This webinar discusses strategies for developing a thriving research program while balancing teaching, service, and other responsibilities. It recommends starting with smaller, initial projects like pilot studies or collaborations to obtain preliminary results before pursuing larger grants. Developing a strategic long-term plan that aligns with your institution's expectations can help balance research, teaching, and other duties over the course of your career. Funding sources may include internal grants, NSF SGER grants, collaborating on other grants, and full research proposals once an initial program is established.
'Understanding and benefiting from the publishing process'
Publishing Connect workshop Lancaster delivered by Anthony Newman, Senior Publisher, Elsevier.
Types of scientific publications
The different types of research papers published
Considerations before writing
Choosing the right journal
Writing using correct language
The structure of the manuscript
The submission and review procedure
Author responsibilities: publishing ethics and plagiarism
How to use information resources as a tool for authors (Scopus)
Slides shared with the permission of the speaker.
How to write a scientific paper for publicationAnisur Rahman
I am Dr Md Anisur Rahman Anjum passed MBBS from Dhaka Medical College in 1987. Diploma in Ophthalmology (DO) from the then IPGM&R (now it is Bangabandhu Sheikh Mujib Medical University BSMMU) in 1993. Felllowship in Ophthalmology FCPS from Bangladesh College of Physician and surgeon in 1997. Now I am working as associate professor in General Ophthalmology in National Institute of Ophthalmology Dhaka Bangladesh which is the tertiary centre in eye care in Bangladesh.
When I was secretary of Bangladesh Academy in 2011-2012. During my tenure I had pulblished four academic journal. The ISSN of the journal is 1818-9423. I have seen that the format of original article was not maintained. though there was "GENERAL INFORMATION FOR CONTRIBUTORS" but many of the author did not follow that guideline. From that time I am trying to build up "HOW TO WRITE THE SCIENTIFIC MANUSCRIPT" among my students, colleague and senior fellows. and do two workshop about this topic.
I am hopeful if any of you write a scientific manuscript according to this format with correct statistics power and language it will be no longer rejected.
This document provides guidance on how to write a journal article. It begins with an introduction to the presenter, Prof. Dr. Khalid Mahmood, who has extensive experience in research publication. The presentation then covers various aspects of writing a journal article, including preparing to write, identifying topics, structuring the article, writing different sections like introduction, methods, results and discussion. It provides details on what to include in each section and common mistakes to avoid. The presentation emphasizes writing clearly and ethically while following guidelines for research writing. It concludes with a checklist for reviewing one's own article.
This document discusses various aspects of choosing a research topic, including:
- It is important to choose a topic you are interested in that is complex yet compelling. The topic should set the stage for your future research career.
- Generating ideas from course materials, news, the internet, advisors and literature. Attributes of a good topic include being feasible within the given resources and timeframe, and being worthwhile and providing new insights.
- Narrowing a topic by asking questions to refine the focus. Choosing a researchable question that is fact-based, relevant and action-oriented to provide direction for the research process.
The document discusses career planning, including what a career is, the importance of career planning, who is responsible for career planning, and the career planning process. It notes that career planning is a lifelong process of self-assessment, exploring academic and career options, gaining relevant experience, and conducting a job search to achieve one's career goals. Effective career planning requires setting goals, developing action plans, periodic reviews, and support from both the individual and their organization.
This document provides guidance on writing a research paper. It lists dos and don'ts, with the dos including selecting a relevant topic, specifying a focused thesis, collecting and organizing relevant data, substantiating claims with facts, and editing the paper. The don'ts include plagiarizing, losing focus, adding new points in the conclusion, and forgetting to cite sources. Following these tips can help students write a well-organized research paper and earn a high grade.
'Understanding and benefiting from the publishing process'
Publishing Connect workshop Lancaster delivered by Anthony Newman, Senior Publisher, Elsevier.
Types of scientific publications
The different types of research papers published
Considerations before writing
Choosing the right journal
Writing using correct language
The structure of the manuscript
The submission and review procedure
Author responsibilities: publishing ethics and plagiarism
How to use information resources as a tool for authors (Scopus)
Slides shared with the permission of the speaker.
How to write a scientific paper for publicationAnisur Rahman
I am Dr Md Anisur Rahman Anjum passed MBBS from Dhaka Medical College in 1987. Diploma in Ophthalmology (DO) from the then IPGM&R (now it is Bangabandhu Sheikh Mujib Medical University BSMMU) in 1993. Felllowship in Ophthalmology FCPS from Bangladesh College of Physician and surgeon in 1997. Now I am working as associate professor in General Ophthalmology in National Institute of Ophthalmology Dhaka Bangladesh which is the tertiary centre in eye care in Bangladesh.
When I was secretary of Bangladesh Academy in 2011-2012. During my tenure I had pulblished four academic journal. The ISSN of the journal is 1818-9423. I have seen that the format of original article was not maintained. though there was "GENERAL INFORMATION FOR CONTRIBUTORS" but many of the author did not follow that guideline. From that time I am trying to build up "HOW TO WRITE THE SCIENTIFIC MANUSCRIPT" among my students, colleague and senior fellows. and do two workshop about this topic.
I am hopeful if any of you write a scientific manuscript according to this format with correct statistics power and language it will be no longer rejected.
This document provides guidance on how to write a journal article. It begins with an introduction to the presenter, Prof. Dr. Khalid Mahmood, who has extensive experience in research publication. The presentation then covers various aspects of writing a journal article, including preparing to write, identifying topics, structuring the article, writing different sections like introduction, methods, results and discussion. It provides details on what to include in each section and common mistakes to avoid. The presentation emphasizes writing clearly and ethically while following guidelines for research writing. It concludes with a checklist for reviewing one's own article.
This document discusses various aspects of choosing a research topic, including:
- It is important to choose a topic you are interested in that is complex yet compelling. The topic should set the stage for your future research career.
- Generating ideas from course materials, news, the internet, advisors and literature. Attributes of a good topic include being feasible within the given resources and timeframe, and being worthwhile and providing new insights.
- Narrowing a topic by asking questions to refine the focus. Choosing a researchable question that is fact-based, relevant and action-oriented to provide direction for the research process.
The document discusses career planning, including what a career is, the importance of career planning, who is responsible for career planning, and the career planning process. It notes that career planning is a lifelong process of self-assessment, exploring academic and career options, gaining relevant experience, and conducting a job search to achieve one's career goals. Effective career planning requires setting goals, developing action plans, periodic reviews, and support from both the individual and their organization.
This document provides guidance on writing a research paper. It lists dos and don'ts, with the dos including selecting a relevant topic, specifying a focused thesis, collecting and organizing relevant data, substantiating claims with facts, and editing the paper. The don'ts include plagiarizing, losing focus, adding new points in the conclusion, and forgetting to cite sources. Following these tips can help students write a well-organized research paper and earn a high grade.
