.

Chris Smith is the postdoctoral affairs program administrator at Virginia Tech. He serves on the National Postdoctoral Association’s Board of Directors and is a member of the Graduate Career Consortium—an organization providing an international voice for graduate-level career and professional development leaders.

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Graduate Education

Office of graduate and postdoctoral education, fellowships and funding.

Georgia Tech awards and coordinates numerous student fellowships – varying in value from a few hundred dollars that may be awarded on top of other funding such as an assistantship, to full fellowships that cover tuition, fees and pay a stipend.

Institute-level fellowships are managed by the Office of Graduate Education and paid via the Office of Scholarships & Financial Aid and the Office of the Bursar . Most fellowships are awarded and nominated internally by schools, not by Graduate Education nor the Office of Scholarships and Financial Aid. There are also many school-level fellowships which are handled separately by individual academic departments.

The Office of Graduate Education administers Institute-funded fellowships such as the President’s Fellowship  and the Georgia Tech Institute Fellowship , and many others. For example, we manage externally funded programs such as the National Science Foundation’s Graduate Research Fellowship Program, Ford Foundation and Department of Energy fellowships. We work with colleges to facilitate internal competitions for ARCS Foundation Atlanta scholars, and nomination processes for Dolores Zohrab Liebmann , Gilliam fellowship for Advanced Study and Schmidt Science Fellows. We also work with Academic Deans from individual Colleges to facilitate selection processes for donor-initiated fellowships.

The following information is meant to help you better understand the fellowship and funding opportunities available to you.

Fellowships vs. Scholarships

Fellowships:.

• Usually awarded for doctoral research.
• Merit-based; not need-based.
• Funding is typically meant to be used for tuition and fees but is sometimes discretionary for student awardees to use as they see fit.
• Often come with a stipend.

Scholarships:

• Awarded to students based on academic achievements, financial need, or a combination of both.
• Usually merit-based; sometimes need-based.
• Generally, funding must be applied directly to tuition and other related expenses.
• Do not include stipends.

Fellowship Opportunities

There are a variety of fellowship opportunities available to graduate students. The awards listed in this section are only a selection of those available.

Unless otherwise noted, many of the awards listed in this section are open only to U.S. citizens and/or U.S. residents. It is challenging for international students to secure fellowships because many are funded by the U.S. government and/or come with a U.S. citizenship requirement.

Be sure to search online utilizing the resources and databases below and ask professionals in your field for additional options.

NSF GRFP Applicants and Awardees

If you are interested in applying for the National Science Foundation Graduate Research Fellowship Program (NSF GRFP) or if you have already received this fellowship, please consult the following:

• Guidance for Those Applying to the NSF Graduate Research Fellowship Program (PDF)
• NSF GRFP Eligibility Quiz

Important Information for All NSF GRFP Fellows (New and Current) (PDF) ( This document was last updated July 16, 2024; if your version doesn't show this date, clear browsing history and refresh to receive the most up-to-date information.)

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Fellowships Databases

Most fellowships are largely tied to doctoral research, and many are heavily focused on STEM disciplines. There are more limited fellowship and funding options for master’s level students and programs. If you are a master’s level student, or are considering a master’s level program, you may be more likely to secure a fellowship if you are pursuing a research-based master’s degree.

We recommend students to explore fellowship opportunities available for a wide range of degree levels, disciplines, program types, etc., by accessing the fellowship databases below.

Peer Institution Fellowship Databases

Peer institutions offer fellowship databases which students can use to filter by your circumstances and interests. Please disregard those opportunities that are specific to enrollment at those universities.

• University of Illinois at Urbana-Champaign
• University of Chicago
• University of California-Los Angeles (UCLA) GRAPES Database
• University of Pennsylvania
• Duke University Research Funding Database
• Johns Hopkins University

Other External Fellowship Databases

• The U.S. National Science Foundation supports research opportunities and provides stipends for graduate students and postdoctoral fellows and scholars.
• There are multiple ways to find these programs, including the  funding search  on NSF’s website and the  NSF Education & Training Application , which is growing its list of opportunities for graduate students and postdoctoral scholars.
• Opportunities for all disciplines and project types.
• Create an account to save searches and receive funding alerts. View instructions on how to create an account .
• Georgia Tech Library regularly offers workshops on how to use Pivot effectively. Keep an eye out for the next workshop on the Library events page.
• Opportunities aimed at increasing diversity and underrepresented minority representation.
• Research internships, fellowships, and scholarships funded by the government and private sector organizations.

Fellowship Announcements

• Many fellowships are internally selected or nominated by a student’s faculty advisor or department.
• Graduate Education will circulate announcements to specific academic units, entire colleges, or campuswide.
• Some competitions will be listed within Georgia Tech’s InfoReady Review platform.
• Other announcements will first be circulated to the Graduate Coordinator’s email distribution list and then forwarded to students, as applicable.
• Students are also notified of funding opportunities via announcements in the biweekly GradBuzz e-newsletter that goes out to all currently enrolled graduate students.

Preparing Fellowship Applications

• Once you begin the fellowship application process, the Communication Center is a great resource.
• Contact the Pre-Graduate and Pre-Professional Advising unit for help with locating additional fellowship opportunities and preparing applications.
• See the Fellowships Writing Resources Dropbox folder (GT login required) for workshop recordings, presentation slides, and more resources from the Georgia Tech Director of Professional Development and Postdoctoral Services.

Fellowship and Scholarship Resources

General scholarships.

• Scholarships.com: Graduate Scholarships
• Open Education Database: Graduate Scholarships
• Smart Scholar

Student-Specific Scholarships

• International Scholarships Search
• Scholarship Guide for Black Students
• Best Colleges: Scholarships for Women

Tax Resources for Fellowships

Georgia Tech is unable to provide tax, financial or advice, and therefore all questions regarding taxes should be directed to a tax or financial advisor. The website " Personal Finance for PhDs " may be useful.

