What. SICSFLAGS is the Seminar In Career Skills For Life After Graduate School, a professional development seminar.
Who. In Fall, 2020, SICSFLAGS is organized by Jim Magnuson and Marie Coppola. SICSFLAGS serves trainees in the SLAC, NBL and CNC-CT training programs at UConn. Anyone affiliated with these programs is welcome to drop in for sessions they are interested in.
Where. ONLINE -- we are planing to be 100% remote this semester. Zoom link for now -- see your email, not posting here for security.
When. Fridays, 1:30-2:30.
9/4: Organization and Individual Development Plans (IDPs)
See:
https://grad.wisc.edu/professional-development/individual-development-plan/
https://www.sciencemag.org/careers/2012/12/what-do-you-care-about
https://www.sciencemag.org/careers/2012/09/so-you-think-you-have-skills
Go here to start your own IDP: https://myidp.sciencecareers.org/
Transfer key details to our internal IDP form and see other details (requires sharing access): https://drive.google.com/drive/folders/1ULRaWxXxd20ewPeSwQOOE4RKjqiF03dX
9/11: OPEN SCIENCE -- Rachel Theodore
9/18: GIVING EFFECTIVE TALKS -- Inge-Marie Eigsti
9/25: MENTORING -- Alex Paxton
Please have a look at this paper on Advocate-mentoring: a communicative response to diversity in higher education.
Also: Finish your IDP by 9/25 and share with Jim & Marie
10/2: IDP reviews (make sure you have uploaded yours at the link above)
10/9: Special presentation, 1:30-2:30, Q&A 2:30-3:30 -- Watch out for a google form to ask questions in advance
Widening the Lens of Translational Science through Team Science: The Case of the Science of Reading
Yaacov Petscher & Nicole Patton-Terry
Florida State University
The current debate regarding the practical implications of the science of reading (SOR) and its implementation in authentic school settings is controversial and polarizing. Although there are certainly disputes within the scientific community regarding best practices and new areas of research inquiry, most of the current debate seems to settle on what constitutes scientific evidence, how much value we should place on scientific evidence as opposed to other forms of knowledge, and how preservice teachers should be instructed to teach reading. While scientists continue to argue these issues in academic spaces, the public grows increasingly dissatisfied with what appears to be a lack of answers. As scientists, we are not detached from this divide. We are acutely aware of how research can be misused and misrepresented in the public space, and how that can lead to mistrust of the very scientific enterprise we engage in to improve outcomes for all leaners. Yet, while we are able to argue our positions in academic spaces, many of us are ill-equipped to engage with the public productively. Grounded in the debate about the science of reading, we will discuss these issues and present translational science as a potential solution to communicating about the science of reading effectively. In proposing a new model of translational team science, we will share of our respective experiences leveraging this approach to push the field forward and to bridge the divide between research and practice in our field.
10/16: Adapting to the pandemic
10/23: Tim Miller -- science communication
Read chapters 1-5 (pp. 1-47) from Tim's book, Muse of Fire. Download here.
Watch Tim's 2017 presentation.
10/30: Andrew Stokesbury, from Magnolia Innovation
11/6: Adapting to the pandemic Part 2: Practicalities
11/13: Cancelled
11/20: Tammie Spaulding -- Negotiation
(We will reschedule 'routes to academic careers' next semester)
11/27: NO CLASS -- THANKSGIVING BREAK
12/3: Nicole Landi -- Grant writing