This document provides guidance on principles of effective writing. It discusses using clear, concise language without unnecessary words. Good writing communicates ideas effectively through short, straightforward sentences with strong verbs and the active voice. It encourages cutting extra words and phrases, and focusing on the key ideas and actions in the text. Effective writing is a learned skill that involves careful editing to remove unnecessary content.
This document provides tips for developing a focused research topic and constructing an effective research title. It advises brainstorming topic ideas, discussing them with others, and selecting a topic that interests you. When crafting a title, the document recommends keeping it brief (10-12 words), using active verbs and descriptive keywords, and avoiding unnecessary details, abbreviations, and jargon. Sample research titles are also included to illustrate these tips.
This document provides an overview of the requirements and process for writing a Master's thesis. It discusses defining research, identifying a problem, selecting a research problem, conducting a literature review, and issues to consider when reading papers. The key points are:
- A thesis requires 12 credits and a published 11 page manuscript. It must follow the Graduate School's guidelines.
- Research involves systematically studying a field to establish facts or principles.
- Problems can come from work, literature, discussions, or courses and must be interesting, urgent, useful, within one's abilities, unique, and feasible.
- Literature reviews examine if a research question was already answered and help identify gaps. Useful websites include Google Scholar and PubMed
This document outlines the key components of a research proposal. It begins by defining a research proposal and its main purposes [to justify an idea and gain approval]. It then discusses the importance of a research proposal [to provide direction, sell the idea to supervisors, and allow evaluation]. The document recommends including an introduction, research question, literature review, methodology, timeline, and references. It emphasizes that a proposal should clearly explain what, why, and how the research will be conducted. Overall, the document provides guidance on developing an effective research proposal.
The document outlines an agenda and materials for a workshop titled "Fun & Games @ Your Public Library" about developing public relations skills for promoting events and programs. The workshop covers understanding the target community and audience, developing marketing messages and budgets, and brainstorming a group project in small groups. Attendees will learn how to identify underserved community segments, craft brief taglines and descriptive messages, and choose appropriate promotion methods from a list of 33 options while staying within their proposed budgets.
This document outlines the components and structure of a research proposal. It begins by defining what a research proposal is and its purpose. It then discusses each section in detail, including the introduction, literature review, methodology, expected results, budget, and timeline. Key elements that should be included in each section are identified, such as clearly stating the research problem in the introduction and describing data collection and analysis plans in the methodology. Common mistakes to avoid are also outlined. Overall, this document provides a comprehensive guide for writing an effective research proposal.
The document provides information about the thesis writing process. It defines a thesis as a research report that makes an original contribution to a field and seeks to describe previous work, the author's work, results, and opportunities for further progress. It recommends preparing an outline, developing a timeline with an advisor, carrying out research, and writing drafts. The writing process involves defining a schedule, creating sections, inserting prior work, writing the easiest sections first, and leaving time to revise with others.
This document provides guidance on writing research papers and theses. It discusses the typical structures and contents of papers and theses, as well as how referees evaluate papers. Papers should communicate important new ideas or information to advance knowledge in a field. They have standard sections like an abstract, introduction, body, and conclusion. Theses allow for more in-depth arguments and are evaluated based on the use of literature, organization, logic, argumentation, and contribution to the discipline. Figures and tables should assist the reader in understanding concepts discussed in the text.
This document provides guidance on writing a research paper, outlining its typical structure and key elements. It discusses the importance of writing a research paper, as well as the standard sections - introduction, literature review, methodology, results, discussion, and conclusion. It also covers best practices for titles, keywords, citations, and avoiding plagiarism. The document aims to help students and researchers improve their written reports and research papers.
Lecture 1 academic writing in english finalannemiekwegman
This lecture provides an overview and introduction to the Academic Writing course. It discusses the structure and expectations of the course, including aims, lectures, tutorials, assignments, assessment criteria, and deadlines. It also introduces the course book and discusses key concepts in academic writing, such as the writing process, text structure, purpose and audience, plagiarism, and characteristics of formal versus informal writing. Resources for developing academic vocabulary are also presented.
This stack of slides describes my view on how to work as a PhD student. The presentation was targeted a Ubiquitous Computing audience, but is fairly generic in nature.
This document provides information on how to write an effective abstract. It discusses the key components and purposes of abstracts, including providing an overview of the scope, purpose, methodology, results and conclusions of a document in a concise manner. The document outlines the different types of abstracts, including descriptive, informative, structured and presentation abstracts. It provides examples of parts and formatting for each type. Guidelines are given for writing with accuracy, brevity, clarity, uniqueness, authority and using appropriate language. The recommended length for different types of documents is also provided.
The document discusses the important elements to consider when choosing a good research topic. It outlines six key elements: 1) the topic must be of interest, 2) it must be focused on a specific question, 3) it must be significant, 4) it must have a reasonable scope, 5) relevant literature must be available, and 6) it must be feasible given time and resource constraints. It provides examples and guidance on how to evaluate a topic against these criteria to ensure an effective research project.
This document discusses personal development plans (PDP), which are increasingly being used by organizations to develop individuals' training and careers. PDPs involve identifying one's current strengths/weaknesses and skills, setting future goals and required skills, and creating short-term goals and a timeline to achieve long-term aims. PDPs benefit both individuals by focusing them on self-improvement, and employers by encouraging employee career planning; however, they also risk raising expectations that opportunities may not materialize.
This document provides guidance on writing abstracts. It defines an abstract as a concise statement of the major elements of a research project, including its purpose, methods, and findings. The document discusses why abstracts are important, how to structure an abstract in four parts (introduction, methods, results, discussion), characteristics of effective abstracts, common reasons abstracts are rejected, and tips for writing and revising abstracts.
This document provides an overview of the objectives and structure of a thesis on evaluating the quality of supervised research reports related to postgraduate medical qualifications in Bangladesh. The document outlines the objectives of describing the purposes of writing an academic thesis, components of a thesis, steps of thesis work, and how to write and defend a thesis. It also discusses the difference between a thesis and dissertation, as well as the benefits of conducting academic research through a thesis. Finally, it provides guidance on the typical structure and sections of a thesis, including front matters, body, and back matters.
• Why reflective writing is key when writing your evidence.
• Examples of what reflective writing is.
• Various reflective models that you could use.
• STAR format and examples.
Project-based learning engages students in exploring real-world problems through active learning. Students develop confidence and self-direction as they work collaboratively on authentic projects connected to real life. Research supports project-based learning's alignment with constructivism and multiple intelligences theory. When implemented effectively using driving questions, assessments, mapping, and process management, project-based learning can increase student motivation, problem-solving skills, collaboration skills, and learning outcomes while supporting technology integration standards.