Do I include my scholarship, fellowship, or education grant as income on my tax return (for U.S. citizens and residents for tax purposes ONLY)?

This IRS Interactive Tax Assistant will help you determine whether the educational assistance you received is taxable. If you attended more than one educational institution and the funds were used for expenses other than qualified education expenses, run the interview separately for each educational institution.

Is my fellowship taxable if I am a nonresident for tax purposes?

In general, U.S. sourced taxable scholarships, fellowships, and grants that do not represent compensation for services are not subject to withholding when paid to U.S. citizens and residents, but they are subject to withholding when paid to nonresident aliens. If you are not sure if you are a resident or nonresident for tax purposes be sure to consult your GLACIER account. If you do not have a GLACIER account, please put in a ticket at asc.gatech.edu for assistance.

The withholding tax rate for nonresidents for tax purposes is 30%. However, the withholding tax rate may be reduced to 14% (or a lower treaty rate) if you are a nonresident alien student, researcher, or grantee who is temporarily present in the United States with an "F," "J," "M," or "Q" visa, and the taxable amounts you received are either:

• Incident to a qualified scholarship to which section 117(a) applies; or
• Granted by certain types of organizations described in section 1441(b)(2).

If, immediately before arriving in the United States, you were a tax resident of a country that has an income tax treaty with the United States, then you may be eligible for benefits under the applicable treaty, such as an exemption from tax, with respect to your scholarship, fellowship, or grant, including a specified amount that represents compensation for services. In order to determine whether you are eligible for a tax treaty, please consult your GLACIER account. If you do not have a GLACIER account, please put in a ticket at asc.gatech.edu for assistance.

Any part of your scholarship, fellowship, or grant that represents compensation for services performed in the United States is subject to graduated withholding.

Additional Resources

• Office of Scholarships and Financial Aid | Tax Information
• IRS | Tax Benefits for Education
• IRS | Tax Information for Individuals
• IRS | Tax Witholding Estimator
• How Fellows Should Prepare for Tax Time at the Start of the Academic Year | Inside Higher Ed
• Foreign Students, Scholars, Teachers, Researchers, and Exchange Visitors

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Who actually is a Post-Doctoral fellow?

Many of us often talk about Bachelor's and Master's students, PhD students, researchers, professors, and postdocs.

But, do we know what we actually intend when we say " Post-Doc "?

We all know that a Post-Doc is a person who, after finishing his/her PhD, works for one or two years as a scientist in a scientific research group. Beyond this simple definition, I would like to know what you think about Post-Doc roles inside a laboratory and a group.

What is actually a Postdoc fellow?

Is he a debutant researcher ? Or is he just a ultra-super-student? Or is he half a super-student, and half a researcher?

What is a Postdoctoral fellow supposed to do?

What do you expect from a Postdoctoral fellow?

• career-path

• 17 In my neck of the woods, we call debutante researchers PhD students . –  JeffE Commented Jun 26, 2012 at 17:45
• 1 @ArtemKaznatcheev Naaaaahhh... don't think so, they're just graduated students. –  DavideChicco.it Commented Jun 29, 2012 at 10:20
• 37 In general a postdoc is someone that soon realizes he made a huge mistake about his career. –  Stefano Borini Commented Jul 2, 2012 at 21:39
• 9 "We all know that a Post-Doc is a person who, after finishing his/her PhD, works for one or two years as a scientist in a scientific research group." Sorry to say: we don't even know that much. There are many postdocs who are not scientists, and many who work for more than one to two years. –  Pete L. Clark Commented Jun 24, 2014 at 16:41
• 2 According to PhD Comics: phdcomics.com/comics.php?f=1721 . –  Piotr Migdal Commented Jun 25, 2014 at 11:33

9 Answers 9

There are many formal roles that generally fall under the category of "post-doc":

• The simplest is as a post-Ph.D researcher working with a faculty mentor and doing their own research
• Some postdocs have a role as "lab manager": they help with advising students.
• In addition, if given an appropriate title, a postdoc (as "visiting/research faculty") can write their own grants or collaborate on grants that might support them.
• The limit of the above is a pure soft-money position that is not "supervised" by a faculty member. Such faculty are also often called 'research faculty', and may be many years away from a Ph.D
• In wetlabs, a postdoc role might also be as a lab technician or lab manager, handling supplies, tech work (making knockout mice for example).

• 12 I think a post doc is also a temporary/transitory position. I know of some permanent "lab managers", with PhDs, who have no desire to write their own grants or move on. I don't consider them postdocs. –  StrongBad Commented Jun 26, 2012 at 17:30
• 2 Joining @DanielE.Shub, I think research faculty is more or less a permanent position while post-doc is not. –  Stat-R Commented Aug 6, 2012 at 16:54
• I agree with the idea that a postdoc is, by definition, supposed to be a transient position. –  Fomite Commented Jul 13, 2017 at 19:38

In addition to Suresh's answer, I'd say that a postdoc is no longer a student. A PhD student is expected to demonstrate that she can do research, and this is sanctioned by the PhD degree. A postdoc is rather expected to demonstrate that she can be trusted with a permanent academic position.

In my field, postdoc positions usually denote fixed-term positions (between 1 and 3 years) with limited "official" administrative responsibilities (i.e. no involvement in the long-term management of the department). Most postdocs are usually funded on some project, which implies some concrete duties w.r.t. to the project (such as taking care of the "deliverables"). Some are more like "fellowships", where the applicant must come up with her own research agenda. But there is no common basis, and it can varies greatly from one position to another.

• 1 A "fellow" the the holder of a "fellowship". A fellowship may just be a special honor awarded to him. Or it could come with a salary and other perks. –  GEdgar Commented Sep 2, 2015 at 15:55

To quote (jokingly) a rather blunt friend of mine, a post-doctoral fellow is "someone who has a Ph.D. but is still nobody." I don't quite subscribe to so dismal a view, but it usually means someone who hasn't achieved full independence yet (inasmuch as they still have at least a nominal advisor).

