Difference between revisions of "EEB graduate student orientation seminar"

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== EEB 5100 (Planning for a career in EEB) - FALL 2018 ==
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== EEB 5100 (Planning for a career in EEB) - FALL 2020 ==
  
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 an hour a week, with 2-3 faculty or a small panel of other EEB-connected people discussing a given topic each week.   
+
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   
 
'''Meeting time:''' Tuesdays 3:45-5   
  
'''Location:''' Bamford Room (Torrey 171B)
+
'''Location:''' usually online; info. will be emailed
  
 
'''Course coordinators:''' [http://jockusch.eeb.uconn.edu 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]
  
'''Grading:''' Officially, this course assigns letter grades; 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 will result in a grade of S, which we will translate to 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'.   
 
+
NOTE THAT THE SCHEDULE IS STILL BEING FINALIZED - DON'T TRUST ANYTHING IN THE TABLE BELOW ...
+
  
 
Tentative syllabus (subject to change)
 
Tentative syllabus (subject to change)
Line 23: Line 21:
  
 
|-  
 
|-  
| Aug 28
+
| Sept. 1
|| [http://darwin.eeb.uconn.edu/holsinger.html Kent Holsinger]
+
|| [http://elphick.lab.uconn.edu/ Chris Elphick],<br>
|| What do you aim to accomplish in grad school (and beyond)?  
+
[http://jockusch.eeb.uconn.edu Elizabeth Jockusch]
|| [https://drive.google.com/open?id=0B-wU9Sg5MrvhaEZqQW5JTEl3Wms Kent's presentation on career outcomes]<br>
+
|| University/department structure and resources; Degree ontogenies  
[https://drive.google.com/file/d/0B-wU9Sg5MrvhMDJ0Z0kyR0xQcjA/view EEB graduate employment]<br>
+
|| [https://drive.google.com/file/d/1OTr7kVEvvJiOp5ISdNt1fD_ecmXkHmb0/view?usp=sharing Elizabeth's presentation] <br> [http://hydrodictyon.eeb.uconn.edu/eebedia/images/e/e6/Compliance_intro_2020.pdf Chris's presentation]
[https://www.insidehighered.com/advice Inside Higher Ed Career Advice]<br>
+
||Homework: build (or update) a professional web site--complete a draft website to share during the next class period.<br>
[https://versatilephd.com/ The Versatile PhD]<br>
+
{{pdf|http://hydrodictyon.eeb.uconn.edu/eebedia/images/a/ab/EEB5100-web-site-homework.pdf}} Paul's very helpful instructions will get you started.  
[https://career.uconn.edu/graduate-students/ UConn Career Services for grads]<br>
+
[http://www.onsf.uconn.edu/graduate/ UConn National Fellowships Office]
+
|| [http://www.nsfgrfp.org NSF fellowships]
+
 
|-  
 
|-  
| Sept 4
+
| Sept 8
|| [http://plasticity.uconn.edu Carl Schlichting], [http://jockusch.eeb.uconn.edu Elizabeth Jockusch] 
+
|| [https://phylogeny.uconn.edu Paul Lewis]
|| University/department structure and resources; Degree ontogenies
+
|| Communicating your work: web sites
||
+
||
{{pdf|https://drive.google.com/open?id=0B-wU9Sg5MrvhbjF4QnVURHJFdUU}} Carl and Elizabeth's presentation (ontogenies and resources)
+
|| Homework: Identify, for next week's discussion, 3-5 characteristics of good scientific questions
|| Homework: track the hours you work this week and next
+
|-
+
| Sept 11
+
|| [http://phylogeny.uconn.edu Paul Lewis]
+
|| Communicating your work: web sites  
+
|| {{pdf|http://hydrodictyon.eeb.uconn.edu/people/plewis/downloads/uconn-eeb-websites.pdf}} P. Lewis presentation<br><br>
+
|| Homework: complete your web site
+
|-
+
| Sept 18
+
||[http://compgenomics.lab.uconn.edu/ Jill Wegrzyn],<br> [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Andrew_Bush Andy Bush],<br>[http://www.jasondavidlech.com/ Jason Lech]
+
|| Work-life balance
+
|| [http://www.academiaobscura.com/the-workaholic-and-academia/ In defense of downtime]<br>
+
[http://onlinelibrary.wiley.com/doi/10.1111/soin.12029/abstract Greedy institutions, overwork, and work-life balance (Sullivan 2013)]
+
|| Homework: come up with three questions for next week's panel - email to Chris E, before Monday morning
+
|-  
+
| Sept 25
+
|| Grad panel: TBD
+
|| Courses, committees, TAing, getting started
+
|| 
+
|| Panel discussion: come with questions
+
 
