Graduate Education in Entomology:
Preparing for Science and Employment
Introduction
Scott H. Hutchins
1987 Chairman
North Central Branch
Committee for Student Affairs
Department of Entomology
Iowa State University
Ames, Iowa 50011
T
IE NORTHCENTRALBRANCHStanding Committee for Student Affairs represents a collective voice for students of the
hranch to convey comments and concerns to ESA officials.
In addition, the commillee has historically organized a symposium
for student memhers at the annual branch meetings. For the 1987
meeting in Des Moines, Iowa, the discussion involved the process
of graduate education and training in preparation for limited employment opportunities. The format of the symposium included
cnmments from Richard Sauer of the University of Minnesota, reg~lfding the necessary acquisition of knowledge, skills, and activities that academic inStitutions are likely to expect, if nm require. To
complement this, Randall Higgins of Kansas State University discussed several strategies that graduate faculty should pursue to develop the talents of their graduate students, with the final goal being
a well-rounded scientist and project leader. J. Barry Regan of Dow
ChemicallJ.S.A. entered the discussion from an industrial perspective and presented a characterization of the training and experience
that would qualify entomology graduates for employment in the private sector.
The student symposium was well attended by general and student members of the branch. As a service to the students outside
the North Central Branch, the comments of the speakers are presented on the following pages. The student membership of the
branch is pleased to share the content of these excellent talks with
readers of the Bulletin.
Hedging Against Uncertain Academic
Opportunities: A Student Guide
Richard]. Sauer
Vice-President for Agriculture,
Forestry, and Home Economics
Director, Agricultural Experiment
Station
University of Minnesota
St. Paul, Minn. 55108
I am charged with telling you, students, how to prepare for your
future; specifically, how to prepare yourselves for employment in
0013·87''''89/0013·0021
S02.00/0 <rJ 1989 EntOmological Society of America
academia. Before you seriously consider my suggestions and recommendations, perhaps you should reflect on whether I am even
qualified to give you advice. Are you thinking, "He is a vice-president for agriculture and the director of an agricultural experiment
station at a relatively young age, so he must know how to succeed in
academia?" I must be honest with you and tell you that there are
some who might think I am not qualified for the job I am in because I didn't gfOw up on a farm, I've never milked a cow, and I
didn't receive an undergraduate degree in agronomy, soils, or animal science from a land grant university. Because of these shortcomings, they might conclude that I do not understand agriculture
and am not able to relate to rural people.
I grew up in a small town in northern Minnesma that is an attractive recreation spot for tourists. I hunted and fished, and my knowledge of agriculture was limited. The few farmers in the area struggled on marginal farms with poor soil and short growing seasons
and made ends meet by having outside jobs or some other income
to suppOrt themselves.
My own uncle had a farm, but really made his living as a carpenter building lake COllages for people from outside the area who
could afford a second home. I majored in biology (because of my
interest in fish, wildlife, and the out-of-doors) and minored in
chemistry at a private liberal arts institution. I was a good student
in high school and in college, and was encouraged by two college
professors to consider graduate school. I completed a Master's of
Science in zoology at the University of Michigan, which is not a land
grant institution. During the second year of my M.S. program I developed an interest in insects from my first course in entomology
Until then insects were something I swatted or used for fish bait. Attending a special seminar series at the University Museum exposed
me to the fascinating subject of spiders. I decided to attend a land
grant university to complete a Ph.D. in entomology, and I wrme my
dissertation on spider biology and taxonomy I was at the land grant
univerSity because its entomology department offered me a national fellowship to pursue a Ph.D.; I could have just as well pursued
the degree in a zoology or biology department.
Research experience in spider taxonomy is not the most desirable qualification for employment as a university faculty member.
However, I had decided during my doctoral program that what I
wanted to do upon graduation was teach biology in a college, not
necessarily a university; thus, the topic of my dissertation was not a
major issue. Had I decided to look for a position based on my research expertise in spider taxonomy I would have had a very difficult time. There are very few people employed to conduct such research. Although I never held such a position, a former graduate
student of mine holds the best spider taxonomy research position
in the country, at the American Museum of Natural History
The first position I had after completing my Ph.D. was as a biology teacher at a state university. This was followed by faculty positions in entomology to teach, do extension work, and conduct research. I was also a department head and held other administrative
positions that led to my current one.
From my own professional experiences as well as from my experiences hiring new doctorates into faculty positions, what advice
can I give you? I'll give it by responding to a series of questions,
13
several of which were suggested when I was invited to prepare this
discussion.
should be combined with evidence of an ability to work in collaboration on interdisciplinary research teams. You should also be
able to redirect yourself and change over time.
Should You Balance Basic and Applied Course Work?
Should You Obtain Broad Experience?