I expect a postdoctoral fellow in my group to be a competent researcher who doesn't need much instruction on the basics of how to do research, but might need some training on the particular skills needed in my group. She should be capable of taking over virtually any duty in the group, and would be expected to take on some of the duties that would be associated with being a professor (or staff member in a research lab somewhere). That would mean being responsible for supervising undergraduates doing research projects, occasionally covering lectures, and being responsible for supervising the lab (purchasing equipment, and so on).

That said, the post-doctoral fellow would not be left entirely to her own devices: since she is still effectively in a training situation, she would be given help and advanced notice. I would not just surprise her with duties; they would be assigned per mutual agreement, and always with a specific purpose in mind. (In other words, I am not simply "dumping" duties on the post-doc.)

• 6 In my field, a successful PhD student is already not nobody. –  JeffE Commented Aug 2, 2012 at 21:56
• 1 @JeffE: Fair enough. I don't think that it's quite so dismal. But I do think a postdoc is by definition not quite a fully established individual. I've edited my answer accordingly. –  aeismail Commented Aug 3, 2012 at 13:35

This answer is a bit different from the others. The other answers deal with what a postdoc is . My answer describes the difference between the roles of grad students and postdocs in two ways.

The first distinction is this: A graduate student is an apprentice , while a postdoc is a journeyman .

The academic system in which a student earns a doctorate and eventually becomes an academic is based on the apprenticeship system.

The graduate student is the apprentice . The graduate student is learning his or her craft from the adviser (master). The graduate student hones his or her research skills performing the research of the adviser. Completion of the PhD defense signals that the student has completed the apprenticeship.

The post-doctoral fellow is the journeyman , one who has completed training in the basic skills, but is not yet considered a master. To this end, the postdoc seeks out other masters to learn from. Since the postdoc is not an apprentice, the postdoc is given more freedom to design and implement his or her project. The postdoc is also expected to be able to work with minimal oversight from the adviser. A postdoc journeyman becomes a master upon successfully securing his or her own academic position.

The second distinction is in terms of classification and compensation. At most US institutions, the graduate student is a student . The grad student may receive a stipend and benefits, but someone pays tuition for that student. A postdoc is an employee who receives a salary and benefits. No money is paid back to the institution by (or on behalf of) the postdoc.

• 7 I like and use the apprentice, journeyman, master description I'm not sure that it is correct to say that the academic career path is based on the the ranking system of the old craft guilds. It is just a convenient way to describe the relationship to people outside of academia. –  dmckee --- ex-moderator kitten Commented Jun 27, 2012 at 13:43
• 10 The two systems are related. They both came about in Western Europe in the 11th and 12th centuries. See the similarities described in these wikipedia pages: medieval univeristy and Guild: European History . –  Ben Norris Commented Jun 28, 2012 at 11:45

The NIH link is: http://grants.nih.gov/grants/funding/all_personnel_report_faq.htm#774

This links to a letter to the US National Postdoctoral Association: http://grants.nih.gov/training/Reed_Letter.pdf

At some universities, a Post-Doctoral Fellow is a different title than a Post-Doctoral Researcher due to federal regulations in the USA .

The Post-Doctoral Fellow is paid through a different funding mechanism (e.g., NRSA training grants) and is not considered an employee (thus is excluded from health insurance and retirement benefits) and is treated more like a student (may take classes or do a clinical residency; receives a non-negotiable stipend which is not ordinary income ). There may be a citizenship requirement for this funding mechanism.

The Post-Doctoral Researcher is an employee (qualifies for benefits but does not take classes or receive training). It may be easier to deal with visa requirements through this position.

In both cases, postdocs do research. Neither is guaranteed to advance your career to being a professor, but pretty much everyone has to do it .

• "fellow" is a status w.r.t. to an organization, "researcher" is a description of what you do. I don't see why a post-doctoral fellow isn't always a "post-doctoral research fellow" or "post-doctoral researcher fellow". But, well, I guess sometimes terms are used somewhat artificially. –  einpoklum Commented Mar 1, 2017 at 9:24

A postdoc is also someone that needs to be hired by academia to do a task, that is, a contractor for academia. I am a scientific programmer, but I am hired as a postdoc because that's the only kind of contract they can give in academia. I publish no papers, have no interest in an academic career, and I have no other duties other than coding (or at least that would be the plan).

• 8 In some institutions, you'd be deemed 'research staff' –  Suresh Commented Jul 2, 2012 at 22:54
• 1 In my university, you'd be "research associate" (assegnista di ricerca), not PostDoc. –  DavideChicco.it Commented Jul 3, 2012 at 7:52
• 1 @Suresh it all boils down to the wild west academia lives in when it comes to hiring contracts. Companies trying to hire with the academic terms would be eaten alive by worker unions, but in academia this is somehow considered the norm. –  Stefano Borini Commented Jul 27, 2012 at 12:33
• Because postdocs don't get unions - they are the equivalent of migrant labor –  Suresh Commented Jul 27, 2012 at 14:48
• @Suresh Postdocs ate unionized at Berkeley. –  JeffE Commented Jun 24, 2014 at 13:21

"Whatever else they may be, postdoctorates are one of the greatest bargains in the US economy. Where else can one hire Ph.D.s, whose training and smarts put them among the best and brightest in the world, to work 60 hours a week for $30,000 to $40,000 a year, with limited benefits and little power to influence their working conditions and pay?" -- Richard Freeman, Thanks for the Great Postdoc Bargain

http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2002_08_30/nodoi.4149859741665864757

• This does not seem to answer the question. –  StrongBad Commented Jun 24, 2014 at 19:10
• Interesting link. –  Faheem Mitha Commented Jun 26, 2014 at 23:35

In some cases, postdocs are seen as a means to shuffle newly-minted PhD's into "alt-ac" careers. I just came off of one such postdoc myself. Since the postdoc was very programming/data/technology centered, and I actually went back to school to get out of programming, it didn't really take with me.

