Training Scientists to Make the Right Moves - Howard Hughes ...

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Appendix 2 THE BWF-HHMI COURSES IN SCIENTIFIC MANAGEMENT A Case Study In 2002 and 2005, the Burroughs Wellcome Fund (BWF) and the Howard Hughes Medical Institute (HHMI) sponsored a course in scientific management for postdoctoral fellows and newly appointed faculty who had received grants from these organizations. Both courses were held at HHMI headquarters in Chevy Chase, Maryland. This case study explains why and how the courses were developed, illustrates the role of evaluation in shaping course content and format, and gives an overview of the sessions at the 2005 course. A full version of the case study, with session summaries and evaluation outcomes for the 2002 course as well as detailed content outlines and supplementary readings for the 2005 course, can be found in the resources at http://www.hhmi.org/labmanagement. WHY HAVE A COURSE IN SCIENTIFIC MANAGEMENT? The 2002 course was conceived following discussions between BWF and HHMI staff and scientists who had received research training or career development grants from the two organizations and expressed a need for additional training in laboratory management to successfully launch their research programs. The course received such an enthusiastic response that BWF and HHMI decided to hold a slightly revised version in 2005 that reflected feedback from participants of the first course. The courses had three goals. First, they aimed to provide participants with laboratory management skills that would help them rapidly establish wellrun, productive laboratories. Second, they aimed to provide participants with an opportunity to develop networks with their peers and more established scientists. Third, they sought to point out the need for early career training in laboratory management to universities, professional societies, and postdoctoral associations and provide these institutions with an example of how they might design their own courses in laboratory management. To better accomplish the third goal, as part of the development of the 2005 course, BWF and HHMI established the Partners in Scientific Management Program. In this program, academic institutions and professional societies interested in improving the training of early-career scientists were invited to apply to help plan the 2005 course and attend and critique the course itself. In exchange, applicants committed to carrying out scientific management events suitable for their own constituencies. The organizations that were selected to participate in the Partners Program are listed on page xiii. 99
Training Scientists to Make the Right Moves IDENTIFYING TOPICS FOR THE 2002 COURSE The 2002 course was developed over a two-and-a-half-year period by staff from BWF and HHMI, with assistance from the American Association for the Advancement of Science (AAAS). The first year was spent identifying the topics to be covered. The course developers convened two focus groups mainly composed of BWF and HHMI grant recipients, including advanced postdocs and newly appointed faculty and physician and nonphysician scientists, that identified a diverse range of career development needs that coalesced under the general theme of scientific management. To further refine the list of topics, the course developers consulted with senior scientists and professionals affiliated with BWF and HHMI. Because of the limited time frame of the course, it was decided that certain important topics, such as lab safety, would not be covered. Course developers and focus group participants felt that this information was either taught at most universities or was available from other sources. The course developers eventually narrowed down the list of potential session topics to 14, which they thought could be covered adequately within the projected three-and-a-half-day time frame of the course. These topics were Laboratory leadership Project management Collaborations The scientific investigator within the university structure Getting funded Getting published Current issues in research ethics Time management Data management and laboratory notebooks Mentoring and being mentored Gender issues in the laboratory Technology transfer Obtaining and negotiating a faculty position Budgets and budgeting 100
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TRAINING SCIENTISTS TO MAKE THE RIG
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© 2006 by the Howard Hughes Medica
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PREFACE In July 2002, the Burroughs
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ACKNOWLEDGMENTS This guide represen
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INTRODUCTION Preparing postdoctoral
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Chapter 1 GETTING STARTED Deciding
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QA At a Glance Chapter One What is
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At a Glance “” QA Gathering Ide
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Chapter 2 OBTAINING SUPPORT AND ASS
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Chapter 2 Obtaining Support and As
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“” QA Chapter 2 Obtaining Supp
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At a Glance At a Glance “” QA A
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Chapter 3 DECIDING WHAT,WHEN, AND W
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QA Chapter 3 Deciding What,When, a
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At a Glance Chapter 3 Deciding Wha
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QA At a Glance Chapter One Chapter
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At a Glance At a Glance “” QA C
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Chapter 4 DEVELOPING A BUDGET AND G
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Chapter 4 Developing a Budget and
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Chapter 6 FINDING AND WORKING WITH
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