phd advisor leaving university

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What to do if Your Research Advisor Leaves the University

When my research advisor decided to leave the university I was attended, it was one of the most challenging things I experienced in grad school. Because my experience was borderline traumatic, I’m writing this to share with other students how they can handle any situation regarding an advisors departure. I would never want another graduate student to go through what I went through.

To provide context, I was a 3rd year PhD student and my advisor chose to leave the R1 university for “better opportunity” at another R1 university. He was not in that late stage of his career, nor was he an early career professor, but he was tenured and had a high reputation in his field.

For me, it was fully expected of me to pack up my life and move to the new university with him. And when I chose not to for personal reasons, my decision was face with criticism from both him and my department. Imagine that? Your department encouraging you to leave their school to go to another!

I ended up in a new research group, with a sympathetic advisor who didn’t expect me to start my PhD over. But as they say, hindsight is 20/20. And there are many things I wish I had done differently in this situation, especially since I came to realize that this whole situation had many unethical and straight up wrong parts to it.

So, if your advisor announces they are leaving the university there are a number of ways it can go and I’m going to outline all of them for you, including the way it went for me. For me, I searched all over the web and it was hard to find advice for my specific situation. A lot of message boards and threads were applicable to people in other countries or people who were not in STEM. It made it hard to know what to do when there was little advice out there. That being said, lets talk about what you should do if your advisor is leaving the university.

Consider how far into your program you are

If you’re early in your program, the transition might be very easy with either going or staying behind. Staying behind, you wouldn’t be losing out on much research with your old advisor. While if you go, the transition to a new school could be easier.

If your at a point where you’re only writing your dissertation, you could easily stay behind and work virtually with your old advisor, the situation is much more simple and only and agreement would need to be made between your advisor, their new school, and your school.

But if you’re in the middle, like how I was, it is a more challenging decision.

Think about what you really want out of your program

Where do you want to graduate from? Will your degree and credits transfer to a new school? What is this new university like? How will this impact me financially? How will this impact me personally?

After considering these things, consider your options.

Your Options if Your Research Advisor Leaves the University

You can go with them.

This is the one that most people in academia would think is the “best option.” Or at least thats how it was for me as a third year engineering student. Academia culture sets up this expectation that grad students should be willing and happy to do whatever their advisors expect. This idea comes from the thoughts that 1. your advisor invested in you and is willing to continue investing in you (so don’t be a wasted investment to them $$) 2. It is easier to stay with your current advisor 3. you should be willing to make any sacrifice to advance your career. 4. going to a new school with a higher rank or more opportunity will look better on paper 5. be grateful your advisor wants to take you

But most people don’t consider the downsides or burden this places on grad students (especially women and POC). Tenured or high profile professors and universities perpetuate the expectations listed above and can fail to understand how burdensome moving to a new school can be. Moving costs which will likely not be covered for students. Family and partners. Social and cultural changes. Change in cost of living. Changes in tuition rates.

If you’re willing to go and you have no objections to moving, by all means go for it! I’m not here to discourage you, but I want to bring to light the realities of moving.

Stay behind

If you choose to stay behind, find an advocate. You decision to stay could be met with resistance. And if you’re staying and there isn’t resistance, you will still need to find a new research group or negotiate a way to continue working on your research with your old advisor. This is where things can get grey and messy.

Either way find an advocate. Your two options for staying behind are:

• Stay behind and find a new advisor: this choice likely means “starting over.” Depending on how much time you have left in your degree this option can be very hard. You will not be able to use your research from your old advisor unless an agreement is made, see below.
• Continue working on your research with your old advisor under the instruction of a new group. In this case, your old advisor could serve as an external co-chair to your dissertation, which allows you to use your research from their group in addition to any research done in your “new group.” This option would not delay your degree but would require cooperation by both universities and advisors. And would likely require that the research is complimentary.

In either case, if you’ve done work under your advisor who is choosing to leave, you deserve credit for the work you did. Whether it’s in your dissertation or not, you deserve credit. This is where my story will begin.

When my advisor decided to leave and I didn’t want to go, I was met with hostility from both him and my department. He was not willing to let me use my research from his group in my dissertation unless I went to the new school and worked for him. No exception. This is where I was hoping my university would step in and advocate for me, but I was wrong. They encouraged me to go because of his reputation and that fact that this school was “higher ranked”. When I tried to come up with a solution, such as finding a new group that was willing to collaborate and allow him to be co-chair, which would allow me to keep and use my old research in my dissertation, he was appalled and unwilling. I had little support or help until I found a new advisor that was sympathetic was willing to let me work in his group without having to invest another 5-6 years.

In retrospect, I should have climbed the chain of command until I got what I wanted, because it was unfair to me to be forced in to something that I didn’t want to do. And quite honestly, it was wrong of both my department and advisor to treat me the way they did. I shouldn’t have been harassed and talked down to in the way that I was. You might be thinking “they might have been really trying to help you and advance your career.” I wish that were the case, the behavior of this former advisor was unprofessional and unethical. He had a long history of abusing grad students. And this was my way out. If anything, this situation showed how toxic he really was. After that way he treated me, I feared that deciding to go would subject me to more abuse. I was only willing to have him as co-advisor simply so I could keep my research in my name. To this day, my work is still sitting as a manuscript draft with not publications in sight. And no help.

Which brings me to this point. I am a woman in engineering. I am unmarried and without children. Had I been a man or a man with a family, my decision could have been viewed differently. My personal reasons weren’t “good enough” in their eyes. My decision to stay was no ones business and I should not have been forced to try and explain myself. In any other workplace outside of academia, a simple no would have sufficed. Academia culture breeds this expectation that grad students should do anything for their advisors, even if it’s a burden or hardship. And this expectation is guised under the idea that these sacrifices are for the sake of “education, passion, and career advancement.” I feel that women and POC in STEM are especially subject to these kinds of expectations. We are exposed to the “you should be grateful.” And many women and POC are not offered support in difficult situations, or we are left in the dark about what our options are. And as I saw in my case, when I tried to stand up for myself, I was viewed as ungrateful and unprofessional. I wish I had stood my ground harder, but it was hard and scary. I hope no graduate student ever has to go through what I went through.

If you’re in a situation where you don’t know what to do, find help, whether it be another professor, a student union or organization, or another mentor.

How Not to Be Reviewer Two: A Grad Students Guide to Being an Awesome Peer Reviewer

Things Women in STEM Should Stop Doing

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• CAREER FEATURE
• 25 April 2022

How to handle a supervisor’s sudden departure

• Nikki Forrester 0

Nikki Forrester is a science journalist based in West Virginia.

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“I don’t want to be here, and I can’t get out,” says a geosciences student who started her PhD programme in 2015 and has no clear end in sight. “I want to find a postdoc and get the mentorship experience I’m not getting currently, but I can’t finish my dissertation.”

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doi: https://doi.org/10.1038/d41586-022-01116-0

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HELP! PhD advisor leaving....what to do?

