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Boilerplate

I have seen a lot of job advertisements in my academic life. Near the end of my Ph.D. studies and then during both postdoctoral stints, I kept huge lists of bookmarks for academic internet job bulletin boards and HR departments at a swath of universities. Even today I still pay attention to job ads (some of them still arriving weekly in my inbox because I’ve never bothered to unsubscribe from some of the mail lists), both as a member of search committees for new faculty at my institution and so that I can pass them on to various aspiring postdocs who I know.

A typical academic job ad goes something like this:

The Department of Orthonectidology at the University of Eastern West Ivorytowerville seeks qualified applicants for a tenure track position at the rank of assistant or associate professor. The successful candidate will build a internationally recognized research program in Orthonectid biomechanics and chemotaxis. Along with supervising countless graduate students, undergraduate teaching responsibilities will include BIOL 234 (Ecology of Obscure Phyla) and BIOL 432 (Advanced Ecology of Obscure Phyla).

The University of Eastern West Ivorytowerville is a nationally and internationally renowned research institution that has been ranked within the top 30 in surveys conducted by several magazines and think tanks that you probably don’t read or otherwise even know about. West Ivorytowerville is nestled among rolling hills and forests that supply ample recreation opportunities such as rolling down grass hills and gazing at the interesting shapes that clouds sometimes make. The city also boasts cultural amenities that rival those found in East Ivorytowerville, if not elsewhere.

Please submit a cover letter, a CV with references, and a teaching philosophy to the Chair of the search committee by such-and-such a date.

In other words paragraph 1 usually contains the straight-up, thoroughly pragmatic (and mainly boring) terms of reference laid out to the search committee from the Dean. Paragraph 2 often contains a few vague platitudes about the university and the urban center in which it resides. And the final paragraph tells the applicant what to submit, when to submit it, and to whom.

While there can be some variation to this formula, most search committees stick pretty close to this pattern.I know that this is the typical format because, besides reading countless such ads over the course of my academic career, I’ve also been part of committees that have “written” this boilerplate. So, it came as a bit of a pleasant surprise to accidentally (via the magic of Twitter) run into this job ad from University of Texas Southwestern Medical Center (archived here via Evernote).

Here are a few choice quotes:

As cell biologists, we embrace the complexity of cellular function and behavior.

We seek colleagues who share these interests, and who approach cell biological questions from any of multiple perspectives…

The ideal candidate will be evaluated only on the significance of the discoveries the candidate has made–not on the impact factors of the journals where his or her results were published–and on whether he or she is the best fit to complement and augment the intellectual creativity, skills, and innovation potential of our department.

The best candidates will also have earned the respect of their mentors and colleagues. Thus, the quality/content of your cover letter and recommendations will be our principal criteria for your further consideration.

This is, I believe, the best academic job ad that I’ve ever read in my entire life. This announcement tells me something about the UT Southwestern Medical Center. I can tell that they are more interested in impact than in prestige, that they prefer collaborative and creative approaches to research questions, that they aren’t afraid of complexity, and that they highly value collegiality. I would assume that, by writing this ad the way that they did, they are speaking to what they are and what they hope to continue to develop into. The fact that the true impact of research (rather than impact factor) and “earned respect” are the two major deciding factors in this search are refreshing.

If I were a postdoctoral cell biologist (neither of which I am) looking to land a tenure track position, I suspect that this would be my dream appointment.

So what are two takeouts from this?

First, to job seekers: What does the job ad really tell you about the department and institution where you’re hoping to work? If it’s just a standard academic job ad, how can you dig deeper to find out more and beef up your application?

Second, to faculty members on search committees: Does that job ad that you’re drafting tell the potential applicants anything about your department, or is it just a cut-and-paste effort from any number of previous job ads from your institution or department? In other words, is this the best job ad that you can write as you seek the best possible candidates?

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Beetle byte (6 September 2013 edition)

Here is a snack-sized bite of links to things that I found interesting this week.

