Difference between revisions of "EEB graduate student orientation seminar"

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== EEB XXX: [Course number TBD] NEW COURSE - IN DEVELOPMENT FOR FALL 2014 ==
+
== 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; we strongly advise new students to take it.  The course will meet for about an hour a week, with different faculty talking about different
+
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:''' TBD, possibly Tuesdays 4-5
+
'''Meeting time:''' Tuesdays 3:45-5
  
'''Location:''' TBD  
+
'''Location:''' TBD
  
'''Course coordinators:''' [http://hydrodictyon.eeb.uconn.edu/people/jockusch/jockuschlab/index.html Elizabeth Jockusch], [http://elphick.lab.uconn.edu/ Chris Elphick]
+
'''Course coordinators:''' [http://jockusch.eeb.uconn.edu Elizabeth Jockusch], [http://elphick.lab.uconn.edu/ Chris Elphick]
  
Tentative syllabus (subject to change)
+
'''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
  
 
{| border="1" cellpadding="2"
 
{| border="1" cellpadding="2"
Line 15: Line 17:
 
!width="150"|Presenters
 
!width="150"|Presenters
 
!width="400"|Topic
 
!width="400"|Topic
 +
!width="400"|Resources
 
!width="400"|Notes
 
!width="400"|Notes
 +
 
|-  
 
|-  
|  || University/department structure; Degree ontogenies ||   ||  
+
| Aug. 30
 +
|| [http://elphick.lab.uconn.edu/ Chris Elphick]  
 +
|| University/department structure and resources; Degree ontogenies
 +
|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/4/48/EEB5100_F2022_intro_to_EEB.pdf Compliance & Resources slides]
 +
||Homework: Build (or update) a professional web site--complete a draft website to share during class on next week. Paul Lewis's very helpful instructions will get you started {{pdf|http://hydrodictyon.eeb.uconn.edu/eebedia/images/3/30/Website_Homework_2022.pdf}}.
 
|-  
 
|-  
| || Strategies for different career paths || ||  
+
| Sept 6
 +
|| [https://phylogeny.uconn.edu Paul Lewis]
 +
|| Communicating your work: web sites
 +
||
 +
|| Homework: Identify, for next week's discussion, 3-5 characteristics of good scientific questions
 
|-  
 
|-  
| || What is a dissertation/thesis || ||  
+
| Sept 13
 +
|| [https://bolnicklab.wordpress.com/ Dan Bolnick],<br>[https://monkeyflower.uconn.edu Yaowu Yuan]
 +
|| Formulating good scientific questions
 +
|| Alon 2009 on [http://www.sciencedirect.com/science/article/pii/S1097276509006418 choosing good scientific problems]<br>
 +
[http://dx.doi.org/10.1242/jcs.033340 Schwartz 2008] on the importance of stupidity in research<br>
 +
Founding of the NSF: [https://www.nsf.gov/od/lpa/nsf50/vbush1945.htm text] [https://archive.org/details/scienceendlessfr00unit pdf]<br>
 +
[https://dynamicecology.wordpress.com/2012/10/20/advice-good-reasons-for-choosing-a-research-project-plus-some-bad-ones/ Good] and [https://dynamicecology.wordpress.com/2011/06/03/advice-weak-reasons-for-choosing-a-research-project/ less] good reasons for choosing a question<br>
 +
Dan's blog posts on [https://ecoevoevoeco.blogspot.com/2019/09/inspiration.html finding inspiration] and [https://ecoevoevoeco.blogspot.com/2019/09/fads.html fads]<br>
 +
[http://ezproxy.lib.uconn.edu/login?url=https://doi.org/10.1016/j.tree.2017.08.012 Predictability of transformative research]<br>
 +
[http://ezproxy.lib.uconn.edu/login?url=https://besjournals.onlinelibrary.wiley.com/doi/10.1111/1365-2745.12025 100 Questions in Ecology]
 +
|| Homework: Identify, for next week's discussion, 3-5 qualities that you look for in a mentor.
 
|-  
 
|-  
| || Formulating good scientific questions || ||
+
| Sept 20
 +
|| <br> [http://jockusch.eeb.uconn.edu Elizabeth Jockusch]<br>[https://fishlab.eeb.uconn.edu/people/eric-schultz-3/ Eric Schultz]
 +
|| Mentoring
 +
|| [http://www.nature.com/nature/journal/v447/n7146/full/447791a.html Good mentoring (from Nature)]<br>
 +
[http://www.sciencemag.org/careers/2014/01/getting-mentoring-you-need Getting mentoring (from Science)]<br>
 +
[https://dynamicecology.wordpress.com/2017/01/09/mentoring-plans-a-really-useful-tool-for-pis-and-their-lab-members/ Megan Duffy's mentoring plan outline (from Dynamic Ecology)]
 +
||Homework: identify, for next week's discussion, a person or activity that greatly influenced your learning
 