This document discusses the importance of research design and planning in conducting research. It states that research design involves formulating a strategy and considering various factors, and it helps inform the subsequent research plan. The research plan, or proposal, acts as a blueprint that describes what will be done, why, how, the timeline, resources needed, and limitations. Finally, the document emphasizes that a research plan can only be formulated after the research design is decided, as it helps structure the overall research project.
This document provides guidance on principles of effective writing. It discusses using clear, concise language without unnecessary words. Good writing communicates ideas effectively through short, straightforward sentences with strong verbs and the active voice. It encourages cutting extra words and phrases, and focusing on the key ideas and actions in the text. Effective writing is a learned skill that involves careful editing to remove unnecessary content.
This document provides tips for developing a focused research topic and constructing an effective research title. It advises brainstorming topic ideas, discussing them with others, and selecting a topic that interests you. When crafting a title, the document recommends keeping it brief (10-12 words), using active verbs and descriptive keywords, and avoiding unnecessary details, abbreviations, and jargon. Sample research titles are also included to illustrate these tips.
This document provides an overview of the requirements and process for writing a Master's thesis. It discusses defining research, identifying a problem, selecting a research problem, conducting a literature review, and issues to consider when reading papers. The key points are:
- A thesis requires 12 credits and a published 11 page manuscript. It must follow the Graduate School's guidelines.
- Research involves systematically studying a field to establish facts or principles.
- Problems can come from work, literature, discussions, or courses and must be interesting, urgent, useful, within one's abilities, unique, and feasible.
- Literature reviews examine if a research question was already answered and help identify gaps. Useful websites include Google Scholar and PubMed
This document outlines the key components of a research proposal. It begins by defining a research proposal and its main purposes [to justify an idea and gain approval]. It then discusses the importance of a research proposal [to provide direction, sell the idea to supervisors, and allow evaluation]. The document recommends including an introduction, research question, literature review, methodology, timeline, and references. It emphasizes that a proposal should clearly explain what, why, and how the research will be conducted. Overall, the document provides guidance on developing an effective research proposal.
The document outlines an agenda and materials for a workshop titled "Fun & Games @ Your Public Library" about developing public relations skills for promoting events and programs. The workshop covers understanding the target community and audience, developing marketing messages and budgets, and brainstorming a group project in small groups. Attendees will learn how to identify underserved community segments, craft brief taglines and descriptive messages, and choose appropriate promotion methods from a list of 33 options while staying within their proposed budgets.
This document outlines the components and structure of a research proposal. It begins by defining what a research proposal is and its purpose. It then discusses each section in detail, including the introduction, literature review, methodology, expected results, budget, and timeline. Key elements that should be included in each section are identified, such as clearly stating the research problem in the introduction and describing data collection and analysis plans in the methodology. Common mistakes to avoid are also outlined. Overall, this document provides a comprehensive guide for writing an effective research proposal.
The document provides information about the thesis writing process. It defines a thesis as a research report that makes an original contribution to a field and seeks to describe previous work, the author's work, results, and opportunities for further progress. It recommends preparing an outline, developing a timeline with an advisor, carrying out research, and writing drafts. The writing process involves defining a schedule, creating sections, inserting prior work, writing the easiest sections first, and leaving time to revise with others.
This document provides guidance on writing research papers and theses. It discusses the typical structures and contents of papers and theses, as well as how referees evaluate papers. Papers should communicate important new ideas or information to advance knowledge in a field. They have standard sections like an abstract, introduction, body, and conclusion. Theses allow for more in-depth arguments and are evaluated based on the use of literature, organization, logic, argumentation, and contribution to the discipline. Figures and tables should assist the reader in understanding concepts discussed in the text.
This document provides guidance on writing a research paper, outlining its typical structure and key elements. It discusses the importance of writing a research paper, as well as the standard sections - introduction, literature review, methodology, results, discussion, and conclusion. It also covers best practices for titles, keywords, citations, and avoiding plagiarism. The document aims to help students and researchers improve their written reports and research papers.
Lecture 1 academic writing in english finalannemiekwegman
This lecture provides an overview and introduction to the Academic Writing course. It discusses the structure and expectations of the course, including aims, lectures, tutorials, assignments, assessment criteria, and deadlines. It also introduces the course book and discusses key concepts in academic writing, such as the writing process, text structure, purpose and audience, plagiarism, and characteristics of formal versus informal writing. Resources for developing academic vocabulary are also presented.
This stack of slides describes my view on how to work as a PhD student. The presentation was targeted a Ubiquitous Computing audience, but is fairly generic in nature.
This document provides information on how to write an effective abstract. It discusses the key components and purposes of abstracts, including providing an overview of the scope, purpose, methodology, results and conclusions of a document in a concise manner. The document outlines the different types of abstracts, including descriptive, informative, structured and presentation abstracts. It provides examples of parts and formatting for each type. Guidelines are given for writing with accuracy, brevity, clarity, uniqueness, authority and using appropriate language. The recommended length for different types of documents is also provided.
The document discusses the important elements to consider when choosing a good research topic. It outlines six key elements: 1) the topic must be of interest, 2) it must be focused on a specific question, 3) it must be significant, 4) it must have a reasonable scope, 5) relevant literature must be available, and 6) it must be feasible given time and resource constraints. It provides examples and guidance on how to evaluate a topic against these criteria to ensure an effective research project.
This document discusses personal development plans (PDP), which are increasingly being used by organizations to develop individuals' training and careers. PDPs involve identifying one's current strengths/weaknesses and skills, setting future goals and required skills, and creating short-term goals and a timeline to achieve long-term aims. PDPs benefit both individuals by focusing them on self-improvement, and employers by encouraging employee career planning; however, they also risk raising expectations that opportunities may not materialize.
This document provides guidance on writing abstracts. It defines an abstract as a concise statement of the major elements of a research project, including its purpose, methods, and findings. The document discusses why abstracts are important, how to structure an abstract in four parts (introduction, methods, results, discussion), characteristics of effective abstracts, common reasons abstracts are rejected, and tips for writing and revising abstracts.
This document provides an overview of the objectives and structure of a thesis on evaluating the quality of supervised research reports related to postgraduate medical qualifications in Bangladesh. The document outlines the objectives of describing the purposes of writing an academic thesis, components of a thesis, steps of thesis work, and how to write and defend a thesis. It also discusses the difference between a thesis and dissertation, as well as the benefits of conducting academic research through a thesis. Finally, it provides guidance on the typical structure and sections of a thesis, including front matters, body, and back matters.
• Why reflective writing is key when writing your evidence.
• Examples of what reflective writing is.
• Various reflective models that you could use.
• STAR format and examples.