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Graduate student’s love of science leads to prestigious national fellowship

Kaylee Petraccione receives a National Institute of Health award to study a virus with pandemic potential.

• Felicia Spencer

17 Sep 2024

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Kaylee Petraccione lost her hearing after a vaccination in 2021, but maintains a passion for pursuing research that may one day help rationally design a new vaccine. And it’s led to her winning a national-level grant.

“I got a vaccine booster before the semester started, and within a very short period of time I developed a full body rash and really bad tinnitus,” said Petraccione, a doctoral student studying biomedical and veterinary sciences. “I went to bed and woke up at 5 the next morning screaming because I couldn’t hear anything. When you wake up deaf, it’s really scary and terrifying.”

Today, Petraccione is focused on understanding the molecular mechanisms enabling the Rift Valley fever virus to cause disease. In July, this work earned her the Ruth L. Kirschstein National Research Service Award Individual Predoctoral Fellowship to Promote Diversity in Health-Related Research award from the National Institute of Health (NIH).

“NIH F31 fellowships are extremely competitive and prestigious awards,” said Kylene Kehn-Hall, professor of biomedical sciences and pathobiology and Petraccione’s mentor. “Kaylee being awarded this fellowship speaks to her excellence as a candidate and the quality of her research. This is an enormous accomplishment, and I am extremely proud of her.”  

According to the NIH, the goal of the award is to enhance diversity of scientists for research careers in the biomedical, behavioral, and clinical sciences, including those with disabilities and those from disadvantaged backgrounds. For Petraccione, the grant will support her ultimate goal of closing the knowledge gap regarding the viral pathogenesis of the disease to enable some form of therapeutic intervention or vaccine.

Petraccione said there is currently no Food and Drug Administration-approved treatment or vaccine for the Rift Valley fever virus, which is endemic to sub-Saharan Africa and currently spreading to the Arabian Peninsula. The virus is transmitted through mosquito bites and can spread through aerosol particles or contact with bodily tissues or fluids from an infected person or animal.

Since the virus was identified in the Rift Valley of Kenya in 1931, herds of livestock have been infected, causing health and economic hardships. In livestock, severe infections result in nearly 100 percent death rates in the young, almost 100 percent rates of abortions in pregnant females, and a 20 to 30 percent death rate in adults. In humans, severe cases can cause hemorrhagic fever and encephalitis in less than 2 percent of those infected, yet most people recover within a week of infection.

“The mosquitoes in the U.S. and Europe are competent to carry this virus, so it’s very easy for this virus to spread here, and it’s a high priority pathogen concern of the U.S. government and the World Health Organization,” said Petraccione, who is an affiliate member of the Infectious Disease Interdisciplinary Graduate Education Program . “All it would take is for an infected animal to come here on a boat, and then all of a sudden the mosquitoes start carrying the virus and it will wipe out our herds too. The virus is so dangerous I have to wear a powered air purifying respirator to protect myself.”

Petraccione’s desire to help others has been a driving force ever since she began her post secondary education at Coastal Carolina University. Originally from Schenectady, New York, Petraccione discovered her love for molecular biology and research with a professor who was a Virginia Tech graduate. 

“Neither of my parents have a four-year degree,” Petraccione, who began her Ph.D. in Virginia Tech’s Molecular and Cellular Biology Graduate Program in August 2021. “I push myself to be the best that I can be because I want to better myself and my future, and my family as well.” 

Because of her own challenges, Petraccione is passionate about incorporating outreach into her career, and she already has a head start. 

“I went into a local low-income school to teach preschoolers and kindergartners about viruses,” Petraccione said. “I made a little 3D model of the virus I work with and had them pass it around to learn about transmission and how fast virus systems spread and how to prevent giving each other viruses.”

Petraccione plans to stay in academia and pursue a postdoctoral position where she can continue to help others.

Lindsey Haugh

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• Infection and Immunology
• Reduce Inequalities
• Virginia-Maryland College of Veterinary Medicine

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You want to have a fan or some compressor in here that accelerates the air, so instead of just kind of flowing over once, it recirculates. So it’s being sucked in through here, it comes out faster, and it blows over the air foil. And what the recirculation of air does, it improves the lift.

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The Morel Fellowship, now that I got the fellowship, I’m much more at ease because I can focus on my studies, and it was it was it was a blessing in many ways. And I like the facilities and the people here. Everyone’s been very nice. I can do research that I really want to do, and they care. That’s important. Everyone is really kind.

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Policy Library

Postdoctoral appointment policy.

The postdoctoral experience emphasizes scholarship and continued training for individuals who have recently completed a doctoral degree. Postdocs (see definition in Section 2) contribute to the Georgia Institute of Technology (Georgia Tech) community by enhancing the research and education programs. They bring expertise and creativity that enrich the research and educational environment for all members of the university community, including graduate and undergraduate students. Georgia Tech strives to provide a stimulating, positive, and constructive experience for the postdoc, by emphasizing the mutual commitment and responsibility of the institution, the faculty, and the postdoc. This policy outlines the requirements for postdoctoral appointments at Georgia Tech.

Definitions

Postdoc Postdoctoral appointees (“postdocs”) conduct research under the general oversight of a faculty mentor in preparation for a career in academe, industry, government, or the nonprofit sector. Postdoctoral work provides essential training that may include opportunities to enhance teaching and other professional skills.

Georgia Tech’s definition of postdoctoral appointments uses the following criteria:

• The appointee has received a Ph.D. or equivalent doctorate (e.g., D.V.M., Sc.D., M.D.), typically within the past 5 years, in a field directly related to the appointee’s assigned responsibilities;
• The appointee’s assigned responsibilities are primarily research and/or scholarship, and may include formal instructional responsibilities (typically no more than 50% effort);
• The appointment is full time, limited term (recommended to be 1-3 years, with a maximum of 5 years);
• The appointment is preparatory for a full-time career in academia, industry, government, or the nonprofit sector, and provides essential training that may include opportunities to enhance teaching and professional skills; and
• The postdoc must be supervised by a full-time faculty member in the unit to which the postdoc is assigned.

