My career as a scientist began in 1996 when, as an undergraduate at UNC Chapel Hill, I discovered research. That experience led me to graduate school at Stanford where I studied actin cytoskeletal regulation during Drosophila embryogenesis from 1999-2004. loved being at Stanford, immersed in cutting edge research and working alongside some of the greatest scientific minds. My career goal was to run a lab and teach at a small liberal arts school, but over time I realized that teaching was extremely gratifying to me in a way that doing research in the lab was not. I shifted my long term goals away from academic science and ultimately, in my 5th year, I made the extremely difficult decision to exit my degree program to pursue a teaching career.
I was extremely fortunate to be hired straight away into a teaching position with a newly funded HHMI undergraduate program, also at Stanford. I built on my research experience and love of teaching to develop and teach a year-long experiential laboratory course for freshmen and sophomore students. The unique opportunity I had to work with a large number of extremely bright undergraduate students. was extremely fulfilling. I loved being a part of their journey towards careers in science and medicine.
In 2006, I returned back to my alma-mater and began to work with graduate students. I led the design and launch of UNC Chapel Hill’s Biological & Biomedical Sciences (BBSP) umbrella admissions and first year training program for biomedical PhD students. Our program admitted 80-90 students a year who would ultimately matriculate into one of 14 different PhD programs across 5 schools on UNC’s campus. As the director I was responsible for recruitment, admissions, onboarding, first year education, and laboratory rotations for first year PhD students. It was in this role that I discovered my true passion: helping faculty and students navigate mentoring relationships.
I strongly believe faculty need more support to be effective mentors and research group leaders, and that graduate students need a healthier training climate. As a consultant, I aim to continue working with departments and institutions to make this a reality. I offer one on one coaching, departmental or organizational consulting, and workshops focused on a range of issues related to academic research training. Additionally, I am a Master Facilitator with CIMER and lead mentorship trainings using their curriculum across the country. I have also been trained to lead workshops on Holistic Graduate Admissions as part of IGEN (the Inclusive Graduate Education Network).
PUBLICATIONS and TALKS
Challenges Facing Diverse Teams. Harrell, JR and O’Connell, AB. 2019. In Branchaw, J.L., Butz, A.R.m and Smith, A. (Ed.), Entering Research, 2nd Edition, (pp 129-136) Macmillan Learning Press.
Biomedical Graduate Admissions talk at NINDS R25 Diversity Workshop
An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs. Sinche and Layton et. al., Sep 20, 2017, Plos ONE. 12(9)
Predictors of Student Productivity in Biomedical Graduate School Applications. Joshua D. Hall, Anna B. O’Connell, and Jeannette G. Cook. Jan 11, 2017, Plos ONE. 12(1)
ARTICLES and NEWS
Stop reacting and start supervising with intention. Anna B. O’Connell. November 21, 2019. Published on Supervising PhDs
How Mindfulness Helps Grad Students. Colleen Flaherty, Inside Higher Ed. November 15, 2019. (interviewed by author)
Grad students: give yourself the gift of well-being this year. You deserve it. Anna B. O’Connell, December 7, 2018. Published on LinkedIn.
How to handle grad school doubts. Maggie Kuo, Science Careers, Jan. 23, 2017: (interviewed by author)