Project-based learning engages students in exploring real-world problems through active learning. Students develop confidence and self-direction as they work collaboratively on authentic projects connected to real life. Research supports project-based learning's alignment with constructivism and multiple intelligences theory. When implemented effectively using driving questions, assessments, mapping, and process management, project-based learning can increase student motivation, problem-solving skills, collaboration skills, and learning outcomes while supporting technology integration standards.
This document discusses the importance of research design and planning in conducting research. It states that research design involves formulating a strategy and considering various factors, and it helps inform the subsequent research plan. The research plan, or proposal, acts as a blueprint that describes what will be done, why, how, the timeline, resources needed, and limitations. Finally, the document emphasizes that a research plan can only be formulated after the research design is decided, as it helps structure the overall research project.
A research plan outlines the key steps of a research project, including what will be studied, how it will be studied, and how progress will be monitored. It provides a blueprint for conducting the research from formulating the research design through collecting and analyzing data. Developing a strong research plan is important as it defines the scope of the project and demonstrates to supervisors and funders that the researcher has planned the study in sufficient detail.
The document provides guidelines for writing a research proposal and final report for an MS program. It discusses selecting a topic, developing objectives and significance, conducting a literature review, choosing a research methodology, analyzing and interpreting data, and reporting conclusions. The stages of the research process are defined. Applied and basic research topics are provided as examples. Finally, the document outlines the expected contents and structure of chapters in a research proposal and report, including an introduction, literature review, methodology, data analysis, and conclusion.
This document provides guidance on successfully navigating the grant application process. It discusses identifying a novel research idea, finding relevant grant opportunities, crafting a competitive application, and positioning proposals for funding. Key recommendations include developing a clear and compelling narrative, demonstrating the significance of the research, establishing credibility as an applicant who can accomplish the work, and guiding reviewers efficiently through the proposal. Attention to concision, confidence, clarity and revision are emphasized for crafting a proposal that will persuade reviewers.
Writing the NIH K Award
Isidro B. Salusky, MD
Distinguished Professor of Pediatrics at UCLA
Chief, Division of Pediatric Nephrology
Director, Clinical Translational Research Center
Associate Dean of Clinical Research
The document provides an overview of the doctoral thesis process, outlining the decision to pursue a thesis, what constitutes a thesis, and the various stages of the PhD process including developing a research plan, annual evaluations, publishing research, defending the thesis, and opportunities for international collaborations or industrial mentions.
The document discusses protocols for practice-led PhD research. It notes that traditional problem-led research milestones may impair practice-led researchers by imposing inappropriate protocols. It suggests practice-led research is motivated by an "enthusiasm of practice" rather than a question, and requires a contextual literature review and understanding practice through the supervisor/candidate relationship. Guidelines are provided for a confirmation milestone tailored for practice-led research, focusing on describing the planned practice project, past practice events, research process, submission plan, budget, timeline and references.
Syllabus how to-presentation_final_revision_sat_7.48pmAlexandra Barrett
This document outlines the process and results of a team project to design an effective syllabus focusing on learning styles and environments. The team:
1) Researched learning theories and conducted literature reviews on learning styles and environments.
2) Analyzed a relevant case study to incorporate into their syllabus design.
3) Created a syllabus that implemented various aspects related to learning styles and environments based on their research.
4) Had the syllabus evaluated by professors who provided feedback for improvements.
The team incorporated suggestions to strengthen the syllabus design before completing the project.
Syllabus how to-presentation_no_animation_with_audioAlexandra Barrett
This document outlines the process and results of a team project to design an effective syllabus focusing on learning styles and environments. The team:
1) Researched learning theories and conducted literature reviews on learning styles and environments.
2) Analyzed a relevant case study to incorporate into their syllabus design.
3) Created a syllabus and obtained peer reviews from professors. Revisions were made based on feedback.
4) Presented their process, research findings, syllabus, and revisions in a blog and PowerPoint. They found communication and interest in the topic improved their experience.
The Viewpoints Project provides tools to support effective assessment and feedback through reflective workshops. [1] The workshops use principles of best practice mapped to a learner timeline to help staff design curriculum. [2] Typical workshops involve sorting assessment and feedback cards, mapping principles to objectives on the timeline, and reflecting on implementation ideas. [3] Evaluations found the approach facilitated discussion, built effective teams, and helped design engaging curriculum.
The aim of the Open School project is to strengthen the openness of universities to its students. In an Open School, students do not take a passive role as service consumers; they are active, and empowered members of their university. Hence, the open school reflects a new mindset in higher education enabled by the usage of latest crowdsourcing technologies. The web-based IDEANET platform is an adequate system to support universities in launching an Open School project. Three case studies conducted at German higher education institutions demonstrate the feasibility of the concept in practice. The case studies show that students are willing to contribute with their ideas to different issues, ranging from new entrepreneurial business models, improvements of study conditions or creation of new teaching, and research methods. Including grading systems and possibilities for students to realize their ideas in practice are promising, and effective reward mechanisms to steer student participation. In some circumstances, however, the use of grades as a reward can give rise to conflicts among students, and hence needs to be carefully designed.
Learning Design in the Open - Rethinking our Courses for Tomorrow's African L...Greig Krull
The workshop aims to help participants critically reflect on and redesign courses for African learners using appropriate learning technologies. It introduces tools and templates for evaluating course strengths and areas for improvement, including the 7Cs framework for learning design. Activities guide participants in defining course features, developing a storyboard and activity profile, and auditing resources, including exploring open educational resources. The goal is to help designers create effective, technology-enhanced courses that foster learner interaction and engagement.
This document provides guidance on developing an effective research proposal. It explains that a proposal communicates the research problem and planned methodology to obtain approval and funding. Key sections include an introduction outlining the research problem, a literature review establishing the significance of the problem, objectives and hypotheses to be tested, methodology describing the research design and procedures, a work plan and budget, and qualifications of researchers. High-quality proposals have a clearly defined problem, methodology suitable to address the research questions, and convince reviewers of the importance and feasibility of the study.
The document announces an open call for expressions of interest in joining the Open University Learning Design Initiative (OULDI) project. The project aims to develop and implement a methodology for learning design using tools, practices, and innovations. New lecturers would pilot new approaches, resources, and tools; receive support for projects; and earn £500. The objectives are to: 1) review curriculum design processes; 2) identify stages needing support and best support methods; 3) pilot and evaluate learning design methodologies and tools; and 4) build a community of practice and increase learning/teaching exchanges. Interested parties should contact the provided contact for details.
The document announces an open call for expressions of interest in joining the Open University Learning Design Initiative (OULDI) project. The project aims to develop and implement a methodology for learning design using tools, practices, and innovations. New lecturers would pilot new approaches, resources, and tools; receive support for projects; and earn £500. The objectives are to: 1) review curriculum design processes; 2) identify stages needing support and best support methods; 3) pilot and evaluate learning design methodologies and tools; and 4) build a community of practice and increase learning/teaching exchanges. Interested parties should contact the provided contact for details.
