Tag: science jobs

Weird Science

James O’Hanlon has a cool post up right now on his website about the strange things that scientists do for science. It made me think about some of the weird things that I’ve done in the course of doing some of my research projects.

The first funny experience comes from when I was doing my Ph.D. I had discovered the enzyme that I work on, alternative oxidase (AOX), in animals for the first time using bioinformatics. I wanted to do some wet lab experiments in order to confirm that AOX was actually present in the DNA of an animal and that it was transcribed. At that time, I had AOX sequences from three animals: the sea squirt Ciona intestinalis, the nematode Meliodogyne hapla, and the Pacific oyster Crassostrea gigas. The sea squirt is an invasive species on the east coast of Canada, so getting my hands on tissue would have been tricky. The nematode is very tiny and a plant parasite, so that would have been a difficult sample to obtain. Pacific oysters are commonly eaten by people and I figured that would be the way to go. I called a wholesale seafood supplier to confirm the availability of Pacific oysters and drove about 1 hour to go and pick some up. When I arrived there were no Pacific oysters in the store front, so the owner had to take me into the warehouse to get them. It was pretty intimidating as this involved walking through several large pieces of plastic sheeting that separated the store front from the warehouse. I felt like I was in an episode of the X-files or a murder mystery and that I was being led to my doom. We got to the bin that was housing the oysters and the owner asked me how many I wanted. I figured that 24 oysters would get the job done. He started putting the oysters into thick plastic bags and we started chatting. Was I running a restaurant? Nope. (I guess that it’s unusual for individuals to buy 24 oysters at a time). Was I having a large dinner party? Nope. Well, what was I going to do with these oysters then? I said that I was a scientific researcher and that’s when things got weird. The guy completely panicked and started going on and on about how the oysters were safe to eat and were o.k. for human consumption. It turns out that he thought that I was a government scientist who was doing an unannounced, random inspection for the Canadian Food Inspection Agency! In retrospect it’s a hilarious story, but at the time I paid for my oysters and ran! The project was awesome by the way.

The second funny story is from my time during my post-doc. The university where I was working had a great arboretum (collection of trees) and I’d obtained permission to take leaf samples for a project that I was working on regarding the taxonomic distribution of AOX in non-flowering plants. When I went out to sample I used an ice bucket, lots of little tubes, scissors, etc. It would certainly look weird to anyone walking by. A few times I had curious people come up and ask me what I was doing and I enjoyed talking to them about my science. It was a great and unexpected opportunity to do some public outreach.

Head on over to James’ blog or follow the #strangethingsforscience hashtag to hear about some great science adventures!

Describing Social Media Activities in Promotion Packages

This past summer I spent a great deal of time in July and August putting together my tenure package. My view of tenure packages are that they are very individualized documents and this made it challenging to put the document together. It was also very rewarding when I completed the process and was a great opportunity for self-reflection. Recently, both Terry McGlynn and Jeremy Fox have discussed how they have handled their blogging activities in promotion packages. When I was putting my tenure package together it was clear that biologists who study ecology and/or evolution seem to be much more social media savvy compared to biochemists and physiologists. I found little advice on including social media activities in tenure packages and what I did find was posted by scholars in social sciences and humanities. I thought that I’d offer my perspective as an early career scientist who decided to include my social media activities in my tenure package.

At my institution we are evaluated for tenure on the basis of scholarship, teaching, and service. I have been blogging and using Twitter for about 1 year and I wanted to capture these activities somewhere in my tenure package. I consider the attitudes of my colleagues and my institution to be progressive and felt that those who would be evaluating my tenure package would be amenable to hearing about how I was using social media as a scientist.

In November 2013 I attended a workshop that directly addressed the role that social media could play in increasing your scientific profile. At that time I had a Linkedin page and had a ResearchGate profile. I was making an effort to keep my lab webpage up to date. We have a Knowledge Mobilization Officer at my university and she convinced me that I should step up my game. My first step was to open a Twitter account. I had resisted doing this as I wasn’t sure what kind of value it would offer. In the past year I have found Twitter to be useful in the following ways:
1) It has helped me find other female early career researchers and allies online and has made me feel part of a broader community.
2) It has provided advice and guidance on how to navigate the tenure-track.
3) It has given me some great ideas for teaching and active learning exercises to try in the classroom.
4) It has made me more aware of the challenges facing various “outsiders” in science and the role that I can play in challenging and ending inequities.
5) It has allowed me to increase my blog readership.