By PhDdreamin January 2, 2023 in Psychology Forum

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I just finished the first semester of my PhD program and everything was progressing great. Then, my advisor dropped the news they were leaving my current institution for a new one. I do not want to move to the new institution for various reasons both professional and personal, but there is no one else at my current institution using the methodology I am interested in. 

Although I have only completed a semester, I have collected lots of data, and was on track to propose my thesis next semester. It seems my current options are to fast track my thesis and Master out of my current program and pursue the PhD somewhere else entirely, or follow my advisor to a program I don't really want to go to. It seems obvious what I should do, but I don't know if completing the master's with my current project is really possible at this point.

Any advice welcomed!

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One semester is really early to already have even an idea for your dissertation at most programs. Are there other faculty at your current institution whose work you are interested in? This might be an opportunity to expand your horizons and round out your research portfolio. You can likely keep working with and being mentored by your current advisor after they leave and then also explore new work with a new advisor.

In considering the institution the advisor is moving to, what are the particular reasons you don't want to transfer?

It seems like you have some idea of rushing through your PhD in very few years. Why would you do that? What kind of position do you want afterwards? Generally, you will be judged for the rest of your career on your graduation date, so the more you can delay that, the more competitive you will be in the future (giving yourself more time to publish, gain skills, gain connections, etc.).

@t_ruth Sorry, my language may have been confusing in my earlier post. In my current program, we get a Master's along the way to the PhD. When I mentioned my thesis above I was referring to the Master's proposal. My current program has given me the option of receiving a terminal master's degree given the current situation. So essentially, I would be completing a Master's at this school as if I was just in a master's program, and then applying to other schools for their PhD programs next cycle and coming in as a student with a master's degree to start in Fall 2024. I do not want to rush my PhD!

In regard to transferring, I just moved my family to this current city six months ago. We chose this location to be closer to family, job opportunity for my partner, and good cultural location for us. The new institution is in a quintessential college town with less opportunity for my partner. In addition, it is not a Psychology or Neuroscience program that my advisor is moving to, but rather a more specialized department with more clinically oriented students. While I have been assured by my department head and other faculty that I could get a job in academia in my chosen department with a PhD from a different specialty as long as I publish in relevant journals, it still worries me to switch program focuses in that way. 

Ah, yes. I totally understand. When I chose my PhD program, job opps for my partner were among the reasons.

If there are other institutions in the same city that are appealing to you, you don't need to wait until you get the Masters to apply. You can apply to those next fall while you continue to make progress in your current program. Why risk losing all programs? However, I wouldn't underestimate the benefit of staying at a program where they acknowledge you got a bum deal...they might be more than willing to make up for it with things like extra mentoring, travel funding, different opportunities, etc.

@t_ruth This is very helpful! Thank you!

• 2 weeks later...

Given what you have said, I recommend completing your master's and applying elsewhere in your city OR try to see if there's anyone who you can find any common ground with. Try meeting with faculty. A lot of them are more flexible than it may originally appear, particularly in situations like this. 

I am so sorry, as that is definitely a really bum deal. Even though your faculty isn’t going to be part of your institution anymore, is it possible for them to serve as an outside collaborator on your work? I’ve known people whose dissertation committee chairs left for other universities and they were able to at least serve as a committee member and assist in the process. Before jumping ship, I would speak with your advisor who is leaving as well as the program head to see what exactly can be done to ensure you are still on track. If you haven’t done so already. Also, make sure to get all of it in writing.

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How to Tell Your Advisor That You're Leaving Academia

Jena Pitman-Leung

This post is based on content that has already appeared on the Propel Careers website. It is reproduced here with the author’s kind permission.

Many people enter into a Ph.D. program or postdoctoral fellowship thinking they’ll be in academia forever. But for about 70 percent of trainees, this plan changes along the way. Sometimes it happens over a long period of time, and sometimes it happens quickly. Either way, their advisor is usually the last person to find out. Despite the changing culture, many advisors simply do not want their trainees to leave academia.

One of the questions that I've been frequently asked since joining Propel Careers is, “How do I tell my advisor I'm leaving academia?” For many people, the anticipation of this conversation is worse than any other conversation with your advisor.

I wish I could remember how I told my postdoc advisor, but I was too flustered to remember the details. I do, however, remember the outcome–thankfully, I received understanding and support. I've had a number of years to look back on this experience and talk to others who've gone through it, and I’ve identified a few tactics that made this conversation easier.

Give enough notice When you decide to leave academia, try to give your advisor enough notice to make him or her feel comfortable. Most Ph.D. students begin looking for a postdoc position about a year before graduating, so this would be a good time to tell them you plan to look for a different job.

Have a research plan in place Present your advisor with an exit plan to ease any worries about you leaving the lab with unfinished experiments. Create a list of work left to do, along with a timeline and who you will hand tasks off to, if necessary. Include as much detail as possible!

Have a future plan in place You may not know exactly what you want to do after leaving the lab, but hopefully you have an idea. Once you choose a career path, allow yourself enough time to assess your skillset and build any skills needed to transition into your new role. If this requires some time out of the lab, tell your advisor what your plans are, why they are important to your career development and how you will build the skills you need without interfering with finishing your research.

Don't present your choice as a bad thing You may feel guilty or like you are disappointing your advisor. Even if you get a less-than-supportive response, it is important to stay positive. Present the news as an exciting career transition, NOT as a backup plan. The more self-reflection you do ahead of time and the more confident you are in your decision, the easier this will be. It's okay if it takes a little time to get to this point–just remember, this is your career, and you are in charge.

Make sure they know you value your training Ph.D. and postdoc training is incredibly valuable. Even if it's not the experience you hoped it would be, you can’t get through without learning something. You want your advisor to feel that the training you received will not be wasted. The skills you learned from him or her, technical or otherwise, will be useful in careers outside of academia.

Although research trainee success is still defined by many granting institutions as “success within academia,” this is changing. As you progress in your career, check in periodically with your advisor to update him or her on your successes. This way, you can be included in faculty boasting as the former trainee who “helped discover the cure for cancer while working on a team at X pharma,” or the former trainee who “developed a medical device used to diagnose X disease.” As a bonus for doing this, you may make it easier for your peers to have their own discussions with your mentor!

Jena Pitman-Leung, Ph.D., is a Career Development Consultant at Propel Careers and has been with Propel Careers since August, 2013. During her graduate studies at Northwestern University and postdoctoral studies at the University of Massachusetts Medical School she was the primary mentor of over a dozen undergraduate and graduate students; providing career advice, and training them to be independent scientists. Prior to joining Propel, Jena worked as a consultant at a Boston-area firm specializing in fatigue risk management in 24/7 industries.

Publish Date: 28 August 2014

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The hard task of switching supervisors during graduate studies

Two grad students discuss their unique experiences of having to switch supervisors.