A Ph.D. is a research degree, not a course work degree like a B.S.
or, to some extent, an M.S. I have seen outstanding Ph.D. graduates
who have excelled in academic positions who have had little or no
course work during their doctoral programs. The courses you take
during your doctoral program, and even those taken during your
M.S. program if you are planning to go on for a Ph.D., are taken for
the purpose of preparing you to conduct your Ph.D. research and to
continue research in your chosen area.
If the question is whether you should focus on a basic or an applied area, the answer is that there are and will continue to be job
opportunities for both kinds of graduates. The extent to which you
can gain experience in both, however, will be an asset in terms of
keeping more options open for you. For example, some applied
experience will make you a stronger candidate for extension
positions.
How Important Are Minors?
Minors as such are not important. We rarely look for them on a
curriculum vita or a transcript. You do need the greatest possible
concentration and depth in your chosen area of expertise. This
Most faculty position recruiters look first and foremost for the
candidate with the greatest and the strongest research experience.
Even teaching and extension positions usually have a research component, and the edge is most often given to the candidate with the
strongest research credentials. Research is the most important criterion in the inherited internal scale of values in the academic
community.
Some teaching experience is important, especially if you have the
opportunity to teach a whole course or at least give several lectures.
You need to have more than just experience as a laboratory teaching assistant, although any evidence of teaching looks good. Perhaps as important is an ability to communicate well orally so that
you make a favorable impression when you interview. This will help
persuade faculty members that you can handle yourself well in the
classroom. The seminar you give during the interview is important
in this regard.
Extension experience is much less critical. A graduate who has
solid research credentials, with applied research experience, and
who speaks and writes well and has computer skills will compete
effectively for extension positions.
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14
Although not a critical necessity, outside activities and involvement in organizations such as ESA help round out your vita. Such
experiences also help you mature and develop a greater self-confidence and thus make you a more effective candidate in an interview.
Participating in extracurricular activities in your department
while you are a graduate student will help the department head and
faculty form a favorable impression of you. This translates into positive letters of reference.
How Much Practical Experience?
Several practical experiences could strengthen your credentials.
Field research and experience at a branch station, and management
of faculty research laboratories or programs, or teaching a course
during the absence of a faculty member are helpfuL Organizing a
student seminar series or a fund-raising activity or a new awards
program or other similar activities can demonstrate your initiative
and leadership. Participation in professional meetings and giving
papers are important as well, although less important than having
publications in respected journals. Abstracts of papers presented
are not the equivalent.
Will Grant Writing and Publications Help?
Both of these areas are important-extremely
important. Given
the primary importance of research and accomplishments in an academic environment, any evidence you can provide that you have
been successful in research and have the potential for even greater
success in the future is of critical importance. Published articles
(you can never have too many) that list you as sole or senior author
BUllETIN
OF THE ESA
Some fields, such as biochemistry and molecular biology, routindy require postdoctoral research experience before a candidate
is considered for a beginning faculty position. Such a position gives
you an additional opportunity to write grants and publish research
papers.
Postdoctoral experience has been less necessary in entomology,
except for some of the basic cellular, molecular, and chemical research areas, than it is in some other sciences. However, it can still
be an asset if the experience is at an institution other than the one
from which you received your Ph.D., if you work in the laboratory
of a scientist with an outstanding reputation in your field, and if you
stay on the postdoctoral appointment no more than rwo years.
However, if you simply stay on in your adviser's laboratory, or if
you are on a postdoctoral appointment for several years, it makes
you look less than attractive, less employable. Someone looking at
your vita may wonder why you haven't been able to move on sooner.
highly motivated students. We are entering an era during which a
significant proportion of the trained professionals at our land grant
institutions will be retiring, and the pipelines are not filled with an
adequate number of replacements.
Our inherited scale of academic values places research as the primary criterion for academic success. However, I think this will
change because of new demands placed on academic institutions
by society. We will move from disciplinary research to problemsolving interdisciplinary research, which will require research scientists to work in close collaboration. My vision of the land grant
university of the future is one at which education and professional
development, basic and applied research, and extension or a dissemination and public interface function will coexist in balance,
each function drawing on and supporting the others. It will be an
exciting place to work and you should seriously consider the career
oppOrtunities it will provide. Our land grant universities need you
to help people live and make a living.
I realize that my employment outlook for the future at land grant
universities is brighter than some who might think me overly optimistic. For a contrasting view I refer you to Ross Miller's article in
the Spring 1987 issue of the Bulletin, "Reflections on Employment
in Entomology," (p. 4). Miller contends that we are producing too
many new Ph.D.'s for the number of employment opportunities. I
don't agree with him, particularly on prospects for the future at
land grant universities, but I feel obliged to refer you to his viewpoint as well.
I'd now like to divert my focus briefly, straying from the assigned
topic and offering you some personal advice that could help you be
successful, regardless of whether you pursue your career in academia or in some other environment.
What Are the Most Important Items on a Vita?
learn to Manage Your Time
1.