For several months I had also been toying around with the idea of blogging about being a research scientist. I had already decided that I wasn’t going to blog directly about my specific research field, but that I had a lot that I wanted to say about the actual process of doing scientific research and the “unwritten rules” or “Hidden Curriculum” of being a biologist. My focus would be on transferrable skills and to look at science through the eyes of a female early researcher on the tenure-track.

In my tenure package I made an argument that part of my scholarship was devoted to issues involving women in science and the professionalization of scientists. In addition to my social media activities, I’ve also been offering workshops on these topics as a post-doc and faculty member at my institutions and national conferences. While it is not my primary research focus, it is very much a large part of my scholarly identity and that is the case that I presented in my tenure package. The workshops and presentations at scholarly conferences served as quantifiable data that I could use to support my argument. I also used altmetrics such as the number of blog and Twitter posts, number of page views, visitors from various countries, number of retweets of my tweets, etc. as data to support my impact through my blogging activities. I also included hard copies of each of my blog posts in my tenure package.

I have been blogging for 1 year and have really enjoyed it so far. I have been approached by several graduate students, post-docs, and faculty who have told me that they read my blog and find it useful or interesting. That is very satisfying to hear and demonstrates that I have something valuable to add to the scientific enterprise and online conversations.

Gestating in STEM: Blending family with a tenure-track academic career

This past weekend I attended a scientific conference. As usually happens at these events, I had an opportunity to catch up with long-term friends and to make new acquaintances. Often when I’m speaking with young women in STEM the subject of having kids comes up in conversation. I take every one of these conversations as an opportunity to dismantle the myth that a tenure-track academic career is incompatible with having a family. I speak from experience.
For as long as I can remember I have loved biology. Biology makes sense to me intuitively and now permeates how I see the world. I conducted early scientific experiments in the creeks of small towns in Ontario where I grew up. It’s where I learned that crayfish will scoot backwards in order to evade capture. I was devastated when I accidentally killed tadpoles by feeding them bread. I got exceptionally good at catching frogs. I learned what skunk cabbage smelled like and was amazed that a plant can melt snow.
I entered my undergraduate degree in Sciences fully believing that I wanted to be a doctor. Most of my first year grades quickly disabused me of that notion, but biology made sense to me. I completed a fourth year research project and was hooked. I briefly toyed with the idea of becoming a lawyer after my undergrad, but decided that doing biology made me happy and I went on to complete a M.Sc. degree.
The M.Sc. degree was challenging academically, but was also challenging personally. I’d met my partner in the first year of my undergrad and we ended up having a long-distance relationship for 3 years while I completed my B.Sc. (Honours) and M.Sc. degrees. During one of our weekends together he proposed and I said yes. When it came time to do a Ph.D. degree we made a deal; I would do the Ph.D. in the city where he was kicking off his career and when it came time for the post-doc, he’d pick up and move where I needed to go. Life is about compromise, but it’s also about picking the right partner.
The Ph.D. was exceptionally rewarding and challenging at the same time. I made some amazing scientific discoveries and triumphed over some systemic hurdles. I got married and we made the conscious decision to start our family the next year. The statistics will tell you that it was a dumb move, but I wasn’t about to let graduate studies in science dictate my reproductive choices. It was an unconventional choice at the time and I had several people ask me if the pregnancy was planned; the implication being that only an idiot would become pregnant in grad school on purpose. The hardest part of the Ph.D. was the lack of support from public programs after the birth of my son. I took 9 months off from my program and it took me 6 years to complete my degree, but I finished it. I defended my dissertation 3 weeks before my daughter was born.
My post-doc was a great experience and by now I was an old pro at juggling science and family. Compared to many other jobs academia affords a great deal of flexibility in terms of how you spend your time. Life and career can never fully be separated and there will be many times that you have to improvise and come up with creative solutions to problems. I’ve found that having children early in my academic career was an excellent choice for me. I have a great deal of respect for colleagues who are just starting their families while on the tenure-track.
The aim of this post is to serve as encouragement to young women who are starting out in STEM. The statistics show us that the odds are stacked against you, especially if you choose to marry a partner and if you choose to have children and want an academic career. I am here to tell you that it can be done; don’t let anyone tell you otherwise.
Here are some pearls of wisdom that I have picked up along the way:

1) If you choose to have a partner, make sure that they are a true partner in every sense of the word. If you both have careers, expect that one person’s career will take precedence during different stages of your life, however, you should not always be the one making career sacrifices. Your partner needs to fully support you in your career and needs to do their fair share of domestic chores and organization. If you have children with a partner, this person should be willing and able to care for your children (e.g. change diapers, clean up puke, play, feed, and clothe them) and not just “babysit” them.