Good advice on wasps (across the pond, but applicable here too)

“Plagues” of “drunk and jobless” wasps are out in record numbers around the UK, according to apocalyptic headlines this week. While it may seem like that if you’ve dared to eat outside, it’s not a case of greater numbers – they’re on a par with the long-term average – but a sign that we’re experiencing more typical summer weather.

 

12 things not to do in national parks

In 2011 Photographer Ben Chase observed visitors walking within 50 feet of a brown bear in Grand Teton National Park.  When the bear got spooked and attempted to retreat, the ridiculous tourists yelled, “It’s leaving, go get it!” and gave chase.  Yosemite National Park has a long history of visitors getting close enough to let bears take food from their hands, one older story actually tells of a clueless tourist holding bacon in his mouth and encouraging the bear to take it.

 

What a great course this must have been!

For the first time in an estimated 60 years, a traditionally-made cottonwood dugout canoe was launched by Robert and Edie Frederick and UNBC students into the Nechako River which runs through Lheidli T’enneh territory. The vessel is one of two hand-made canoes crafted by UNBC students who recently completed a First Nations Studies course called FNST 298/301 Dakelth Culture: Making a Cottonwood Canoe — Ts’i, taught by Lheidli T’enneh Elders Robert Frederick and his wife, Edie.

 

Do you ‘believe’ in science?

Science is how we describe the natural world, and if you search the web for “what is science,” three words tend to come up more often than others: observation, experiment, and evidence. Observations and experiments may not be perfect, even at the limits of our technologies, and interpretations may be flawed, but it’s the evidence that supports, or doesn’t, an argument that is the most important.  And we choose to either accept it, or not.

 

Two cool things in combination – social behavior and epigenetics

We think of our bodies as stable biological structures that live in the world but are fundamentally separate from it. That we are unitary organisms in the world but passing through it. But what we’re learning from the molecular processes that actually keep our bodies running is that we’re far more fluid than we realize, and the world passes through us.

 

Wolves… amazing creatures

By studying what bears eat, and how wolves affect the behavior of other animals, the biologists found that the return of the wolves is helping to restore a key part of the diet of grizzly bears that has been missing for much of the past century — berries that help bears put on fat before going into hibernation.

 

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First week… and beyond

The quiet halls of a university summer have metamorphosed – suddenly, as they always do – into the exciting clamor of the first week of classes. It is great to see so many students back for another year of learning. And, of course, it’s great to welcome new students to our campus for what will be, for many of them, their first university experience.

So, in the spirit of welcoming new students (and old) to the excitement of university education, here are a few tips that might be useful in the year (and years) ahead. Please feel free to add other ideas in the comments section below.

