Difference between revisions of "EEB graduate student orientation seminar"
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'''Grading:''' Officially, letter grades are assigned in this course; in our minds, it's graded on an S/U basis (but there are significant paperwork hurdles to doing that officially). Regular attendance and participation constitutes satisfactory performance, for which students will earn an 'A'. | '''Grading:''' Officially, letter grades are assigned in this course; in our minds, it's graded on an S/U basis (but there are significant paperwork hurdles to doing that officially). Regular attendance and participation constitutes satisfactory performance, for which students will earn an 'A'. | ||
− | Tentative syllabus (subject to change) | + | Tentative syllabus (subject to change); note too that the resources present are from last year - when appropriate we will update them when each week's session happens |
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Revision as of 13:58, 26 August 2022
EEB 5100 (Planning for a career in EEB) - FALL 2022
This 1 credit seminar course is intended to provide orientation information to incoming EEB graduate students, although it is open to other students; we strongly advise new students to take it. The course will meet for about 75 min, once a week, to discuss topics related to professional development with a rotating cast of faculty, grad. students, or other EEB-connected people.
Meeting time: Tuesdays 3:45-5
Location: TBD
Course coordinators: Elizabeth Jockusch, Chris Elphick
Grading: Officially, letter grades are assigned in this course; in our minds, it's graded on an S/U basis (but there are significant paperwork hurdles to doing that officially). Regular attendance and participation constitutes satisfactory performance, for which students will earn an 'A'.
Tentative syllabus (subject to change); note too that the resources present are from last year - when appropriate we will update them when each week's session happens
Date | Presenters | Topic | Resources | Notes |
---|---|---|---|---|
Aug. 30 | Chris Elphick | University/department structure and resources; Degree ontogenies | Elizabeth's presentation-Resources Chris's presentation-Compliance |
Homework: (1) Identify, for next week's discussion, 3-5 qualities that you look for in a mentor. (2) Advance notice: build (or update) a professional web site--complete a draft website to share during class on 21st Sept. Paul Lewis's very helpful instructions will get you started . |
Sept 6 | Paul Lewis | Communicating your work: web sites | Homework: Identify, for next week's discussion, 3-5 characteristics of good scientific questions | |
Sept 13 | Dan Bolnick, Yaowu Yuan |
Formulating good scientific questions | Alon 2009 on choosing good scientific problems Schwartz 2008 on the importance of stupidity in research |
Homework: Build (or update) a professional web site--complete a draft website to share during class on 21st Sept. Paul Lewis's very helpful instructions will get you started . |
Sept 20 | Elizabeth Jockusch |
Mentoring | Good mentoring (from Nature) Getting mentoring (from Science) |
Homework: identify, for next week's discussion, a person or activity that greatly influenced your learning |
Sept 27 | Kurt Schwenk, Louise Lewis, TBD |
Developing as a teacher | Kurt's tips on learning Tips on engaging students |
Homework: come up with three questions for next week's alumni panel - email to Chris, before Monday morning |
Oct 4 | Sarah Bois, Erin King, Krissa Skogen, Sacha Spector |
Alumni panel: Careers outside academia | Homework: Identify at least 1 annual conference or professional society specific to your discipline | |
Oct 11 | Mark Urban, Sarah Knutie |
Funding your research | Homework: come up with at least three questions for next week's grad. panel - email to Chris, before Monday morning | |
Oct 18 | Carlos Garcia-Robledo, TBD |
Conferences and professional societies | Homework: come up with at least three questions for next week's grad. panel - email to Chris, before Monday morning | |
Oct 25 | Grads TBA | Grad panel: TAing, research & anything else you want to talk about! | Homework: track the hours you spend on work this week (for discussion next week) | |
Nov 1 | Jill Wegrzyn, Michael Finiguerra |
Work-life balance |
Jill and Mark's slides |
Identify at least 2 journals relevant to your discipline; look up the impact factor, read the instructions to authors for each of the journals, and figure out the cost of publishing in each. Also identify at least 2 grants you could apply for. |
Nov 8 | Bernard Goffinet, Robi Bagchi |
Writing and Publishing | Bernard and Liz's slides The Writing Workshop |
Homework: Read Lopes et al. (2018) (linked below); fill out google form, and identify a piece of science outreach that has influenced you in some way |
Nov 15 | Margaret Rubega, Dave Wagner |
Outreach and communication outside academia | Lopes et al. 2018 |
Homework: do all of the following
|
Nov 22 | THANKSGIVING BREAK | Homework: Bake a pie! | ||
Nov 29 | Pam Diggle, Gene Likens (watch the video here) |
Scientific ethics | UConn RCR training Read this blog post |
|
Dec 6 | Kent Holsinger | Long-term goals |
Useful readings:
Some modest advice for graduate students: Steve Stearns and Ray Huey
The full exchange is on Ray Huey's page: http://faculty.washington.edu/hueyrb/prospective.php
Stephen Stearns's later reflections: http://stearnslab.yale.edu/designs-learning
Nature editorial on life outside of academia
Nature perspective on choosing alternative careers