Difference between revisions of "EEB graduate student orientation seminar"

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(EEB 5100 (Planning for a career in EEB) - FALL 2019)
 
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|| [http://plasticity.uconn.edu Carl Schlichting],<br> [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]
 
|| Homework: web site assignment will be distributed; send a link to your draft website to Chris in advance of class
 
|| Homework: web site assignment will be distributed; send a link to your draft website to Chris in advance of class
 
|-  
 
|-  
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||[https://bolnicklab.wordpress.com/ Dan Bolnick],<br>[http://www.tapeworms.uconn.edu Janine Caira]<br>
 
||[https://bolnicklab.wordpress.com/ Dan Bolnick],<br>[http://www.tapeworms.uconn.edu Janine Caira]<br>
 
|| Formulating good scientific questions  
 
|| Formulating good scientific questions  
||  
+
|| [https://drive.google.com/open?id=1GDOc8phqd1kAh-77flyUDdUlRdXgbVgg Janine and Dan's presentation]
 
|| Homework: identify, for next week's discussion, a person or activity that greatly influenced your learning
 
|| Homework: identify, for next week's discussion, a person or activity that greatly influenced your learning
 
|-  
 
|-  
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|| [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]
 
|| [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]
 
||  Developing as a teacher  
 
||  Developing as a teacher  
||  
+
|| [http://gcci.uconn.edu/ Graduate Certificate in College Instruction]<br>
 +
[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  
 
|| Homework: Identify, for next week's discussion, 3-5 qualities that you look for in a mentor  
 
|-
 
|-
 
| Oct 1
 
| Oct 1
 
|| [http://hydrodictyon.eeb.uconn.edu/projects/cicada/simon_lab/member_pages/c_simon.php Chris Simon]<br>
 
|| [http://hydrodictyon.eeb.uconn.edu/projects/cicada/simon_lab/member_pages/c_simon.php Chris Simon]<br>
 +
[https://elizagrames.github.io/ Eliza Grames]<br>
 
|| Mentoring
 
|| Mentoring
||[http://gcci.uconn.edu/ Graduate Certificate in College Instruction]<br>
+
||[https://www.nature.com/naturejobs/science/articles/10.1038/nj7331-570a Managing your advisor]<br>
 +
[https://dynamicecology.wordpress.com/2017/01/09/mentoring-plans-a-really-useful-tool-for-pis-and-their-lab-members/ Mentoring plans]<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)
 
|| Homework: track the hours you spend on work this week (for discussion next week)
 
|-  
 
|-  
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|| [http://compgenomics.lab.uconn.edu/ Jill Wegrzyn],<br>[http://hydrodictyon.eeb.uconn.edu/people/urban/ Mark Urban]<br>  
 
|| [http://compgenomics.lab.uconn.edu/ Jill Wegrzyn],<br>[http://hydrodictyon.eeb.uconn.edu/people/urban/ Mark Urban]<br>  
 
|| Work-life balance  
 
|| Work-life balance  
||
+
||[https://drive.google.com/open?id=1L91SBSFrXCbU59sX7QgUZNNBvcgP0MFE Jill and Mark's presentation]<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>
 
|| Homework: come up with three questions for next week's grad. panel - email to Elizabeth, before Monday morning
 
|| Homework: come up with three questions for next week's grad. panel - email to Elizabeth, before Monday morning
 
|-
 
|-
 
| Oct 15
 
| Oct 15
|| [https://elizagrames.github.io/ Eliza Grames],<br>[https://andrewstillman.weebly.com/ Andrew Stillman],<br>TBA
+
|| [https://andrewstillman.weebly.com/ Andrew Stillman], [http://www.rebeccacolby.com Becca Colby]<br>[https://joneslab.uconn.edu/person/henry-frye/ Henry Frye]
 
|| Grad panel: TAing, research & anything else you want to talk about!
 
|| Grad panel: TAing, research & anything else you want to talk about!
 
