Skype A Scientist (Skype a Classroom!)

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It is time to sign up for skypeascientist. This is a program connecting scientists with classrooms. It gives students and teachers a chance to talk to real living scientists and scientists a chance to chat with students. This fall I met with a class in England and hope to be matched again.

If you are curious how this works here are some thoughts on my experience: Continue reading

Starting experiments with a “nut fig”

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The term “backwards design” is often applied to curriculum design. If you want your students to learn a particular thing, you start with identifying what that outcome should look like at the end of the semester. Then you design your class backwards from that outcome, to make sure your students have a way to get there.

I think we should be talking more about backwards design when when it comes to statistics and the design of experimental and observational research.

Journalists call the key passage of each story a “nut graf.” Shouldn’t we have a “nut fig” for each experiment, and know what the axes and statistical tests will be before we run an experiment? Continue reading

Recommendations for making science inclusive, and how to talk about it with others

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You’re reading Small Pond Science right now — but a lot of our colleagues don’t read anything resembling a blog. So, for them, I’ve just published a short peer-reviewed paper about how this site addresses a common theme: how to promote equity and inclusion, especially for students in minority-serving institutions.

Think of it as a blog post, but with a lot of useful references in peer-reviewed journals and with the bright and shiny veneer of legitimacy from journal that’s been in print for more than a century. And hopefully fewer typos. Continue reading

To ban or not to ban laptops?

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Some folks want to ban laptops from their classrooms, and others are okay with laptops.

This is a perennially annoying discussion in higher ed today.  But I think it’s an important issue because it has the potential to really affect learning.

What do I do? Here’s the language in my syllabus for this semester: Continue reading

Making scientific conferences more engaging

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In scientific conferences, the talks are often the least constructive part of the meeting. That’s my experience and opinion, at least. This is ironic, because at least in theory, the talks are the raison d’être of a conference.

When people fly in from great distances to be together, should we really be spending most of the day in dark rooms listening to canned talks from our colleagues? Should we be spending our time on things that we could just as easily do in a webinar? Continue reading

An introduction to writing a peer review

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I recently had an exchange with a colleague, who had just written a review at my request. They hadn’t written many reviews before, and asked me something like, “Was this a good review?” I said it was a great review, and explained what was great about it.  Then they suggested, “You should write a post about how to write a good review.”

So, ta da. Continue reading

I am complicit

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My academic societies support the March for Science. So do I.

I’m familiar with the arguments for and against the March, from major newspapers and social media. If you’re not familiar, don’t worry, I won’t rehash them for you.

I think it’s possible for some people to have an ethical position to oppose something, and for others to have an ethical position to support the same thing. Nobody’s got a monopoly on being right. Continue reading

Let’s talk about mental health in academia

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A few days ago Canada was abuzz with messages about mental health for Bell Let’s Talk day. The social media campaign resulted in Bell donating 6.5 million dollars to mental health initiatives in Canada, which is great. But I’m not sure that one day a year when everyone feels comfortable talking about mental health publicly actually helps reduce the stigma around mental health, one of the stated goals of the Let’s Talk campaign. Any other day of the year, it’s still pretty difficult to bring up mental health issues, so this post is partly an effort to continue the conversation. Continue reading

There are many ways to be a publicly engaged scientist

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I want to talk about the Who and the How of public engagement.

We should be bringing science to the table with people who aren’t in the market for science. A lot of outreach is preaching to the converted, and that is a valuable form of service. But we also have the ability — and perhaps an obligation — to make science a part of everyday life for a society that just doesn’t think about science on a regular basis. Continue reading

Teaching in a time of professor watchlists

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Teaching basic science is difficult when some folks deny the validity of science. Facts are facts, but there are powerful interests working to convince us that facts aren’t factual. Meanwhile, our incoming government is collaborating with a group that operates a watch list to track the activities of liberal professors. Earlier this year, a leading advisor to the new administration proposed reviving the House Un-American Activities Committee. I imagine that some faculty would be high up on the list of targets.

So, what should we change about what happens in our classrooms? Continue reading

Negotiate authorship before collecting data

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Authorship disputes are not uncommon. Even when there are no actual disputes over who did what on a project, there may be lots of authorship resentments. That’s because a lot of folks — by no mere coincidence, junior scientists more often — end up not getting as much credit as they think they deserve when a paper comes out. Continue reading

Accessibility isn’t the key to mentorship

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When I start a new batch of students in my lab, my spiel includes:

Two problems can prevent success. The first is poor communication, and the second is poor data management.

At the moment, I think this is true. As poor data management is a by-product of poor communication, it really just boils down to communication.

Earlier on in my career, I was too quick to attribute communication failures to my lack of approachability, or poor decision-making by my students. I don’t see it this way anymore. Continue reading

Serious academics take the media seriously

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The Guardian chose to publish a piece from a “serious academic” who made an argument that we shouldn’t share our work on social media.

So who is this “serious academic?” Well, we have no idea. They are an anonymous “young” PhD student. Does this mean they’re some kind of whistleblower, warning the world about the rampant public sharing of academic information?

Anyway, what does the phrase “I’m a serious academic” mean? Continue reading

What is press-worthy scholarship?

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As I was avoiding real work and morning traffic, there were a bunch of interesting things on twitter, as usual. Two things stood out.

First was a conversation among science writers, about how to find good science stories among press releases. I was wondering about all of the fascinating papers that never get press releases, but I didn’t want to butt into that conversation. Continue reading

Education research denialism in university STEM faculty

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Scientists regularly contend with irrational denialism of simple facts. In our classrooms, communities and the media, we hear patently absurd things like:

This is the logo of the Flat Earth Society.

This is the logo of the Flat Earth Society.

  • The world isn’t getting hotter, or even if it is, it’s not from carbon emissions.
  • Humans didn’t evolve from nonhuman ancestors.
  • Transgenic foods are unsafe.
  • Vaccines cause autism.

Any scientist who operates on the basis of evidence will regard those ideas as total bunk*.

But, as I’ve mentioned before, people aren’t rational beings. Especially when their emotions are involved (and they usually are), they’re not prone to think an expert is correct if their intuition tells them otherwise.

And scientists are people.

So I am not entirely surprised, but I am disheartened, when scientists are guilty of their own flavor of denialism: Education Research Denialism. Continue reading

“Open Science” is not one thing

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“Open Science” is an aggregation of many things. As a concept, it’s a single movement. The policy changes necessary for more Open Science, however, are a conglomerate of unrelated parts.

I appreciate, and support, the prevailing philosophy of Open Science: “the movement to make scientific research, data and dissemination accessible to all levels of an inquiring society.” Transparency is often, though not always, good. Continue reading