Category: career

Posted on

My Voyage(er)

What were you doing on 25 August 2012? Now think back (those of you who were even born then), and tell me what you were doing on 5 September 1977.

In my case, last year on 25 August my family and some friends were hiking in the Valley of the Five Lakes in Jasper National Park. My two boys, five- and three-years old at the time (bookending the crew below, in red and blue shirts, respectively), were enjoying time exploring nature in one of the most beautiful spots on earth.

Eli (on the left) and Marcus (on the right) take a break with some friends during a hike in Jasper National Park.

On 5 September 1977 (here I go, revealing my advanced age) I was five-years old – like my oldest son in the photograph – and it was Labor Day. Just as he was in that photograph above, I was getting ready for my first day of first grade and the beginning of my formal educational journey.

Why are these two dates important beyond my personal reminiscing? Back on 5 September 1977, Voyager 1 was launched on its scientific journey. And on 25 August 2012 it is estimated that Voyager 1 became the first human-made interstellar spacecraft in history.

This has hit me pretty squarely over the past few days since this announcement. As it turns out, Voyager 1 and her sister, Voyager 2, were among the major influences of my scientific pursuits. Both probes launched just as I began first grade, and Voyager 2 sent home some of its final photographs (of Neptune) in the summer of 1989, just a couple of months after I had graduated from high school.

All through grade school my cohort and I were amazed by the spectacular photographs sent back from these probes, photographs that remain iconic to this day. During those years my fascination with nature grew in many different directions, shaped in no small part by this awesome example of basic scientific exploration. My growing realization that the universe around us was such an incredible place made me want to explore my own corner of the earth. And the living things in my yard and neighborhood were right there and available for me to study. Being given the opportunity to imagine then (as I’ve been doing again over the past few days) where the Voyager probes may go and what (or who) they may encounter over the upcoming eons pushed me towards finding out all that I could about at least one small part of the puzzle.

NASA’s Voyager program is a prime example of why we need basic science not to only survive on the scraps thrown to it by applied science, but to thrive, well-fed, on its own. Voyager has not only shown us more about our universe than we ever knew (and the probes are still sending back data!), but it has doubtless been instrumental in inspiring many among an entire generation of kids to become the scientists of today. I’m sure that I’m not the only scientist about my age who felt a wave of nostalgia – and even re-inspiration – over the past few days as we remembered some old friends who went on a long journey.

Now that the Voyager spacecraft are exiting our solar system to explore the universe expanding before them, I wonder what will inspire my two boys as they explore their own expanding world.

In the current climate that prioritizes applied science far over basic research, who and what are the “Voyagers” of 2013 that will fascinate and inspire a new generation?

Posted on

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?

Posted on

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.)

Posted on

#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:

 

Posted on

Open data

by Dezene Huber and Paul Fields, reblogged from the ESC-SEC Blog.

Have you ever read a paper and, after digesting it for a bit, thought: “I wish I could play with the data”?

Perhaps you thought that another statistical test was more appropriate for the data and would provide a different interpretation than the one given by the authors. Maybe you had completed a similar experiment and you wanted to conduct a deeper comparison of the results than would be possible by simply assessing a set of bar graphs or a table of statistical values. Maybe you were working on a meta-analysis and the entire data set would have been extremely useful in your work. Perhaps you thought that you had detected a flaw in the study, and you would have liked to test the data to see if your hunch was correct.

Whatever your reason for wishing to access to the data, and this list probably just skims the surface of the sea of possibilities, you often only have one option for getting your hands on the spread sheets or other data outputs from the study – contacting the corresponding author.

Sometimes that works. Often times it does not.

  • The corresponding author may no longer be affiliated with the listed contact information. Tracking her down might not be easy, particularly if she has moved on from academic or government research.
  • The corresponding author may no longer be alive, the fate of us all.
  • You may be able to track down the author, but the data may no longer be available. Perhaps the student or postdoc that produced it is now out of contact with the PI. But even if efforts have been made to retain lab notebooks and similar items, is the data easily sharable?
  • And, even if it is potentially sharable (for instance, in an Excel file), are the PI’s records organized enough to find it?*
  • The author may be unwilling to share the data for one reason or another.

Molly (2011) covers many of the above points and also goes into much greater depth on the topic of open data than we are able to do here.

In many fields of study, the issues that we mention above are the rule rather than the exception. Some readers may note that a few fields have had policies to avoid issues like this for some time. For instance, genomics researchers have long used repositories such as NCBI to deposit data at the time of a study being published. And taxonomists have deposited labeled voucher specimens in curated collections for longer than any of us have been alive. Even in those cases, however, there are usually data outputs from studies associated with the deposited material that never again see the light of day. So even those exceptions that prove the rule are part of the rule of a lack of access to data.

But, what if things were different? What might a coherent open data policy look like? The Amsterdam Manifesto, which is still a work in progress, may be a good start. Its points are simple, but potentially paradigm-shifting. It states that:

  1. Data should be considered citable products of research.
  2. Such data should be held in persistent public repositories.
  3. If a publication is based on data not included in the text, those data should be cited in the publication.
  4. A data citation in a publication should resemble a bibliographic citation.
  5. A data citation should include a unique persistent identifier (a DataCite DOI recommended, unless other persistent identifiers are in use within the community).
  6. The identifier should resolve to provide either direct access to the data or information on accessibility.
  7. If data citation supports versioning of the data set, it should provide a method to access all the versions.
  8. Data citation should support attribution of credit to all contributors.

This line of reasoning is no longer just left to back-of-napkin scrawls. Open access to long term, citable data is slowly becoming the norm rather than the exception. Several journals have begun require, or at least strongly suggest, deposition of all data associated with a study at the time of submission. These include PeerJ and various PLoS journals. It is more than likely that other journals will do the same, now that this ball is rolling.

The benefits of open data are numerous (Molloy, 2011). They include the fact that full disclosure of data allows for verification of your results by others. Openness also allows others to use your data in ways that you may not have anticipated. It ensures that the data reside alongside the papers that stemmed from them. It reduces the likelihood that your data may be lost due to various common circumstances. Above all it takes the most common of scientific outputs – the peer reviewed paper – and adds lasting value for ongoing use by others. We believe that these benefits outweigh the two main costs:  the time taken to organize the data and the effort involved in posting in an online data repository.

If this interests you, and we hope that it does, the next question on your mind is probably “where can I deposit the data for my next paper?” There are a number of options available that allow citable

(DOI) archiving of all sorts of data types (text, spreadsheets, photographs, videos, even that poster or presentation file from your last conference presentation). These include figshare, Dryad, various institutional repositories, and others. You can search for specific repositories at OpenDOAR using a number of criteria. When choosing a data repository, it is important that you ensure that it is backed up by a system such as CLOCKSS.

Along with the ongoing expansion of open access publishing options, open data archiving is beginning to come into its own. Perhaps you can think of novel ways to prepare and share the data from your next manuscript, talk, or poster presentation for use by a wide and diverse audience.

—–

* To illustrate this point, one of us (DH) still has access to the data for the papers that stemmed from his Ph.D. thesis research. Or at least he thinks that he does. They currently reside on the hard drive of the Bondi blue iMac that he used to write his thesis, and that is now stored in a crawlspace under the stairs at his house. Maybe it still works and maybe the data could be retrieved. But it would entail a fair bit of work to do that (not to mention trying to remember the file structure more than a decade later). And digital media have a shelf life, so data retrieval may be out of the question at this point anyhow.