+
 
+
|-
+
| Oct 2
+
|| [http://algae.eeb.uconn.edu/ Louise Lewis],<br>[http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Annette_Evans Annette Evans]
+
|| Developing as a teacher
+
| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/d/d0/Developing_as_a_Teacher.2017.pdf Louise and Holly's presentation on teaching]<br>
+
[http://hydrodictyon.eeb.uconn.edu/eebedia/images/4/41/DiscussionParticipationRubric_f16%283%29.pdf Discussion participation rubric]<br>
+
[http://www.annualreviews.org/doi/abs/10.1146/annurev.cellbio.24.110707.175306?url_ver=Z39.88-2003&rfr_dat=cr_pub%3Dpubmed&rfr_id=ori%3Arid%3Acrossref.org&journalCode=cellbio Reading on teaching innovations]<br>
+
[http://gcci.uconn.edu/ Graduate Certificate in College Instruction]<br>
+
||
+
 
|-  
 
|-  
| Oct 9
+
| Sept 15
|| [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Kurt_Schwenk Kurt Schwenk],<br> ''[http://www.tapeworms.uconn.edu Janine Caira]''
+
|| [https://bolnicklab.wordpress.com/ Dan Bolnick],<br>[https://monkeyflower.uconn.edu Yaowu Yuan]
|| Formulating good scientific questions  
+
|| Formulating good scientific questions
|| [https://drive.google.com/open?id=0B-wU9Sg5MrvhTm9iUUluX2JJeTA Janine and Kurt's presentation on choosing questions]<br>
+
|| Alon 2009 on [http://www.sciencedirect.com/science/article/pii/S1097276509006418 choosing good scientific problems]<br>
[https://drive.google.com/file/d/0B-wU9Sg5MrvhaVBCVlktQUFBdWM/view Kurt and Yaowu's handout on choosing research questions]<br>
+
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>
 
[http://dx.doi.org/10.1242/jcs.033340 Schwartz 2008] on the importance of stupidity in research<br>
 
E. O. Wilson on [http://www.jstor.org/stable/pdf/27856929.pdf scientific discovery] <br>
 
E. O. Wilson on [http://www.jstor.org/stable/pdf/27856929.pdf scientific discovery] <br>
 
Founding of the NSF: [https://www.nsf.gov/od/lpa/nsf50/vbush1945.htm text] [https://archive.org/details/scienceendlessfr00unit pdf]<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>
 
[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]
 
+
| Oct 16
+
|| Alumni panel:<br>
+
[http://www.ddcf.org/about-us/staff--advisory-councils/environment-program/sacha-spector/ Sacha Spector],<br>
+
Erin King,''<br> [https://lccnetwork.org/person/brian-branciforte Brian Branciforte]''
+
...  
+
|| Careers outside academia
+
|| [http://onlinelibrary.wiley.com/doi/10.1002/fee.1509/epdf Ecological careers at NGOs]
+
||Panel discussion: come with questions
+
|-
+
 
+
 
+
 
+
  
| Oct 23
+
|| Homework: identify, for next week's discussion, a person or activity that greatly influenced your learning
|| [http://hydrodictyon.eeb.uconn.edu/projects/cicada/simon_lab/member_pages/c_simon.php Chris Simon],<br> [http://www.knutielab.com/ Sarah Knutie]
+
|| Mentoring
+
|| Science Careers: [http://www.sciencemag.org/careers/2014/01/getting-mentoring-you-need Getting mentoring]<br>
+
Nature: [http://www.nature.com/nature/journal/v447/n7146/full/447791a.html?foxtrotcallback=true Good mentoring]<br>
+
[https://www.nature.com/naturejobs/science/articles/10.1038/nj7537-127a Why mentor undergraduates?]<br>
+
[https://www.nature.com/naturejobs/science/articles/10.1038/nj7331-570a Managing your advisor]<br>
+
[https://drive.google.com/file/d/0B-wU9Sg5MrvhNTFLelVoRWRQYVk/view Mentoring discussion]<br>
+
[https://dynamicecology.wordpress.com/2017/01/09/mentoring-plans-a-really-useful-tool-for-pis-and-their-lab-members/ Mentoring plans]
+
|| Homework: Conduct a Pivot search related to your research interests; identify at least 3 grant programs (excluding NSF) where you can apply for funding
+
 
