Fireside Chat: How to Be an Effective Writer and Not Binge

I used to be a binge writer and would write only when I thought I had enough time – which was never. I thought I needed blocks of time – like complete days – or long afternoons.

picture of Dove Raspberry Sorbet with dark chocolate barsFor me binge writing was like binging on sweet dark chocolate – chocolate cake or just plain dark chocolate. My favorite is Dove ice cream – not so much for the ice cream but for the dark rich chocolate coating.

I have learned from experience that binging on dark chocolate can make me feel – well not so good. So, I’ve learned to “manage” my binging and keep the richness of the dark chocolate to small amounts.

As with chocolate, I also learned several things from my binge writing days.  The days when I would sit in the living room writing my thesis.

Coffee cup on table with red blanket and fireplace in background. Writing my thesisA fire was lit in the fireplace on a cold winter morning and I could see my fellow grad student friends walking to class or to the lab while I was inside with my Cup of Joe writing away.

What I learned was this.

  1. I accomplished less overall by binge writing. Writing the thesis/dissertation is a marathon – not a sprint – so I needed to pace myself.
  2. My binging was not sustainable. I just couldn’t do it day after day. What I discovered was I was spending more time re-reading and re-acquainting myself with my topic.  It would have been better to have smaller amounts of time dedicated each day to writing. Not to mention how draining and tiring it is.
  3. I also realized that by expecting too much of myself – I could never achieve my goal. In fact, I learned that it’s best to start with a small goal.  “There’s no such thing as too small a goal”.  What a small goal did for me is to allow me to see my accomplishments and not get discouraged and quit.
  4. What I learned about writing is what I learned from my love of chocolate cake. Picture of rich dark chocolate cate with 3 cherries on topWriting is more than eating the chocolate cake – it’s about tasting the frosting or having one small bite. Writing can be that way as well. Writing can be done in bits and pieces. Having attended several writing workshops, I learned there is so much more to writing.
  5. One key piece is to leave off at a spot where I can pick up – so the idea is not to finish all of it – but to get to a place where I can pick up where I left off last time. Sometimes, I would make a list or an outline of what I would write next and use that to get me started.  That was a big take away for me. I use it today and share that insight with my students.
  6. The other important piece that I learned from writing workshops is that revising/editing, making an outline, checking references are all part of the writing process. So, when I only had 10 minutes, I can revise a paragraph or check the format of references.  Each step gets me closer to my goal.
  7. In a short period of time, I can read my paper and examine my writing from a big picture perspective and ask, Did I make persuasive arguments? or Did I convey my ideas clearly?
  8. Other times, I can focus on word crafting. I learned this from a great teacher – What’s the best word to use here? Do I need a better adjective or fewer adjectives?
  9. Does the paper flow? Does it logically move from one paragraph to the next? Do I have my topic sentences at the beginning of the paragraphs?
  10. Finally, I learned to check for typos and punctuations by reading the paper outload and then focusing on each word to find typos. We all know how self-correcting word processing has-a-mind of its own – it may not be the word we were typing.

To Recap:

  • Avoid binge writing it’s not sustainable
  • Set smaller goals
  • Leave off where you can pick up again
  • There is more to writing than writing
  • Revising and editing are all part of writing

Finally, if I write in long hand first and then type it up, I am more efficient as I am not trying to edit as I go.

Writing is hard work and tiring so it’s important to take breaks.dog resting at ocean shore with ball in mouth. Important to take a break after a hard workout!

Fireside Chat: How to Prepare for One-on-One Meetings with Your Faculty Advisor

Daunting– that’s the word I could use to describe my first meeting with my faculty advisor – Awkwardis another – Why? Being a first-generation grad student, I was unprepared and/or unaware of how to make my meetings with my major professor efficient, effective and successful.

Over the years I have been a student of what makes successful meetings and to this day, I have faculty who will gladly come to any committee meeting I hold.

Why? I am prepared, focused, effective and efficient – I don’t waste their time nor mine.  Faculty members just like grad students are busy with lots of professional and personal demands on their time.

Preparing for your meeting is an important step for success in getting to the finish line – graduation.  Being prepared also reduces conflict and misunderstanding.  The key is to start early.

Before your meeting you want to send a short email with 1 or 2 sentences describing the major objectives of your meeting – notice I said your meeting.  You need to take control if you want to graduate. You can’t be passive. You want to be active.Person typing on computer sending an email

Use the subject line of your email to catch your advisor’s attention.  If you don’t hear back within 5 to 10 days, send your email again.