2.
3.
4.
S.
6.
There are only so many hours in a day and a week, and I don't
believe anyone can work effectively beyond 50 or 55 hours a week.
I have seen too many faculty members and administrators who are
poor managers of time who lug home work evenings and weekends, putting in extra hours to catch up at the expense of family
and personal time.
In managing your time, recognize your most productive time of
day and protect that for your most creative projects. I protect 7:30
to 9:30 A.M. each day for working in my office without interruption-no meetings and no telephone calls. At first others wondered
whether I didn't come to work until 9:30 A.M., but they now accept
my method of time management. An important part of time management is developing a calendar and scheduling system that works
for you (and your secretary if and when you are fortunate enough to
have one).
that appear in respected refereed journals provide such evidence
in a convincing fashion. You should publish your doctoral dissertation, and this should at least be in press when you are applying for
faculty positions. If you accept a job before your dissertation is published, make sure to publish it as soon as possible; otherwise it will
haunt you at promotion and tenure time.
Because university funding for research is limited and usually
provides only a base level of support, you will be expected to generate sponsored funding if you are to fulfill your potential in research. Any evidence you can offer that you have written grant
proposals and have been awarded funding as a result is convincing.
Is Postdoctoral Experience Important?
Publication in respected, refereed journals.
Successful grant-writing experience.
Participation in interdisciplinary research.
A Ph.D. adviser with an excellent reputation.
Strong postdoctoral experience.
Evidence of excellent communication skills, including facility
with computers and at least one foreign language.
7. Degree-granting institutions (diversity can be an asset).
Don't Do This
Don't take a faculty position at your Ph.D. institution, at least not
until you have had faculty experience at another major institution.
Putting yourself in a new environment after graduation stimulates
your competitive urges and motivates you more than staying where
you were a student, although the latter is always easier and more
comfortable. When you stay, it is difficult for faculty to view you as a
colleague rather than as a student. Don't leave your Ph.D. institution before completing your dissertation, regardless of the financial
burden it places on you. Don't become a workaholic. Take time to
smell the daisies, and keep your sense of humor.
80/20 Rule
Spend 80% of your time on the 20% of your tasks and responsibilities that are most important. To do so you must take time to reflect and assess which tasks are the most important.
land Grant College Employment?
When in Doubt, Delegate
I'd also like to speculate on the future of employment at land
grant institutions. I believe the future is bright for well-trained and
The biggest reason for the failure of administrators and managers, including anyone who manages a program, is a failure to del-
SPRING 1989
15
egate. I believe this applies at all levels. Recruit outstanding subordinates and have confidence in them. They can make you successful
and make your life much more tolerable.
Make the Most of Graduate Education:
A Faculty Guide
Annual Performance Objectives
Develop annual objectives for yourself, share them with your superior, and seek approval for them. Then, evaluate your progress
toward fulfilling them as you move through the year.
Monkeys Off Your Back
Don't let subordinates dump their problems on you. If they have
the responsibility and the ability to solve problems, offer them support and encouragement but let them keep the problems and keep
their feet to the fire. You need room on your back for the monkeys
your supervisor will dump on you; you can't do anything about
them.
Trust Your Intuition
Don't do it if it doesn't feel right. Let me distinguish this from
being afraid to take risks. You should dare to be different, to be a
proactive risk taker, but there are times when it just doesn't feel
right.
Don't Procrastinate
Making a decision is better than not making one, even if you risk
a mistake. We learn from mistakes, as long as we don't make mistakes every time we make a decision.
Don't Lose Your Temper
It rarely pays to lose your temper. Keep your cool, it will drive
others crazy and help you win most confrontations.
Don't Take Yourself Too Seriously
Maintain a sense of humor and an ability to laugh at yourself. In
a sense, we are all actors on a stage and this too will pass. Paranoia
is common in academic institutions. Faculty members are supposed to be the source of creative ideas for positive changes in our
economy and society and yet they can be unduly conservative and
resistant to change within their own institutions. Academic politics
may be the worst kind because the stakes are so small, and because
the men and women of honor are outnumbered by the men and
women of principle.
An academic career can be a stimulating and rewarding one. The
rewards are personal, intellectual and financial, although in the latter case not always as great as in the private sector. There also is
great security and flexibility. I like managing my own time and
coming and going as I please, as long as I get the job done. However,
whatever career you choose, it is of utmost importance that you enjoy what you are doing. Every job has some distasteful aspects, so
you need to generally enjoy it and believe that you have the best job
in the world at the time you are in it to be successful and receive
the satisfaction you need to live a fulfilling life.
16
Randall A. Higgins
Associate Professor
Department of Entomology
Research Entomologist and
Extension Specialist
Kansas State University
Manhattan, Kans. 66506
Major advisors usually function as principal investigators on research projects. Several projects together frequently comprise the
overall research program for which a faculty member has or shares
responsibility Within this structure, impressionable graduate students are placed. Unfortunately, many of these students work intensively on a specific problem without ever really appreciating the
significance of other, less visible components necessary for successful operation of the overall program.
