#Readinghour: My plan to read more in 2018

A common theme that comes up when talking with other scientists and academics is that we wish we had more time to read. I’ve been trying to figure out how to do a better job of reading for years, and spent 2015 tracking my reading using #365papers. The goal of that was to read a paper every day – I wasn’t planning on reading work papers on weekends, but I thought there would be enough work days where I read more than one paper that it would offset it. I was wrong. I didn’t get anywhere near 365 (I got to 181), but it still motivated me to read more than I would have – at least, until teaching Intro Bio completely took over.

Having just completed another semester of teaching Intro Bio (and having it take over), I was thinking again about how to reprioritize reading. I decided that I would prefer to have a time goal (30 minutes per day) rather than a paper goal, since I felt like having a paper goal was distorting my reading habits in a way that wasn’t useful.

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Concerned about the US tax bill? Here’s what to do.

Last week, the United States Senate passed a tax bill that would have major implications for universities. This comes on the heels of a bill that passed the US House of Representatives, which contained provisions that would make it much more costly to be a student. To quote from a piece by the University of Michigan President Mark Schlissel and Michael V. Drake,

The House bill would repeal current tax incentives, including the Student Loan Interest Deduction (which in 2014 helped 12 million taxpayers), the tax-exempt status of tuition waivers for graduate students serving as teaching and research assistants (which helped close to 145,000 people in 2011-12), and the above-the-line deduction for qualified tuition and related expenses.

 

This means interest on student loans would be treated just like credit card interest — neither would be deductible, at a time when many are struggling to repay their student loans. Graduate students who work their way through school by serving as research or teaching assistants receive tuition waivers that would be taxed. And students and parents from families with moderate incomes will no longer be able to deduct up to $4,000 in qualified higher education expenses from their taxable income.

The House bill would also repeal or devalue key credits that help low- and middle-income students, including the Lifetime Learning Credit, the Hope Scholarship Credit and the American Opportunity Tax Credit. The lower-income students who use these credits are those who can least afford to pay more for their educations.

The main hope at this point comes from the House and Senate having passed very different bills. The House bill contains the provision that would mean tuition waivers are no longer tax-exempt. The Senate bill does not contain this provision.

We’ve now reached the stage where the House and Senate bills have be reconciled — that is, where legislators and their staffers need to work out the differences between the two bills (which, as I said above, are pretty different). Universities are working hard to make sure that the final legislation does not include the House version of the grad student tuition waiver (or lack thereof).

One piece of information that came to light yesterday about a mistake in how the Senate bill taxes corporations means that it is more likely that the reconciled bill will also get rid of the grad student tuition waiver, which is not good news for graduate students or universities. The reason for this is that legislators will want to fix that mistake to add back corporate tax deductions, which will increase the cost of the bill. They’re already at the $1.5 trillion max, so they need to do other things to increase revenue. Like tax grad students. In other words:

That’s the bad news. The good news is that the mistake also means the Senate is likely to have to vote again on the bill. But I think focus yesterday was on how ridiculous it is that Republicans passed legislation with such a major mistake in it (which is true), without also focusing on the implications of this for the grad student tax.

I asked people who know a lot about this what someone like me or the students I know who are concerned about this can do. There was universal agreement that it is really important for students and others who care about this to contact their Representatives and Senators to let them know how they feel. The National Humanities Alliance has a tool that will make this easier for you. You can use the standardized language they provide, or you can personalize things to your situation. I always get nervous when calling my policymakers (even though I usually end up just leaving a message rather than speaking to an actual person and, when I have spoken to a person, they’ve always been very polite). So, I write out what I want to say ahead of time.

One thing to consider for students: if you live somewhere like Ann Arbor where our representative (Debbie Dingell) already shares our concerns with the bills but are still registered to vote in another area (say, the place you grew up) and the person in that area does not share your concerns about the bill, it might be more effective to contact the person who does not currently share your concerns. And, if the debate continues through the holiday break, you can try to visit your Representative and Senators at their district offices!