2) If you decide to have a child or children, it is much easier to do this with a network of supportive people. Whether this is a partner, extended family, or friends there will be many times where you will need assistance. Don’t be afraid to ask for help when you need it. Toss the myth of the Superwoman out the window. Life will never be perfect; let it go.

3) Availability of good child-care will make or break you. Whether this is provided by your partner, family, friends, an in-home daycare, or a daycare centre, if you are worried about the quality of care that your children are getting you will be unable to be productive at work. This may come at a steep financial cost, but it is worth every penny.

4) Be prepared for people to judge your personal and professional choices. Listen politely to their opinions, let it roll off your back, and move on. Everyone’s life is different and we are all dealing with challenges of our own, many of which are not visible to others. Your colleagues may not have children, but may be dealing with elder care issues, disability, chronic illness, etc.

5) Pay it forward. Share your wisdom with those who are coming up the Ivory Tower behind you. Give them a leg up when you can. Kindness is vastly underrated.

Time Management for Scientists

Over the years I’ve come to realize that science is an extremely creative enterprise. I am of the mind that I can be at my most creative when I have the time to think deeply about scientific questions and how I might approach answering those using various experimental approaches. I would argue that having time to think and plan is required to be a successful scientist.
With that in mind I’m always on the prowl for effective time management and productivity techniques. Below I list some tips and tricks that I’ve picked up over the years that might prove helpful to others.

1) Plan ahead. I can’t count the number of times that this mentality has saved my bacon over the years. I once heard that 3 hours in the library can save you 3 months in the lab and I absolutely believe it. I try to do some planning at higher levels (1-4 year time scale), medium levels (per term), and low levels (weekly and daily). I’ve found it useful to have weekly goals for what I want to accomplish and to plan which day I want to tackle particular tasks. I use Friday afternoons as my planning time as campus is quiet and I can reflect on the past week and then have a look at what’s on my plate for next week. Before I leave for the day I try to have 3-5 goals that I’m aiming to accomplish the following day.

2) Bundle tasks. As scientists we have to simultaneously complete multiple projects pertaining to research, teaching, service, and administration which have a tendency to fragment our days and have massive negative effects on our productivity. I’ve found that a good strategy is to group like tasks together and to complete them all in one go. For example, this term I was teaching Mondays, Wednesdays, and Fridays and was therefore in a teaching mind-set on those days. As a consequence I made a conscious choice to offer office hours and to book my one-on-one update appointments with my lab trainees on those days. I also used those days to mark assignments and tests and to prepare for upcoming lectures and assignments. This left Tuesdays and Thursdays wide open for research focused tasks.

3) Wrestle email to the ground. Email is a time suck and it will take over your life and destroy your productivity if you let it. Humans see something new and shiny and are immediately drawn to it and forget what they were previously focused on. Your goal should be to only check email 2-3 times a day and to respond to messages during those times. Close your email program and turn off your notifications and get on with your tasks. Don’t leave emails sitting in your inbox as reminders to do something. Convert the contents of that email into a task that you can do and aim to get your inbox to zero. Easier said than done I know, but it works.

The Hidden Curriculum: Sexist Shirts have no place in Science (or anywhere else for that matter)

I’ve been thinking a lot lately about the hidden curriculum in university science departments. This is the idea that what and how we teach our students imparts information in addition to the content that we are delivering.
My parents both completed high school and then directly entered the workforce. I was the first person in my immediate family to go to university. As an undergraduate student I spent a significant amount of time working out the expectations that faculty members had and how that translated into the marks that I earned in my courses. When I started doing a fourth year research thesis in the lab I discovered that I had a new bunch of expectations that I first had to figure out before I could even dream about meeting or exceeding them. I am not talking here about learning content or scientific concepts; I am talking about uncovering the unvoiced and not obvious rules of how to be a successful scientist. This professionalization process is fraught with challenge and danger for many of us. In some cases it is because our very presence in the academy challenges what was formerly the status quo. We will therefore find it difficult to plug in to a network of people who can help us to navigate what are to us uncharted waters. I often found it difficult to know what questions I should even be asking, let alone how to go about finding the answers. As educators it is well worth asking ourselves not only what content we are delivering, but whether we are intentionally or unintentionally delivering other messages as well.