  • It may sound cliche, but you are about to embark on what will likely be some of the most amazing years of your life… if you choose to make them so. You will be in daily contact with professors who love (“obsession” is likely not even a strong enough word in most cases) their subject matter. These people will show you things about the world around you that are, simply put, mind-blowing. Take full advantage of their expertise and excitement about the subject matter.
  • Take classes on topics that you appreciate. And learn to appreciate the classes that you may not think that you will find particularly appealing at the outset. As per the “mind-blowing” statement above, even the seemingly driest material reveals astounding details when examined closely. Take the time and make the effort to see, hear, touch, and taste the subject matter and you will understand what I mean.
  • There are two main ways to get a good mark in a class. One is to work hard, communicate with your professors and TAs, and turn in high quality work on time. The second one is to do all of those things while also appreciating and deeply exploring what you’re learning. The second way is more fulfilling and will likely get you a better mark than the first way. Follow the second way.
  • No class is included in your degree progression or the university calendar “just because.” Classes are all there for a reason and their inclusion has been carefully considered. Hopefully the professor articulates that reason. If he or she does not, ask.
  • Look for linkages between courses that you are taking, even courses that seem completely dissimilar. Again, feel free to ask your professor how he or she sees their course linking to other topics that interest you. And listen to the professor during class time. Chances are she will highlight some of those linkages for you.
  • At this point it’s probably best to reiterate a developing theme in these points: talk to your professors. Ask relevant questions about the course material. They won’t know every answer. Who does? But they should be able to point you in the right direction to determine the answer yourself. Most professors hear from most of their students in the day before the exam and in the week after an exam is handed back. That’s fair, of course. But it gets tedious. On the other hand, thinking about interesting questions and having discussions with interested students never gets tedious. These discussions are a valuable part of university life, if you choose to make them so.
  • Not all questions are answerable. And not all answerable questions are answered. And not all answers are correct. Those edges of our knowledge are where things get fun. Find those edges and explore them.
  • Budget, both your time and your money. Specifically in terms of time, you can’t do everything, even though there are so many cool things to do. Prioritize.
  • Find things to do, clubs to join, causes to support. As per the point above, budget your time, but don’t neglect these things. They are potentially as much part of your learning experience here as are your classes, labs, and tutorials.
  • Buy the text used. Even if the text has gone to a new edition, the old edition is probably good enough. (Disclaimer: check with your professor first in terms of editions, but that rule should hold at least 90% of the time.)
  • Or, buy the electronic “rental” version of the text if one is available. You may think that you’ll consult the textbook later on in life, but you probably won’t. And if you find that you do need it, there will be plenty of extremely cheap used copies available shortly. See “budget your money,” above.
  • Don’t ask “is this going to be on the exam?” because it likely will be. Especially if you ask. Rather, ask for further clarification on topics that seem highly complex.
  • Find a support group. While the first week of classes after a relaxing summer is generally full of positive energy, things can seem much different in the dark days of exam-ridden and hard-frozen February. You will need the support – and you will need to provide support as well – of family, friends, and like-minded individuals at those times. Use your early days to develop that network. And continue to cultivate that network as you progress in your degree.
  • Campuses have specific resources (offices, personnel, etc.) to help you address issues that you are having. Don’t suffer alone if you are having a problem with a course, a person, your personal life, or whatever. Help is available.
  • Call home. Frequently.
  • Take care of your whole self… mind, body, and spirit. Don’t neglect one or the other.
  • Talk to your academic advisor(s) on a regular basis to ensure that you are on the right path toward graduation.
  • Find electives that you’ll enjoy and learn from, not just ones that all of your friends are taking because the course has a reputation for an “easy A.” Branch out from your major to unexpected areas, and then look for linkages to what you’ve already learned. This is your best chance in life to do this. Take full advantage of it.
  • Talk in class. I don’t mean “whisper to your neighbor.” Rather, ask relevant questions and participate in class discussions and activities.
  • While university grads typically find good jobs (unemployment rates for university grads are generally significantly lower than for non-grads), it’s hard to predict today what the job market will be like in four years. It’s also hard to predict what you will find at university that will excite you. By all means, go into your degree with a plan for a road ahead. But be aware that the map may change, or you may take a new route, as the world changes and as you discover new things.

Again, welcome to university. Learn, interact, have fun, and prepare to be amazed at what you’re going to discover.

(Addendum: I just noticed that @CMBuddle has also posted a really great list of 12 tips for undergraduate students.)

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Beetle byte (30 August 2013 edition)

During the week, I often run across interesting stories and links that I’d like to share. If I can maintain any discipline at this at all, I’ll try to post a small number (targeting about a half dozen a week, give or take) of these each Friday for your weekend reading.

Open Access Inaction

I’ve published this paper in a journal called Science and Public Policy – a conventional way of being read by other academics. Except that whatever baroque negotiations have taken place between the journal’s new publisher and the UCL library mean that, despite being a member staff at one of Europe’s largest universities, I don’t seem to have access to that journal. This piece of research, funded by British taxpayers, can’t even be read by me.

 

The Last Ride of Legendary Storm Chaser Tim Samaras

These were the mysteries Samaras was working to solve. The data he gathered were fed into the collaborative engine of scientific inquiry, where weather models attempt to quantify and weight the forces known to spawn tornadoes, so better predictions might be made and earlier warnings issued. Yet the brightest minds in the field were quickly learning that not everything in the natural world can be accounted for. They know that minuscule perturbations of the atmosphere can alter the course of events dramatically over time.