The titles currently used for postdoctoral appointments at Georgia Tech are: Postdoctoral Fellow, Affiliate Postdoctoral Scholar, Teaching Postdoctoral Fellow, Brittain Fellow, and Visiting Assistant Professor of Mathematics.

Throughout this policy, "postdoc” is used as an inclusive, general term.

Postdoctoral Fellow Postdoctoral Fellows are usually funded from Georgia Tech-administered grants, contracts, or funds and for the purposes of services and benefits are considered employees of Georgia Tech. Postdoctoral Fellows receive compensation for services as required by the sources of the corresponding Georgia Tech-administered grants, contracts, or funds. Appointment as a

Postdoctoral Fellow may include teaching responsibilities, but these must constitute less than 50% of the postdoc’s effort.

Affiliate Postdoctoral Scholar Affiliate Postdoctoral Scholars primarily have training status; they are not considered employees of Georgia Tech. They are provided a stipend in exchange for which no specific service to Georgia Tech is required. The stipend may be provided directly to the recipient from an external source (e.g., a postdoctoral fellowship) or provided by Georgia Tech from an external source (e.g., NIH NRSA fellowships and training grant awards).

Postdoctoral Teaching Fellow, Brittain Fellow and other postdoctoral titles If instructional responsibilities are significant, postdocs may be appointed with an appropriate title that reflects these duties. Examples of instructional titles include Postdoctoral Teaching Fellow, Brittain Fellow in the School of Literature, Media, and Communication, and Visiting Assistant Professor of Mathematics.

Policy Statement

Postdoc Appointment Terms Postdoctoral appointments should be full-time, with an expectation of a 40-hour workweek. Part- time appointments are appropriate only in extenuating circumstances, including, but not limited to, medical or personal reasons, or when the postdoc requires time for consulting or teaching external to Georgia Tech.

Generally, postdoctoral appointments at Georgia Tech should last between one and three years. The maximum term of appointment for postdocs at Georgia Tech is five years. This term limit is based on federal guidelines and the tenet that all postdoctoral appointments are primarily for training, which is inherently limited in duration. The appointment duration refers to the total time spent at Georgia Tech as a postdoc and does not include time spent at Georgia Tech as an undergraduate or graduate student, or as a postdoc at other institutions. The appointment may be interrupted for extended medical or family leaves. All postdoc reappointments should follow USG and Georgia Tech policies and procedures. See the Georgia Tech Faculty Affairs website .

Units must specify the duration of appointment, including the end date, in each postdoc’s offer letter. The unit in which a postdoc is appointed must verify that the actual duration of the appointment does not exceed five years or the term specified in the offer, whichever is shorter.

Requests for exceptions to the above terms of postdoctoral appointments must be approved by the Office of Faculty Affairs following a review by the Office of Postdoctoral Services.

Procedures for New Postdoctoral Appointments Units are responsible for ensuring that appropriate procedures and forms are completed for both postdocs that hold an employee status, and Affiliate Postdoctoral Scholars, respectively. Upon identification of a postdoc for appointment, units must complete the steps required by Faculty Affairs and GTHR for new appointments.

All appointment request packages should include official transcripts issued to Georgia Tech showing the doctoral degree completion. Units must complete a request, receive approval, and provide an offer letter for all postdoctoral appointments, including new postdoctoral appointees, postdocs returning to Georgia Tech, and postdocs being reappointed or transferring within units at Georgia Tech. Units should consult with Faculty Affairs and GTHR for paperwork for returning or transferring postdocs. Offer letter templates are available from Faculty Affairs.

Approval of Postdoctoral Appointments All postdoctoral appointments must be approved by the Office of Faculty Affairs following a review by the Office of Postdoctoral Services. Faculty Affairs maintains centralized records for all academic appointees, research appointees, and postdocs with instructional duties.

Granting Instructional Responsibilities Postdocs may teach courses and be the instructor of record if an agreement is reached between the postdoc, the faculty supervisor, and the academic unit. Faculty Affairs grants grading privileges on a case-by-case basis. Faculty Affairs also verifies that the SACSCOC Faculty Credential Guidelines are followed and maintains centralized records of credentials for all instructors, including official transcripts issued to Georgia Tech.

Onboarding Postdocs

Onboarding Postdoctoral Employees Postdoctoral employees must follow all Georgia Tech employment procedures, which include completing payroll and benefits forms as detailed on the Georgia Tech Office of Human Resources website .

Onboarding Affiliate Postdoctoral Scholars Affiliate Postdoctoral Scholars are not employees but are entered in the Georgia Tech’s personnel system so that their affiliation with Georgia Tech is established and documented. Affiliate Postdoctoral Scholars must complete and sign the Postdoctoral Scholar Volunteer Agreement before onboarding at the Office of Human Resources. The onboarding process facilitates required access to facilities and OIT systems via Georgia Tech credentials.

Compensation of Postdocs Postdoc salary minimums are reviewed and determined annually by the Offices of the EVPR and Provost by January 1st of each year to apply to the following fiscal year. Information on the compensation levels is published on the Faculty Affairs and Postdoctoral Services websites .

Guidance on salary levels commensurate with years of postdoctoral experience may also be provided.

The postdoc salary minimums will take into account:

• current level of stipends provided by US federal postdoctoral fellowships and salaries offered by peer institutions;
• years of postdoctoral experience before being hired at Georgia Tech;
• projected USG employee health insurance premium levels;
• state employee pay increase percentage;
• other cost factors affecting postdocs; and
• available funding.