|-  
 
|-  
| Oct 30
+
| Sept 22
|| ''[http://carlosgarciarobledo.org/UCONN/ Carlos Garcia-Robledo],<br> ''
+
||[http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Kurt_Schwenk Kurt Schwenk],<br>[http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Annette_Evans Annette Evans]
|| How does research funding work
+
|| Developing as a teacher
|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/b/b1/Garcia_Robledo_alternative_funding.pdf Carlos's funding presentation]<br>
+
|| [http://gcci.uconn.edu/ Graduate Certificate in College Instruction]<br>
[http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/11/Schultz_presentation_18_oct_2016_funding_environment.pdf Funding info from Eric Schultz]<br>
+
[http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml Learning style quiz]<br>
[http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Funding_Sources EEBedia grants page (needs updating!)]
+
[http://ezproxy.lib.uconn.edu/login?url=https://doi.org/10.1002/ece3.6300 Field courses narrow achievement gaps]<br>
|| Homework: come up with three questions for next week's panel - email to Chris E, before Monday morning
+
[http://ezproxy.lib.uconn.edu/login?url=https://doi.org/10.1093/iob/obaa004 Specimen-based research courses]<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://hydrodictyon.eeb.uconn.edu/eebedia/images/b/bb/SchwenkTeachingtTips.pdf Kurt's tips on teaching]<br>
 +
[http://hydrodictyon.eeb.uconn.edu/eebedia/images/8/87/SchwenkHowBestToLearn.pdf  Kurt's tips on learning]
 +
||Homework: Identify, for next week's discussion, 3-5 qualities that you look for in a mentor
 
|-  
 
|-  
| Nov 6
+
| Sept 29
|| Grad panel:  
+
|| [http://hydrodictyon.eeb.uconn.edu/projects/cicada/simon_lab/member_pages/c_simon.php Chris Simon],<br> [https://www.knutielab.com Sarah Knutie]
|| Getting started in research
+
|| Mentoring
||
+
|| [http://www.nature.com/nature/journal/v447/n7146/full/447791a.html Good mentoring]<br>
|| Homework: Identify 3 journals and 1 annual conference specific to your discipline; look up the impact factor and read the instructions to authors for each of the journals.
+
[http://www.sciencemag.org/careers/2014/01/getting-mentoring-you-need Getting mentoring]<br>
 +
[https://drive.google.com/file/d/14oCW_DKlFYaAvymm52p1Y_8pAFukcj9F/view?usp=sharing Mentoring Whiteboard from class]
 +
|| Homework: come up with three questions for next week's alumni panel - email to Chris, before Monday morning
 +
|-
 +
| Oct 6
 +
|| [http://www.ddcf.org/about-us/staff--advisory-councils/environment-program/sacha-spector/ Sacha Spector],<br>
 +
Erin King,<br> [http://www.skogenlab.org/ Krissa Skogen],<br>[https://llnf.org/staff Sarah Bois]
 +
|| Alumni panel: Careers outside academia
 +
||
 +
|| Homework: track the hours you spend on work this week (for discussion next week)
 