In that email send any materials or documents you need your major advisor to read and review.  They need it ahead of time – so they can think and reflect. Not the day before – their schedules are tight so allow at least a week or several days.

Prepare an agenda complete with action items and questions or topics for discussion. Have 3 or 4 main topics/or questions to discuss.

Send minutes and a reminder email. This is helpful. Of course, you have figured out the date, time and location and you have included that in the email.  The bottom line is – come well prepared – if you do, you will find that things move forward more efficiently. There still will be hurdles and challenges to address and you will be in a better position to do so.

Clock showing 3pm and Be On TimeDuring the meeting make sure you show up on time. Follow your agenda and ask clarifying questions. You will want to bring concrete things for your advisor to provide feedback.

Think about how your advisor might assist you. If there are professional as well as any personal issues that may influence how you complete the milestones – keep them informed.  You don’t have to reveal your personal life and at times we all know that “life happens” (funeral, flu outbreak) and it is important to inform your advisor and not just disappear. Keep them informed.

Remember to ask questions. Your questions help them to be better teachers of you.

Focus on what your advisor is saying.  They are providing feedback to assist you.  Ask clarifying questions about the feedback. If they are giving you directions be sure to follow them.  Nothing irritates an advisor more than to provide constructive feedback and directions and they are ignored.

Agree on the milestones you can meet. Record action items. Who is doing what and by when.Note pad and Pen taking minutes and recording action action items

After the meeting post minutes.  Even though you and your faculty advisor each took notes, it’s important to have minutes. You can send them out with the next agenda as well. By sending the minutes or a quick recap of the meeting, you can summarize action items.  You can summarize the deliverables as well.

The Key to all thisis to start early.  Have meetings even if they are only for 10 minutes.  Meeting 1 x a week for 10 minutes can make a difference and move you closer to the finish line – graduation.

When in doubt ask even when not in doubt ask.  You may find you have discovered an unclarified point.

Maintain on-going discussions about expectations with your advisor and yourself.  Take home to reflect on your expectations and goals.  They do change over time.

Remember you are preparing yourself to contribute new knowledge to your field.  You are giving shape to a “new” you from consumer of knowledge to producer of knowledge. The adventure of discovery and meetings should assist you in that process.

Finally, remember your advisor is not a manager.  It’s important to see your advisory as a catalyst and a facilitator.

You are in control of shaping your own graduate career. It’s up to you to get to the finish line and you will.

PhD comic strip about meeting with a professor where you did'nt do your work and he forgets about is as he is distracted

Fireside Chat: Are we there yet? Or did we get stuck in the “Mud of Dunland”?

How do you begin to understand the road or journey to research?

While I’ve been conducting research for many years and have mentored graduate students in the research process, I always stop and reflect. I need to remember that first-year graduate students are novices and they are not familiar with journey. Think about the town, village, city you grew up in — you know it like the back of your hand – but to first-time visitors it’s uncharted territory.

student driver learning to drive sitting behind the wheel looking confusedIt is like learning to drive a car – trying to figure out how to coordinate every aspect of moving that vehicle safely down the road to your destination. While I know it’s automatic for me to know the research process, what questions to ask or what methodology to use, it’s not always clear to the beginning graduate student. For the novice, trying to figure out where to begin or what to do can be daunting and as clear as mud!

What is research? I like to think about it as exploration. A journey. A systematic investigation that varies by field or discipline, but in the end, we are asking questions to find answers to problems in a way that others can 1) understand what we did and 2) they can repeat what we did because we provided a clear road map for them to follow.

Picture of a winding road - Research is not a straight pathResearch is not a straight path. It’s not an easy path. The road is not smooth or paved. There are many potholes and detours along the way – that’s why I love doing research. We make choices or decisions and these choices impact and affect the next decision on our journey. It’s discovery at it’s best.

Since this is a journey, we need a plan, we need a map, GPS, Google Maps, or a path to follow. We need to record our journey, so others can follow our path and know where the pitfalls and potholes are. They need to know where we went and how we got there.Shows a map with a finger pointing to a spot on the map. showing we need a map to follow

We need to reflect along the journey. It’s important not to just look forward, but rather, to reflect and look backwards. You can learn a lot from reflection. From reflection comes inspiration. Be careful – you don’t want to drive constantly looking in the rearview mirror.

The research journey starts with a clear problem statement or question. When we start, many times our questions are foggy, not well formed, not concise or clear. This is why I always recommend to my students that they should write their problem statement down and then talk about it. Talk about that problem statement to everyone. Everyone who will listen.