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The student-supervisor relationship is paramount to the success of graduate studies. It is important to give this relationship its due diligence by critically assessing a potential supervisor prior to committing to their research group. It must be fostered by managing expectations between both parties. Many universities have gotten on board helping to facilitate these relationships and thus ensure the success of both students and supervisors alike. However, sometimes life has other plans for us, and it might become necessary to switch supervisors while completing grad school.

In this interview, Alexis and Emily share their experiences of switching supervisors while completing their graduate studies.

Why did you decide to switch supervisors and institutions?

Alexis : I was living apart from my partner in a different state and I was very unhappy. Additionally, it was financially hard to support two households in different states. I had the opportunity to return to the lab of a supervisor I had worked with previously that was in the same city as my spouse. Although I was nervous about how it would set me back in terms of graduation and completion, I wound up only having to add one summer semester. I had a good relationship with the new supervisor and was excited about returning to research work I was happy about.

Emily : During the second year in my doctoral program, around the time of spring break, my advisor announced to everyone in the lab that she would be leaving the university in just over a year. Naturally, I was shocked, angry and worried about how this would impact my graduate studies. Since my advisor was leaving academia altogether, there was no option to follow her to a different university. Rather, I was faced with the decision to switch advisors or start the application process all over again. Given how competitive PhD programs are, I was not willing to put myself through that stress again. It was an easy decision for me to find a different lab to join within my department.

How did you go about this transition and how long did it take?

Alexis : I started thinking about the transition in the spring, floated it to my new supervisor and discussed it with her over the summer. Once I had all the details sorted out, I let my supervisor know. At that point, it was the end of the summer. If you’re not sure that the new lab and institution will take you, I would wait to let the old supervisor know so that if it doesn’t work out, you still have the option to continue with your current lab if you need it. I was incredibly privileged to have my own external funding, which made it significantly easier to transition from one lab to another, but this is not the case for everyone.

Emily : The main factor that went into my decision to find a new lab was the topic of study. At this point in my training, I had an idea of what I wanted to study for my dissertation. I reviewed the research interests of the faculty members in the department and tried to find the faculty member whose research interests most closely aligned with mine. I ended up scheduling a meeting with my new prospective advisor, explaining the situation, and describing why I was interested in joining her lab. We set some limitations on what she would feel comfortable supervising for a dissertation, and we discussed who else I should have on my committee to ensure that we had an expert for each variable of interest. By the end of the semester, we agreed that joining her lab made sense, and I started the process of getting all my training in order. By the start of the fall semester, I began working on ongoing projects in the lab. I ended up successfully proposing my dissertation within a year of starting in the lab, and I started data collection shortly thereafter.

What would you recommend to students considering a switch?

Alexis : Use your network, think about who you’ve worked with and who they know. The individuals who have mentored you and supported you in the past will be able to advise you on this important decision and help you find a new academic home.

Emily : I think the most important thing to consider in transitioning is how the move will impact your life and future career opportunities. For example, for me to drop out of my program and reapply, I would have wasted three years of my life in a graduate program with little to show for it. I would have also been faced with potentially making another move across the country, developing a new social support network and adjusting to the culture of a different program. For me, finding a new lab meant that I would not have to face these stressors. While I was devastated at the opportunities that would be lost with my advisor leaving, I decided to focus on what skills and expertise I could gain by switching labs. This growth mindset has been immensely helpful for me, as I will be leaving my program with such a wide variety of skills. While I don’t have any resources to recommend per se, the most helpful thing in my decision was considering my life goals and how this change could offer me opportunities to which I otherwise would not have had access.

What is your biggest takeaway from this experience?

Alexis : Think deeply about the pros and cons. If it’s a short program, like a master’s, consider whether it is worth extending your graduation timeline by switching institutions or whether you can stick it out until the end of your program. Also consider whether the challenges you’re facing are with the institution and sort out whether the problem is with academic structures (which might not vary from supervisor to supervisor) or unique to your current situation. Sometimes, it might be best to stop entirely rather than just simply switch. There is a lot of shame in academia around changing programs or leaving a program early, but graduate school is all about discovering and learning. It is OK to decide that you want something different.

Emily : The most important thing to keep in mind with the prospect of switching advisors or universities is the impact that decision will have on your life. I experienced a lot of difficult emotions when I learned that my advisor was leaving, and I know several other students in a similar position who have felt the same way. The emotions you experience when learning that your plans will be changing against your will are normal. However, it is important to make the best out of your situation. Talk it out with a trusted friend, family member, fellow student, supervisor or therapist. Remember that you know yourself best and trust your gut. While this was a position I was not happy to be in, I am thankful for all the support I received from my friends, colleagues and the department as a whole. I no longer struggle with the emotional turmoil that I experienced initially, and I am thrilled to be working on my current line of research!

Some useful resources to consult might include the following: For step-by-step guidance from deciding whether to end a student-supervisor relationship, to the procedure by which to continue: https://www.grad.ubc.ca/handbook-graduate-supervision/ending-relationship For guidance and advice such as adding committee members and co-supervisors to your graduate studies mentorship team: https://www.mcgill.ca/gradsupervision/questions-and-answers/qa-supervisees/changing-supervisors For other personal accounts of supervisor changes and strategies for this process: https://www.sciencemag.org/careers/2000/11/making-switch-strategies-changing-supervisors

What is your experience with student-supervisor relationships? Comment below!

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Kshitij Tiwari Ph.D.

Knowing when to quit PhD: Signs to look for and what to do next

Not many know of the harsh realities of the PhD program when they first start out and many struggle to be fully convinced that PhD is indeed the right career choice for them.

So, somewhere along the journey they start feeling stuck with no real progress being made and start questioning whether or not to continue . It is at this time, they need to make the tough call and often they lack the know how to be able to decide how to proceed thereon.

In this article, we will look into the signs that indicate it’s time to quit your PhD program, what to do after quitting, and alternative career paths to consider. We’ll also discuss managing finances and prioritizing mental health during this difficult time, as well as the importance of a healthy relationship with your PhD supervisor.

Finally, we’ll explore how a change in personal goals can affect your decision to leave the program and provide resources for those considering leaving their PhD program. Contrary to the other blogs that touch base on this topic, we will also look into how you can resume your PhD journey after a brief hiatus if you decide so instead of quitting.

Table of Contents

Signs it’s time to quit PhD

Making the decision to quit PhD

Next steps after quitting phd, alternative career routes after quitting phd, resume your phd journey, key takeaways, signs it's time to quit phd.

There are some tell tale signs that you can look out for to know if it’s time to quit your PhD.

Lack of Passion

Your passion for your research should be what drives you to continue your PhD. If you find yourself lacking excitement or interest in your work, it may be time to re-evaluate your goals and consider quitting.

Emotional and mental health issues

The stress of a PhD program can take a toll on your mental health. If you find yourself constantly anxious, overwhelmed, or depressed, it may be a sign that the program is not worth sacrificing your health.