The document summarizes a presentation about the Viewpoints curriculum design project. It introduces Viewpoints as using principles and timelines to help educators design curriculum from the learner's perspective. Participants engaged in a workshop using Viewpoints cards covering themes like assessment, engagement, and skills. The summary provides an overview of Viewpoints' goals of promoting reflection and innovation in curriculum design through its structured yet flexible approach.
This document discusses a project aimed at shifting curriculum design from implicit, craft-based approaches to more explicit, systematic approaches informed by empirical evidence. It outlines key aspects of curriculum design as a conscious, dialogic, creative, communicative and social process. The project seeks to support the entire design process from initial ideas to implementation and sharing. Methods discussed include curriculum mapping, workshops, and identifying "touch points" for influencing institutional processes. Case studies show how learning design tools and visualizations can promote reflection, collaboration and meeting challenges in curriculum redesign. Success factors include collaborative ethos, championing innovation, and providing structured design opportunities.
The document summarizes a workshop on assessment and feedback using the Viewpoints framework. Viewpoints is a curriculum design project that provides tools to help staff consider the learner perspective. The workshop involved groups using Viewpoints cards on assessment principles mapped to a student timeline to address objectives, then sharing outputs. Attendees found the workshop informative, engaging, and useful for considering assessment and feedback from the learner view.
Brown Bag presentation by Barry Fishman and Bill Penuel at Northwestern University School of Education and Social Policy on Design-Based Implementation Research (DBIR), presented on Thursday, May 23rd, 2013
Similar to Developing a Thriving Research Program presentation slides (20)
This document discusses the concept of significant figures and how to determine the number of significant figures in measurements and calculations. It defines significant figures as the "important digits" that indicate the precision of a measurement. Rules are provided for determining significant figures depending on leading or trailing zeros and whether the number is read from left to right or right to left. Examples demonstrate applying these rules and how to round final answers in calculations like addition, subtraction, multiplication and division based on the least precise measurement used. The key takeaway is that significant figures convey precision and final answers should not be more precise than the least precise input.
This document discusses hypothesis testing. It explains that hypothesis testing is used to determine if data is statistically significant enough to reject or fail to reject the null hypothesis. The key aspects covered are:
- Identifying when hypothesis testing is appropriate
- Distinguishing between the null and alternate hypotheses
- Determining whether to reject or fail to reject the null hypothesis based on comparing a test statistic to a critical value from a distribution table
This document discusses how scientists measure the hydrologic cycle. It describes traditional methods like stream gaging stations, groundwater wells, and SNOTEL stations to monitor streams, groundwater levels, and snowpack. It also discusses newer geodetic methods like GPS and GRACE satellites that can measure subtle changes in gravity or ground movement related to water storage and flow. These comprehensive measurements across different reservoirs help scientists better understand the complex global hydrologic cycle.
The document discusses how the coastline of North America during the Cretaceous Period 80 million years ago, with a Western Interior Seaway dividing the continent, still influences patterns today. It notes that the fertile soil deposited along this ancient coastline attracted slave plantations, and after emancipation the populations remained high in African Americans. As a result, modern voting patterns follow the same curve as the long-gone Cretaceous coastline, with counties with larger African American populations voting predominantly Democrat.
This PowerPoint document provides instructions for an activity to analyze climate and biomes using data on cities from around the world. Students will sort city climate information cards into biome categories, plot locations on a map, and fill out a worksheet characterizing climate and biome for each city. The PowerPoint includes over 50 slides providing detailed climate and location data on cities to support categorizing into biomes.
This document provides instructions for tracking weather systems using maps. Students are asked to print maps showing the location of low pressure centers over time. By examining the date and time stamps, students track one low pressure system as it moves across the United States over several days, recording its location on blank maps. They then connect the locations with a line to show the storm's path. Students also have the option to track additional storms, measure distances traveled between maps to calculate speed, or use software to analyze and animate the map images.
This document provides an overview of traditional and geodetic methods for measuring water resources. It discusses the hydrological cycle and key reservoirs and fluxes. Traditional measurements like gauging stations and SNOTEL stations that measure snowpack are introduced. Geodetic methods using GPS and gravity satellites are presented as newer techniques to measure vertical land motion, snow depth, soil moisture, and groundwater levels. Declining trends in snowpack and streamflow in Montana watersheds are highlighted as impacts of climate change on water resources. Stakeholders in water resources like local residents, industry, and government are identified.
This document defines and compares the three main measures of central tendency: mean, median, and mode. It explains that the mean is calculated by adding all values and dividing by the total number of values, the median is the middle value when the values are arranged in order, and the mode is the most frequently occurring value. The document also notes that outliers can affect the mean more than the median or mode. An example calculation is provided to demonstrate how an outlier impacts each measure. The key takeaway is that the mean, median and mode are important for summarizing large datasets with a single representative value.
Soils are essential to supporting life and human civilization. As populations grow, pressures on soils increase and maintaining soil health is important. Throughout history, human activities like deforestation, overgrazing, and poor irrigation have led to soil degradation problems like erosion, desertification, and salinization. This has negatively impacted societies by reducing agricultural productivity and sometimes causing civilizations to fail. However, more recent initiatives show people rediscovering the importance of soils and taking steps to promote sustainable land use and soil conservation.
The document discusses soil classification systems and soil surveys. It explains that soil taxonomy is a hierarchical system used to classify soils based on observable properties like color, structure, and chemistry. Soils are grouped into increasingly broader categories from the most specific level of series up to the broadest level of order. Soil surveys involve soil scientists mapping and describing soils in a given area in order to group soils with similar properties. The classifications aim to convey information about soil formation and management needs.
The document discusses nutrient management and soil fertility. It outlines key nutrients needed by plants and their analogous benefits for human health, including nitrogen for growth, potassium for water uptake and disease resistance, and calcium for growth and strong bones. It also addresses how soil pH impacts nutrient availability and describes common nutrient deficiencies like zinc deficiency that causes stunted growth and yellowing.
This document discusses several issues that can negatively impact soil quality including disturbed and degraded soil, desertification, deforestation, salinization, run-off, mineral extraction, and wind erosion. These processes can damage soil structure and reduce fertility.
The document discusses the major biomes of the world and the soils typically found within each one. It describes the key biomes as tropical rainforests, temperate forests, boreal forests, grasslands, tundra, deserts, shrublands, and wetlands. Each biome is defined by its climate, vegetation, and characteristic soil orders that form as a result of the particular environmental conditions within that biome.