Why do I suggest this to my students? It’s important that we know where we are going. The problem statement or research question needs to be clear and concise. This will assist us to know where we are going and inform others. What my students find out is that by talking about their problem statement to others, there will be questions – many questions. Questions asked of them that make them think critically about their research problem/question. This process assists them to move from fog to clarity. In the end, they will have a problem statement that is clear and concise.Forest with sun rays coming through and shining on path Reflection and Inspiration

Choices must be made along this journey. Just like traveling to an unfamiliar destination, you will have choices to make. For example, which turn to make. Which fork in the road to take. What to do when you approach an unexpected detour?

Research is much like that unfamiliar journey. Your choices will come from many questions and a lot of thoughtful reflection and guidance from your major professor and committee. Such as, what will the experiment or research design look like? How many samples will be needed? What to sample? When to sample? How to sample?

How will you measure your results? What will you measure? How will you collect your data or observations? What empirical evidence will you collect?

What will you do with the information or data you collect? What type of analyses will you do? How will this assist you to the conclusions you can make?

All of these are the choices you need to think about and plan before you begin.

What you will find out is that when you finish you will have the next set of questions to ask. And your journey continues.

In sharing your research, keep in mind the “so what”. So, what does this mean to the public or consumer? How does this contribute to the public knowledge and to the public good? If you can’t explain that when you finalize your project you need to spend more time reflecting and crafting your problem statement. It is key today with funding agencies and the general public that we be able to share the “so why are you doing this?” “Why is this important to me?”

Finally, along the journey, you want to avoid the “Mud of Dunland” where you get bogged down. Mud of Dunland shows feet stuck in gooey mudYou remember the story of a family going on vacation and driving a long distance. Along the way the children kept asking, “Are we there yet?”

Remember it’s a journey. Enjoy it. It’s a process with lots of unexpected turns and outcomes.

Fireside Chat: How Not to be a Centipede

Doing the Dissertation – How not to be a Centipede

Begin Now!Starting is the most important part of writing the thesis/dissertation. Don’t wait for it to be fully formed in your head and expect to write the perfect thesis/dissertation from beginning to end.

You don’t want to be a centipede. The key is to take a tiny step forward each day.  Each step makes a difference and brings you closer to your goal.

“There was a centipede on the road. And when confronted by a toad, Was asked which foot came after which. This worked his mind to such a pitch, He lay distracted in the ditch.”

Keep your focus. Type the questions that will guide your research and put them on your computer, on your bathroom mirror, on the front door. Put them where you can see them every day – to keep you focused. And take a tiny step forward.

It is not easy to write a thesis/dissertation. It takes perseverance. It also takes creativity to write precisely and concisely.  Keep at it.  Don’t quit.

Follow the Leads. I loved looking for names of researchers and authors as I read each journal article and book. Some names will continue to rise to the surface and that may be an important lead. Follow it.  Read further and deeper, but remember you need to stop at some point and begin writing.

One faculty member suggested to her students that they check out book reviews of the books they repeatedly cite.  “Some reviewers will give you intensity and helpful ways to view these books.”

Outline. From an early stage in my career I wrote from an outline.  I know that at times it seemed easier to skip the outline and start writing.  However, in the end you waste more time.  “It’s easier to revise an outline then it’s to revise paragraphs and chapters” was key advice given by several faculty members during a thesis/dissertation workshop. Sharing your outline with your advisor/chair helps them to begin to “own” your organizational plan.  You want their “buy-in”.

Use topic sentences.Start with the big ideas up front. A great piece of insight from a faculty member was, “It is key to state your thesis in the first sentence of the thesis/dissertation.”  I use this advice all the time.  I learned this when I attended a grant writing workshop. For example, “The research problem is …” or “The purpose of this study is …”  Using topic sentences that are precise, concise, and direct make it easier for the readers to understand your message. It also helps you to understand what it is you are writing about.

Set deadlines and be accountable!  It is important to set deadlines for writing each section of the thesis/dissertation. You can be accountable to yourself and/or with other students in a writing support group. Practice setting deadlines.  They will help you finish and get done.  Use your outline to assist you in setting the deadlines. The outline can be most helpful.

Leave a place where you can pick up easily. A faculty member shared this step with students and I learned it in a writing workshop.  I use it all the time. “One suggestion from Hemingway to writers was to stop at the end of a period of time in the middle of an idea and then sketch an outline of the concrete next steps in your writing.”  I find this to be useful in my own writing. It gives me a place where I can start up writing where I left off. It makes it easier to return to my work. I also like to set a timer for 30 minutes and write for that length of time. That is one tiny step forward.

