Difference between revisions of "EEB graduate student orientation seminar"

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== EEB 5100 (Planning for a career in EEB) - FALL 2018 ==
+
== 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 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   
Line 10: Line 10:
  
 
'''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'.   
 
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
+
| Aug 27
 
|| [http://darwin.eeb.uconn.edu/holsinger.html Kent Holsinger]
 
|| [http://darwin.eeb.uconn.edu/holsinger.html Kent Holsinger]
 
|| What do you aim to accomplish in grad school (and beyond)?   
 
|| What do you aim to accomplish in grad school (and beyond)?   
|| [https://drive.google.com/open?id=0B-wU9Sg5MrvhaEZqQW5JTEl3Wms Kent's presentation on career outcomes]<br>
+
||  
[https://drive.google.com/file/d/0B-wU9Sg5MrvhMDJ0Z0kyR0xQcjA/view EEB graduate employment]<br>
+
[https://drive.google.com/open?id=1ohzrJpXEHcAXu-DHri9FONe53OD0Pv_Zr5wtGR02odY Kent's presentation]<br>
 +
[https://drive.google.com/open?id=1c6xE6XjyuDtR4Uj_eLyEcMrWruiz-B_m EEB Alum Employment]<br>
 +
[https://tableau.dsc.umich.edu/t/UM-Public/views/RackhamDoctoralProgramStatistics/ProgramStatistics?:embed=y&:showAppBanner=false&:showShareOptions=true&:display_count=no&:showVizHome=no&FOSDParameter=All+Rackham University of Michigan PhD outcomes website]<br>
 +
[https://tableau.dsc.umich.edu/t/UM-Public/views/RackhamMastersProgramStatistics/ProgramStatistics?:embed=y&:showAppBanner=false&:showShareOptions=true&:display_count=no&:showVizHome=no&FOSDParameter=All+Rackham University of Michigan MS outcomes website]<br>
 
[https://www.insidehighered.com/advice Inside Higher Ed Career Advice]<br>
 
[https://www.insidehighered.com/advice Inside Higher Ed Career Advice]<br>
 
[https://versatilephd.com/ The Versatile PhD]<br>
 
[https://versatilephd.com/ The Versatile PhD]<br>
 
[https://career.uconn.edu/graduate-students/ UConn Career Services for grads]<br>
 
[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 3
|| [http://plasticity.uconn.edu Carl Schlichting], [http://jockusch.eeb.uconn.edu Elizabeth Jockusch]   
+
|| [http://plasticity.uconn.edu Carl Schlichting],<br> [http://jockusch.eeb.uconn.edu Elizabeth Jockusch]   
 
|| University/department structure and resources; Degree ontogenies  
 
|| University/department structure and resources; Degree ontogenies  
||  
+
||[https://drive.google.com/open?id=1PTpgebWfxNaQi4Pl9XUREBlZF92Wsqno Carl and Elizabeth's presentation]
{{pdf|https://drive.google.com/open?id=0B-wU9Sg5MrvhbjF4QnVURHJFdUU}} Carl and Elizabeth's presentation (ontogenies and resources)
+
|| Homework: web site assignment will be distributed; send a link to your draft website to Chris in advance of class
|| Homework: track the hours you work this week and next
+
 
|-  
 
|-  
| Sept 11
+
| Sept 10
|| [http://phylogeny.uconn.edu Paul Lewis]
+
|| [http://elphick.lab.uconn.edu/ Chris Elphick]
 
|| Communicating your work: web sites  
 
|| 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
+
|| Homework: Identify, for next week's discussion, 3-5 characteristics of good scientific questions
 
|-  
 
|-  
| Sept 18
+
| Sept 17
||[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]
+
||[https://bolnicklab.wordpress.com/ Dan Bolnick],<br>[http://www.tapeworms.uconn.edu Janine Caira]<br>
|| Work-life balance
+
|| Formulating good scientific questions
|| [http://www.academiaobscura.com/the-workaholic-and-academia/ In defense of downtime]<br>
+
|| [https://drive.google.com/open?id=1GDOc8phqd1kAh-77flyUDdUlRdXgbVgg Janine and Dan's presentation]
[http://onlinelibrary.wiley.com/doi/10.1111/soin.12029/abstract Greedy institutions, overwork, and work-life balance (Sullivan 2013)]
+
|| Homework: identify, for next week's discussion, a person or activity that greatly influenced your learning
|| Homework: come up with three questions for next week's panel - email to Chris E, before Monday morning
+
 