Later, as receipt of their students' academic degrees become assured, advisors do their best to help each student obtain a responsible position of his own. It is at this point that many ex-students
discover that even though they have become reasonably competent
at teaching or conducting research, they may be completely ignorant, even fearful, of other responsibilities. Preparing grant proposals, supervising personnel, planning budgets, student counseling,
reviewing manuscripts, assisting with cooperative extension programs, and functioning effectively as members of interdisciplinary
teams rapidly become of paramount importance. Yet most graduate
programs make only limited efforts to prepare students for these
eventualities.
For these reasons, some advisors strive to offer students under
their direction experiences beyond routine education and research. Two complementary philosophies often characterize these
mentor-student relationships. First, there must be a strong advocacy
for active student participation in traditionally faculty-only areas of
responsibility Note that this does not mean that faculty autonomy in
these areas must suffer, but rather that opportunities for students to
gain experience must be possible. Second, advisors actively help
build students' resumes by designing and sharing creative learning
opportunities. A~advisors and mentors we often become painfully
aware of the responsibilities assumed in helping mold better informed, more highly motivated, well-trained individuals. A~teachers, we have an obligation to impart knowledge so others can acquire knowledge and skills. Yet a less appreciated but equally
important element of the teaching process is recognizing that student receptivity fluctuates and that the most effective learning often
results from unplanned opportunities. Outstanding educators realize that exposure to a concept does not guarantee comprehension, retention, and acquisition. By expanding our recognition and
use of teachable moments a more thorough job of preparing students to become skilled entomologists (or, more basically, competent scientists) may be realized.
Recognizing and using teachable moments available during a
graduate program can help minimize students' postgraduate feelBULLETIN OF THE ESA
ings of being overwhelmed. Avoiding this common anxiety enables
young scientists to concentrate on rapidly developing and impleml'nting sound research, teaching, and extension programs of their
own. An ancillary benefit is that while they are still students, they
gain a grl'atl'r level of appreciation for the divine tasks of their graduatl' advisors, activities that sometime make the advisers unavailable to students. Once the benefits are realized, teachable moments
Sl'l'm to occur with greater frequency and are approached by students and advisors alike with enthusiasm. This is especially true
once the students see proof that well thought out contributions can
intluence the direction of activities outside their own research
projects.
Team-Oriented Training
What does a team-oriented training program involve?First, teams
arl' not simply collections of individuals with equal responsibility.
They are combinations of carefully selected individuals who possess a wide variety of skills and talents. Many aspects of team-oriented training programs are dynamic, and they evolve as the membership changes. The team members agree to work together
toward accomplishing a series of well-defined goals of mutual interest. Because the project leader ultimately bears the burden of accountability, final decision-making authority is retained by that individual in situations where student input is requested. As trust,
insight, and mutual respect develop through careful and responsible handling of opportunities,
this veto power becomes less
intimidating.
Reinforcing the view that the strength of any research program is
determined largely by the willingness of project members to share
time, talent, and effort is basic to success. A team development mentor (TDM) must be ready, willing, and able to convey to others the
importance of the word "our" when referring to our project. Simultaneously, a TDM strives to minimize actions and activities that
emphasize one person's project. Enthusiasm over what "we" are
doing is fine, but it must be ensured that others understand the sincerity in the use of the term "we".
Reinforcing this belief does not take a great deal of effort; often it
is merely a matter of common courtesy. The contributions of the
student members of the team should be encouraged as appropriate
and where possible. Significant events and major accomplishments
deserve recognition. In our laboratory, a successful grant proposal,
submission of a manuscript, and any number of other special
events may trigger a brief break from daily activities. In short, we
work hard, but we make time to relax and recognize success. Look
for ways to share accomplishments and rewards with others within
and outside of the team. Avoid creating stressful situations where
excessive public praise leads to embarrassment or the feeling that
students are continually being compared with one another. Emphasize the strengths of each individual, and recognize the way those
strengths contribute to the maintenance of a high-quality program.
Many faculty members receive annual evaluations from their department heads. TDMs can provide a similar service for their students; that is, they can give guidance beyond an impersonal grade.
Team development mentors frequently use letters and memos to
inform committee members, department heads, and the person in-
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volved following a significant accomplishment. Another reason for
such documentation is that it helps students begin to accumulate
written proof of their competence, and they gain greater understanding of specific areas that need further attention. The benefit of
beginning this activity before students leave to take full-time positions, where mistakes might not be so readily forgiven or forgotten,
cannot be overestimated. Keep a file in which evidence of professional growth and development is maintained. Encourage your students to provide you with notes or copies of material summarizing
their contributions and accomplishments. Emphasize events that
could be used in strengthening resumes, letters of recommendation, applications for professional or honorary society memberships, and petitions for awards of recognition.