This document discusses the physical properties and formation of soil. It describes how soil characteristics like color, texture, structure, and horizons/profiles influence water movement, storage, erosion, and plant growth. Soil formation is influenced by climate, organisms, topography, parent material, and time in a process known as CLORPT. The physical properties of soil determine how quickly water can infiltrate and percolate through different soil types.
This document discusses various natural and human-caused processes that can degrade soils, as well as best management practices to mitigate soil degradation. It covers topics like erosion from water and wind, desertification, acidification, salinization, effects of deforestation, urbanization, construction projects, land application of manures and wastes, and mining reclamation. Sustainable land management and soil conservation techniques aim to renew resources rather than deplete them over time through practices like maintaining vegetative cover, controlling grazing intensity, and properly applying nutrients from wastes.
This chapter discusses the living components of soil, including bacteria, fungi, protists, and fauna. Bacteria and fungi play important roles in nutrient cycling and forming soil structure. Fungi exist as filaments called hyphae that can form partnerships with plant roots. Protists include amoebas, ciliates, and flagellates that consume bacteria and debris. Larger soil fauna include earthworms, nematodes, springtails, and arthropods that further break down organic matter and improve soil structure through bioturbation. The variety of organisms in soil work together to create a living system that supports plant growth.
This document discusses the 2012-2017 California drought and its impacts. It provides historical context on droughts in California and examines precipitation data. Specific topics covered include:
1. The spatial extent and timing of the 2012-2017 drought across California and how it compares to historical droughts.
2. How precipitation was measured using tools like snow pillows and GPS reflection to track snow levels.
3. The societal impacts of the drought, including mandatory water rationing and transformations to California's landscape and economy.
This document discusses using GPS vertical positioning to monitor groundwater storage changes. It begins by explaining that groundwater mining is a global problem, and that extracting groundwater causes the land surface to rise as the total water storage decreases. It then discusses how GPS networks can detect these vertical position changes at the sub-centimeter level on a daily basis, allowing monitoring of seasonal water changes. Finally, it notes that long-term groundwater pumping can lead to both reversible and irreversible subsidence exceeding several meters, and provides examples from California's Central Valley.
This document discusses methods for characterizing groundwater storage, including traditional well measurements and satellite-based GRACE observations. It defines terrestrial water storage as all water on the land surface, and explains that groundwater often dominates variations in storage. Wells measure groundwater levels, with changes indicating replenishment or depletion over time. GRACE satellites detect changes in mass distribution and associated gravity field variations to infer changes in total water storage, including groundwater, at coarse spatial scales. The document provides examples of using both approaches to monitor groundwater in key aquifers.
The document provides an introduction to GPS/GNSS basics, including:
- GPS uses 24-32 satellites in medium Earth orbit that transmit positioning and timing data. Receivers need signals from 4 satellites to calculate a 3D location.
- Ground control stations monitor the satellites and send updates to synchronize their atomic clocks and orbital data.
- GPS determines location by calculating distances to satellites using signal transmission times and triangulating the receiver's position.
- Precise GPS uses permanent stations with stable monuments to collect data over many years, achieving sub-centimeter positioning and millimeter-per-year velocity estimates.
Developing a Thriving Research Program presentation slides
1. Pursuing an Academic Career Webinar Series
Developing a thriving research program and balancing it
with teaching, service and other passions
May 2, 2012
Audio access: Call in 1-800-704-9804
Access code:
Alternate number: 1-404-920-6604 (not toll-free)
Please mute your phone by pressing *6
Technical problems?
Contact Monica: mbruckne@carleton.edu
Program begins at:
2 pm Eastern | 1 pm Central | 12 pm Mountain | 11 am Pacific
You can find information about the event at
http://serc.carleton.edu/NAGTWorkshops/careerdev/AcademicCareer2012/may_2012.html
2. Pursuing an Academic Career
Series conveners and moderators
Prof. Rachel Beane
Bowdoin College
Prof. Mike Williams
University of Massachusetts, Amherst
Monica Bruckner
Science Education and Resource Center
(SERC)
3. Developing a thriving research program
and balancing it with teaching, service and other passions
Guest Co-Presenter
Prof. Francisca Oboh-Ikuenobe
Missouri Univ. of Science and
Technology
4. Webinar overview
Strategies for developing a research program
• Expectations
• Strategic planning
• Initiating a project
• Funding
• Collaborations
• Research with students
Starting to prepare your faculty research
program while a grad student or post-doc
Balancing a research program with teaching,
and other responsibilities and interests
5. Where do you – or would you like to –
develop your research program?
A. 2-year (community) college
B. 4-year liberal arts college
C. Research oriented university
D. Research associate / post-doc
E. Research in industry
6. Expectations
Know the expectations for research success in
your institution
Knowing the expectations will help you establish
realistic goals and aligning your goals with those of
your institution.
What is expected for tenure, mini-tenure,
pre-tenure…?
Discuss expectations with Department Head,
Personnel Committee, Mentoring Committee
This should be an on-going discussion, each semester,
each year…
7. Expectations
Typical Expectations
funding? publications? students?
Three examples
University of Massachusetts, Amherst
Public university with Ph.D. program
Missouri Univ. of Science & Technology
Public university with Ph.D. program
Bowdoin College
Private 4-year college
8. Your own expectations
for research success
A major source of stress comes from
unreasonable and overambitious expectations…
We all do it!
Try to balance your research, for example
• Large field-oriented project
• Collaboration
• Smaller project
• Pilot project
9. Be strategic with your research
You’ll want to establish a realistic & achievable
research plan. To accomplish this, consider a
short-term plan and a 5-year plan, and be
prepared to adjust your plans.
Develop a plan based on your goals
Implement/reformulate your plan
Disseminate the results
Following 3 slides modified from Richard Yuretich slide as found at
http://serc.carleton.edu/NAGTWorkshops/earlycareer/research/plan.html
10. Be strategic with your research
Develop a plan
Project goals
Plan to obtain facilities or instruments
or conduct field research
Available
Resources Needed
Resources
Plan to recruit students & collaborators
11. Be strategic with your research
Develop a plan
Project goals
Plan to obtain facilities or instruments
or conduct field research
Available
Resources Needed
Resources
Plan to recruit students & collaborators
Implement your plan
Write & submit Begin field work
Conduct Research
proposals
And/or
Revise & resubmit
Set up laboratory
Recruit collaborators Recruit students
as needed
12. Be strategic with your research
Develop a plan
Project goals
Plan to obtain facilities or instruments
or conduct field research
Available
Resources Needed
Resources
Plan to recruit students & collaborators
Implement your plan
Begin field work or
Write proposals Set up laboratory Conduct Research
Disseminate the results
Formal Publications
Web Sites
Initial
Presentations Ph.D. Dissertations
Student Projects Honors & M.S. Theses
Independent Studies
13. Example of a strategic research plan
Consider goals
Research: Use mineral microstructures to interpret
solid earth processes
Teaching: Establish laboratory used by undergraduates
Personal: Develop collaborations & reduce travel
Write proposals to acquire instrumentation
Submit NSF proposal for SEM-EDS
Submit NSF proposal for EBSD
first proposal declined, used sabbatical to gain
experience and resubmit for funding
Set up lab and conduct research
Undergraduate research & course use
Collaborative projects
Funding through small internal & external grants
Publish with undergraduates & collaborators
14. Initiating a New Research Project
Q. “What are some strategies to establish and
grow/diversify a research program, particularly
in a new area or field? Is it more effective to
initially focus on research projects at a smaller
scale and/or scope and allow the program to
branch out over time, or to establish the
program on broad concepts and narrow down
as the research progresses?”