|-  
 
|-  
| Sept 25
+
| Sept 24
|| Grad panel: TBD
+
|| [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]
|| Courses, committees, TAing, getting started
+
||  Developing as a teacher
||   
+
|| [http://gcci.uconn.edu/ Graduate Certificate in College Instruction]<br>
|| Panel discussion: come with questions
+
[http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml Learning style quiz]<br>
 
+
[https://drive.google.com/open?id=1l4eoSeqI-AKs7sWpyVtfc0MLMJnW5vQ7 Annette's presentation on teaching]<br>
 
+
[https://drive.google.com/open?id=1ICaN9WU7uH6ZDPM4_nOEHpi7jAjshgmb Kurt's teaching tips]<br>
 +
[https://drive.google.com/open?id=1Tu0Z_xYbVIcqabFdoF0BO3jLQBrU3Xhs Evidence-based teaching/learning practices]<br>
 +
|| Homework: Identify, for next week's discussion, 3-5 qualities that you look for in a mentor
 
|-
 
|-
| Oct 2
+
| Oct 1
|| [http://algae.eeb.uconn.edu/ Louise Lewis],<br>[http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Annette_Evans Annette Evans]
+
|| [http://hydrodictyon.eeb.uconn.edu/projects/cicada/simon_lab/member_pages/c_simon.php Chris Simon]<br>
|| Developing as a teacher
+
[https://elizagrames.github.io/ Eliza Grames]<br>
| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/d/d0/Developing_as_a_Teacher.2017.pdf Louise and Holly's presentation on teaching]<br>
+
|| Mentoring
[http://hydrodictyon.eeb.uconn.edu/eebedia/images/4/41/DiscussionParticipationRubric_f16%283%29.pdf Discussion participation rubric]<br>
+
||[https://www.nature.com/naturejobs/science/articles/10.1038/nj7331-570a Managing your advisor]<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>
+
[https://dynamicecology.wordpress.com/2017/01/09/mentoring-plans-a-really-useful-tool-for-pis-and-their-lab-members/ Mentoring plans]<br>
[http://gcci.uconn.edu/ Graduate Certificate in College Instruction]<br>
+
[https://www.nature.com/naturejobs/science/articles/10.1038/nj7537-127a Why mentor undergraduates?] (skim)<br>
||  
+
[http://www.nature.com/nature/journal/v447/n7146/full/447791a.html?foxtrotcallback=true Good mentoring] (optional)<br>
 +
[https://drive.google.com/open?id=1omFzfysIIFVu6pfvloWUQLgmgjUi70Vd Mentoring whiteboard]<br>
 +
|| Homework: track the hours you spend on work this week (for discussion next week)
 
|-  
 
|-  
| Oct 9
+
| Oct 8
|| [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Kurt_Schwenk Kurt Schwenk],<br> ''[http://www.tapeworms.uconn.edu Janine Caira]''
+
|| [http://compgenomics.lab.uconn.edu/ Jill Wegrzyn],<br>[http://hydrodictyon.eeb.uconn.edu/people/urban/ Mark Urban]<br>
|| Formulating good scientific questions
+
|| Work-life balance
|| [https://drive.google.com/open?id=0B-wU9Sg5MrvhTm9iUUluX2JJeTA Janine and Kurt's presentation on choosing questions]<br>
+
||[https://drive.google.com/open?id=1L91SBSFrXCbU59sX7QgUZNNBvcgP0MFE Jill and Mark's presentation]<br>
[https://drive.google.com/file/d/0B-wU9Sg5MrvhaVBCVlktQUFBdWM/view Kurt and Yaowu's handout on choosing research questions]<br>
+
[https://www.thetroutlook.com/latest-updates/work-life-balance-a-grad-students-perspective Grad perspective on balance]<br>
Alon 2009 on [http://www.sciencedirect.com/science/article/pii/S1097276509006418 choosing good scientific problems]<br>
+
[https://www.nature.com/articles/d41586-018-07511-w Achieving balance with kids]<br>
[http://dx.doi.org/10.1242/jcs.033340 Schwartz 2008] on the importance of stupidity in research<br>
+
|| Homework: come up with three questions for next week's grad. panel - email to Elizabeth, before Monday morning
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>
+
[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>
+
||
+
 