While compensation minimums are determined by the Office of the EVPR and Provost, each school or unit that appoints postdocs is responsible for determining the salary/stipend ranges within the unit. The stipend levels shall be determined by the following factors:

• peer institution salary/stipend levels for the disciplines (peer reviews to be conducted by units);
• past experience and performance of the postdoc in research or teaching;
• level of research or teaching work conducted by the postdoc;
• for an international postdoc, the estimated cost of living as determined by the Office of International Education through the I-20 form (http://www.oie.gatech.edu/); and

Each school or unit shall annually review the overall postdoc salary/stipend levels for its postdocs based on the factors noted above. If Georgia Tech is authorized to provide annual salary increases to state employees, comparable increases to postdocs funded through sponsored funds will be recommended by the school or unit. Postdoc salaries may also be raised via an equity adjustment based on the minimum recommended by the Institute for their years of postdoctoral experience. Raises for postdocs funded by sponsored funds should be included, through escalation factors, in grant budgets. Units should publish postdoc salary and stipend ranges in a location accessible to both postdocs and faculty in the unit.

Affiliate Postdoctoral Scholar Compensation For Affiliate Postdoctoral Scholars, the terms of the fellowship or award dictate the stipend amount and any increases; these are not controlled by Georgia Tech. However, stipends may be supplemented by the supervisor or unit, if allowable under the terms of the award. If the stipend of an Affiliate Postdoctoral Scholar is less than the minimum postdoc salary level established by the Institute, then a supplement to the stipend should be provided to match the minimum salary level. Note that NIH NRSA policy requires that that salary supplementation policies must be consistently applied to all Affiliate Postdoctoral Scholars regardless of the source of funds.

Requests to provide Affiliate Postdoctoral Scholars with a part-time salary for services rendered that are separate from the obligations of the fellowship or award will be considered on a case-by- case basis by Faculty Affairs and Postdoctoral Services.

In cases when stipends are provided directly to the postdoc from the sponsoring agency, the sponsoring agency is responsible for reporting for tax purposes. In cases where Georgia Tech administers the funding (e.g., NIH NRSA fellowships and training grant awards), stipends and stipend supplements should be provided via Georgia Tech Accounts Payable and reported on a Form 1099 to comply with federal tax regulations.

Time Away from Work Per the Georgia Tech Time Away from Work Policy , postdocs who are employees of Georgia Tech accrue 14 hours per month of paid annual leave and 8 hours per month of sick leave.

Affiliate Postdoctoral Scholars are eligible for the amount of leave articulated and allowed under the terms of the fellowship or award.

Health Insurance Postdocs who are employees of Georgia Tech are eligible for the USG employee health insurance plans and other benefits, subject to USG policies (see USG benefits eligible definition: http://www.usg.edu/hr/manual/employee_categories ). In rare cases where a postdoc employee is appointed at less than 75% effort (less than 30 hours per week), health benefits eligibility will be determined by the number of hours worked. Contact the unit HR representative or GTHR Benefits unit to learn more.

Affiliate Postdoctoral Scholars are not eligible for employee benefits per USG policy because they are not considered employees of Georgia Tech. Affiliate Postdoctoral Scholars may acquire their own health insurance or choose to participate in the voluntary student health insurance plan (known as SHIP). To enroll in the voluntary student health insurance plan, Affiliate Postdoctoral Scholars must be verified by the Office of Postdoctoral Services.

In some instances, an administrative financial allowance may be provided by the fellowship or award sponsor to be used by the unit to support allowable benefits-related expenses for Affiliate Postdoctoral Scholars. Units must verify compliance with the award terms and conditions.

Expenses not covered by an administrative allowance provided by the sponsor are the responsibility of the the Affiliate Postdoctoral Scholar.

Retirement Benefits Postdoc employees have the option of participating either in the Teachers Retirement System (TRS) of Georgia or an Optional Retirement Plan (ORP). Upon initial appointment, the postdoc should consult an Office of Human Resources benefits counselor to determine the appropriate plan given the temporary nature of their appointment.

Affiliate Postdoctoral Scholars can use any administrative allowance funds provided with the award to make voluntary payments into other individually selected retirement plans only when sponsors allow such expenditures. No institutional administrative allowance funds can be transferred from a Georgia Tech restricted account to the Affiliate Postdoctoral Scholar’s retirement account without verification that the sponsor permits such payments from such funds. Verification must be provided through the Office of Sponsored Programs (OSP) to the Accounts Payable Office before transfers can take place.

Additional Benefits and Issues The Employee Assistance Program (EAP) is available to all postdocs, including Affiliate Postdoctoral Scholars (even though Affiliate Postdoctoral Scholars are not eligible for other employee health benefits). This program provides no-cost, 24-hour access to confidential counselling for a range of personal, family, and work concerns.

International postdocs should check with the Office of International Education (if holding a J visa) or Global HR (if holding an H1B, F, or other visa) for assistance with questions regarding taxes and benefits, and how they will be treated under federal law (i.e., social security, etc.).

Performance Evaluations and Individual Development Plans Recognizing that postdocs are in growth positions and striving for professional advancement, they are entitled to formal evaluations by their faculty mentors. USG and Georgia Tech policies (see USG Human Resources Administrative Practice Manual: Performance Evaluation ) specify that written performance evaluations must occur on at least an annual basis.

In addition to performance evaluations, use of Individual Development Plans (IDPs) is strongly recommended by Georgia Tech as well as some funding agencies. While the IDP may inform the postdoc’s performance evaluation, the IDP has a different purposes. The IDP is written by the postdoc to outline his/her own progress and goals, while the performance evaluation is the supervisors’ assessment of the postdoc’s efforts.

Conflict Resolution Postdocs may consult with the Faculty & Graduate Student Ombuds for confidential, neutral, informal, and independent conflict resolution at any time. Postdocs are encouraged to seek informal resolution of conflicts by talking with their faculty supervisor and then with the school chair (or delegate). The next step in informal resolution is to contact the Assistant Vice Provost for Academic Advocacy and Conflict Resolution. For other instances where an informal process is required, the Employee Dispute Resolution Policy is applicable to postdocs.

The Policy for Responding to Allegations of Scientific or Other Scholarly Misconduct is applicable to all postdocs (see Georgia Tech Faculty Handbook Section 5.7 ).