Resist interruptions.  You need to set boundaries. Be in a place where you can put a “do not disturb” sign on your door. Shut off social media. Use your phone and set a 30-minute timer and begin writing.  I found if I hand write and let things flow, it is easier and more efficient. I am not trying to edit or correct spelling as I go. I do that as the next step.  Editing is another step in the writing process. Here again, that you can set a timer and begin editing.  You can check references and format; it’s all editing. The key is to stay focused and you will get done faster.

Use a proofreader.  You need someone in addition to yourself to read your work before you give it to your advisor/chair.  This person could be a friend, a partner, a peer mentor.  They will see spelling and grammatical errors.  They will identify statements that are not clear.  It’s natural for us to read over these as we know what we are trying to say.  We all need fresh eyes to read our work.

It is important that if your advisor/chair asked you to correct something, do it! Nothing annoys us more than to see the same mistakes not corrected after we pointed it out.  As one faculty member stated, “To repeat the mistakes you’ve agreed not to make, is to risk irritating your advisor.”  I have experienced that as an advisor and it is irritating.

Celebrate!  You need to reward yourself as you complete sections and make your deadlines.  We all like rewards.  Including me. It’s a way to encourage yourself to continue on.

 While each thesis/dissertation is unique and original. I hope that you will find one of these, if not all, 12 steps you can use to get the thesis/dissertation started and finished.

Remember, You don’t want to be a centipede!

Fireside Chat: A True Story – Asking Questions is Key to Learning

There we were in Dr. Lewis’ textile chemistry class. Organic chemistry was the prerequisite. This was a very serious class. Dr. Lewis never smiled.

She would walk into the classroom and begin writing formulas on the board.  You could hear only the scratching of our pencils as we frantically wrote in our notebooks trying to keep up. No one dared to speak or ask a question.

It had been a while since I had organic chemistry and it wasn’t coming back as quickly as I had hoped.  One day as I sat in class, I was confused.  I was too scared to raise my hand.  No one ever asked a question.  If looks could kill – she was very good at giving you this look – the “look that could kill.”

After class that day, I asked my classmates, “Did you know what Dr. Lewis was talking about?” They all said, no.

That was an “ah ha” moment for me.  Up until that time, I thought everyone else in that class understood everything Dr. Lewis was teaching, everyone but me.  I was experiencing lots of self-doubt. I figured everyone else was better prepared than I was.

My “ah ha” moment was this.  There we were sitting in our graduate textile chemistry class and no one seemed to understand what was being taught. No one was brave enough to ask a question.  I thought for a moment. This is “stupid”.

So, the next class as Dr. Lewis was writing away on the board, I got the courage to raise my hand.  When she turned around Dr. Lewis was surprised to see a hand raised.  She gave me a look – I held my breath.  She called on me.  I asked my question. Dr. Lewis answered it.

After class everyone came over and thanked me for asking that question.  They didn’t know the answer either.  It took courage to raise my hand and ask my question. After that class, my fellow classmates became brave and started asking questions. I learned that once one hand raises and breaks the “ice”, others follow shortly thereafter.  If you can raise your hand to ask a question the first time, it becomes easier each time thereafter.

What I learned from that experience is this. Questioning is the art of learning. It’s okay to ask questions. Asking questions is the best evidence of understanding.

Questioning is important. Questioning is the key means by which professors find out what graduate students know, identify gaps in knowledge and understanding.  If the professors are excellent teachers, they can scaffold the development of the students’ understanding to enable them to close the gap between what they currently know and the learning goals.

I learned that brilliant thinkers and scholars never stop asking questions. “Asking questions is the single most important habit for innovative thinkers,” says Paul Sloane, the UK’s top leadership speaker on innovation.

Asking questions is the simplest and most effective way of learning.  Children are proficient at asking lots of questions. That’s how they learn.

I learned a lot from Dr. Lewis’ textile chemistry class in addition to the chemistry. Every time I teach, I make a point to smile, engage my students, and encourage them to ask questions.  It is their questions that keep me learning.

Dr. Lewis got used to us asking questions and I learned a lot in her class. We did get her to smile. Sometimes teachers don’t realize that their student aren’t at the same level of understanding.  It’s important to explain things in different ways to reach all the students in the class.

If you don’t ask, you won’t know.  I always say “the only dumb question is the one not asked”. Have courage – raise your hand. Ask a question.

“He who asks a question is a fool for five minutes; he who doesn’t ask a question remains a fool forever.” Chinese Proverb

Fireside Chat: Collaboration – A Real Life Experience and Key Skill

There is always something special about the first time you do something. It is exciting, it is scary, it can be rewarding, and there are challenges.