And perhaps that’s what is so maddening about what happened to Carl Young and Tim and Paul Samaras, for those who knew them and for those who survived. There is no simple explanation, no single factor. As unknowable as the chain of random events that give rise to tornadoes is, so too was the series of decisions that ended three lives.

 

Bumblebees of the Western United States (PDF)

Some of the best things in life are, indeed, free. (via @bslindgren)

 

Fossil resin (amber) shows evidence of past insect infestations (PDF)

We show that infestation results in a rapid (approx. 1 year) 13C enrichment of fresh lodgepole pine resins, in a pattern directly comparable with that observed in resins collected from uninfested trees subjected to water stress. Furthermore, resin isotopic values are shown to track both the progression of infestation and instances of recovery. These findings can be extended to fossil resins, including Miocene amber from the Dominican Republic and Late Cretaceous New Jersey amber, revealing similar carbon-isotopic patterns between visually clean ambers and those associated with the attack of wood-boring insects.

 

R.I.P. Seamus Heaney

 

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#overlyhonestsyllabi

About a week ago, I fired up Twitter in the evening to see what sort of interesting links my various contacts had posted during the day. As you would expect, due to my professional interests, I follow a fair number of academics ranging from undergraduates to graduate students to postdocs to professors. Many of them are scientists, and so I am usually able to find some good science reading in the evening as I wind down my day.

That evening was different, however, as I encountered a stream of #overlyhonestsyllabi-tagged tweets (mostly retweets, actually) in my feed.

I’m not going to analyze the phenomenon too deeply here, as others (e.g. here and here) have already done that very well. Rather, I’d like to sketch out my thoughts that evening, now that I’ve had a few days to let things percolate in my brain.

At first I was slightly amused. Some of the tweets were, indeed, funny in a ironic sort of way that tickled my Gen-X funny bone. But as I scrolled through the growing hashtag stream, I stopped feeling amused and began to understand that #overlyhonestsyllabi was becoming more of a “crasstag”  Or maybe even a bashtag. I began to feel more and more uneasy with each new tweet that appeared.

Then, burning through the hashfog, came this statement that suddenly crystalized my thoughts:

That was precisely it. Precisely.

It is vital to remember that the students in our classes are – in the vast majority – there because they appreciate the subject matter and want to learn more about it. Yes, there are always the minority that are only there for the grade, or because their parents made them, or…

Of course there are countless little stories – some humorous, some horrific – that accrue over the long semesters and long careers of teaching. But those stories represent the m-i-n-o-r-i-t-y of students. Given the fact that, these days, very few people are going to accumulate vast fame or immense fortune with a B.Sc. in biology (or most any other university degree), the fact is that most students are taking biology (or some other subject) because they have a burgeoning love for the subject matter.

Do you remember when you were at that same stage of life and were fascinated by the ants in your parents’ lawn, or by how a jet engine worked, or by Steinbeck’s genius? Do you remember that that was why you pursued the degree(s) that you did? Hopefully that fascination is still there and has grown and blossomed. And if it has (I won’t discuss what needs to happen if it hasn’t), then it is our job to cultivate that exact same seedling of fascination in our students.

I fully understand that most of the tweeters that evening were just having a bit of fun. But, unfortunately, it did not come across that way to the entire audience, as exemplified by the tweet above and a number of others that I read that evening as well.

Instead of careful cultivation it was, unfortunately, salting the fields.

So, here is my suggestion. As students return to classes and to the crisp-blue-sky promise of a new autumn semester, why not subvert the overall cynicism of #overlyhonestsyllabi to instead welcome them back to studying the subjects that they and you love so much.

I’ll start.

—–

Also, please don’t get me wrong. As I said above, I am sure that most #overlyhonestsyllabi tweeters were just trying to have a bit of fun.

And, of course, there were some gems that I noticed here and there in the hashtag stream. For instance: