NIMH Postdoctoral Training Grant
February 2004
University of California, Santa Cruz
Postdoctoral Training in Developmental Research
The NIMH-sponsored UCSC postdoctoral training program assists post-PhD developmental
researchers in defining their program of research and providing specialized
research and methodological training in the study of human development as a
process involving individual, social, and cultural/community contributions.
A central aspect of the 2-year program is collaborative research
with one or more faculty members. Most trainees come to Santa Cruz with
several research projects completed, several in the process of being written
up, and ideas for what to do next. Postdoctoral trainees usually spend
the first few months revising and submitting their prior research, with advice
from faculty on writing and journal submission, while they plan their program
of research and the next few studies. This period allows the postdocs
to become familiar with the research perspectives offered by our program and
to consider the direction in which they want to focus their interests, and for
the faculty to learn the postdocs' skills and interests.
The postdoctoral trainee’s research experience is individually directed
by the trainee with guidance from faculty advisors regarding direction, mechanics
of research, and realistic planning for the postdoctoral years and beyond.
Faculty collaborate with the trainees in planning and carrying out the next
study or two on a topic of mutual interest. Postdoctoral trainees also
may carry out other research projects independently or in collaboration with
other postdocs, researchers at other settings, or graduate students (sometimes
with faculty serving as consultants).
Postdoctoral trainees play a central role in faculty-led research groups (sometimes in several of them). These groups integrate the postdocs in the research and instructional fabric of the program, and provide postdocs with the opportunity to practice explaining their developing research perspective, to consolidate their knowledge, and sometimes to assume a supervisory role.
Postdocs attend the weekly Research in Developmental Psychology colloquium, in which postdoctoral trainees, faculty, distinguished visiting scholars, and graduate students present proposed and current research for discussion. These meetings involve trainees in contemporary issues in developmental research and provide an informal forum in which to interact with all Developmental area members and to receive constructive comments on their own work.
Postdocs also attend two seminars, on a noncredit basis. These provide
advanced training in areas that are central to the themes of the training grant
and to the postdocs' own research careers, and also give them contact with graduate
students and faculty beyond the research setting. Both of these seminars
are considered models by colleagues at other institutions:
•Diversity in Human Development deals specifically with the themes of
our training grant, focusing on the integration of individual, interpersonal,
and cultural aspects of human development. This seminar provides an interdisciplinary
examination of theories, research, and methods for understanding developmental
processes in diverse cultural communities.
•Professional Development addresses important issues related to professional
success: manuscript preparation, review, and revision; grant proposal
preparation, review, and revision; professional relationships, teamwork, and
research and interpersonal ethics; preparing for the employment market; and
planning a research career.
According to their interests, the postdocs are also encouraged to join advanced seminars that are offered each year on specialized topics.
The presence of other postdocs with overlapping but distinct interests provides a cohort at approximately the same level of training, for learning together, comradeship, and discussion of issues particular to this point of training.
Career planning and feedback. To foster research and career development, twice-yearly meetings with the postdoctoral training committee (3-4 senior faculty) focus on postdocs bringing faculty up to date on their work and soliciting suggestions from the faculty who are not directly collaborating with them. Each postdoc provides a 1-page progress report and plan describing their research, which serves as the basis of the meetings, to deepen the postdocs’ connections with each other’s research and with that of the faculty in the program, and to familiarize the faculty and postdocs with each postdoc’s developing goals.
Each postdoc is also invited to give a presentation to the Research in Developmental Psychology colloquium, once soon after they arrive, and once during their second year. This introduces the postdocs to the graduate students and faculty of the Developmental Research program, and gives them practice in making presentations of their research. In addition, postdocs gain experience in reviewing journal articles and grant proposals as they collaborate with faculty in such activities and learn more about the manuscript and proposal submission process from the reviewer’s perspective.
Teaching. Depending on available funds, the department tries to offer each postdoc the opportunity to teach one course per year. One is usually a course that the department needs taught (such as Introduction to Human Development or Issues in Diversity, for supplementary pay). The other is usually a voluntary small seminar of 15-20 undergrads on a topic related to the postdoc's research area (this seminar comes with funds for a research kitty for the postdoc's use). Faculty consult with postdocs as needed in the planning of the courses, providing advice on organization and sharing syllabi of past courses. Teaching these courses provides experience in organizing and delivering a course, prepares postdocs with several courses ready for their subsequent positions, enhances postdocs' perspective and integration of the different facets of developmental research and scholarship, and improves skills in communication.
Stipend. Stipends are set by NIH, according to the number of years post-PhD.
For information, please contact Barbara Rogoff, 277 Social Sciences 2, UC Santa Cruz, Santa Cruz, CA 95064. brogoff@ucsc.edu