|-  
 
|-  
| || Research ethics and compliance || ||  
+
| Sept 27
 +
||[http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Kurt_Schwenk Kurt Schwenk], [https://algae.eeb.uconn.edu Louise Lewis],<br>[https://www.instagram.com/n_v_g_/?hl=en Nick Van Gilder]
 +
||  Developing as a teacher
 +
|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/0/0b/Dr.SchwenkTeachingtTips.pdf  Kurt's tips on learning]<br>
 +
[http://hydrodictyon.eeb.uconn.edu/eebedia/images/b/bd/Harry%27sTeachingEngagement.pdf Tips on engaging students]<br>
 +
[http://hydrodictyon.eeb.uconn.edu/eebedia/images/3/3c/HowBestToLearn.pdf Tips on how to learn]<br>
 +
[http://ezproxy.lib.uconn.edu/login?url=https://doi.org/10.1187/cbe.16-12-0344 Benefits of Active learning for inclusivity]<br>
 +
[http://ezproxy.lib.uconn.edu/login?url=https://doi.org/10.1002/ece3.6300 Field courses narrow achievement gaps]<br>
 +
[http://ezproxy.lib.uconn.edu/login?url=https://doi.org/10.1093/iob/obaa004 Specimen-based research courses]<br>
 +
[http://gcci.uconn.edu/ Graduate Certificate in College Instruction]<br>
 +
 +
|| Homework: come up with three questions for next week's alumni panel - email to Chris, before Monday morning
 
|-
 
|-
| || How does research funding work || ||
+
| Oct 4
 +
|| [https://llnf.org/staff Sarah Bois],<br> Erin King,<br> [http://www.skogenlab.org/ Krissa Skogen]
 +
|| Alumni panel: Careers outside academia
 +
||
 +
||Homework: Identify at least 3 places outside of UConn where you could apply to get funding that would support your planned research. ([http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Funding_Sources This list] might be a good place to start, but notice that it is out of date.) For each, determine the due date, how much money you can ask for, and look over the grant requirements.
 
|-  
 
|-  
| || How to fund your graduate work || ||  
+
| Oct 11
 +
|| [http://hydrodictyon.eeb.uconn.edu/people/urban/ Mark Urban],<br>[https://www.knutielab.com/ Sarah Knutie]
 +
|| Funding your research
 +
||  
 +
|| Homework: Identify at least 1 annual conference or professional society specific to your discipline
 
|-
 
|-
| || Communicating your work: how does publishing work || ||  
+
| Oct 18
 +
|| ''[http://carlosgarciarobledo.org Carlos Garcia-Robledo],<br>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
 +
|| [http://compgenomics.lab.uconn.edu/ Jill Wegrzyn],<br>[https://finiguerra.eeb.uconn.edu/ Michael Finiguerra]
 +
|| Work-life balance
 +
||
 +
[https://drive.google.com/file/d/1_311q1RbU3kmEvCWT7_nlOksfO2EMddZ/view?usp=sharing Jill and Mark's slides]<br>
 +
[https://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1009124 10 simples rules for balance]<br>
 +
[https://www.thetroutlook.com/latest-updates/work-life-balance-a-grad-students-perspective Grad perspective on balance]<br>
 +
[https://www.nature.com/articles/d41586-018-07511-w Achieving balance with kids]<br>
 +
|| 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.
 
|-  
 
|-  
| || Communicating your work: talks, conferences, and networking|| ||  
+
| Nov 8
 +
|| [https://bryology.uconn.edu Bernard Goffinet], [https://bagchi.eeb.uconn.edu/ Robi Bagchi]<br>
 +
|| Writing and Publishing
 +
|| [https://drive.google.com/file/d/17Wm-o8V38q6Ukooead1W0TPU04xqH95Q/view?usp=sharing Bernard and Liz's slides]<br>
 +
[https://osf.io/z4n3t/ The Writing Workshop]<br> highly recommended by Liz!<br>
 +
[http://www.britishecologicalsociety.org/wp-content/uploads/Publ_Peer-Review-Booklet.pdf Guide to Peer Review (British Ecological Society)] <br>
 +
|| 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
 
|-  
 
|-  
| || Communicating your work: web sites & social media || ||  
+
| Nov 15
 +
||''[http://rubegalab.uconn.edu Margaret Rubega],<br> [http://hydrodictyon.eeb.uconn.edu/people/dwagner/ Dave Wagner]''
 +
|| Outreach and communication outside academia
 +
|| [https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.3000061 Lopes et al. 2018]<br>
 +
[https://www.pnas.org/content/110/Supplement_3/14048 Lupia 2013]<br>
 +
|| Homework: do all of the following
 +
*Identify an ethical dilemma you have faced during work/school that you are comfortable sharing with the class
 +
*Read [https://policy.uconn.edu/2011/05/17/employee-code-of-conduct/ UConn's code of conduct], especially the Research Principles section
 +
*Look up the code of conduct for one professional society, meeting or academic institution of your choice
 +
|-
 +
| Nov 22
 +
||  
 +
|| THANKSGIVING BREAK
 +
||
 +
|| Homework: Bake a pie!
 