|-
 
|-
 
+
| Oct 15
 
+
|| [https://andrewstillman.weebly.com/ Andrew Stillman], [http://www.rebeccacolby.com Becca Colby]<br>[https://joneslab.uconn.edu/person/henry-frye/ Henry Frye]
| Oct 16
+
|| Grad panel: TAing, research & anything else you want to talk about!
|| Alumni panel:<br>
+
||  
[http://www.ddcf.org/about-us/staff--advisory-councils/environment-program/sacha-spector/ Sacha Spector],<br>
+
|| Homework: Conduct a Pivot search ([https://guides.lib.uconn.edu/grants/Pivot click here]) related to your research or internship interests; identify at least 3 grant programs (excluding NSF) where you can apply for funding
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 22
 
+
|| [https://www.linkedin.com/in/drjeffseemann Jeff Seeman]<br>
 
+
[https://vmilici.weebly.com Val Milici]
 
+
|| How does research funding work
| Oct 23
+
||
|| [http://hydrodictyon.eeb.uconn.edu/projects/cicada/simon_lab/member_pages/c_simon.php Chris Simon],<br> [http://www.knutielab.com/ Sarah Knutie]
+
|| Homework: come up with three questions for next week's alumni panel - email to Chris, before Monday morning
|| 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
+
| Oct 29
|| [http://carlosgarciarobledo.org/UCONN/ Carlos Garcia-Robledo],<br>  
+
|| [http://www.ddcf.org/about-us/staff--advisory-councils/environment-program/sacha-spector/ Sacha Spector],<br>
|| How does research funding work
+
Erin King,<br>  
|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/b/b1/Garcia_Robledo_alternative_funding.pdf Carlos's funding presentation]<br>
+
[http://www.skogenlab.org/ Krissa Skogen]<br>
[http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/11/Schultz_presentation_18_oct_2016_funding_environment.pdf Funding info from Eric Schultz]<br>
+
|| Alumni panel: Careers outside academia
[http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/Funding_Sources EEBedia grants page (needs updating!)]
+
||
|| Homework: come up with three questions for next week's panel - email to Chris E, before Monday morning
+
|| Homework: Identify at least 1 annual conference specific to your discipline
 
|-  
 
|-  
| Nov 6
+
| Nov 5
|| Grad panel:  
+
|| [https://joneslab.uconn.edu Cindi Jones] <br> [https://austinrspence.wixsite.com/hummingbirder Austin Spence]
|| Getting started in research
+
|| Conferences, professional societies and networking
||   
+
|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/d/dc/Diggle_Societies_2013.pdf Diggle 2013] (watch the video [https://www.youtube.com/watch?v=ijDoNm19OvQ here])  
|| 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.
+
|| 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 13
+
| Nov 12
 +
||[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 ] 
 +
|| Research ethics and regulations
 +
||[https://ovpr.uconn.edu/services/rics/responsible-conduct-of-research/ UConn RCR training]<br>
 +
[https://science.sciencemag.org/content/366/6461/20?utm_campaign=toc_sci-mag_2019-10-03&et_rid=34817607&et_cid=3015177 Misconduct example]<br>
 +
{{pdf|https://drive.google.com/file/d/0B-wU9Sg5MrvhT3hRRDM5aVJweGs/view}}Pam on research ethics<br>
  