As a topical example, a cool topic in today’s news is the Rosetta mission which represents a significant scientific achievement. This represents the first time that a probe has been landed on a comet. A series of YouTube videos are available on the topic. One of these is produced by Nature. It’s an exciting news story and is certainly cause for celebration as it’s been 10 years in the making. The money shot in the video pertaining to the hidden curriculum starts at 1 minute 24 seconds. This is when the interviewer starts talking to Matt Taylor who is a Rosetta Project Scientist. At first it’s kind of cool because Matt is showing off his awesome tattoo of the landing module and Rosetta. That’s pretty awesome because that tells me that scientists are just like anybody else and we can have tattoos and be successful and gainfully employed. Unfortunately, his shirt sends another message. I can’t listen to his content (what I’m guessing he’s trying to teach me) because I’m too blindsided by the other message he’s delivering. His sexist attire that is objectifying women tells me that I wouldn’t be welcomed as a member of his team or that I wouldn’t be taken seriously or respected.

I don’t need a Rosetta stone to translate that message, it’s coming through loud and clear.

Transferrable Skills

I generally think that graduate students under sell their skill sets to employers. Many graduate students think only of technical skills when they are putting together their CVs or resumes and it’s a real shame. They are failing to capture many great skills that they have developed during the course of their graduate degree and are not effective in highlighting these skills in job applications. Many researchers are competent in running gel electrophoresis protocols, but not as many have competencies in project management or leadership. It is these “soft skills” that will make one applicant stand out from the crowd.

I also think that many principle investigators (PIs) don’t realize that transferrable skills are absolutely required by students in this economy in order to get a job. It is no longer enough to be technically competent; employers are looking for what additional value a researcher can bring to the job. I’ve always been dismayed by hearing stories from students about how their supervisor discourages them from attending professional development workshops. I think that this “chained to the bench” attitude has no place in science.

It is for this very reason that I encourage my graduate students to participate in professional development workshops, go to conferences and meetings, collaborate with other scientists, and take part in student government or organizations. These are opportunities that I took advantage of as a graduate student and post-doctoral fellow and they have served me well over the years. Frankly, these experiences (and the skills that I acquired participating in them) have provided me with an edge over the competition at every transition that I’ve faced in my research career.

Let’s talk about some tangible examples using the case study below. This is a case study that I’ve made up, but many graduate students would be doing these activities during the course of their degree.

Janet has just completed her thesis based M.Sc. degree in the laboratory of Dr. Jones. Her thesis involved the identification and cloning of a gene involved in the biosynthesis of digestive enzymes in mouse saliva. She also characterized the enzymatic activity of the protein encoded by the gene. During the course of her project, Janet was assigned two undergraduate summer research assistants by Dr. Jones to assist her with data collection. Janet’s research has led to the publication of 2 peer-reviewed research articles and 3 conference presentations. While in graduate school Janet was employed as a Teaching Assistant for a 3rd year undergraduate biochemistry course laboratory.

Here is a list of the obvious soft skills that Janet has acquired during her degree:

i) Ability to plan, execute, and finish a multi-year project

ii) Ability to supervise and manage staff

iii) Scientific writing skills

iv) Ability to present information in oral/written format

v) Networking skills

vi) classroom management

v) Ability to evaluate the performance of others

vi) Ability to work effectively with a supervisor


Some other skills that Janet might have gained along the way:

i) Teaching skills

ii) Ability to manage a research budget

iii) Ability to receive and use constructive feedback/criticism

iv) Ability to work as an individual and part of a team

v) Troubleshooting and problem solving skills

vi) Ability to adapt to new challenges quickly

You can see that the potential soft skills that could be developed by Janet during the course of her degree are diverse and that I have not included any of Janet’s technical skills (e.g. molecular biology skills, enzymatic characterization techniques, etc.) in this list. Obviously when you are putting together your CV or resume as a student you only want to list soft skills that you believe are relevant and that are your strengths. You also want to think about tailoring your application package to the specific job for which you are applying. When you think about your soft skills in addition to your technical skills, a larger range of job opportunities become available. Casting a wide net in terms of identifying potential employment prospects is a smart move these days.

