Helping Women Achieve in Academic Science

Posts tagged ‘scientific manuscript’

Organizing Your Group: Semester Reports

TypingAlthough I have mentioned the semester report in prior posts (management, lab rules, management), I realize that I haven’t made it explicit what the report is for, what it asks for, and how I use it to manage the lab. First, I should say there are lot of ways to do something like this. I started having my students write reports after talking to a very senior WomanOfScience about how she organizes her group. She makes her students write monthly reports. I tried that, but it was too frequent for them and for me. I decided one per semester and one in the summer (3 per year) was a better rate for reporting. I give the students a specific deadline, usually September 1, June 1, and February 1. I also encourage them to take time away from performing new experiments so they can spend time reflecting and writing the report.

Q: Why do this? A: Pedagogy. As most of us are, I am an educator. I noticed that my students were not getting practice with their writing. We would have enough data for a paper, and they would freak out about having to write it. Or, they would write it very poorly. Sometimes they would not include information that they should (data, methods) in the paper because they literally forgot what they did. I decided that the students needed more practice and they needed to routinely recap what they did and their results before it all piled up. I also decided to use this report as a mechanism to help them plan ahead and to do a little self assessment.

Q: What? A: Specific questions. Unlike writing a paper that has a specific format, I wanted the report to be a historical recap of what the students did over the previous semester. I wanted them to think about what their plan had been, what they tried, what worked, what didn’t work, what they accomplished, and give them a place to think about the next 3-4 months. To do this, I ask them to address specific questions in their report. I paste in here the format I use:

  1. A list of goals that the student had for the previous semester/summer;
  2. A description of the experiments the student performed to reach those goals including:
    • The reagents and methods used to perform experiments
    • A description of any analysis you did including the programs you used and the metric you measured and why you measured them
    • A description of the results you found (using words in paragraph form)
    • Figures to illustrate the methods and results you found including images, timeseries of movie data, and plots of quantified data
    • A description of what you think your data means and what the next steps might be
  3. A list of unmet goals;
    • Any problems or issues that the student encountered in attaining those goals
    • Any improvements made or ways that progress can be made faster
  4. A list of goals for the next semester/summer;
    • Is this a reasonable amount of work?
    • What milestones do you expect to meet and when?
  5. A personal statement that addresses the following:
    • What is your personal career goal?
    • How will your work in this lab help you to achieve that goal?
    • What is your personal goal for completing your tenure in this lab? (If you plan to leave the lab eventually – most of you do!)
    • What are your personal goals for achieving your timeline? What skills are needed? What milestones and achievements do you need to make along the way?
  6. A self-evaluation of your progress and work in the lab, what you have done well, and what you need to improve on. For this section, please consider your:
    • Planning and completion of experiments
    • Organization, interpretation and presentation of data (written & oral)
    • Ability to think of “the next logical step” in your experimental design
    • Time management and commitment to research
    • Ability to work independently, troubleshoot & seek outside help when necessary
  7. Any new protocols developed over the last semester, typed, and as separate word documents. The protocols will be posted on the lab website for others to use.

Q: What do you do with these reports? A: Read and comment. I make all the spring reports due June 1, and I get a bunch in all around the same time. Then I have to spend some time reading and commenting. Sometimes I print them out, write comments on the papers, scan for my records, and give the comments back to the student. Other times, I write the comments in a word document and send that to the students. Interestingly, the part that the students are often most hung up on is their self-evaluation. Undergraduate students are especially hard on themselves often saying they are not dedicated enough to the lab. For the more senior students, it is great to see all the experiments they did over the last semester in one place. They often realize how much they did and are proud.

Q: Results? A: Awesome. These reports are super awesome. Here are some reasons why:

  1. The students get a chance to look at what they have done. As I said above, they are often shocked by how much they were able to complete. If they are balancing multiple projects, they are able to look at which projects made progress and which are struggling, and evaluate where to put their efforts.
  2. They get a chance to see what they are going to do. Sometimes students are so excited about taking data, they aren’t thinking about their progress, how much more they really need for a story, or if they might be done. Taking this time to rehash what they did often helps them to sort out where they are and what they still need to do.
  3. They get a chance to self-evaluate. Similar to giving them time to plan, giving time to self-evaluate is really important to stay motivated and keep things moving.
  4. Sometimes we realize they have enough for a paper. This has happened 3 times, in fact. I’m not sure how your science works, but in my field, it often takes a year to figure out how to take the data, but once you figure it out, you can basically take all the data in a couple months. Three different times, when I read a student’s report, there was enough data in there for a paper. Maybe a few new experiments were needed. Maybe a re-analysis, but the meat of a paper was there. Isn’t that amazing?