Another question that comes up is whether to contact the local office number or the DC office. I’ve been told by some people that it’s better to call the DC office (and the tool I linked to above will help you figure out those numbers). But if you can’t get through there, you can try the local offices. If you are unsure of who your representative is, you can click here. (By the way, other folks say it doesn’t matter which office you call. Everyone agrees that the most important thing is that you call somewhere, with where you call being less important!)

So, I like Ethan White’s strategy:

You can change “review big chunk of PR” to “count one sample” or “write two paragraphs” or “make two slides” or whatever works for you. But, if you’re concerned about the potential changes to the tax code, make sure you carry out steps 2, 4, and 6!
December 8th Updates:
  1. The American Association for the Advancement of Science (AAAS) has more information on the proposed tax overhaul, suggestions for things you might want to highlight when talking to legislators, and information on how to take action.
  2. The National Association of College and University Business Officers (NACUBO) is organizing a #DontTaxEducation campaign. Their message “Don’t let Congress deliver a disproportionate and unprecedented hit on higher education. Ask lawmakers to accept the Senate position on these provisions.” Their page will help you contact your legislators.

Poll: What’s your preferred teaching arrangement?

Recently, there was a twitter discussion about whether to compress all teaching into one semester. I suspect this discussion is most relevant to folks at research-oriented institutions, since high teaching loads at teaching-oriented institutions often make it impossible to combine all teaching into one semester. Thinking of tenure track faculty at US & Canadian research-oriented institutions, I know several folks who prefer to do all their teaching in one semester. I do all my teaching in one semester right now, but would prefer that it not be arranged that way. So, I’m curious about how much variation there is in preferences, in actual practices, and in reasons for preferences. I could get all fancy and do this as a google form that would allow for cross-tabs, but I’m not sure I’ll have time to do the analyses. So, here’s the quick-and-dirty approach:

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Imposter syndrome and cognitive distortions: some thoughts and poorly drawn cartoons

I’ve been thinking a lot about imposter syndrome lately – both because of feeling impostery myself, and because of seeing others who are feeling impostery. I find it helpful to realize how common it is for people to feel like imposters – sometimes I think that pretty much everyone is using the “fake it ‘til you make it” strategy. But it’s also disheartening when I realize that people who I think are fantastic scientists, teachers, and/or communicators also feel like frauds.

There are three particular flavors of imposter syndrome that I’ve particularly been thinking about. I wanted to write a post on them but surprisingly (to me, at least) I could only picture them in cartoon form. I suspect part of the reason for that is the influence of this really great cartoon on filtering out the positive and focusing on the negative. So, here are three poorly drawn cartoons on the topic. I feel a little silly sharing them (yes, of course I’m feeling impostery about a post on imposter syndrome!), but here goes:

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Poll results: How mathy are ecology, evolution, and genetics?

Last week, I did a quick poll asking people how much math they think is involved in ecology, evolutionary biology, and genetics, and also how much math they use in their own research. What counts as a “moderate” or “substantial” amount of math is up for debate, of course. But I am most interested in the comparison between the three fields and, especially, in comparing the responses of DE readers with those of my intro bio students.

To give more explanation: it seems clear to me that undergrads are generally surprised by the amount of math that is in ecology. And, from talking with colleagues (here and elsewhere), it’s clear I’m not the only person who has the impression that college students do not expect ecology to involve math.

I’ve been thinking about how to try to address this with students. I want to try to better prepare them for what the ecology section of the course will involve. I worked with Susan Cheng (Cornell) to design a survey for students, polling them on their views of ecology, evolution, and genetics. We ran the survey at the beginning of the semester and plan on running it again at the end of the semester to see whether/how views change.

What did we find?
75% of incoming Intro Bio students think geneticists use a “moderate” or “substantial” amount of math. But only 33% think ecologists do.

How does that compare with DE readers?
64.7% of Dynamic Ecology poll respondents think geneticists use a “moderate” or “substantial” amount of math. 78.5% think ecologists do.