The Conflict Resolution Pathways Relevant to Postdocs document details the applicable polices and contacts for these and additional issues.

Appointment Conclusion

Resignation A postdoc may resign his or her appointment by submitting a written statement to the immediate supervisor. Thirty days’ notice before the end date is standard, and as much time as is possible is preferred. When leaving Georgia Tech, the postdoc should also contact the HR representative for the unit to ensure that all of the correct steps are completed.

Dismissal Postdoctoral appointments may be ended a thirty-day written notice if the funding support ends. In instances where a postdoc has violated any USG and/or Georgia Tech policy, dismissal may be immediate.

If Georgia Tech sponsors the visa of a postdoc and the employment ends prior to the original program end date, the supervisor must contact the Office of International Education (for J1 visas and F1-OPT authorized by Georgia Tech) or Global Human Resources (for H1B, F1-OPT authorized by other institutions, and other visas) prior to informing the postdoc of dismissal.

Appointment Duration Limit Reached If the maximum term of appointment is reached, an appointee may be considered for a regular position through a competitive search. Regular positions that may be appropriate after a five-year postdoctoral appointment include, but are not limited to Research Scientist/Engineer II, Lecturer, or Academic Professional. Units should consult their HR representative or Faculty Affairs for additional information.

*Includes access to the Employee Assistance Program, Library, Parking & Transportation, Office of Postdoctoral Services programs and services, etc.

This policy applies to all units of Georgia Tech .

7.1.Office of the Provost

The Office of Postdoctoral Services, in collaboration with the Office of Faculty Affairs, is responsible for periodically reviewing the Postdoctoral Appointment Policy for revisions as needed, and taking active steps to encourage compliance with the policy.

7.2.Appointment Unit

The unit in which a postdoc is appointed is responsible for ensuring that appropriate procedures and policies are followed, and complete files are established at the time of appointment.

7.3.Postdoc

Postdocs are responsible for:

• Completing the conscientious discharge of assigned duties.
• Collegial conduct toward coworkers.
• Maintaining compliance with good research practices and recognized Georgia Tech standards.
• Maintaining open and timely discussion with the faculty supervisor regarding research progress, distribution of reagents or materials, or any disclosure of findings or techniques privately or in publications.
• Completing the publication of research and/or scholarship during the period of the appointment, in consultation with the faculty supervisor.
• For appointees with formal instructional responsibilities, active participation in training and assessment activities related to instructional duties.
• When departing role, providing the faculty supervisor with as much notice as possible and leave behind the appropriate data, computer files, and tangible research materials.
• Maintaining compliance with all sponsor, Georgia Tech, and USG policies and procedures, including observation of established guidelines for research involving biohazards, human subjects, or animals, conflicts of interest.
• Successfully completing all mandatory trainings or certifications as required by Georgia Tech, USG, and/or funding agencies. Postdocs must complete Responsible Conduct of Research Training if appointed to an applicable NIH or NSF project (see the RCR Compliance Policy).
• Obtaining a Georgia Tech Buzzcard, providing access to physical facilities and online services, including access to libraries, parking, etc.
• Following Georgia Tech and USG policies.

7.4.Faculty Supervisor of the Postdoc

Faculty Supervisors of Postdocs are responsible for:

• Providing guidance on the postdoc’s research and scholarship goals, as well as the postdoc’s overall career development.
• Helping the postdoc acquire knowledge and skills based on their current and future needs.
• At the time that training begins, providing the postdoc with a written description of assigned duties and expectations together with a description of the goals and objectives of the training program.
• Regularly and frequently communicating with the postdoc about expectations and goals for assigned duties and projects.
• Providing written assessments of the postdoc’s performance at least annually (required by USG Board of Regents Policy and Georgia Tech).
• Communicating any changes in funding or support that could affect the length of the appointment to the postdoc as soon as possible.

To report suspected instances of ethical violations, please visit Georgia Tech’s Ethics Hotline a secure and confidential reporting system, at: https://secure.ethicspoint.com/domain/en/report_custom.asp?clientid=7508

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Office of the Chief Information Officer

Technology Services

Tech points 2024 reaches 7,000 students.

Author: Allison Lappin & April Dukes

Tech Points each year focuses on providing IT help for students, faculty and staff at the beginning of each fall semester. This year, the three-day event focused on boosting the visibility and effectiveness of our Help Desk while raising cybersecurity awareness. Through Tech Points, we aimed to go beyond answering IT questions by actively engaging campus in a variety of ways. 

By setting up hubs in Ikenberry Commons, the Campus Instructional Facility and the Illini Union during the first few days of classes, Tech Points provided easy access to support, information and cybersecurity education. During these efforts, Tech Points reached 7,000 students over the three days.

What was new this year?

1. las lift off.

Tech Points partnered with the Illinois App team in the LAS Lift Off event, where we set up an information booth to introduce Liberal Arts & Science students to the Illinois App and the supporting IT services on campus.

2. Gies Business Quad Day

Tech Points joined Gies Business Quad Day to engage with students by setting up an informative booth with Help Desk services and cybersecurity resources. Staff provided direct IT support, guidance on accessing services and distributed tips on protecting personal information and recognizing online threats. This event allowed us to connect with students, answer their questions and ensure they’re informed about the tech resources and cybersecurity support available during their academic journey.

3. Residential Advisor Fair at Ikenberry Commons

Tech Points engaged over 200 resident advisors, providing them with key IT and cybersecurity resources. This initiative equipped them to share important information and best practices with dorm residents, boosting both student security and tech proficiency while fostering a more connected campus community.

4. Speaking in lecture halls

Tech Points gave a series of brief, impactful presentations in lecture halls to raise awareness of IT support services and promote cybersecurity best practices. Tailored to student needs, the sessions offered practical tips on accessing IT resources, managing passwords, recognizing phishing, and safe browsing. This initiative reached 3,000 students, empowering them to protect their digital information and fully utilize campus tech resources.

