How I found professional satisfaction by adjusting my definition of success

From ScienceMag:

Late one evening, I stared at a rejection email for yet another grant proposal. I had hoped that securing independent funding would improve my chances of landing a tenure-track position at a research-focused university; years of training had ingrained the belief that such institutions were the only place one could make a meaningful contribution to science. Yet, after countless job applications, I hadn’t been invited to a single interview, and the rejection of my latest grant proposal added salt to the wound. My career objective felt increasingly out of reach. I still wanted to conduct impactful research and foster students’ critical thinking and scientific curiosity, but maybe it was time to look for another path toward those goals.

I had started my academic journey as a university instructor in Ethiopia, where I found immense satisfaction in mentoring students. However, the limited resources and opportunities there made it difficult to pursue my own growth, so I went to the United States for my Ph.D. and postdoc. As I progressed in my training, I internalized the dominant narrative that success meant securing a faculty position at a research-intensive R1 institution.

This wasn’t about settling … it was about finding a space where I could thrive.

• Salahuddin Mohammed
• Notre Dame of Maryland University

But during my postdoc, I realized I needed to change my perspective. I am a husband and father of two daughters, one of whom requires ongoing medical care. My modest salary and limited benefits made every day feel like walking a tightrope over an abyss of financial instability and emotional exhaustion. Professional stress bled into my home life, where I couldn’t be fully present for my family. In turn, the weight of my personal responsibilities made professional setbacks feel even more crushing. Trapped in this exhausting cycle, I began to reconsider my career path.

I read articles and browsed job postings. LinkedIn and academic networking platforms provided insights into the experiences of faculty at non-R1 institutions. I was particularly drawn to smaller universities that, although they still support research, place a greater emphasis on teaching. I reached out to professors at these institutions and gleaned invaluable insights. I liked that these universities emphasize expertise and vision, along with the opportunity to build meaningful academic programs. They also offered adequate pay and comprehensive benefits—factors that were becoming increasingly important as I considered my long-term career stability. The fog began to lift. This wasn’t about settling for a less prestigious or less impactful institution—it was about finding a space where I could thrive. It was about choosing an environment that would allow me to pursue my professional aspirations while also attending to my personal life.

I applied to several positions—and was relieved and delighted when I started to receive invitations to interview. The campus visits, which included teaching demonstrations, discussions about mentoring, and an emphasis on how I would integrate research into a student-centered environment, were challenging but invigorating, helping confirm that I was heading in the right direction.

Once I started my current position, any lingering doubts quickly faded. The rhythm of my days shifted: Instead of spending long, uninterrupted hours in the lab, I had to balance lecture preparation, student advising, and scattered moments for research. But with my institution’s ample support, I felt clarity for the first time in years. The students’ engagement and curiosity reignited my passion for mentorship. And research didn’t disappear—it evolved. Summers became dedicated windows for focused experiments and writing manuscripts, and during the academic year I delved into analysis.

Now, 2 years into my position, I’ve learned to redefine success. For me, it isn’t solely about high-impact publications or prestigious grants—it’s about creating opportunities for students to thrive, asking meaningful research questions, and maintaining a balance between professional aspirations and personal well-being. In this space—where teaching, research, and mentorship converge—I’ve discovered not just success, but significance.

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