Financial Hardship

PhD programs can be expensive and do not always offer enough funding or job opportunities to support your lifestyle. If you are struggling financially and cannot see a way out, it may be time to consider other options.

Lack of Support

A strong support system is crucial during a PhD program. If you feel isolated or unsupported by your colleagues or mentor, it can make the program even more challenging.

If you recognize any of these signs, it may be time to take a step back and evaluate your options. It’s important to remember that quitting your PhD program does not mean you have failed. Here are some steps to take next:

Speak with a trusted mentor or advisor to discuss your options.

Consider taking some time off to re-evaluate your goals and explore other interests.

Look into alternative career paths or programs that align with your interests and values.

Connect with a therapist or mental health professional for support during this transition.

Poor relationship with supervisor or lab members

If you’re experiencing conflicts with your supervisor or lab members, it can create a toxic work environment that affects your ability to perform. This can be especially challenging in a PhD program that is often heavily reliant on the relationship with your supervisor. If attempts to resolve conflicts have been unsuccessful, it may be time to consider moving on to a different program or workplace. Remember that your well-being should be a priority and it’s okay to make changes that support that.

Change in personal goals or circumstances

As we grow and change, our goals and circumstances can shift. If you find yourself no longer interested in pursuing a career in academia or if personal circumstances make continuing the program difficult, it’s important to consider whether the PhD is still the best path for you. Keep in mind that it’s never too late to make a change and pursue a different career path that aligns better with your current goals and needs. Remember to seek support and guidance from trusted advisors and professionals as you make these decisions.

The decision to quit your PhD is a difficult one, but it’s important to be honest with yourself about your needs and goals. Remember that quitting does not mean failure, and it’s never too late to make a change. Here are some steps to help you make this decision

Weighing the pros and cons

When making the decision to quit your PhD program, it’s important to weigh the pros and cons. Some pros of continuing may include a strong passion for your research, a supportive advisor, and opportunities for career advancement. However, some cons may include financial strain, mental and emotional exhaustion, and a lack of interest in your work.

Reflecting on your goals and values

Reflect on your goals and values and how they align with your current situation. Are you still passionate about your research? Is the PhD program aligning with your personal values and goals? Reflecting on these questions can help provide clarity when making the decision to continue or quit the program.

Seeking advice and support

Speak with trusted mentors, advisors, and professionals to discuss your options and gather information. It’s important to seek advice and support from people who understand the demands of a PhD program and can help you make an informed decision.

Trusting your intuition

Ultimately, the decision to quit your PhD should come from a place of intuition and self-awareness. Trust your instincts and listen to your body and mind. If you feel that continuing the program will have a negative impact on your well-being and happiness, it may be time to consider other options.

Remember that quitting your PhD program does not mean you have failed. It takes courage to acknowledge when something is not working and make a change. Trust yourself and do what is best for you and your future.

If you have decided to quit your PhD program, it’s important to have a plan for what comes next. Here are some steps to consider:

Take time for self-care

Leaving a PhD program can be a major life change that can have an emotional impact. It’s important to take time to reflect, process your feelings, and engage in self-care activities that help you feel grounded and supported.

Re-evaluate your career goals

Reflect on your interests and career goals and explore alternative career paths that align with your passions and values. Consider taking courses or workshops to develop new skills and broaden your options.

Network and build new connections

Connect with professionals in your field of interest and attend industry events to expand your network and gain insight into new career opportunities. Building new connections can help you find new opportunities and grow your professional circle.

Seek support and guidance

It’s important to connect with a mentor, advisor, or therapist who can offer support and guidance as you navigate this transition. They can help you overcome any obstacles or self-doubt you may have and provide valuable insights and resources.

Consider further education or training

If you are interested in pursuing a different academic path, consider further education or training in a new field. This can open up new opportunities and help you gain new skills and knowledge.

Embrace the change and stay positive

Leaving a PhD program can be challenging, but it’s important to embrace the change and stay positive. Remember that this decision is an opportunity for growth and new experiences. Focus on the positives of your decision and stay open to new opportunities that come your way. With time and persistence, you can forge a new path that aligns with your passions and goals.

If you decide to leave your PhD program, there are many alternative career routes to consider. Here are a few options to explore:

Consider exploring career opportunities in industry that relate to your research interests. Industry jobs can offer more stability and a faster career trajectory than academia.

If you enjoy teaching, consider pursuing a career as a high school or community college teacher. You can also consider teaching positions in non-academic settings, such as museums or community centers.

Entrepreneurship

Starting your own business or consulting firm can be a rewarding career path that allows you to apply your research skills in new ways. Be prepared to invest time and energy into building your business.

Non-profit work

Non-profit organizations offer a variety of career opportunities that align with your values and interests. Consider working for a non-profit in a role that utilizes your research skills or knowledge.

Government work

Working for the government can provide stable employment and opportunities to make a difference in your field of interest. Consider working in a government agency related to your research area or in science policy.

Freelancing

Freelancing or consulting can offer flexibility and the opportunity to work on a range of projects related to your research or interests. Be prepared for the challenges of self-employment and building a client base.

Remember that there are many alternative career paths to consider after leaving your PhD program. Take time to explore your interests and goals, and seek advice and support from trusted professionals as you navigate this transition.

Consider your options carefully and make a decision that aligns with your values and goals. Remember that it’s okay to change your mind and pursue a different path. Take time for self-care, re-evaluate your career goals, network and build connections, seek support and guidance, consider further education, and stay positive.

As opposed to quitting, if you give it a second thought and decide to resume with your PhD, here are some steps to help you through it and your approach from the past. Don’t worry if you’re feeling unsure; this is a normal phase for many.

Reconnect with your advisor and lab members

It’s important to reconnect with your advisor and lab members after a hiatus. Schedule a meeting with your advisor to discuss your plans moving forward and any necessary steps to re-integrate into the program.

Review and update your research plan

Take time to review and update your research plan to ensure that it aligns with your current goals and interests. Consider any changes that may have occurred during your hiatus and discuss any necessary adjustments with your advisor.

Re-establish your routine

Returning to a PhD program may require adjusting your routine to ensure that you have enough time and energy to dedicate to your research and coursework. Make a schedule that works for you and stick to it. Create a plan for managing your time, including scheduling regular breaks and self-care activities.

Connect with your peers

Connecting with your peers can help you stay motivated and engaged in your program. Attend department events, join a study group, or participate in student clubs to meet new people and build relationships.

Seek additional support and resources

If you are struggling to get back into the swing of things, consider seeking additional support and resources. This may include working with a tutor, attending office hours, or accessing mental health services.

Keep your long-term goals in mind

Remember your long-term goals and why you started your PhD in the first place. Keeping your goals in mind can help you stay motivated and focused as you resume your PhD journey. Celebrate your successes and milestones along the way and don’t be afraid to ask for help when needed.