And how does that compare with what ecologists report in terms of how much math they use in their own research? 80% of DE poll respondents who identified as ecologists said they use a “moderate” or “substantial” amount of math.

(Sample sizes: For Intro Bio, n = 271; for the DE poll, n = 349; for the subset of just ecologists, n = 225)

In other words: there is a really big difference between the amount of math that students just starting Intro Bio think ecology will involve vs. how much ecologists say it involves.

I’ve been thinking about how I will talk about this with students. I think that, at the start of the population ecology lecture, I will tell them that there’s something that often surprises students: ecology involves math. I will note that most people haven’t been exposed to ecology before taking the course – it was certainly true for me that I never thought about ecology before getting to college. I think that, as a first year college student, I didn’t really know what ecology was, but probably had a vague sense that it was what you see in the nature videos on PBS. It definitely did not occur to me that it involved math! I can then transition to saying this is similar to what students in this year’s course think. I then plan on presenting the same set of numbers that I have above. My hope with this is not to scare them, but to better prepare them for what is coming.

I think it’s problematic that, this year and the two previous times I’ve taught Intro Bio, I’ve only taught the ecology half of the course. That means I haven’t worked with the students through all the genetics stuff — which is hard but in a way that they expect. So, I haven’t developed a rapport with the students as we work through that material. That means one potential explanation for why there’s an unexpected about of math in the ecology portion of the course is simply that I’m a mean person who likes to make things hard. So, I’ve asked to teach the entire semester the next time I teach. I think it will help a lot.

We plan on surveying the students at the end of the semester to see how their views have changed. I’m very interested in seeing those results, but I’m not sure they will change much. Again, because I’m only teaching the second half of the course, some of them might not change their views on how much math is involved in ecology because they might still think that I was just making things unnecessarily hard. (We actually don’t do a lot of math, in my opinion. There’s no Lotka-Volterra, for example. But it’s more than they expect.) So, I’m interested not just in seeing how the views change this semester, but also how they change in future semesters. My hope is that, in the future, I will be able to prepare them for ecology involving math by showing them data on how views of previous students changed over the course of the semester.

Do you find undergraduates who are new to ecology are surprised by what ecology is, including the amount of math it involves? What (if anything) do you do to try to prepare them for what ecology is?

Last and corresponding authorship in ecology: a series of blog posts turns into a paper

My paper on last and corresponding authorship appeared in the journal Ecology & Evolution today. Normally I don’t plug my papers on the blog, but this one is different: this paper arose out of a poll and a series of blog posts on the site, so it seems appropriate to wrap things up with a quick post today.

I suppose it’s actually not quite accurate to say the paper arose out of a poll. Before that, I had a tweet storm as I thought through issues, and that, in turn, was motivated by needing to decide on author order for a manuscript. When I was at Georgia Tech, I was told that I should be last author on all papers coming out of my lab as a sign of having driven the work. But I have a paper from work I did as a grad student where I am the last author (with my advisor as a middle author) because I did the least work on the project (Cáceres et al. 2008 Freshwater Biology), so the advice I got at Georgia Tech surprised me at first. At Georgia Tech, I was also told that I needed to be corresponding author on papers out of my lab; when I first got to Michigan, I never heard anyone mention corresponding authorship as something that mattered (and that included when I directly asked a couple of people about it). Notably, though, in the past year I did hear colleagues bring it up a couple of times.

I almost gave up on this paper multiple times, because I wasn’t sure it was worth the time. But I kept hearing comments from colleagues at various institutions about author order or corresponding authorship coming up as an issue, especially related to tenure & promotion discussions, so it seemed important to get this information out there in a format where it could easily be shared.