||  
 
||  
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| Oct 22
 
| Oct 22
 
|| [https://www.linkedin.com/in/drjeffseemann Jeff Seeman]<br>
 
|| [https://www.linkedin.com/in/drjeffseemann Jeff Seeman]<br>
 +
[https://vmilici.weebly.com Val Milici]
 
|| How does research funding work
 
|| How does research funding work
 
||  
 
||  
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|-  
 
|-  
 
| Nov 5
 
| Nov 5
|| [https://joneslab.uconn.edu CIndi Jones]
+
|| [https://joneslab.uconn.edu Cindi Jones] <br> [https://austinrspence.wixsite.com/hummingbirder Austin Spence]
 
|| Conferences, professional societies and networking  
 
|| 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: do all of the following
 
|| Homework: do all of the following
 
*Identify an ethical dilemma you have faced during work/school that you are comfortable sharing with the class  
 
*Identify an ethical dilemma you have faced during work/school that you are comfortable sharing with the class  
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||[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 ]   
 
||[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  
 
|| Research ethics and regulations  
||[http://research.uconn.edu/irb/responsible-conduct-of-research/ UConn RCR training]  
+
||[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>
 +
 
 +
Optional additional readings:<br>
 +
[https://policy.uconn.edu/2011/05/17/employee-code-of-conduct/# UConn's code of conduct]-see especially Research section<br>
 +
[http://ezproxy.lib.uconn.edu/login?url=https://doi.org/10.1126/science.313.5791.1222 Another misconduct example]<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>
 +
Biological Conservation Editorial on [http://ezproxy.lib.uconn.edu/login?url=http://www.sciencedirect.com/science/article/pii/S0006320714002304 coauthorship]<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.
 
||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.
 
|-
 
|-
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|| [http://bagchi.eeb.uconn.edu/ Robi Bagchi],<br>[https://www.knutielab.com Sarah Knutie]
 
|| [http://bagchi.eeb.uconn.edu/ Robi Bagchi],<br>[https://www.knutielab.com Sarah Knutie]
 
|| Communicating your work: publishing  
 
|| Communicating your work: publishing  
||  
+
|| [http://hydrodictyon.eeb.uconn.edu/eebedia/images/b/b8/PublishingTalk_2019.pdf Robi & Sarah's publishing advice] <br>
 +
[http://hydrodictyon.eeb.uconn.edu/eebedia/images/1/11/Knutie_Checklist_Mansucripts_16Nov2019.pdf Sarah's guidance on how to break up the manuscript writing process] <br>
 +
[http://www.britishecologicalsociety.org/wp-content/uploads/Publ_Peer-Review-Booklet.pdf Guide to Peer Review (British Ecological Society)] <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
 
|-  
 
|-  
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|| [http://rubegalab.uconn.edu Margaret Rubega],<br> [http://hydrodictyon.eeb.uconn.edu/people/dwagner/ Dave Wagner]
 
|| [http://rubegalab.uconn.edu Margaret Rubega],<br> [http://hydrodictyon.eeb.uconn.edu/people/dwagner/ Dave Wagner]
 
|| Broader impacts, social media, and communication outside academia  
 
|| Broader impacts, social media, and communication outside academia  
||  
+
|| {{pdf|http://hydrodictyon.eeb.uconn.edu/eebedia/images/f/fe/Broader_Impacts_2019_Seminar_Slides.pdf}} D Wagner presentation<br>
 +
[https://www.sciencemag.org/careers/2014/10/tweet-or-not-tweet To tweet or not to tweet]<br>
 +
[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>
 +
 
 
||  
 
||  
 
|-  
 
|-  

Latest revision as of 19:12, 4 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
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 Robi & Sarah's publishing advice

Sarah's guidance on how to break up the manuscript writing process
Guide to Peer Review (British Ecological Society)

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 Pdficon small.gif D Wagner presentation

To tweet or not to tweet
NSF letter on broader impacts
NSF web site on broader impacts
How Broad Are Our Broader Impacts? An Analysis
How The Culture of Science Engagement is Evolving (Read Exec Summary and 1st four pages of Intro)

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