Whether you decide to quit your PhD program or continue on, the most important thing is to be true to yourself and your values. Take the time to reflect and seek advice and support from trusted mentors, advisors, and professionals. Remember that there are always options and opportunities to pursue your passions and goals. Whatever you choose – to quit or to resume your PhD after a brief hiatus , trust yourself and take pride in the journey ahead.

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Degree components what are the major pieces that make up an ohio state degree.

Your Ohio State degree will be comprised of General Education (GE) courses, major coursework and electives. You could also consider completing two majors or adding a minor to your program. Advisors can assist you in determining the best courses to take to explore majors and fit your interests and skills, while ensuring that you are meeting overall degree requirements and making degree progress.

What each component means

Ohio State is a liberal arts institution and has a core curriculum called the General Education. Regardless of major, every undergraduate student completes coursework in a mutitude of categories. GE courses comprise nearly a third of most students' degree programs; students focus on completing GE requirements as a way of exploring majors or careers, connecting interests, and making degree progress.

In addition to completing GE requirements, you will declare a major. Your major will concentrate a significant portion of your courses and studies into one subject area. This will help you build skills and knowledge in an area of interest and strength for you. Majors range widely in size but must be more than 27 semester credit hours of coursework.

Some students select more than one major. Depending on the majors chosen you will complete:

• Second Major: this can refer to the completion of two majors in the same college (e.g. Biology and Women's Studies, both of which are in Arts and Sciences) that are of the same degree type (e.g. BS, BA, BFA, BSBA). You can also add a major to some degree programs--in these cases you would complete the general education requirements specific to one of the programs and add a major to it (completing all requirements for the second major but not completing any additional GE requirements). An advisor can discuss the possible options for a second major with you. In this case, you earn one diploma and must complete both majors at the same time.
• Dual Degree : this refers to completion of majors in different colleges (e.g. Electrical Engineering in College of Engineering and Accounting in the College of Business), of two different degree types, or completing majors within the same college and degree type where there is no course overlap. When you complete a dual degree, you will complete both the specific major requirements and the required GE requirements. You earn one diploma for each degree and can complete the degrees at different times or at the same time.

A minor exposes you to coursework that gives you proficiency in additional subject matter and consists of at least 14 semester hours of coursework. Minors need to be selected from outside the area of the major in most cases and can compliment a major or serve as an opportunity to explore additional academic interests. Coursework used on a minor may also overlap with a general education requirement in some cases. Certain major programs require that a student declare a particular minor while others leave the option open to the student.

Adding multiple minors is also a great opportunity for a student with many diverse interests. Minors take fewer credit hours to complete, can overlap to count as a GE requirement on the minor, and they don't have a separate GE to complete (as is the case with dual degrees).

After completing GE and major requirements, students often have room for electives. These electives can explore a thematic area of interest or allow a student to take coursework across a variety of disciplines and interests. Electives may be required to reach the 120 hour minimum for any OSU program (note, certain programs have a higher number of minimum hours required for graduation).

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• Leave of Absence/University Withdrawal Policy Training

Leave of Absence/University Withdrawal Policy Training - 8/29

Thursday, August 29, 2024 1:00pm to 3:00pm

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This training will detail and provide instruction for the newly approved Leave of Absence and Withdrawal Policy spanning across all campuses and schools effective for the Fall 2024 semester. Open to academic advisors, faculty, program coordinators or administrators working with students who may express the need or want to take a leave of absence or withdraw from the University. This training will be two hours: presentation (hour and a half), Q&A (15 mins) and debrief (15 mins).

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• Faculty Issues
• A Big Chunk of Professors Flunked U of Florida Post-Tenure Review

After the state required post-tenure reviews, roughly one-fifth of the UF professors evaluated in the first round were either found lacking, decided to leave or chose to give up research—and likely their tenure with it. At Florida State, by contrast, all professors passed muster.

By  Ryan Quinn

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Florida governor Ron DeSantis and other Republicans have mandated post-tenure review at public institutions such as the University of Florida.

Photo illustration by Justin Morrison/Inside Higher Ed | Joe Raedle/Getty Images | Jeffrey Greenberg/Universal Images Group/Getty Images

Post-tenure reviews aren’t a new phenomenon in higher education. The American Association of University Professors has had a stance on them going back to 1983, and in 1999 it released a report saying they should be for “faculty development” and not “undertaken for the purpose of dismissal.”

Last year, Republican lawmakers in Florida passed a law requiring post-tenure reviews for professors at public universities. That wasn’t unique. But as with other policies, how administrators implement post-tenure review matters—and the board of the State University System of Florida determined that professors who receive the lowest review ranking, “unsatisfactory,” will “receive a notice of termination.” Now, the first round of post-tenure reviews has been completed. And the flagship University of Florida’s process produced a figure that has raised eyebrows among its faculty: About one-fifth of reviewed professors failed to pass muster or gave up defending their tenure.

“There’s no mincing words: Tenure’s gone. It’s been replaced by a five-year contract,” said Meera Sitharam, president of the United Faculty of Florida union’s UF chapter. She said UF’s implementation of the policy “really gives them a chance to get rid of people they don’t like.”

During a June Faculty Senate meeting, Provost J. Scott Angle provided what he called preliminary numbers on the results of the reviews—preliminary because then president Ben Sasse , a former Republican U.S. senator, could still change the scores professors received. Angle acknowledged that “the process was rushed this year” but said, “I think overall it probably was reasonably effective.”

Angle combined people who received the two lowest ratings, “unsatisfactory” and “does not meet expectations,” which puts professors on a performance improvement plan that can lead to their firing. When he added those to the professors who quit amid the process or decided to teach full-time, likely giving up tenure to do so, “in total, that was about 21 percent of the 258 cases that we reviewed this year.”

Those “cases” were people: It was the number of tenured faculty members up for review. As for the professors Angle mentioned who are “moving to become” full-time teachers, he said, “It’s my understanding that they would give up tenure—there’s still some job security for our master teachers, obviously.” He didn’t provide the faculty senators a breakdown of how many people would be relinquishing tenure in this manner.

The university did not grant an interview Tuesday with Angle or another administrator about these numbers. But it did provide a “final” July 1 report on the 2024 post-tenure review cycle that included numbers similar to what the provost had described.

The report said that, out of 262 professors up for review, 31 “either retired, entered retirement agreements or resigned during the review period.” A further 34 didn’t meet expectations and five were dubbed unsatisfactory. Add those categories up, and it’s 27 percent.

That document doesn’t say how many of those who quit during the review period did so because they feared they’d be fired anyway. And it doesn’t number the professors Angle mentioned as voluntarily giving up tenure to transition to full-time teaching roles. But it does suggest that post-tenure review will have a significant impact on UF’s workforce.

And UF’s numbers are much higher than at other Florida public institutions. Florida State University told Inside Higher Ed it placed zero in the “unsatisfactory” or “does not meet expectations” categories. And the Independent Florida Alligator student newspaper reported only around 11 percent in those categories at the University of Central Florida, 5 percent at Florida International University, 7 percent at the University of West Florida and 6 percent at the University of North Florida.