Some things may not be negotiable, but virtually everything
should be discussible if the student-advisor relationship is to blossom. If details behind an unpopular decision cannot be shared because of other confidences, then the TDM should explain why it is
impossible to be more specific. Stopping a discussion with "Because I say so, that's why" without any further explanation serves
only to increase the distance between the student and the advisor.
Growth-oriented relationships cannot be based on threats and intimidation. Realize that few of us are adequately trained in listening. TDMs should make an effort to improve their own skills in this
area. To modify and paraphrase an adage, "Be quick to listen,
slower to speak, and slower yet to become angry or disillusioned."
Recognize the importance of challenging ideas, not challenging
or threatening people. A cooperative spirit among team members
must develop voluntarily, and it must be nurtured; esprit de corps
cannot be mandated. In general, positive feelings of responsibility
and pride seem to be most resilient when everyone, including the
major advisor, devotes at least a portion of time to tasks for which
direct rewards are not expected. The advisor-student relationship,
in particular, must be encouraged with a foundation of trust, patience, and cooperation.
If conflicts develop, TDMs should do everything possible to discover the real cause for the stress and see whether it can be alleviated. One-on-one counseling typically will resolve most differences. Teams have a way of policing themselves when the collective
feeling is one of mutual responsibility and trust. Chronic conflicts
may develop that require stronger responses. A written discussion
of potential remedies given only to the person involved is sometimes useful to reinforce individual counseling sessions. Use the
opportunity to review strengths as well as specific areas that need
some attention. Always be sure to indicate what kind of resolution
you expect, especially if a specific reaction is sought. My own philosophy is to try to do everything I can to work the problem out before taking it to the student's graduate committee as an area for
further discussion. Most commonly, conflicts are the result of inadequate communication, insufficient preparation or planning, or
other misunderstandings.
Members of our research program work on insect problems involving several crops, and often they have different objectives in
mind. A weekly project newsletter helps us document past events,
plan for the future, and communicate more effectively, especially
during busy months. The students share responsibility for developing these plans of work at a meeting each week before the technicians and hourly workers arrive on Monday morning. These meetings allow everyone to help coordinate the overall effort, exchange
results gathered during the previous week, and participate in re18
solving minor conflicts. They also serve to supplement an opendoor student guidance philosophy. Students learn more about
themselves and others during the sometimes lively debates that result from attempts to resolve conflicting schedules or philosophies.
Resource Management
A basic presumption of team player graduate training is that the
TDM,as the allocator of limited resources, wants to make the wisest
use of all resources. Asking for and incorporating suggestions from
students provides them with invaluable training in personnel, financial, and materials management. Over time, a sound appreciation of team player responsibilities evolves.
Team work, team decisions, and team responsibility are becoming increasingly commonplace and important as scientific undertakings become more complex and fiscal resources become more
limited. Serving on departmental and professional committees and
participating in interdepartmental and interinstitutional visits help
reinforce communication skills and the ability to share ideas.
Therefore, these activities should be encouraged whenever possible to help train students to demonstrate solid interdisciplinary as
well as intradisciplinary cooperation. The TDM should always present the opportunity as just that, an opportunity-not
an expectation or obligation.
Planning, organization, execution, and evaluation are important
traits exhibited by successful scientists. They also are the components most often recognized in programs designed to teach time
management skills (Smith 1984). Competence in basic microcomputer skills will help in this area. Word processing, data analysis,
and computer graphics capabilities have developed to the extent
that full advantage can be taken of the time and motion savings that
well-designed software can provide. TDMs should do everything
possible to encourage the adoption of these skills by their developing colleagues.
Scientific literary groups, discussion groups, and lunch seminars
are ways to learn more about entomologically related topics. Informal project meetings designed to discuss a review article especially
relevant to members of the research group also have merit. Where
possible, TDMs should ask students to lead some of the discussions,
Membership in professional organizations opens up new worlds
of responsibility The development and delivery of formal presentations at professional meetings should be strongly encouraged. Improvement of public speaking skills, receiving an early critique of
current work, and multiple opportunities to learn about new developments directly from those involved are some important reasons
for attending meetings. Earning your way has merit, but having the
opportunity denied means that several teachable moments will be
missed. All preparation expenses (analyses, artwork, and slides)
and at least a portion of the travel costs should be borne by the project the student represents. Responsibility for travel and subsistence
expenses depends on a variety of factors, including the fiscal wellbeing of the sponsoring project.
Advanced Skill Development
Some areas of training include traditionally confidential matters
that are reserved for senior graduate students with whom a history
of mutual trust and confidentiality has developed. Avoiding or ignoring these topics prevents students from learning in a relatively
BULLETIN
OF THE ESA
secure, low-risk environment. For instance, how are discipline and
routine employee performance evaluations handled? Financial disclosure is another often undiscussed area. How much funding do
we have, where does it come from, how is it spent, and why are the
allocations made as they are?