|| [http://www.morgantingley.com Morgan Tingley],<br>
+
Optional additional readings:<br>
[http://bagchi.eeb.uconn.edu/ Robi Bagchi]
+
[https://policy.uconn.edu/2011/05/17/employee-code-of-conduct/# UConn's code of conduct]-see especially Research section<br>
|| Communicating your work: conferences and publishing
+
[http://ezproxy.lib.uconn.edu/login?url=https://doi.org/10.1126/science.313.5791.1222 Another misconduct example]<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>
+
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://oikosjournal.wordpress.com/2012/04/04/advice-how-to-network-at-conferences/ How to network] <br>
+
Biological Conservation Editorial on [http://ezproxy.lib.uconn.edu/login?url=http://www.sciencedirect.com/science/article/pii/S0006320714002304 coauthorship]<br>
[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>  
+
||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.
[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
+
| Nov 19
 +
|| [http://bagchi.eeb.uconn.edu/ Robi Bagchi],<br>[https://www.knutielab.com Sarah Knutie]
 +
|| Communicating your work: publishing
 +
||
 +
|| Homework: Identify a piece of science outreach that has influenced you in some way
 +
|-
 +
| Nov 26
 
||  
 
||  
 
|| THANKSGIVING BREAK   
 
|| THANKSGIVING BREAK   
Line 142: Line 138:
 
||  
 
||  
 
|-  
 
|-  
| Nov 27
+
| Dec 3
||[http://hydrodictyon.eeb.uconn.edu/eebwww/people/pamela-diggle/ Pam Diggle] 
+
|| [http://rubegalab.uconn.edu Margaret Rubega],<br> [http://hydrodictyon.eeb.uconn.edu/people/dwagner/ Dave Wagner]
|| Research ethics and regulations
+
|| Nature Editorial on [http://ezproxy.lib.uconn.edu/login?url=http://www.nature.com/nature/journal/v466/n7305/full/466438a.html research misconduct]<br>
+
Biological Conservation Editorial on [http://ezproxy.lib.uconn.edu/login?url=http://www.sciencedirect.com/science/article/pii/S0006320714002304 coauthorship]<br>
+
{{pdf|https://drive.google.com/file/d/0B-wU9Sg5MrvhT3hRRDM5aVJweGs/view}}Pam on research ethics<br>
+
[http://research.uconn.edu/irb/responsible-conduct-of-research/ UConn RCR training]
+
|| Homework: Identify a piece of science outreach that has influenced you in some way
+
|-
+
| Dec 4
+
|| [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]
+
 
|| Broader impacts, social media, and communication outside academia  
 
|| Broader impacts, social media, and communication outside academia  
|| [https://www.nsf.gov/pubs/2007/nsf07046/nsf07046.jsp NSF letter on broader impacts]<br>
 
[https://www.nsf.gov/od/oia/special/broaderimpacts/ NSF web site on broader impacts]<br>
 
[http://onlinelibrary.wiley.com/doi/10.1890/110106/abstract How Broad Are Our Broader Impacts? An Analysis]<br>
 
[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>
 
{{pdf|http://hydrodictyon.eeb.uconn.edu/eebedia/images/2/2d/Broader_Impacts_2017_Wagner.pdf}} D Wagner presentation<br>
 
 
||  
 
||  
|-
 
 
 
||  
 
||  
||
 
||
 
|| 
 
 
|-  
 
|-  
 
|}
 
|}

Latest revision as of 15:11, 12 November 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
EEB Alum Employment
University of Michigan PhD outcomes website
University of Michigan MS outcomes website
Inside Higher Ed Career Advice
The Versatile PhD
UConn Career Services for grads

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
Annette's presentation on teaching
Kurt's teaching tips
Evidence-based teaching/learning practices

Homework: Identify, for next week's discussion, 3-5 qualities that you look for in a mentor
Oct 1 Chris Simon

Eliza Grames

Mentoring Managing your advisor

Mentoring plans
Why mentor undergraduates? (skim)
Good mentoring (optional)
Mentoring whiteboard

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

Grad perspective on balance
Achieving balance with kids

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

Val Milici

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,
Krissa Skogen

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
  • 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 12 Pam Diggle,
Gene Likens
Research ethics and regulations UConn RCR training

Misconduct example
Pdficon small.gifPam on research ethics

Optional additional readings:
UConn's code of conduct-see especially Research section
Another misconduct example
Nature Editorial on research misconduct
Biological Conservation Editorial on coauthorship

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 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

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