The only downside of this process is that sometimes I am too busy to do a good job reading the reports. That is bad, and I need to make time to do it. I am going to get many of them on June 1, and I need to make time to read and respond to them. It is especially important during my current situation (sabbatical) that I take the time to read and respond to all the reports.

What are your thoughts? Post or comment here. Push the +Follow button to get an email every time I post!

 

Criticism – Take it

Julio_Ruelas_-_Criticism_-_Google_Art_ProjectI was chatting a few months ago to a AllyManOfScience who complimented me by saying he uses a lot of the laboratory organizational ideas I present here to organize his lab. (Lab organizational stuff can be found here, here, here, here.) I asked if he had anything to add or modify from what I said, and he added something very interesting. He said that he prefers to hire students who have had some background as an athlete or musician at a high level. He said that people who have done sports or music at a high level are very comfortable with criticism. They have an inherent understanding that even a good performance can still be made better and that critiques are not personal. Critiques are made to make their performance better. I started thinking about it, and I realized that a lot of scientists I know did do sports or music. I was a gymnast who competed at a fairly high level and worked out 24 hours per week to hone my skills. I wasn’t Olympic level, but high enough to be getting a lot of criticism after each routine on a regular basis. HusbandOfScience was a band nerd who taught himself guitar. He spent hours practicing guitar in high school. If you have a good musical ear, you can self-correct, and do not need others to tell you you did it wrong. Other WomenOfScience friends were cheerleaders, synchronized swimmers, and even champion dog show groomers/runners. All of these sports take skills and practice and involve getting criticism.

Science is full of criticism. You have to take it and say thank you. Then ask for more if you want to make it. You do an experiment – you get criticism. You make a figure – you get criticism. You give a talk – you get criticism. You make a poster – you get criticism. You write a paper – you get criticism. You apply for a grant – you get criticism. Over and over and over. It doesn’t stop. It won’t stop. The most famous people in science still get criticism when they submit a paper or a grant – even if they get the paper accepted or grant money a lot easier than you.

If you have a hard time taking criticism, I say practice and get better at it, or leave. You can get better at getting criticism. The first time I got a paper review as a graduate student, I cried. We made the changes and the paper got in. The second time I got a paper review as a graduate student, I cried… OK, so I didn’t learn how to take criticism over night. By the time I was a postdoc, I didn’t cry. I was learning how to take criticism. As a professor, my first couple grant rejections got to me, but after writing 10 proposals and finally getting one funded, I didn’t get so bummed when I didn’t get funded.

Reviews can be too harsh. Sometimes reviews are too harsh, too emotional, or just plain mean. And this sucks. But, your job as a logical scientist is to try to see through the crazy and find the truth in the words. Of course, you are entitled to be pissed off at a mean review or overly harsh or unhelpful critique. But, after you have cooled down, try to figure out what is actually wrong with what you did. Perhaps nothing. Perhaps they misread something that was perfectly clear…but perhaps you could make it clearer. Even bat sh*t crazy reviewer number 3 probably has some point.

There are bad reviews. I don’t want to say that all reviews are equal. I am on the editorial board for a journal, and I serve to find the reviewers and make the editorial decisions. Some reviews are, frankly, emotional. As an editor, I don’t want to see, nor do I care about, your emotions as a reviewer. I also don’t care about your personal opinions about science. I care about facts. Your reviews should be full of science facts. If you think that cats can fly, and that is your scientific opinion, you need to back that up with some references. I am OK with your opinions about the style of the writing as long as you make helpful suggestions to make it a better paper. If your review is emotional and not helpful, I’m not going to take it seriously. You are reviewing a scientific paper – not TROLLING your favorite blog.

So, what do you think? Add your two cents here in a comment, or send me a post. To get an email every time I post, push the +Follow button.

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