Another sensitive area is student participation in the review of
manuscripts submitted to their major professors for peer evaluation. Some TDMs remove all identifying material and provide temporary copies to trusted graduate students. Those reviewing the
manuscript then meet with their major advisors for closed discussion on the strengths and weaknesses of the manuscripts. After suggesting areas for improvement, the copies are returned to the major
professor for destruction, and the students agree not to discuss the
submitted manuscript to protect the confidentiality of the review
process.
All types of writing should be encouraged. Writing theses and
dissertations in publication format encourages the rapid dissemination of knowledge and assists the student in developing a proven
publication record. Cooperative Extension Service publications, agriculture experiment station progress reports, book chapters, and
teaching guides all have a place in a graduate student program. Before the writing begins, establish how authorship will be handled.
Day (1983) and Smith (1984) provide guidance in this area.
Few activities offer as much training opportunity as writing grant
proposals. Be sure to provide examples of past submissions to your
students. Together, discuss whether a concept is worthy of funding.
Then locate a potential funding source and acquire and review the
proposal guidelines published by the granting agency. With student
input, develop an outline, divide the responsibility, jointly prepare
a draft proposal, critically review and restructure it, submit the
completed proposal, and critically examine the response received.
The art of transferring ideas from mind to paper, writing for a particular audience, developing concise objectives, setting priorities,
budgeting, meeting institutional guidelines, and handling constructive criticism emerge as the work progresses. TDMs should involve
students in grant writing as one way to use their resources more
effectively.
Actively look for creative ways to train students. For instance, an
extension entomology experience course has been developed at
Kansas State University as a class assignment. The students were
given teaching experience and graduate credit through a special
topics course, and they learned more about what an extension specialist does and may eventually take (for credit) the mastery course
they helped to design.
Team development mentor programs typically encourage prospective students to contact currently enrolled students before
agreeing to work with a major advisor. Students and major advisors
should recognize that undertaking M.S. and Ph.D. programs for
which the research project already has been designed may place
students at a disadvantage in the long run. Extra effort by all parties
will be necessary to develop strong student-advisor relationships.
When this occurs, joint planning and execution of spinoff studies
should be rewarding. Improved student understanding of hypothesis development and organization of thoughts, and a better understanding of experimental protocol (experimental design), should
be the result.
Throughout the students' tenure, TDMs should pass along position announcements that relate to expressed areas of interest. They
should help judge whether the students' current knowledge, expeSPRING1989
rience, and training qualify them to hold given positions. When deficiencies are identified, TOMs should develop mechanisms to remove the shortcomings. Second, TOMs should reinforce the often
painful reality that basic competence often is not enough to indicate
competitiveness to a search committee that is screening several
dozen highly qualified applications.
An applicant's chances of being selected for an interview improve
if other signs of mature leadership are present. For example, student participation in non-degree-related projects should be encouraged if the student is making adequate progress in the primary program. Students must be taught to recognize the difference between
obligations and opportunities and to guard against investments that
have a limited chance of providing a worthwhile return. The poor
job market and shrinking student base make acquiring these skills
even more important (Miller 1987). It is sometimes wise to encourage multidisciplinary programs and more holistic training and, if
necessary, extend the time available for graduate training.
Risks and Benefits
Realize that these approaches to graduate student training are
not without risk. Your colleagues, other students, and even your
own students may not always appreciate your reasons for handling
an activity in a nontraditional manner. Your own progress in some
areas may be slowed while you give your students the necessary information and time to develop a valuable perspective.
Advisors should be motivated to offer this style of training for any
of several reasons: personal benefit realized as a consequence of
related experiences involving their own helpful advisors, a desire
to avoid repeating past disappointments resulting from unsuccessful attempts to place other deserving students in desirable positions, or simply a desire to share personal knowledge for altruistic
reasons. These advisors have come to realize that helping good students extend their horizons beyond the requirements specified in a
graduate degree program is almost always a rewarding experience
for advisors and students alike. More often than not, the result
seems to be an environment in which cooperation, group achievement, and teamwork prevail. Why not try involving your students in
some additional areas of responsibility? They will benefit and you
may find that you have been overlooking some of your most valuable resources.
The term mentor has been used extensively in the above discussion. Most dictionaries define the word as a "trusted counselor or
guide." Advisors should keep in mind that despite all their efforts
and good intentions there is really only one group of individuals
that can bestow such an honor. Membership in that elite group is
limited to students with whom the advisor interacts.
Acknowledgment
I gratefullyacknowledgeA.B. Broce, M. O. Harris, M. L. Higgins,G. E.