|-  
 
|-  
| Nov 13
+
| Oct 13  
 
+
|| [http://compgenomics.lab.uconn.edu/ Jill Wegrzyn],<br>[http://hydrodictyon.eeb.uconn.edu/people/urban/ Mark Urban]<br>
|| [http://www.morgantingley.com Morgan Tingley],<br>
+
|| Work-life balance
''[http://bagchi.eeb.uconn.edu/ Robi Bagchi]''
+
|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/7/71/EEB5100_20_v2.pdf Jill and Mark's presentation]<br>
|| Communicating your work: conferences and publishing
+
[https://www.thetroutlook.com/latest-updates/work-life-balance-a-grad-students-perspective Grad perspective on balance]<br>
|| [http://dynamicecology.wordpress.com/2012/02/06/advice-how-to-win-the-buell-and-braun-awards-at-the-esa-annual-meeting/ Getting a speaker award] <br>
+
[https://www.nature.com/articles/d41586-018-07511-w Achieving balance with kids]<br>
[http://oikosjournal.wordpress.com/2012/04/04/advice-how-to-network-at-conferences/ How to network] <br>
+
|| Homework: come up with at least three questions for next week's grad. panel - email to Chris, before Monday morning
[http://oikosjournal.files.wordpress.com/2011/06/talk-and-stats-tips.pdf How to give a good talk] <br>
+
[http://www.britishecologicalsociety.org/wp-content/uploads/Publ_Peer-Review-Booklet.pdf Guide to Peer Review (British Ecological Society)] <br>
+
[http://www.uky.edu/~cfox/PeerReview/Index.htm Joy of Peer Review]<br>
+
[https://drive.google.com/file/d/0B-wU9Sg5MrvhQ0RUcE4tem4xTjA/view Robi's publishing advice]
+
|| Homework: identify an ethical dilemma you have faced during work/school that you are comfortable sharing with the class
+
 
|-
 
|-
| Nov 20
+
| Oct 20
 +
|| Christian Polania, [https://andrewstillman.weebly.com/ Andrew Stillman], [https://samanthaapgar.weebly.com/home.html Sam Apgar], Laura Bizzari
 +
|| Grad panel: TAing, research & anything else you want to talk about!
 
||  
 
||  
|| THANKSGIVING BREAK 
+
||Homework: Identify at least 1 annual conference specific to your discipline
||
+
|-
 +
| Oct 27
 +
|| [https://joneslab.uconn.edu Cindi Jones],<br>[http://carlosgarciarobledo.org Carlos Garcia-Robledo]
 +
|| Conferences and professional societies
 
||  
 
||  
 +
|| Identify at least 3 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.
 
|-  
 
|-  
| Nov 27
+
| Nov 3
||[http://hydrodictyon.eeb.uconn.edu/eebwww/people/pamela-diggle/ Pam Diggle]
+
|| [http://bagchi.eeb.uconn.edu/ Robi Bagchi],<br>[https://bryology.uconn.edu Bernard Goffinet]  
|| Research ethics and regulations
+
|| Publishing
|| Nature Editorial on [http://ezproxy.lib.uconn.edu/login?url=http://www.nature.com/nature/journal/v466/n7305/full/466438a.html research misconduct]<br>  
+
|| [http://www.britishecologicalsociety.org/wp-content/uploads/Publ_Peer-Review-Booklet.pdf Guide to Peer Review (British Ecological Society)] <br>
Biological Conservation Editorial on [http://ezproxy.lib.uconn.edu/login?url=http://www.sciencedirect.com/science/article/pii/S0006320714002304 coauthorship]<br>
+
[http://hydrodictyon.eeb.uconn.edu/eebedia/images/6/66/PublishingTalk_2020.pdf Robi & Bernard's slides]<br>
{{pdf|https://drive.google.com/file/d/0B-wU9Sg5MrvhT3hRRDM5aVJweGs/view}}Pam on research ethics<br>
+
[http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/11/Knutie_Checklist_Mansucripts_16Nov2019.pdf Sarah Knutie's guidance on how to break up the manuscript writing process] <br>
[http://research.uconn.edu/irb/responsible-conduct-of-research/ UConn RCR training]  
+
|| 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 10
 +
|| [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=ijDoNm19OvQ 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>
 
|| Homework: Identify a piece of science outreach that has influenced you in some way
 
|| Homework: Identify a piece of science outreach that has influenced you in some way
 