Dismantling the Stereotype of the “Crazy” Scientist

What comes to people’s minds when you say the word scientist? Chances are most people picture a middle-aged white man toiling away in a dark, mysterious laboratory. He’s likely wearing a lab coat (either pristine white or covered in who knows what) and has crazy hair in need of a good brushing. This is the image of the scientist most often portrayed in film and TV. The socially awkward misfit who is rude and abrasive to everyone he meets and clueless about the real world around him. He’s often up to no good and has no moral compass. If this is what most people really believe about scientists then it is no wonder that scientific progress is under attack in the US and Canada.

I have two kids who like to play with LEGO. I was therefore happy to hear that LEGO would soon be putting out a new series called “Research Institute” that features female scientists. I can only hope that this will serve to counteract the “Crazy Scientist” that appeared in the Series 4 set of minifigs that hits on all of the stereotypical characteristics that I just described above.

I was again reminded of this stereotype this morning when looking at my Twitter feed. It turns out that a Greek yogurt company Chobani has been putting messages under the lids of its products. One read “Nature got us to 100 calories, not scientists.” Understandably many scientists saw this as a direct attack on themselves and on science and mobilized an effective campaign to get rid of the offensive slogan. The company would do well to remember that many scientists are involved in the making of their product, whether they are engineers working to improve efficiency of the production line, biologists working to improve the texture, flavour, and development of the yogurt, or chemists involved in synthesizing the plastic containers that it’s packaged in.

Guess what? Scientists are people too. We have friends and family. We have hobbies. We have morals and beliefs. The person sitting next to you on the bus is a scientist. The person voting in the same poll as you is a scientist. The person coaching your child in little league baseball is a scientist. When I teach and train students in my laboratory I am showing them that the stereotype is incorrect. I specifically address and dismantle it in one of my courses.

I think science is awesome, but then again I am a scientist. I see the beauty and wonder of science all around me every day, and I appreciate that science allows me to live a healthy life by providing me access to clean water, sturdy shelter, nutritious food, and effective health care. What can we do as scientists to halt the disturbing trend of vilifying science and scientists that is in full swing in our neighbour to the south and is starting the sweep north into Canada? Perhaps the place to start is to deconstruct the stereotype of what it means to be a scientist.

McDonald Lab: Applicants wanted for the Banting Postdoctoral Fellowships program

The McDonald lab is seeking applicants for the Banting Postdoctoral Fellowships program for Fall 2014. The award is valued at $70,000 per year (taxable) for two years (non-renewable). Further details about the program and eligibility requirements can be found at: http://banting.fellowships-bourses.gc.ca/home-accueil-eng.html

Our lab focuses on the electron transport systems of photosynthesis and respiration. Our particular interest is alternative proteins involved in putting electrons into or taking electrons out of these systems. Current research projects focus on the alternative oxidase, plastoquinol terminal oxidase, and alternative NAD(P)H dehydrogenases of bacteria, fungi, plants, and animals. We use various techniques to study the molecular, regulatory, and functional properties of these enzymes. Trainees receive training in bioinformatics, molecular biology, protein biochemistry, and respirometry. We strive to do excellent science and have fun while doing it! I take a strong interest in my trainees’ professional development and encourage them to maintain a positive work-life balance. Further information about the McDonald lab can be found at: http://www.wlu.ca/homepage.php?grp_id=12358&ct_id=2893&f_id=4.

Wilfrid Laurier University is a growing institution in Waterloo, Ontario. The city of Waterloo is a thriving community and technology hub centrally situated in southwestern Ontario with access to other large metropolitan areas including Guelph, London, Hamilton, and Toronto. The Biology department is a tight-knit community and offers many opportunities for collaborations and research support. Research at Laurier is question driven and uses a variety of techniques and approaches to answer hypotheses through investigation at multiple levels of biology (e.g. molecular, cellular, physiological, ecological, evolutionary). Our trainees leave with a solid biological background, the ability to use critical thinking to address important challenges and issues, and are prepared to succeed in a variety of career paths.