Wilde,M. E. Rice,and S. L. Blodgettfor reviewingthis manuscriptand providing valuablesuggestions. This is contribution 88-108J,KansasAgricultural ExperimentStation,KansasState University,Manhattan,supported in
part by HatchProjectKAN00581.
References Cited
Day, R. A.. 1983.Howto list the authors. pp. 15-19In Howto write and pub-
lish a scientificpaper. lSI,Philadelphia.
19
Miller,R. H. 1987.Reflectionson employmentin entomologyBull.Entomol.
Soc. Am. 33:4-6.
Smith, R. V. 1984. Graduate research-a guide for students in the sciences.
lSI, Philadelphia.
Designing a Graduate Program
for Industrial Entomology
J. Barry Regan
Regional Manager
Technical Service and Development
Agricultural Products Department
Dow Chemical U.S.A.
Geneseo, Ill. 61254
The time may be fast approaching for some students to receive
the dividend of their education investment in time, money, and personal commitment. Will you benefit from years of burning the midnight oil and working weekends? Will your expectations and those
of your family be satisfied? The guidance from your spouse and major professor has been inspirational, but have you covered all the
bases and designed your program for employment opportunities? It
may be time for some students to cash in on their investment and
select a career position. Some of you, however, are in the early
stages of your graduate development and may benefit from knowing
the personal and professional qualities that emloyers expect in prospective industrial entomologists.
Image and Reality
The image many people have of an industrial entomologist is of
an individual who drives a big car, has an unlimited expense account, a shiny set of golf clubs, and finishes work by five o'clock
every day. I would like to share with you the view from a regional
manager's perspective of the qualities and skills we value in evaluating a candidate as a potential employee. Allow me to describe the
employment responsibilities for an entry level entomologist. Most
commercial agrichemical enterprises employ a number of technically oriented persons, often doctoral level scientists, who serve as
a technical resource for local sales staffs and to conduct regional research on new products or new applications of existing products.
These technical service and development (TS&D) specialists have
responsibilities roughly equivalent to those of university faculty
members who have a 50-50 extension and research split. The obvious differences are the proprietary considerations of research
and marketing data and the applied nature of the research. Indeed,
many of the same skills are required by both positions.
Becoming familiar with the daily activities of an extension entomologist in your department can help you to understand the responsibilities of technical specialists. Many of their tasks are similar in scope. Although some of the travel experienced by a TS&D
person is self-imposed, their responsibilities usually require travel
away from home about one-third of the time.
Although candidates usually orient toward a specific discipline
20
(weed science, plant patholog)\ entomology) we also prefer diversity and value flexibility in experience. Communication skills and
the ability to interpret data and convey written or oral results are
desirable. Organization and the ability to express difficult topics to
groups at all levels are certainly marketable skills.
Technical writing to communicate the results of research and development programs is a continuing activity of TS&D specialists.
Your academic record should provide evidence of creative thought
and perseverance to the point that you have demonstrated your
ability to communicate effectively. A~a TS&D specialist you will be
involved in planning and implementing field development programs
to obtain biological data that will support a product concept. The
need to write timely technical reports to communicate results to
management
is essential.
The format and quality of reports
needed
to satisfy this input is principally the same as that required of university research or extension specialists for publication in technical
journals. In fact, many of the internal reports written by Dow employees are published in scientific journals or presented as papers
at regional or national scientific meetings.
Skills in areas other than writing certainly adds to an individual's
ability to communicate. For example, experience in photography,
field demonstrations for the proper use of equipment or products,
and oral presentation skills certainly enhance the credentials of a
graduate student seeking a position as an industrial entomologist.
Although it may reveal my age, I can vividly remember cranking
out an analysis of variance on an archaic Marchant calculator. This
was state-of-the-art equipment when I was a graduate student at
Rutgers University. Now, desktop computers are commonplace in a
TS&D office. They serve a multitude of functions and can be used
to help plan experiments, gather and collate data, perform statistical analyses, generate reports, create and search data bases, transmit and receive electronic mail, and provide access to third-party
data bases. Computers are powerful tools that can make you more
effective and productive-knowing
how to use them and possess
the ability to make them work for you will deflnitely be a strength
in your favor.
Information generated from field development programs can end
up as just a curiosity and can waste valuable resources if a person is
not knowledgeable about crop management practices or agribusiness methods that help identify the benefits of a new pest management program. Assessing the risks and benefits of a new practice,
program, or product can have important economic, environmental,
or even sociological implications. A diverse and multidisciplined
academic program can certainly enhance a candidate in this
regard.
The ability to listen is an often overlooked quality. You will find it
difficult to interact effectively with your colleagues if you fail to listen and carefully consider the input of others. It is extremely important to let others express their thoughts and opinions. This will
lay the groundwork for mutual respect, which will provide an atmosphere conducive to effective problem solving.
One of the goals that graduate students set is to complete course
work that will strengthen their technical abilities. This frequently
leaves little time for courses that enhance personal development.