Tech Points was a collaborative effort and an opportunity for IT professionals to expand their network. Special thanks to volunteers from the following departments :

• Office of the CIO • Technology Services Cybersecurity • Technology Services Communications and Marketing • Gies College of Business • Office of the Executive Vice President and Vice President for Academic Affairs • Vice Chancellor Research Institutes • Student Affairs • The Illinois App team • College of Education • School of Information Sciences • College of Liberal Arts and Sciences

Another special thanks to our Tech Points planning committee :

• Sandy Bone • Shim Ahmed • Blayne Beeson • Justin Bares • Joey Kennedy

• Faculty/Staff
• MyMichiganTech
• Safety Data Sheets
• Website Settings

Post-Doctoral Scholars

Extension of a postdoctoral scholar position.

The process to extend a postdoctoral scholar position varies depending on the visa status of the scholar. If your postdoctoral scholar holds an F-1, J-1, or H-1B visa, it is critical to plan ahead, as the process can take 90-150 days for approval by United States Citizenship and Immigration Services (USCIS). Please follow the process below to extend the appointment of a postdoctoral scholar.

The department may change the end date for the scholar using a Status Change form. Human Resources (HR) will verify that the postdoctoral scholar has not exceeded the six year limit (total at Michigan Tech or elsewhere) for appointments.

The department may change the end date for the scholar using a Status Change form. HR will verify that the postdoctoral scholar has not exceeded the six year limit (total at Michigan Tech or elsewhere) for appointments.   The hiring department must approve extension for H-1B visa with HR and is responsible for the filing fees associated with the extension. Once approval is received, postdocs may work with Immigration and Visa Services in HR to extend their visa as needed. An individual who changes to an H-1B visa will lose any remaining OPT eligibility.

F-1 visa holders will be recent graduates of a PhD program and they will be completing Optional Practical Training (OPT). The university who granted their PhD is responsible for maintaining and extending their visa, so the process will vary depending on where the postdoc completed their PhD.

Scholars on a J-1 visa may request an extension on their visa up to the time limit available for their scholar type.  Scholars may submit DS-2019 Program Extension form to IPS. The scholar must provide a letter from the department indicating the proposed start and end dates, along with documentation verifying financial support ($14,000/year minimum). Additional information and support is available from IPS. For approved extensions, the department may change the end date for the postdoc using a Status Change form. HR will verify that the postdoctoral scholar has not exceeded the six year limit (total at Michigan Tech or elsewhere) for appointments.

If the postdoc does not qualify for an extension, the hiring department must approve sponsorship for an H-1B visa with HR and is responsible for the filing fees of this visa. Once approval is received, the postdoc may pursue changing to an H-1B visa at Michigan Tech with Immigration and Visa Services in HR .

Postdocs who completed their PhD at Michigan Tech

• If the postdoc does not qualify for an extension, the hiring department must approve sponsorship for an H-1B visa with HR and is responsible for the filing fees of this visa. Once approval is received, the postdoc may pursue changing to an H-1B visa with Immigration and Visa Services in HR . 
• For qualifying postdocs, the postdoc, in collaboration with their supervisor and department, must submit the necessary materials to IPS to receive an updated I-20. This may be done up to 90 days before the 12 month OPT expires. [See “ When and How to Apply ” - Step 1] 

The postdoc, along with their direct supervisor, will complete the required 1-983 training plan. The 1-983 signing authority should be the direct supervisor or the head of the department. You will need to obtain the Michigan Tech EIN number, E-verify number and NAICS code from HR.

• Approval by USCIS takes approximately 90 - 150 days. While an application is pending, the postdoc is eligible to work for 180 days after receipt by USCIS. 
• Provide the I-20 and EAD card to HR
• Submit a copy of the EAD card to IPS
• The department may change the end date for the postdoc using a Status Change form.
• HR will verify that the postdoctoral scholar has not exceeded the six year limit (total at Michigan Tech or elsewhere) for appointments.

Postdocs who completed their PhD outside Michigan Tech

Postdocs will need to contact their sponsoring university to determine if they qualify for a STEM OPT extension. If they do, they will need to follow their process to submit the appropriate paperwork. Michigan Tech provides guidelines for completion of the I-983 form that are applicable to all applicants. [See “ When and How to Apply ” - Step 1] The I-983 should be completed by the postdoc and their direct supervisor who oversees the I-983 training plan.

If the postdoc does not qualify for an extension, the hiring department must approve sponsorship for an H-1B visa with HR and is responsible for the filing fees of this visa. Once approval is received, the postdoc may pursue changing to an H-1B visa at Michigan Tech with Immigration and Visa Services in HR . An individual who changes to an H-1B visa will lose any remaining OPT eligibility.

Frequently Asked Questions

In order to quality for an OPT extension through Michigan Tech, postdocs must:

• Have earned their PhD at Michigan Tech, 
• Be funded by a federal source (ex: NSF, NIH), and
• Be conducting STEM research.

Postdocs who earned their PhD outside of Michigan Tech must contact the university who holds their I-20 and follow their process for a STEM OPT extension.

If the postdoc’s work does not qualify for a STEM OPT extension, the hiring department must approve sponsorship for an H-1B visa with HR and is responsible for the filing fees of this visa. Once approval is received , the postdoc may pursue changing to an H-1B visa at Michigan Tech with Immigration and Visa Services in HR .

Postdocs who completed their PhD at Michigan Tech are eligible and recommended to start their application with IPS 90 days before their current 12 month OPT expires. Postdocs who graduated elsewhere should consult with their university for their timeline and process.

If the postdoc is not eligible for an extension of their OPT, the hiring department must approve sponsorship for an H-1B visa with HR and is responsible for the filing fees of this visa. Once approval is received, a candidate can start anytime to pursue changing their visa type. In general, it takes 3-5 months to approve. Please consult with Immigration and Visa Services in HR to ensure that current deadlines and timelines are met.