Though UF seems to be diverging from its fellow public institutions, it may be taking a cue from the state to get serious about post-tenure review.

‘Embellished’ Reviews

Early last year, Florida governor Ron DeSantis announced legislation targeting tenure. “The most significant deadweight cost at universities is typically unproductive tenured faculty,” DeSantis said .

In May of that year, he signed the controversial Senate Bill 266 into law. Along with banning Florida’s public colleges and universities from spending state and federal dollars on diversity, equity and inclusion programs, the law required post-tenure reviews every five years and said that faculty tenure, firings and other personnel decisions at public institutions can’t be arbitrated.

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A decade after scott walker’s bill, u of wisconsin may see first mass layoff of tenured faculty.

• New Threats to Tenure and Faculty Speech

So the post-tenure review could lead to a professor’s ouster, and the professor could no longer arbitrate that decision. But Sitharam, the union president, said the statewide Board of Governors went beyond the law, which, she noted, “doesn’t even use the word ‘termination.’” And on top of that, she said, “my university has embellished the Board of Governors’ regulations.”

“Everybody that I know sees it as a destruction of the university and everybody’s scratching their head as to what the [UF] leadership is even trying to achieve,” Sitharam said.

One UF law professor, Steven Willis, is among the plaintiffs in a lawsuit filed July 30 against the State University System of Florida board and legislative leaders, seeking a judgment that the law requiring post-tenure review is unconstitutional. It’s unclear, though, whether a victory would lead UF to drop its own policy.

Willis said the post-tenure review doesn’t provide for due process, saying he gets only one page to respond to what his dean says about his scholarship over the past five years, one to respond about his teaching and one to respond about the service aspect of his job. “That’s ridiculous,” he said.

Willis said he’s a Republican and Christian who’s the faculty adviser for UF’s Christian Legal Society and its Federalist Society. He supports DeSantis, and he’s not opposed to post-tenure review. But “it needed to be designed with due process so that people had a chance to be heard and a chance to defend themselves,” Willis said, “and we don’t have that.”

DeSantis has criticized “woke” professors, cut off funding for DEI in public universities and championed a conservative overhaul of New College of Florida. In red Florida, left-leaning faculty members may feel they have more to fear if post-tenure review is used as a political tool.

But conservative-leaning defenders of academic freedom have noted that tenure is a way to protect the jobs of conservative professors at liberal institutions. Willis said that, if people are targeted, it’s not going to start with professors on the left. “At the moment nearly every college administration is dominated by the left,” Willis said. “In the short run, it’s people on the right, Republicans and Christians, and we are rare. That’s who’s going to get targeted.”

4 Ways to Reduce Higher Ed’s Leadership Deficit

Without good people-management skills, we’ll perpetuate the workforce instability and turnover on our campuses, warns

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New Faculty Spotlight: Peter Ricci Pellegrino, MD, PhD

• Written by UNMC Department of Anesthesiology
• Published Aug 5, 2024

Peter Ricci Pellegrino, MD, PhD

Peter Ricci Pellegrino, MD, PhD, is a new faculty member at UNMC.

• Name : Peter Ricci Pellegrino, MD, PhD 
• Title and department at UNMC : Assistant professor, UNMC Department of Anesthesiology
• Hometown : Minneapolis

What drew me to anesthesiology : Anesthesiology is an amazing discipline with diverse subspecialties that span the breadth of patient care with a particular emphasis on providing critical care and palliation to patients in their most vulnerable states, and I love pretty much everything about it.  

Education background:  

• MD, PhD in physiology, UNMC
• BSE in biomedical engineering, University of Iowa 

Professional Memberships:  

• American Society of Anesthesiologists 
• American College of Cardiology 
• American Heart Association 
• American Physiological Society 
• Early-Stage Anesthesiology Scholars 
• International Anesthesia Research Society 
• Society of Critical Care Anesthesiologists 
• Society of Critical Care Medicine 
• American Academy of Pain Medicine 
• American Society of Regional Anesthesia 
• North American Neuromodulation Society 
• International Neuromodulation Society 
• International Pain and Spine Intervention Society  
• Alpha Omega Alpha 

What are you most looking forward to as you join the department?  

I am most excited for my elevated role in patient care. We have the capacity and duty to make a profound impact on our patients’ lives, and I take that very seriously. 

Three things people may not know about me :

• I spent most of my time in combined medical and graduate school believing I would forego residency training and pursue a research-only career, but I realized how much I loved taking care of patients as a third-year medical student, and my last eight years of clinical training have been extremely rewarding.  
• I find something about washing dishes therapeutic. 
• I am a fan of the recently relegated Frosinone soccer club. We’ll be back. 

Dr. Ricci Pellegrino,

Welcome to UNMC the home of the best in medicine! Glad you are cheering for Frosinone soccer club! In the 2023/2024 Serie A season, Frosinone finished 18th on the table and were relegated back to Serie B. Yes, we will be back!!!! Forza Frosinone!!!! Best wishes!

Hooray!! Well deserved. Anesthesiology department made a great decision!

Welcome to the next stage in your career! Another success of our MD-PhD program, and now enriching our faculty, so glad you are here with us.

Congratulations Peter: Hope to get you back in the fold and get the K08 submitted.

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Both Sides of the Wall: Empowering Incarcerated Families Through Healing & Wellness

The trauma of incarceration often extends beyond the individual, leaving behind family members reeling from the physical loss of their loved one and struggling to understand the emotional and financial implications of their new situation. After a detention most family members are overlooked, left to navigate the challenges and hardships of their new normal with little to no support from government or community agencies. In addition many families avoid seeking help because of the stigma and biases surrounding incarceration, yet without proper interventions the negative impacts of familial imprisonment can have devastating and long-lasting effects.

A partnership between Northeastern University and the Mellon Foundation is working to reverse this cycle of generational trauma by empowering families through workshops, presentations, and wellness strategies for dealing with stress. Patrice Collins, Assistant Professor, School of Criminology and Criminal Justice, Department of Cultures, Societies and Global Studies in Africana Studies at Northeastern University, and Sam Williams , Executive Director, Concord Prison Outreach; Founder, One Circle Health and Wellness LLC, are leading the workshops in a public health project titled “ Both Sides of the Wall: Empowering Incarcerated Families through Healing & Wellness,” focusing on mitigating trauma for families experiencing generational incarceration.

“Having an incarcerated loved one can be an isolating experience,” said Williams. “Imagine that your loved one has just been put away, and you’re left to deal with not only the stigma surrounding that but also the emotional and financial tolls, and for the most part you’re expected to deal with it by yourself. That stress can negatively affect your physical and mental well-being in several ways.”

The effects of that stress can trickle down through generations. Research has shown that children separated from a parent because of imprisonment are more likely to have poor academic performance and are at higher risk for juvenile delinquency and substance abuse later in life.

