Difference between revisions of "EEB graduate student orientation seminar"
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[http://static.squarespace.com/static/537e3307e4b0f243f70408ce/t/54170bb5e4b014f5fe7f2330/1410796469518/Evolving%20Culture%20of%20Science%20Engagement%20-%20Phase%201%20Report.pdf How The Culture of Science Engagement is Evolving] | [http://static.squarespace.com/static/537e3307e4b0f243f70408ce/t/54170bb5e4b014f5fe7f2330/1410796469518/Evolving%20Culture%20of%20Science%20Engagement%20-%20Phase%201%20Report.pdf How The Culture of Science Engagement is Evolving] | ||
(Read Exec Summary and 1st four pages of Intro)<br> | (Read Exec Summary and 1st four pages of Intro)<br> | ||
+ | [https://www.sciencemag.org/careers/2014/10/tweet-or-not-tweet To weet or not to tweet]<br> | ||
{{pdf|http://hydrodictyon.eeb.uconn.edu/eebedia/images/2/2d/Broader_Impacts_2017_Wagner.pdf}} D Wagner presentation<br> | {{pdf|http://hydrodictyon.eeb.uconn.edu/eebedia/images/2/2d/Broader_Impacts_2017_Wagner.pdf}} D Wagner presentation<br> | ||
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Revision as of 19:58, 3 December 2019
EEB 5100 (Planning for a career in EEB) - FALL 2019
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: Bamford Room (Torrey 171B)
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)
Date | Presenters | Topic | Resources | Notes |
---|---|---|---|---|
Aug 27 | Kent Holsinger | What do you aim to accomplish in grad school (and beyond)? |
Kent's presentation |
|
Sept 3 | Carl Schlichting, Elizabeth Jockusch |
University/department structure and resources; Degree ontogenies | Carl and Elizabeth's presentation | Homework: web site assignment will be distributed; send a link to your draft website to Chris in advance of class |
Sept 10 | Chris Elphick | Communicating your work: web sites | Homework: Identify, for next week's discussion, 3-5 characteristics of good scientific questions | |
Sept 17 | Dan Bolnick, Janine Caira |
Formulating good scientific questions | Janine and Dan's presentation | Homework: identify, for next week's discussion, a person or activity that greatly influenced your learning |
Sept 24 | Kurt Schwenk, Annette Evans |
Developing as a teacher | Graduate Certificate in College Instruction Learning style quiz |
Homework: Identify, for next week's discussion, 3-5 qualities that you look for in a mentor |
Oct 1 | Chris Simon |
Mentoring | Managing your advisor Mentoring plans |
Homework: track the hours you spend on work this week (for discussion next week) |
Oct 8 | Jill Wegrzyn, Mark Urban |
Work-life balance | Jill and Mark's presentation |
Homework: come up with three questions for next week's grad. panel - email to Elizabeth, before Monday morning |
Oct 15 | Andrew Stillman, Becca Colby Henry Frye |
Grad panel: TAing, research & anything else you want to talk about! | Homework: Conduct a Pivot search (click here) related to your research or internship interests; identify at least 3 grant programs (excluding NSF) where you can apply for funding | |
Oct 22 | Jeff Seeman |
How does research funding work | Homework: come up with three questions for next week's alumni panel - email to Chris, before Monday morning | |
Oct 29 | Sacha Spector, Erin King, |
Alumni panel: Careers outside academia | Homework: Identify at least 1 annual conference specific to your discipline | |
Nov 5 | Cindi Jones Austin Spence |
Conferences, professional societies and networking | Diggle 2013 (watch the video here) | Homework: do all of the following
|
Nov 12 | Pam Diggle, Gene Likens |
Research ethics and regulations | UConn RCR training Misconduct example Optional additional readings: |
Identify at least 3 journals relevant to your discipline; look up the impact factor and read the instructions to authors for each of the journals. |
Nov 19 | Robi Bagchi, Sarah Knutie |
Communicating your work: publishing | Robi & Sarah's publishing advice Sarah's guidance on how to break up the manuscript writing process |
Homework: Identify a piece of science outreach that has influenced you in some way |
Nov 26 | THANKSGIVING BREAK | |||
Dec 3 | Margaret Rubega, Dave Wagner |
Broader impacts, social media, and communication outside academia | NSF letter on broader impacts NSF web site on broader impacts |
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