|-  
 
|-  
| || Broader impacts and communication outside academia || ||  
+
| Nov 29
 +
|| [http://hydrodictyon.eeb.uconn.edu/eebwww/people/pamela-diggle/ Pam Diggle],<br>[https://www.caryinstitute.org/science-program/our-scientists/dr-gene-e-likens Gene Likens ](watch the video [https://www.youtube.com/watch?v=TNG7g0eY2KM here])
 +
|| Scientific ethics
 +
||  [https://ovpr.uconn.edu/services/rics/responsible-conduct-of-research/ UConn RCR training]<br>
 +
Read [https://dynamicecology.wordpress.com/2020/01/31/friday-links-240 this blog post]<br>
 +
And, either [https://www.nature.com/articles/d41586-020-00287-y this] or [https://www.sciencemag.org/news/2020/01/spider-biologist-denies-suspicions-widespread-data-fraud-his-animal-personality this]<br>
 +
Updated post on [http://ecoevoevoeco.blogspot.com/2021/05/17-months.html?m=1 spider case]
 +
||  
 
|-  
 
|-  
| || Teaching (how TA assignments work, etc.)|| || 
+
| Dec 6
|-
+
|| [http://darwin.eeb.uconn.edu Kent Holsinger]
|| Work-life balance ||  ||
+
|| Succeeding in graduate school & Long-term goals
|-
+
||  
|  || What I wish I’d done differently  || Panel discussion with senior grads/postdocs ||  
+
||  
|-
+
|  ||  || || 
+
|-
+
| || || ||  
+
 
|-  
 
|-  
 
|}
 
|}
  
 +
'''Useful readings:'''
 +
Some modest advice for graduate students: Steve Stearns and Ray Huey<br>
 +
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
 +
 +
[http://ezproxy.lib.uconn.edu/login?url=http://www.nature.com/news/there-is-life-after-academia-1.15808 Nature editorial on life outside of academia]<br>
 +
[http://ezproxy.lib.uconn.edu/login?url=http://www.nature.com/news/life-outside-the-lab-the-ones-who-got-away-1.15802 Nature perspective on choosing alternative careers]
 +
 +
[http://chronicle.com/article/Welcome-to-Graduate-School/148775?cid=megamenu Advice for new graduate students]
 +
 +
[http://www.sciencemag.org/careers/outreach Advice on a range of topics from Science magazine]<br>
  
 
[[Category:EEB Seminars]]
 
[[Category:EEB Seminars]]

Latest revision as of 21:05, 5 October 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 Compliance & Resources slides Homework: Build (or update) a professional web site--complete a draft website to share during class on next week. Paul Lewis's very helpful instructions will get you started Pdficon small.gif.
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
Founding of the NSF: text pdf
Good and less good reasons for choosing a question
Dan's blog posts on finding inspiration and fads
Predictability of transformative research
100 Questions in Ecology

Homework: Identify, for next week's discussion, 3-5 qualities that you look for in a mentor.
Sept 20
Elizabeth Jockusch
Eric Schultz
Mentoring Good mentoring (from Nature)

Getting mentoring (from Science)
Megan Duffy's mentoring plan outline (from Dynamic Ecology)

Homework: identify, for next week's discussion, a person or activity that greatly influenced your learning
Sept 27 Kurt Schwenk, Louise Lewis,
Nick Van Gilder
Developing as a teacher Kurt's tips on learning

Tips on engaging students
Tips on how to learn
Benefits of Active learning for inclusivity
Field courses narrow achievement gaps
Specimen-based research courses
Graduate Certificate in College Instruction

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
Alumni panel: Careers outside academia Homework: Identify at least 3 places outside of UConn where you could apply to get funding that would support your planned research. (This list might be a good place to start, but notice that it is out of date.) For each, determine the due date, how much money you can ask for, and look over the grant requirements.
Oct 11 Mark Urban,
Sarah Knutie
Funding your research Homework: Identify at least 1 annual conference or professional society specific to your discipline
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
10 simples rules for balance
Grad perspective on balance
Achieving balance with kids

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
highly recommended by Liz!
Guide to Peer Review (British Ecological Society)

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

Lupia 2013

Homework: do all of the following
  • Identify an ethical dilemma you have faced during work/school that you are comfortable sharing with the class
  • Read UConn's code of conduct, especially the Research Principles section
  • Look up the code of conduct for one professional society, meeting or academic institution of your choice
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
And, either this or this
Updated post on spider case

Dec 6 Kent Holsinger Succeeding in graduate school & 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

Advice for new graduate students

Advice on a range of topics from Science magazine