“Having your parent put in a jail at a young age becomes a formative event in your life,” said Collins. “It alters your upbringing and as a result can change the trajectory of your life. Our project aims to facilitate social change by providing meaningful support to incarcerated families, helping them navigate this challenging event in both their own lives and the lives of their children.”

Williams’ and Collins’ workshops provide a comprehensive approach to address this social issue. Both Sides of the Wall  offers workshops to family members that are focused on health and wellness support, while actively considering the lived experience and perspectives of these families. These workshops are attended by families with incarcerated loved ones, and in addition to physical support can become a place of community for those sharing this unique experience. Both Sides of the Wall offers presentations and classes to community partners already involved in supporting families affected by incarceration, training stakeholders in evidence-based tactics and coping strategies.

Both Sides of the Wall is a multi-year project aiming to meet the evolving needs of this unique population. Documenting lived experiences through audio and visual mediums will be used to critically examine the public history of generational trauma on children and families. With a core focus on addressing stress and trauma, Both Sides of the Wall helps communities understand the crucial relationship between trauma, stress, and physical health, as well as the overall well-being of children and families. Furthermore, Both Sides of the Wall acknowledges that physical trauma and psychological distress are frequently more prevalent in urban communities, attributed to a variety of environmental and cultural factors. Consequently, the project goals strive to alleviate these traumas.

Learn more about Both Sides of the Wall: Empowering Incarcerated Families through Healing & Wellness and The Reckoning Institute her e .

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• Graduate College of Social Work

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• 2024 Susan Robbins Receives Social Work Pioneer Award

Dr. Susan Robbins named 2024 NASW Social Work Pioneer 

Susan P. Robbins, the Cele S. and Samuel D. Keeper Endowed Professor in Social Justice and former Associate Dean for Doctoral Education at the University of Houston Graduate College of Social Work, has been named an NASW Pioneer by the National Association of Social Workers Foundation.

Dr. Robbins has been recognized for her leadership and scholarship through her appointments to the Executive Board of the American Board of Forensic Social Workers, the American College of Forensic Examiners, and several editorial boards of leading journals. Her consultation and training for Children’s Protective Services in Texas, New Mexico, and Oklahoma led to numerous invited conference presentations nationally, regionally, and locally.

Nationally known for her scholarship focused on critical analysis and socially constructed power, Dr. Robbins has applied these perspectives to human behavior theories, practice methods, pedagogical issues in social work education, and epistemological methodologies. She is renowned for her authored textbook Comparative Human Behavior Theory: A Critical Perspective for Social Work Practice and for critically examining the nowdiscredited recovered memory movement. As Editor-in-Chief of the Journal of Social Work Education (2013-2016), her editorials received widespread acclaim and high readership.

Dr. Robbins’ accolades include the National Faculty Excellence Award for Outstanding Contribution to Distance Education (University Continuing Education Association, 1998); the Outstanding Faculty Award (University of Houston Graduate College of Social Work, 1988, 1993, and 2005); the Sol Gothard Lifetime Achievement Award (National Organization of Forensic Social Work, 2016); and the Hamline University Alumni Award for Making the World a Better Place (2019). She will also receive Tulane University School of Social Work’s 1914 Distinguished Alumni Award in Academia and Research in November 2024.

“Being named an NASW Social Work Pioneer is perhaps one of the greatest honors of my career,” Robbins said. “As an NASW member for over 45 years, this recognition from our esteemed social work organization is an exciting capstone to my career. The work that NASW does to promote professional growth, effectiveness, and standards for social work practice, improve conditions for our clients, and promote sound policies is central to our work as social workers.” The award will be conferred on October 19th in Washington D.C. at the Omni Shoreham Hotel.

ABOUT THE NASW SOCIAL WORK PIONEERS PROGRAM

The NASW Social Work Pioneers® program honors members of the social work profession who have contributed to the evolution and enrichment of the profession. The program identifies and recognizes individuals whose dedication, commitment, and determination have improved social and human conditions. Since its launch in 1994, the program has inducted more than 900 individuals.

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Quitting PhD for a job, how to tell advisor?

I've started a PhD last year but due to financial reasons I don't think I can stay for the whole program since it's not fully funded. I've received a job offer from a very reputable company which solves my money problem & looks like a promising career path. I've accepted the offer several months ago and so I've thought very carefully about it and my mind is made up.

How do I tell my university and more importantly supervisor without causing any havoc or emotional strains since they've both been very supportive so far. Another thing is that I'm on a student visa and need to obtain a work permit which requires the school's help so it's very important that I maintain a good relationship even though I'm quitting.

Thank you very much.

• graduate-school

• 1 If a company is hiring you, what role does the university play in a work permit? Why have you waited several months after accepting the offer? –  Jon Custer Commented Jun 9, 2019 at 17:49
• 2 so essentially my job is a structured graduate scheme and so starts in September with all other graduates and until then I remain "sponsored" by my university to remain in the UK until I successfully complete a work permit application after which I become "sponsored" by my employer to remain in the country. If my university decided to end this sponsorship before then I must return to my home country which adds a lot of complexity. To obtain a work permit I also need few documents from my university since I didn't complete the full PhD and so they have to apply discretion in my favour. –  Zhen Commented Jun 9, 2019 at 18:06
• Let me just tell you that your supervisor has no reason to act emotional, nor should they "forbid" you to quit. Even if they do, it is still your life. You need the money to live. A good supervisor respects that. –  user109595 Commented Jun 9, 2019 at 18:06
• totally agree, I don't think they have an authority to stop me quitting or force me to stay but I still wish to leave positively (as much as possible). Do you recon I should get to the point and say that I'm quitting or would it be better to give a detailed explanation? –  Zhen Commented Jun 9, 2019 at 18:10

Whenever a professor takes on a grad student, there is no guarantee that the student will be able to complete the program. The vast majority of people (advisors included) understand financial hardship.

Ask to have a face-to-face meeting with your advisor. Be honest about your reason(s). Your advisor is likely to be willing to keep working with you as long as you are able to. If you're worried about how to word what you will say to your advisor, something like "I wish I could have completed the program, but, due to financial burdens, I won't be able to. I've enjoyed my time and got a lot of out the experience." (Expand and reword as needed.) And then give details about dates and answer questions. If you've maintained a good working relationship with your advisor, they will likely be able to help you navigate dealing with the university.

• 1 perfect, thank you very much for your reply. Given that I can't really start my job before September, should I have the talk with my supervisor now or later? –  Zhen Commented Jun 9, 2019 at 20:14
• @Zhen glad I could help. Good luck! –  Van Commented Jun 10, 2019 at 11:10

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12 things to know about Tim Walz, the Midwestern dad who coined the biggest insult of 2024

• Kamala Harris selected Gov. Tim Walz of Minnesota as her 2024 running mate.
• A known progressive, Walz served six terms in Congress before becoming governor.
• Prior to entering politics, Walz served in the Army National Guard, taught high school, and coached football.

