Some days I really wonder whether the bureaucratic infrastructure at institutions of higher education has any idea whatsoever that their job is to support the research and teaching missions of the university.
Explaining life as a graduate student
May 25, 2010As a graduate student, explaining what your day to day life is like to your non-academic friends can sometimes be a little difficult. In this enjoyable piece from The Science Creative Quarterly Daven Tai takes a unique approach to this challenge:
Working to get your PhD is like training to become a Jedi Knight,” I started. “You follow a Master; you live a life of sacrifice; you must develop rational thought and patience…
If you’re looking for five minutes of academically oriented fun go check out the whole article.
Creativity = Science + Writing
March 24, 2010A group of 5th and 6th graders where asked to define either “science” or “writing” and when the answers were combined this definition of creativity was the result. In scientific education, and as we conduct scientific research, we often lose track of the fact that creativity is critical to the scientific process. This is a great reminder of its importance.
New Masters Program in Quantitative Biology at Imperial College London
February 11, 2010Imperial College London is offering a new masters degree program in quantitative biology. It sounds like a great opportunity to get some good quantitative training via an intensive 1 year MS program. The best part of their pitch follows below. If you’d like to see the whole ad check out the flier that Dan Reuman sent me.
Over the past 10-20 years, biology has become increasingly quantitative, and mathematical sciences have in turn been increasingly influenced by biology. It has been said that “mathematics is biology’s next microscope, only better” (Cohen, J.E., PloS Biology, 2004) because mathematical, statistical, and computational sciences will continue to reveal unsuspected and entirely new worlds within biology, just as the microscope revealed previously unseen worlds following its invention. It has also been said that “biology is mathematics’ next physics, only better” (Cohen, J.E., PloS Biology, 2004) because biology will in turn continue to spur major new developments in computation, mathematics and statistics, just as physics has done in the past several hundred years.
Recognizing this integration, the MSc in Quantitative Biology provides students of life sciences with the quantitative skills they will need to thrive in the modern discipline of biology, and provides students from a more quantitative background with the biological insight they need to apply their technical skills. The course is unique in integrating important current research questions in biology with data from ecosystems down to cells and state-of-the-art quantitative methods. Graduates will be highly trained scientists prepared for employment in any of several settings, including as PhD students in universities and institutes worldwide; in the research departments of multinational industries concerned with the environment (e.g., pharmaceuticals, biotechnology); in conservation, management and agricultural agencies; and in local and national governments.
Getting things done in academia
January 18, 2010In a couple of days I’m participating in a panel to help young faculty be ready for their 3rd year review (the halfway step to tenure, which is kind of a big deal at my institution). This is the sort of thing that I normally say no to, but I’ve been to a couple of these things and I just couldn’t bear the thought of another group of young faculty being told that what they really needed to do to get tenure is to have a really spiffy tenure binder… so I’m going to talk about what they actually need to do to get tenure – get stuff done – and I thought it would be worth posting my thoughts on this here for broader consumption. This advice is targeted at assistant professors at research universities, but folks in other situations may be able to adapt it to their individual circumstances (e.g., if you’re at a small liberal arts college or other teaching centered school try swapping research and teaching below). Since the goal of the workshop is getting through the first phase of tenure, this is about what you need to do to accomplish that goal, not what you should be doing in any sort of broader philosophical sense. This advice is built on the lessons that Morgan (my wife and co-blogger for those of you new to JE; in fact she was so instrumental in developing these ideas that even though I’m using the first person singular this will be listed as a co-authored post) and I have learned during our time as assistant professors.
PhD opportunities in Theoretical Ecosystem Ecology with Ford Ballantyne [PhD Position]
December 2, 2009I went to graduate school with Ford and would strongly recommend that those looking for PhD opportunities on the quantitative side of ecosystem ecology consider the opportunity below. Ford is a smart guy, doing cool work, and he knows an awful lot about math, so it’s probably pretty hard to go wrong (and yes, we’re still friends so I’m totally biased).
The Ballantyne Lab at the University of Kansas is looking to recruit up to two graduate students for the fall of 2010. Current research is focused on modeling ecosystem stoichiometry, nutrient dynamics, microbial decomposition of soil carbon, systems-level regulation of metabolism, spatially explicit populations and the trophic structure of communities. Although most of our experiments are performed with phytoplankton and bacteria in the lab, the KU field station, 20 minutes from campus, is a great resource that is home to long-term studies of community assembly. Please direct inquiries to Ford Ballantyne (fb4 [at] ku [dot] edu). For more information about graduate study in the lab and EEB at KU please look at http://www.people.ku.edu/~fb4 and http://www2.ku.edu/%7Eeeb/graduate/ and http://www.kuerg.ku.edu/.
Starting young: getting ecologists to blog
March 25, 2009Within the small community of ecologist bloggers much has been of the lack of blogging (and other odd pursuits like twittering) among ecologists (this is, afterall, EEB & Flow‘s raison d’etre), and I recently read over at academHacK that “in the future [academics] can be online or be irrelevant”. So, this semester I did what I could to get some future ecologists blogging. Instead of having traditional writing assignments for my Biogeography course I required students to set up a blog and post at least 3 EEB & Flow style posts about papers they read from the primary literature (I didn’t know about EEB & Flow at the time, but this was/is the spirit of the assignment). The response so far has been very positive and at least a couple of students (mostly of the graduate persuasion) have taken to blogging in a way that suggests to me that they’ll do this again in the future (i.e., they’ve already posted more posts than required even though they already know that they’ve locked down an A).
In my broader experience with introducing ecologists to new technology it’s really all about exposing folks to the potential of the new approach. Once they’ve seen the potential of something ecologists tend to embrace it pretty quickly. So, start your students young. Show them how easy it is to set up a blog, get them posting a little, and maybe soon we’ll all be clammering to be heard above crowd.
Posted by Ethan 
