Excellence Everywhere - National University of Ireland, Galway

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RESOURCESDavis, Martha. Scientific Papers and Presentations. SanDiego: Academic Press, 1997.Day, Robert A. How to Write and Publish a Scientific Paper.5th ed. Phoenix, AZ: Oryx Press, 1998.Day, Robert A. and Gastel, B. Cómo escribir y publicartrabajos cientificos. Organización Panamericana de la Salud,4ta. Ed. 2008.Matthews, Janice R., John M. Bowen, and Robert W.Matthews. Successful Scientific Writing: A Step-By-StepGuide for the Biological and Medical Sciences. 2nd ed.Cambridge: Cambridge University Press, 2000.Wells, W. “Me Write Pretty One Day: How to Write a GoodScientific Paper.” J. Cell Biol. 165:757–758, 2004.OnlineCurran-Everett, Douglas. “The Thrill of the Paper, theAgony of the Review: Part One.” ScienceCareers.org(September 10, 1999), http://sciencecareers.sciencemag.org/career_development/previous_issues/articles/0210/the_thrill_of_the_paper_the_agony_of_the_review_part_one.Dee, Phil. “Your First ‘First-Author’ Paper: Part One -- TheWriting.” ScienceCareers.org (February 15, 2002), http://sciencecareers.sciencemag.org/career_development/previous_issues/articles/1400/your_first_first_author_paper_part_one_the_writing.Dee, Phil. “Your First ‘First-Author’ Paper: Part Two -- TheAct of Submission and Peering at the Review Process.”ScienceCareers.org (March 15, 2002), http://sciencecareers.sciencemag.org/career_development/previous_issues/articles/1470/your_first_first_author_paper_part_2_the_act_of_submission_and_peering_at_the_review_process.Hirsch, J. E. (2005). “An index to quantify an individual’sscientific research output.” PNAS 102 (46): 16569–16572,http://www.pnas.org/content/102/46/16569.full.The International Network for the Availability of ScientificPublications (http://www.inasp.info/) focuses on communicationsfor scientists in the developing world. Oneof their programs, AuthorAID (http://www.authoraid.info/),provides connections to resources and senior scientistswho will help researchers in developing countries publishand otherwise communicate their work.Curran-Everett, Douglas. “The Thrill of the Paper, theAgony of the Review: Part Two.” ScienceCareers.org(September 24, 1999), http://sciencecareers.sciencemag.org/career_development/previous_issues/articles/0210/the_thrill_of_the_paper_the_agony_of_the_review_part_two.134 excellence everywhere
chapter 10EXPANDING YOUR INFLUENCE: Trainingthe Next Generation of Scientists“ All who have meditated on the art of governing mankind have beenconvinced that the fate of empires depends on the education of youth.”AristotleTeaching someone how to perform a task, or eventeaching a student to understand the fundamentalsof a field, is one thing. Taking significant responsibilityfor seeing to that student’s growth, seasoning,and career advancement is another.The word “mentor” is often sloppily used in placeof verbs such as “teach” or “supervise” or nounssuch as “boss” or “professor.” However, whenused properly, it means more than to train or tobe in charge of. A mentor is someone who takesa singular and particular interest in a protégé andhelps in many different ways to advance the protégé’scareer. So a mentor, although sometimesalso a boss or supervisor, is most importantly likea good parent or doting uncle or aunt who takes aserious interest in a protégé’s career and advancementthrough life.Although the word is seemingly everywhere inconversations about educating scientists, truementorship is rare, and those who are trulymentored are lucky and advantaged over thosewho must go it alone in advancing their careers.One need not have just one mentor—there maybe several people who take a significant interestin developing, accelerating, or advancing aresearcher’s career. Likewise, everyone in whosetraining you take an interest will not become aprotégé; many will simply be your students.How can you look for relationships that will advanceyour own career? And why will taking on thisdemanding role to help others help you in both theshort and the long run? What is expected of youin relation to the students who do not becomeyour own protégés? And how can you help thosestudents find appropriate mentors of their own?Those are the subjects of this chapter.Training OthersIf you mentor a student or another scientist,whether it is someone training in your lab orsomeone who grew up in the place where youwere raised, you will be helping get their career offthe ground. Mentoring and training also helps youexpanding your influence: training the next generation of scientists135
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A R e s o u r c e f o r S c i e n t
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Table of ContentsVII119PrefaceChapt
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135 Chapter 10E x p a n d i n g Y o
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Q u e s t i o nq&aWhat Is a “Tenu
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preparing for immediate submission,
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Practicing the Talkn Practice your
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your one-on-one interviews you have
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If talking directly about money is
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When the institution responds and y