15. Initiating a New Research Project
Q. “What are some strategies to establish and
grow/diversify a research program, particularly
in a new area or field? Is it more effective to
initially focus on research projects at a smaller
scale and/or scope and allow the program to
branch out over time, or to establish the
program on broad concepts and narrow down
as the research progresses?”
Q. “When should I decide to begin a new
research topic?”
16. Initiating a New Research Project
Q. “What are some strategies to establish and grow/diversify a research
program, particularly in a new area or field? Is it more effective to
initially focus on research projects at a smaller scale and/or scope and
allow the program to branch out over time, or to establish the program
on broad concepts and narrow down as the research progresses?”
Q: :”When should I decide to begin a new research topic?”
Funding a large, first-time project can be
difficult. Try to get some initial results…
17. Initiating a New Research Project
Q. “What are some strategies to establish and grow/diversify a research
program, particularly in a new area or field? Is it more effective to
initially focus on research projects at a smaller scale and/or scope and
allow the program to branch out over time, or to establish the program
on broad concepts and narrow down as the research progresses?”
Funding a large, first-time project can be
difficult. Try to get some initial results…
Pilot Project
Collaboration
Student project
18. Initiating a New Research Project
Q. “What are some strategies to establish and grow/diversify a research
program, particularly in a new area or field? Is it more effective to
initially focus on research projects at a smaller scale and/or scope and
allow the program to branch out over time, or to establish the program
on broad concepts and narrow down as the research progresses?”
Funding a large, first-time project can be
difficult. Try to get some initial results…
Pilot Project
Collaboration
Student project
An exciting initial result goes a long way!
19. Funding Your Research
Q. “How do you make sure there is a long-
term funding source?”
Q. “Where do you find funding for 2-year
colleges?”
20. Funding Your Research
Start Small
• Internal grants at your institution
• NSF SGER (“Small Grants for Exploratory Research”)
• Small collaborative addition to another grant
21. Funding Your Research
Start Small
• Internal grants at your institution
• NSF SGR
• Small collaborative addition to another grant
Full-scale proposals
• Plan ahead
• Read the solicitation and proposal guide
• Internal resources at your institution
• Talk to (visit) NSF Program Directors
• Collaboration!
• Broader Impacts… Very Important!
22. Funding Your Research
Start Small
• Internal grants at your institution
• NSF SGR
• Small collaborative addition to another grant
Full-scale proposals
• Plan ahead
• Read the solicitation and proposal guide
• Internal resources at your institution
• Talk to (visit) NSF Program Directors
• Collaboration!
• Broader Impacts… Very Important!
Opportunities outside of NSF
• USGS (StateMap, EdMap…)
• IODP, NASA, NOAA,…
• Petroleum Research Fund
• State sources (NYSERDA… )
• Companies (Mining, petroleum, consulting)
23. Funding Your Research - 2
Budget:
Many NSF Program Directors will
say “Don’t worry about the budget…
ask for what you need”.
There are reasons to keep it modest
the first few times…
24. Funding Your Research - 2
Budget:
Many NSF Program Directors will
say “Don’t worry about the budget…
ask for what you need”.
There are reasons to keep it modest
the first few times…
Other Thoughts:
Many proposals are declined the first time
Try Again…
Talk to your Program Director!
In many institutions: submitting
proposals counts!
25. Funding Your Research
What questions do you have about
funding your research?
What suggestions can you share
about funding?
Please type your questions &
suggestions in the chat box.
26. Collaboration
Collaborative research takes place between scholars
with assigned roles of conducting research
May be simple (between a few researchers) or complex
(among several multidisciplinary teams); may be an
informal or formal relationship; may be between
academia and industry
Consider establishing good professional collaboration
early in your career
How should it start?
With whom?
What are the expectations?
Positive collaboration will likely benefit from
Clearly delineating roles and responsibilities
Developing effective management plans
Fostering a high level of cooperation
Developing trust, collegiality, fairness and accountability
How can this positive collaboration be ensured?
27. Collaboration
Critical issues identified by Shamoo and Resnik (2003)*
for establishing successful research collaboration
Establishing critical research roles and
responsibilities
Who is responsible for what?
What will the responsibilities entail?
How well will this information be communicated to members of the
research team?
Accountability and responsibility are both important in research,
but it is also important to keep them distinct
Deciding on the extent of the collaboration
Determined by his/her capability of handling assigned role and
responsibilities, interest in pursing a particular area of research
with other investigators, and availability to serve in the project
*Shamoo, A.E., and Resnik, D. (2003). Responsible Conduct of Research. Oxford University Press,
Inc., Oxford .
28. Collaboration
Selecting funding sources
Determined by funding source preferences, nature
of the research, researcher(s) who will submit the
proposal, funding trend, nature of the funding
source, duration of funding, etc.
Disclosing conflicts of interest
Conflicts of interest (COI) are coexisting and
competing obligations and interests. Avoid
financial gain, work commitments, and intellectual
and personal matters.
29. Collaboration
Agreeing on resource sharing
Items necessary to support completion of the stated research
goal(s), such as funding, personnel (e.g., research and
administrative), data (e.g., preliminary and final), equipment (e.g.,
specialized, diagnostic, administrative), and even ideas generated
from the research.
Clarifying intellectual property issues
Each member of a collaborative team should be familiar with the
existing intellectual property arrangements at their respective
institutions, and how these arrangements may affect the
collaborative relationship.
Determining authorship
Collaborators should agree and decide on the allocation of credit in
order to determine who will contribute to the writing effort.
Specifically, who will participate in drafting and submitting the
research findings, how will the authoring position be determined, and
what journals are deemed appropriate choices for submission.
30. Collaboration
Memorandum of understanding
Consider an MOU, which is a written documentation of a set of
agreements and expectations between two or more parties. Not
regularly used in research settings between collaborators.
In summary……..
Go outside your comfort zone occasionally and
choose your collaborators carefully.