What did I find? This is the abstract of the paper:

Authorship is intended to convey information regarding credit and responsibility for manuscripts. However, while there is general agreement within ecology that the first author is the person who contributed the most to a particular project, there is less agreement regarding whether being last author is a position of significance and regarding what is indicated by someone being the corresponding author on a manuscript. Using an analysis of papers published in American Naturalist, Ecology, Evolution, and Oikos, I found that: 1) the number of authors on papers is increasing over time; 2) the proportion of first authors as corresponding author has increased over time, as has the proportion of last authors as corresponding author; 3) 84% of papers published in 2016 had the first author as corresponding author; and 4) geographic regions differed in the likelihood of having the first (or last) author as corresponding author. I also carried out an online survey to better understand views on last and corresponding authorship. This survey revealed that most ecologists view the last author as the “senior” author on a paper (that is, the person who runs the research group in which most of the work was carried out), and most ecologists view the corresponding author as the person taking full responsibility for a paper. However, there was substantial variation in views on authorship, especially corresponding authorship. Given these results, I suggest that discussions of authorship have as their starting point that the first author will be corresponding author and the senior author will be last author. I also suggest ways of deciding author order in cases where two senior authors contributed equally.

If you’re interested in finding out more, the paper is open access. Something that is fun is that this is the first paper to appear in Ecology & Evolution’s new paper category, Academic Practice in Ecology and Evolution. Also fun is that, after acceptance, the production staff required that I add an author contribution statement to my sole-authored paper. So, I wrote: {continues below the break}

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Poll: How mathy are ecology, evolution, and genetics?

Something I’ve been interested in is student views on ecology, evolutionary biology, and genetics, including how much math they think is involved in the different disciplines. I’ve surveyed my Intro Bio students to get their views, and realized it would be interesting to compare it to what ecologists, evolutionary biologists, and geneticists think. Hence this poll! The poll is brief, but I’m doing it in google forms so I can do the cross tabs.

Here’s the link to the poll in case the embedding doesn’t work. The embedded poll is below the break.

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Is my latest paper a super-cool result? Or merely a “cute” curiosity? You tell me!

My collaborators and I just published “Population extinctions can increase metapopulation persistence“. New Scientist did a piece on it, which is the first time any media outlet other than my local newspaper has written up my work. I’m chuffed about this, because I think this is the coolest paper I’ve ever done by some distance.

Or, maybe it’s just a cute result–a fun curiosity. I could even imagine someone arguing that it’s oversold fluff. So why do I think it’s so cool? And what’s the difference between “cool” and “cute”?

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Bad coauthors: how to avoid them and what to do when you have one

Note from Jeremy : this is a guest post by Abe Miller-Rushing and Richard B. Primack. Richard was Abe’s PhD advisor, and they continue to collaborate on many projects.

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BadCo-Authors

In this staged photo, Richard Primack and his research team exhibit disagreement and conflict.  In practice, weekly lab meetings and social activities (lunches, pot-luck dinners, walks, etc.) create opportunities for communication and shared goals.

We have written 45 articles together over the past 15 years. We know each other well and trust each other a lot.

But we (and probably most of you) have had experiences working and coauthoring papers with people we don’t know well—sometimes people we don’t know at all before a project begins. Most of the time the result is great! There are a lot of awesome scientists out there. And even when coauthors don’t click, it usually works out just fine—not everyone is going to be best friends, but most ecologists can get along well.

Occasionally, however, we have worked with bad coauthors: people who make doing research and writing papers way more complicated, difficult, and unpleasant than it needs to be. We have witnessed others work with bad coauthors, too. As editor-in-chief of a journal, one of us (Richard) has had to step in and mediate failed coauthor relationships too many times.

What makes a “bad coauthor?”

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Who should be senior author on papers resulting from collaborations between multiple research groups?

I am pretty much through with revisions to my manuscript on authorship, with one exception. One of the reviewers is (quite reasonably) pushing me to make a stronger recommendation about how authorship decisions should be made in the increasingly common case of collaborations between groups. But, of course, this is a tricky issue, and I’m waffling on what exactly to recommend. This blog post is me trying to work through that, and looking for feedback at the end. I’m quite interested in hearing how others think decisions about authorship should be made when multiple groups collaborate substantially on a project!

I’ll start by recapping some of what my results, since they set up the general question. Then, I’ll give some of my thoughts on what might be a proposed solution. And, as I said above, I’ll end by asking for feedback on what I propose.

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