Kamala Harris' whirlwind effort to select a vice president has finally ended and Gov. Tim Walz of Minnesota secured the coveted No. 2 spot.

A 60-year-old veteran and former teacher with decades of governing experience, Walz beat out more moderate candidates from swing districts. In selecting Walz as her second-in-command, Harris handed progressives a big win .

Here are 12 things to know about Walz as he steps into the national spotlight and, potentially, the White House.

Tim Walz was born in rural West Point, Nebraska, in 1964.

Born to Darlene and James, a school administrator, Walz grew up in Valentine, Nebraska, a small town close to the South Dakota border best known for the annual influx of Valentine's Day cards from people wanting their love letters to bear the town's postmark.

"An awful lot of who I am was built on being a Nebraskan," Walz told the Omaha World-Herald in 2018.

When Walz was 19, his father died of lung cancer, leading the family to move closer to the even smaller town of Butte, Nebraska, to be near family. Walz often jokes that there were only 24 kids in his high-school graduating class, including 12 cousins.

The Minneapolis Star Tribune reported that Walz's mother still resided in Nebraska.

He enlisted in the Army National Guard when he was 17.

Walz served in the Army National Guard for 24 years. He didn't serve in combat but helped respond to disasters such as floods and tornados, Minnesota Public Radio reported. He was also deployed overseas in connection with Operation Enduring Freedom.

Walz retired in 2005 as a command sergeant major, which made him the highest-ranking enlisted soldier to ever serve in Congress when he was elected in 2017, according to the House Committee on Veterans' Affairs .

He worked odd jobs before earning a bachelor's degree from Chadron State College in Nebraska.

Walz built grain silos, worked in manufacturing, and processed mortgage loans until landing a temporary teaching position at a South Dakota Native American reservation inspired him to pursue a career in education.

Walz graduated from Chadron State College, a small public college, with a degree in social-science education in 1989.

Walz speaks conversational Mandarin from his time teaching in China.

From 1989 to 1990, Walz taught at a high school in China through WorldTeach, a program affiliated with Harvard University. He was among the first groups of American educators approved by the US government to teach in Chinese high schools.

Before entering politics, he was a high-school geography and social-studies teacher.

After his work in China, Walz taught at a public high school in Alliance, Nebraska. There, he met his wife, Gwen Whipple, who was also a teacher. They got married in 1994 and moved to Minnesota, where they both began teaching at Mankato West High School.

Walz coached high-school football and served as a faculty advisor for the school's gay-straight alliance.

Walz led Mankato West's football team to their first state championship in 1999. He also served as the first faculty advisor for the school's gay-straight-alliance student group, a position he felt signaled acceptance and helped dispel stereotypes.

"It really needed to be the football coach, who was the soldier and was straight and was married," Walz told the Minneapolis Star Tribune in 2018 of his role in the GSA.

Walz and his wife, Gwen Walz, have two children.

In an interview with the Minneapolis Star Tribune , Walz said his children were conceived through in vitro fertilization . He shared the information after an Alabama Supreme Court ruled in February that frozen embryos were considered people , threatening access to fertility treatments in the state.

After seven years of fertility treatments at Minnesota's Mayo Clinic, the couple welcomed their first child in 2001, a daughter named Hope. Their son, Gus, was born in 2006. In addition to their two kids, the Walz family also owns a rescue dog, Scout .

Walz won a seat in the House of Representatives in 2006 and served six consecutive terms.

Walz was still teaching high school when he announced his first congressional bid in 2005. He previously told Minnesota Public Radio that he decided to run for Congress after his students were asked to leave a campaign rally for President George Bush in 2004 because some were wearing stickers supporting the Democratic presidential nominee John Kerry.

Democrats had a banner year in 2006, harnessing anti-Iraq War sentiments to retake both chambers of Congress. Walz beat out the longtime incumbent representative, Gil Gutknecht, and took his seat representing the 1st Congressional District of Minnesota, a relatively rural area. In 2008, Walz was reelected with an impressive 62% of the vote before being elected again in 2012, 2014, and 2016.

Before he became a progressive darling, Walz was an NRA-endorsed congressman.

Throughout his 12 years in Congress, Walz developed a fairly centrist voting record, probably because of the conservative bent of his district. In each of his five reelection campaigns, Walz touted an "A" rating from the National Rifle Association but said his opinions had changed by the time he ran for governor.

The Hill reported that former Speaker Nancy Pelosi favored Walz over Harris' other reported finalists, even though he didn't always follow the speaker on the big votes of the era. In 2008, he opposed Bush's $700 billion Wall Street bailout plan, saying it did not do enough for average homeowners. Walz supported President Barack Obama's Affordable Care Act, which narrowly passed the House because of opposition from other conservative Democrats.

Walz was particularly interested in veterans' issues during his time in Washington. He was the primary sponsor of five bills that were eventually enacted, two of which related to veterans' care.

As governor, Walz championed progressive policies, including paid family leave, reproductive rights, and universal background checks on firearms.

Despite his reputation as a relatively centrist congressman, Walz reinvented himself as a loyal progressive during his time as governor. He won the 2018 gubernatorial election by more than 11 points and was reelected in 2022. Though he was never a fixture of the mainstream media, his progressive record garnered some attention among national Democrats in recent years, as The New York Times reported.

While serving as Minnesota's 41st governor, Walz legalized recreational marijuana, enshrined the right to abortion, and secured universal free school meals. In 2023, Walz signed a universal background-check bill into law, ignoring the opposition of a state gun owners' group that was staunchly opposed to tougher requirements for gun ownership. Recently, Walz took a relatively sympathetic view toward those protesting how President Joe Biden had handled the war in Gaza and said he supported a "working cease-fire."

Walz was the first one to use “weird” as an insult.

With his rural background and shock of white hair, some see Walz as a quintessential Midwestern dad. The vice-presidential nominee, however, recently proved that he's capable of hurling a biting, resonant insult. Since Harris flew to the top of the ticket, Republicans and Democrats alike have been hurling one new insult back and forth: "weird."

Sitting for an interview on "Morning Joe," Walz was the first one to use the term when he described Donald Trump and JD Vance in simple terms: "These guys are just weird." The word has evidently struck a cultural cord, as it has appeared in campaign videos, X posts, and cable news segments.

In a big win for progressives, Harris picked Walz over more moderate candidates from swing states.

Like much of Harris' campaign, the competition to be her second-in-command played out in a stunningly public, accelerated way. She was reported to be deciding between a variety of contenders, including moderates from swing states who had attracted the ire of the Democratic Party's more liberal wing.

Walz didn't face the same opposition or risk ruffling the same feathers as other contenders. He proved himself an adept public speaker, able to quip about Trump in relatable terms and eloquently defend Harris' record. Though Minnesota isn't considered an especially competitive swing state and Walz is relatively unknown on the national stage, he's able to appeal to rural voters and has extensive governing experience.

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