Nevertheless, course work in psychology or sociology can help employees manage personality differences on and off the job. It is important [0 understand individual strengths and attributes that need
improvement. Students should make a plan of personal and professional goals. On-the-job training will be available, but clear underBULLETIN
OF THE ESA
standing of outside training and self-improvement programs is benefidal, both personally and professionall)~
While studying for graduate degrees there are several opportunities for students to participate in on-the-job training programs, induding assisting at extension or grower meetings or as a teaching
assistant. Active participation in professional meetings can help
prepare a person with the experience to organize and present
thoughts in a public forum, This will become a part of your responsibilities as a TS&D specialist.
The ability to set
priorities and manage time
effectively is essential.
A common perception of those who have a technical background
is that selling skills are handy tools for a person who is responsible
for actually selling agricultural products through a distributor,
dealer, or grower network. But selling skills also are important to
TS&D specialists. for example, they must convince their supervisors that the resources they request in research or development
proposals are justified. Even more important, job candidates must
sell their attributes to persuade prospective employers that they
will be an asset to the company or university
The ability to set priorities and manage time effectively is essential. Corporate executives and department chairpersons are not the
only people whose hectic schedules need managing. The schedules
for TS&D specialists' activities often run concurrently, and effective
time management is a key to success. Once you become organized
and take control of your time, you will have time for other activities.
An organized person who manages time effectively is usually a
contident worker. The outward signs that provide testimony to
these abilities are evident. I'm sure you recognize the kind of person I am referring to. The profile I have in mind is of a person who
has a signiticant work load that emanates from primary staff responsibilities. In addition, this person serves as faculty adviser to
department clubs or organizations, ;·ctively participates in professional societies, and is the major professor for several graduate studems and also linds time to take a leadership role in community activities. If you learn to manage time effectively you will succeed in
managing your job rather than having your job manage you.
Be Prepared for All Opportunities
Let's change the subject briefly to another important aspect of
preparing for a career. How can you, as a student, gather and obtain
information about a company that has a position available? The first
step is to gather transcripts and prepare a resume and cover letter
outlining your strengths. These documents provide information
ahout your qualifications and abilities. For example, a red flag
would go up if there were several incomplete grade designations on
your transcript. This may indicate difficulty with problem solving or
SPRINt; 19H9
an inability to accept challenges that are outside a person's major
discipline, but that will be encountered in a 1'5&0 job. On the
other hand, participation in extracurricular activities can indicate
unselfishness and a willingness to accept new responsibilities.
The next logical question might be to ask how you can go about
gathering information on the company or department that has a vacancy. The objective is to help you understand the company's commitment to basic research, how the department is perceived by executive management, its business strategy, career opportunities,
current and future products, and other important factors that will
help you give direction to your career.
Some opportunities for gathering data exist in your own back
yard. For example, most agricultural companies exhibit their products at trade shows. Employees, including sales and technical personnel, from local office and corporate headquarters often attend.
In addition to the opportunity to visit with current employees, prospective candidates can review product literature, labels, and technical information. Another major opportunity to take advantage of
is to visit the local 1'5&0 specialist in your state. This individual visits the university on a regular basis and is an excellent resource for
information about a specific job or about the company. Agricultural
career days also are excellent opportunities to help you gather
information.
Although the opportunity has slipped away for graduate students
to serve summer internships, it is one of the best avenues available
to undergraduates who wish to get a foot in the door of a company.
Make an Impression
A wise individual once said that a person's real education begins
after graduation, but there are many things you can do to prepare
for your career while you are still in school. Resumes that are accurate, brief, and informative are extremely helpful and appreciated. Following the suggestions already mentioned will give a graduate student a headstart toward securing a position. But there are
other important steps to prepare for in the process. Visits with local
1'5&0 specialists can help you succeed in securing a formal interview. The interview is usually one day with an extra half day allowed for travel. The day usually begins with the candidate presenting a 20-30-minute seminar. This provides an opportunity for you to
demonstrate your technical skills and your ability to organize your
thoughts, communicate ideas effectively, show creativity and curiosity, and it will provide some insight about your ability to solve
problems.
The rest of the day is spent visiting with employees from selected
functions within the company. This part of the inteview serves several key purposes. You are evaluated by these employees on such
attributes as motivation, flexibility, leadership experience, human
relation skills, attitude, self-confidence, and teamwork. This part of
the interview affords you an opportunity to ask questions about the
specific job, about the department structure, function, compensation, benefits, and other topics. It also provides you with a golden
opportunity to communicate and demonstrate the assets you have
to offer as the person of choice for the available position.
Preparing for and selecting your career can be a positive and exciting experience. Attention to the points mentioned here will be
helpful in providing direction to you in selecting and securing a position that will provide you with the opportunity to grow and develop personally and professionally.
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