|-  
 
|-  
| Dec 4
+
| Nov 17
|| [http://rubegalab.uconn.edu Margaret Rubega],<br> [http://hydrodictyon.eeb.uconn.edu/people/dwagner/ Dave Wagner],<br> [https://plasticity.uconn.edu/tanisha-williams/ Tanisha Williams]
+
||[http://rubegalab.uconn.edu Margaret Rubega],<br> Holly Brown (NAS Research Associate in Science Education; EEB alum)
|| Broader impacts, social media, and communication outside academia  
+
|| Outreach and communication outside academia  
|| [https://www.nsf.gov/pubs/2007/nsf07046/nsf07046.jsp NSF letter on broader impacts]<br>
+
|| [https://www.pnas.org/content/110/Supplement_3/14048 Lupia 2013]<br>
[https://www.nsf.gov/od/oia/special/broaderimpacts/ NSF web site on broader impacts]<br>
+
[https://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.3000061 Lopes et al. 2018]
[http://onlinelibrary.wiley.com/doi/10.1890/110106/abstract How Broad Are Our Broader Impacts? An Analysis]<br>
+
|| Homework: bake a pie!
[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>
+
| Nov 24
{{pdf|http://hydrodictyon.eeb.uconn.edu/eebedia/images/2/2d/Broader_Impacts_2017_Wagner.pdf}} D Wagner presentation<br>
+
 
||  
 
||  
|-
+
|| THANKSGIVING BREAK
|
+
 
||  
 
||  
 
||  
 
||  
||
+
|-
||  
+
| Dec 1
 +
|| [http://darwin.eeb.uconn.edu Kent Holsinger]
 +
|| What do you aim to accomplish in grad school (and beyond)?
 +
|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/d/d1/EEB-New-Graduate-Students-2020.pdf Kent's slides]
 +
||  
 
|-  
 
|-  
 
|}
 
|}

Latest revision as of 19:53, 2 December 2020

EEB 5100 (Planning for a career in EEB) - FALL 2020

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: usually online; info. will be emailed

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
Sept. 1 Chris Elphick,

Elizabeth Jockusch

University/department structure and resources; Degree ontogenies Elizabeth's presentation
Chris's presentation
Homework: build (or update) a professional web site--complete a draft website to share during the next class period.

Pdficon small.gif Paul's very helpful instructions will get you started.

Sept 8 Paul Lewis Communicating your work: web sites Homework: Identify, for next week's discussion, 3-5 characteristics of good scientific questions
Sept 15 Dan Bolnick,
Yaowu Yuan
Formulating good scientific questions Alon 2009 on choosing good scientific problems

Schwartz 2008 on the importance of stupidity in research
E. O. Wilson on scientific discovery
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, a person or activity that greatly influenced your learning
Sept 22 Kurt Schwenk,
Annette Evans
Developing as a teacher Graduate Certificate in College Instruction

Learning style quiz
Field courses narrow achievement gaps
Specimen-based research courses
Benefits of Active learning for inclusivity
Kurt's tips on teaching
Kurt's tips on learning

Homework: Identify, for next week's discussion, 3-5 qualities that you look for in a mentor
Sept 29 Chris Simon,
Sarah Knutie
Mentoring Good mentoring

Getting mentoring
Mentoring Whiteboard from class

Homework: come up with three questions for next week's alumni panel - email to Chris, before Monday morning
Oct 6 Sacha Spector,

Erin King,
Krissa Skogen,
Sarah Bois

Alumni panel: Careers outside academia Homework: track the hours you spend on work this week (for discussion next week)
Oct 13 Jill Wegrzyn,
Mark Urban
Work-life balance Jill and Mark's presentation

Grad perspective on balance
Achieving balance with kids

Homework: come up with at least three questions for next week's grad. panel - email to Chris, before Monday morning
Oct 20 Christian Polania, Andrew Stillman, Sam Apgar, Laura Bizzari Grad panel: TAing, research & anything else you want to talk about! Homework: Identify at least 1 annual conference specific to your discipline
Oct 27 Cindi Jones,
Carlos Garcia-Robledo
Conferences and professional societies Identify at least 3 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.
Nov 3 Robi Bagchi,
Bernard Goffinet
Publishing Guide to Peer Review (British Ecological Society)

Robi & Bernard's slides
Sarah Knutie's guidance on how to break up the manuscript writing process

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 10 Pam Diggle,
Gene Likens (watch the video here)
Scientific ethics UConn RCR training

Read this blog post
And, either this or this

Homework: Identify a piece of science outreach that has influenced you in some way
Nov 17 Margaret Rubega,
Holly Brown (NAS Research Associate in Science Education; EEB alum)
Outreach and communication outside academia Lupia 2013

Lopes et al. 2018

Homework: bake a pie!
Nov 24 THANKSGIVING BREAK
Dec 1 Kent Holsinger What do you aim to accomplish in grad school (and beyond)? Kent's slides

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