An application package consisting of a CV, all postsecondary education transcripts (can be unofficial versions), a one-page description of career aspirations and rationale for your desire to pursue a postdoctoral research experience at WLU with me (highlighting the benefits expected with respect to fulfilling career aspirations), and a 3-4 page research proposal must be sent to Dr. McDonald at amcdonald@wlu.ca by midnight on July 18, 2014.

The successful candidate will be expected to put together a complete application for the internal competition at Wilfrid Laurier University and submit it by August 22, 2014. Further details are available at: http://www.wlu.ca/page.php?grp_id=36&p=24457.  Applicants will be notified of the pre-selection results by September 3, 2014.  Successful applicants will be asked to submit their final application by September 24, 2014.

The Power of the Label maker

One characteristic that is very valuable to have as a tenure-track academic is excellent organizational skills. This job makes multiple demands on your time and is a real juggling act; keeping all of those balls up in the air at the same time is tricky business. I have found that it is very worth my while to discover and invest in tools that help me to maintain order in the face of chaos.

One tool that I have found to be indispensable is the label maker. I kid you not! Label makers have come a long way since the models of my youth. I remember vividly using archaic models with the alphabet dial on the top that worked by punching letter imprints into hard plastic. Very clunky- but strangely satisfying.

The current brand that I use is by Dymo and is their middle of the range model. I like it because you can purchase a wide variety of tape types (e.g. paper, plastic, etc.), and colours. I find the base model to be a bit clunky and the top of the line model has bells and whistles that I don’t need. Refill tapes are widely available and reasonably priced.

My colleagues seem puzzled by my love for the label maker and I’ve been the subject of gentle mocking for this proclivity. However, if you read any good productivity book or guide you will see that the label maker features prominently as a must have tool. On a day to day basis I use my label maker to label file folders. Although the bulk of my work occurs electronically, I still require paper file folders to keep track of invoices, budgets, project plans, notes from student meetings, teaching materials, grant applications, etc. A label maker allows me to label these files cleanly and professionally and makes them easy to find and identify in my filing cabinets. The label maker has also come in handy in the lab. When I first moved into the lab and organized it I labelled all the drawers with content labels. This helps me to remember where all of the gel electrophoresis equipment is stored, but has also helped to familiarize my students to the lab and has trained them to properly put away equipment. This saves time and money. If you don’t already have one, invest in a label maker; you’ll be glad that you did.

Responding to Requests for Academic Reference Letters

I have just made it through the deluge of reference letter requests that occurs annually from January to April. I am relatively new to the act of writing reference letters for students and have some words of wisdom to share based on my personal experiences.


1. Create a policy for academic reference letter requests and stick to it. Useful things to think about are who you will write letters for. For example, I only write letters for students who have: i) taken 2 or more classes with me and performed well in the courses, or ii) taken one or more classes with me, but have built a professional rapport with me by visiting office hours regularly, or iii) performed research in my laboratory. In order to write a solid reference letter I need to know the student and be able to talk about their particular strengths and weaknesses. I also let students know that reference letters need to be requested 1-2 weeks in advance of the deadline so that I have time to put together a strong letter.


2. Be honest with the student if you cannot write a strong reference letter for them. This can happen for a variety of reasons. You may not know the student well enough, you do not have the time to write the letter, or you may think that the program and the student are not a good fit. In these cases let the student know that you cannot provide them with a reference letter. If you feel that it is appropriate you can suggest other people who might be more supportive letter writers. You do not do the student any favours by writing a luke-warm reference letter.


3. Require students to provide relevant support materials to you in order to help you to craft your letter. I ask most students to provide me with a resume/CV, an unofficial record of academic transcripts, and information about the program that they are applying to. These materials allow me to make a strong case for the student in my letter. I also make it the job of the student to ensure that I receive any electronic links etc. that might be required for completing on-line reference letter submissions. If you see something in the student’s materials that should be corrected do them the courtesy of pointing it out and offering advice for improvement.


4. Write the strongest and most honest letter of reference that you can. Submit the letter on time. Confirm with the student that you have submitted your letter. I have been on the receiving end of poor and late reference letters from other academics and it is an embarrassment to the profession. If you agree to write a reference letter then you owe it to the student to do the best job that you can. I also ask students to keep me updated and let me know if or when they receive acceptance or interviews for programs or positions so that I can share in their success!