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equipment and supplies. Maintenance
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Q u e s t i o nq&aIs your instituti
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Working With Human SubjectsWhether
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RESPONSIBILITIES BEYONDTHE LABORATO
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UNDERSTANDING YOURINSTITUTION AND H
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Criteria for PromotionStructure of
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Q u e s t i o nWhat’s in a Name?q
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Screening ApplicantsWhen you review
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Interpersonal Skillsn How important
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Multinational Organizations are hir
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n If there is an office that handle
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n Seek funding and publish papers (
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In fact, even though you yourself h
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n Craft a statement that you feel c
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n When you delegate authority to so
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n Use only pens, preferably with wa
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Strategy sessionsShould you decide
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Finding Good Papers for Journal Clu
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If possible, invite people in your
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Q u e s t i o nq&aHow do I avoid po
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The International Committee of Medi
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Managing Conflictin the LabConflict
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steps for dealing with conflictWhen
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chapter 5managing your time“ Succ
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Check your work: the 90-year though
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n Make and keep appointments with y
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n Help them seek advice without tak
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FAMILY MATTERSMany scientists face
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chapter 6project management“ We m
Page 93 and 94: My project is to get a grant funded
Page 95: ObjectivesObjectives are the end re
Page 98 and 99: The key events schedule and the act
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Page 102 and 103: Martin, Vivien. Managing Projects i
Page 104 and 105: appendix II: Example of a Work Brea
Page 106 and 107: appendix iv: Example of a Gantt Cha
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Page 110 and 111: Who might be interested in supporti
Page 112 and 113: Call your program officerProgram of
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Page 116 and 117: RESOURCESAllen, Ernest M. “Why ar
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Page 120 and 121: Seek Feedback through a Formal Peer
Page 122 and 123: Encouraging Student Questionsn Do n
Page 124 and 125: Here are some ways you can help the
Page 126 and 127: n Are there curriculum changes unde
Page 128 and 129: a relaxed format for talking about
Page 130 and 131: spend in preparing an effective cou
Page 132 and 133: The Publishing ProcessTypes of Jour
Page 134 and 135: A word about impact factorsThe impa
Page 136 and 137: C r e a t i n g a n i n t e g r a t
Page 138 and 139: may need to take the first author p
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Page 142 and 143: Submitting your Paper to Another Jo
Page 146 and 147: increase your impact as a scientist
Page 148 and 149: Q u e s t i o nq&aHow do I communic
Page 150 and 151: n Offer criticism and correction in
Page 152 and 153: It is important to discuss career g
Page 154 and 155: When Mentoring,Advisory, or Supervi
Page 156 and 157: For researchers in developing count
Page 158 and 159: n Is travel safe and convenient, or
Page 160 and 161: n The expected contribution of each
Page 162 and 163: Meetings. Set up systems to ensure
Page 164 and 165: SPECIAL CHALLENGESFOR THE BEGINNING
Page 166 and 167: e an important connection to future
Page 168 and 169: The invention of a new method or pr
Page 170 and 171: licensee, who can charge others for
Page 172 and 173: Most profound for developing countr
Page 174 and 175: Finally, the patents have been chal
Page 176 and 177: And, India benefited as a supplier
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Page 180 and 181: labeling mattersA case in point: In
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Page 184 and 185: Responsibilityfor materialsIf an or
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Page 188 and 189: “Knowledge is power.” —Sir Fr
Page 190 and 191: MOUMemorandum of UnderstandingRFPRe
Page 192 and 193: notes continued182 excellence every
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notes continued184 excellence every
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