Your chances of obtaining competitive
research grants are higher, and so will be your
research and publication productivity
31. Involving Students in Your Research
Undergraduates and Graduates
Q. “How diverse (in terms of scientific topics)
should your program be? What's the expected
number of undergrad, masters, and PhDs
various types of institutions look for?”
Q. “What are the best methods for managing
students? How do I not let management
overwhelm or seep into other academic
commitments?
32. Involving Students in Your Research
Undergraduates and Graduates
Undergraduate students
• The goal of (undergraduate) student research is
for the student to learn how research is
accomplished and to conduct their own research.
…not necessarily to contribute to high-level research.
• The student will need guidance to understand the
problem, purpose, methods, and potential
resolution.
• Choosing the right project is everything!
o Successful projects often investigate
significant rather than trivial problems.
o Some are worthy of presentation at
conferences or contributions to papers.
33. Involving Students in Your Research
Common comments
At the end of the project, I
realized that the student did
not really understand the
initial problem we were
solving…
I could have done the work
in an afternoon
The student basically came
to the conclusion that we
started with…
34. Involving Students in Your Research
Suggestions
If you are working on aspects of the
students’ project, let the students
help to keep you working a bit at a
time…
Help the students to set
deadlines and set a few for
yourself.
Students can collect or process data
that may be publishable… but you
might need to check quality.
Think of undergraduate research as
part of your teaching/mentoring that
might yield useful research.
35. Involving Students in Your Research
Graduate-students
Grad research can be different,
…but not that different!
It is still critical to select the right project and remember
that they are learning to do research.
Graduate students (especially M.S. students) can help
you engage and focus on your research; they much more
rarely contribute major new results and data sets…
Ph.D. students can make significant contributions, but
the goal is to help them to build a career and reputation.
36. Involving Students in Your Research
Research Contracts
• Make explicit expectations for both
student and advisor
• May include:
• Project title and overall goal
• Research and learning objectives
• Start and end date of project
• Dates to accomplish specific objectives
• Dates for training, material acquisition, field
work, instrument time
• Safety considerations
• Responsibilities of student and advisor
• Deliverables (map, paper, presentation…)
• Evaluation plan
37. Involving Students in Your Research
If you have supervised
students research projects,
what advice would you offer?
What questions do you have
about involving
undergraduates or
graduates in your research?
Please type your advice and
questions in the chat box.
Additional case studies, advice, & guidelines
for student research can be found at:
http://serc.carleton.edu/NAGTWorkshops/earlycareer/
research/students.html
38. Getting a Head Start
Q. “What can you do while a graduate
student or post-doc to jump-start your
faculty research program?”
39. Getting a Head Start
What can you do while a graduate student or post-
doc to jump-start your faculty research program?
• Start a small pilot project outside of the dissertation
research
… something that might grow in the future
• Begin to establish collaborations
• Attend workshops or short courses to learn new analytical
techniques
• Attend field trips, conferences outside of your own direct
research
• Many have student support
• Make connections… not necessarily commitments
• Submit a grant proposal
40. Balancing research with
teaching, service and other passions
Diagram by Paul Hoskins.
http://serc.carleton.edu/NAGTWorkshops/earlycareer/balance/hoskin.html
41. Balancing research with teaching
Advice from Early Career Workshop alum:
“As a new faculty member, I found it difficult to get
a lot of research done. However, I incorporated
my research into the upper-level geology classes
that I offer as either full semester projects or a
month-long project. This helped me to accomplish
a few goals: 1) got students involved in research,
which they found fun and different than other
classes they typically take because this is a
different, more involved learning process, 2) gave
me seed data to write proposals, and 3) made me
keep up on recent geology literature.”
42. Balancing research with teaching
An example of a strategic plan to balance research & teaching & family
Goal: Develop field-based program close to
campus for class & summer projects
Funding: internal, followed by NSF grant
Courses: Intro – advanced undergraduate
Publications: book chapter*, meeting
presentations, papers in progress
Bonus: Field area near home fosters balance
between family & research/teaching
* Beane, R.J. and Urquhart, J. 2009. Providing Research Experiences to Non-Science Majors in an Introductory
Science Course. Council on Undergraduate Research.
43. Balancing research with teaching
Question from participant in this webinar:
“How do I design a research program that can be
integrated into teaching?”
One suggestion: Chunk your research into smaller
bits and consider how these might fit in one or
more classes.
For example:
• Could you design one or more labs to collect field or
analytical data that might support your research?
• Could you design an exercise to analyze data relevant to
your research?
• Could you read and discuss papers related to your
research in a seminar?
Caution: The primary goal of undergraduate
classes should still be student learning (not just
advancing your research agenda).
44. Balancing careers with other passions
What questions or suggestions do you
have for balancing research, teaching &
service with other passions?
Please type your questions and suggestions
in the chat box.
Additional case studies and advice on task
management and balancing careers & families at:
http://serc.carleton.edu/NAGTWorkshops/earlycareer/balance
45. Online resources
Responsible Conduct of Research (RCR)
http://ori.hhs.gov/education/products/niu_collabresearch/index.html
Developing a Thriving Research Program
http://serc.carleton.edu/NAGTWorkshops/earlycareer/research/index.html
Planning a Research Program
http://serc.carleton.edu/NAGTWorkshops/earlycareer/research/plan.html
Involving Students in Research
http://serc.carleton.edu/NAGTWorkshops/earlycareer/research/students.html
Time/Task Management
http://serc.carleton.edu/NAGTWorkshops/earlycareer/balance/time.html
Finding your balance
http://serc.carleton.edu/NAGTWorkshops/earlycareer/balance/index.html
46. We’re glad you were able to join us today!
Please help us by completing an
evaluation form at:
Editor's Notes
Richard Yuretich slideFor webinar, might be broken into multiple slides
Richard Yuretich slideFor webinar, might be broken into multiple slides
Richard Yuretich slideFor webinar, might be broken into multiple slides
Will include photo of students in lab(at the time only solid earth profesoor in dept) through collaborations. Gain EBSD expertise in geoscience applications. Invite collaborators to my lab, rather than always traveling to other labs. Step 1: Acquire instrumentation Submitted NSF grant for SEM-EDS instrumentation 1st year at institution – successful Submitted NSF grant for EBSD (3rd year) – declined (no experience, untested method) Junior sabbatical University of Liverpool (4th year) - gained experience with EBSD Submitted NSF-MRI grant for EBSD (5th year) – successfulStep 2: Set up EBSD lab (same year as submitted tenure material and gave birth to first child)Step 3: Research, research collaborations, teaching exercises (ongoing, included EBSD symposium that helped establish connections) Funding for lab supplies and student summer support through collaborations and small internal and external grantsMaybe modified text for some oral/some writtenhttp://serc.carleton.edu/NAGTWorkshops/earlycareer/balance/casestudies.html