However, in the end there is growth, expansion, and most of all the experience of creating. It is empowering! That is how I feel about collaboration; it can be all those things including fun.

Collaboration is like exploring the next frontier and you get to do it with colleagues, friends, or a group. Like when you get bold enough, take a tour, and do not know anyone in the group and the tour ends up being fantastic and you made new friends.

So, what is it about collaboration that is exciting? Collaboration allows you to see amazing possibilities.  It provides the environment in which you can think BOLDLY about the problem or issue. It is where possibilities begin. It is where we get to answer without limitations, “What if…”

Exploring the unknown and having other minds to add to the depth and expansiveness of the exploration, the unknowing. It is the unknowing and creating new knowledge that is exciting, rewarding and fun. Exploring options, “feeding” off others ideas, and seeing possibilities where there was none. Sharing and consoling when you fail or hit a dead end and regrouping to continue on a new path.

Oh, yes it can be scary. Like how am I going to relate to all the different folks in my group? What if my ideas are not the best? It is scary that I do not have all the answers and I think everyone else in my group thinks I do or should.  Can I really collaborate?  Will it be easier just to do this project myself and not rely on my teammates? What if we do not listen well to each other how will that affect our collaboration? Perhaps you can think of other scary aspects of collaboration that you could add to my list.

What I know is this, collaboration is valued.  From my experience as a graduate student, industry member, faculty member, administrator, and neighborhood/community member, the benefits, outcomes, and rewards of collaboration outweigh the scariness or challenges.

Let me give you a real life example. When I was president of our neighborhood association, we had situation where a developer wanted to build a project that would significantly diminish the safety and quality of life for our families especially our children.

Now I could have taken this on myself, but it was through inviting the neighborhood to form a collaborative group that we were able to reach an outcome that benefited our community more than, if I tried to solve the problem alone. Through that collaborative process, I learned and gained skills that I use today and those skills have helped me to advance in my career.

I learned that listening and really understanding my group members was critical. What were their issues, what were their solutions, what were their considerations? Respecting different viewpoints even though the ideas did not always agree with mine was so important to our collaborative process.

Let me tell you, everyone had a viewpoint on what we should do! I gained valuable experience in honing my interpersonal, organizational, and leadership skills that are highly valued in the job market and I use every day.

I also learned a valuable lesson. The importance of patience. Not everyone reaches a solution or comes to consensus at the same time. Some take longer in the information gathering stage than others. It is important for the collaborative group to allow for that because in the end, the outcome will be stronger.

There are many challenges to collaboration. In the end, it is so worth it. The impact of what collaboration can create is more than I could ever dream by myself.

“Alone we can do so little; together we can do so much.” Helen Keller

Fireside Chat: Emerging Skill Needed for 21st Century Career Sector

What does it take to succeed in today’s 21stcentury job/career sector?  What is different from yesterday when many of us were entering the job “marketplace”? I actively seek out answers to these are questions to assist graduate students and post docs.

I don’t need to tell you that in the future, more jobs will require an education beyond a four-year degree.  In just a few short years – we know that millions of new and replacement jobs will require a graduate degree.  That is definitely different from yesterday.

Recently, I had the opportunity to serve on the National Academy of Sciences Committee, “Stem Education for 21stCentury” and a panel at the National Summit on Developing a Stem Workforce Strategy. This panel included leaders from a variety of technology industries. We discussed the challenges businesses face in developing the work force and how the skills and knowledge of graduate students are needed and valued even more today.

You read the word stem and you are in social sciences or the humanities, this information is as relevant to you as it is to all graduate students.  How do I know this?

My research comes from interviews and conversations with CEOs and industry leaders; participating on the Council of Graduate Schools Committee “Pathways Through Graduate Education and into Careers”; listening to graduate students, post docs, alumni; attending a conference, “The Future of Work” and engaging business leaders in conversation about this topic.

I have been asking these questions for years and what I recently discovered is that there is a new skill that emerged.  Of the three skills, two were consistently mentioned to me over the years. They are 1) Communication skills both oral and written, and 2) Teamwork, especially interdisciplinary.  The emerging skill that is needed is agility or flexibility.

Communication. It’s important for students and professionals to acquire the capacity to communicate the significance and impact of their work to the public at large. It’s what I call the “So What?” factor. Your work is important to you, but how does it relate or impact me or my stake holders? That’s what the public and policy makers want to know.

Interpersonal communication skills are a critical component of being able to work across disciplines or in diverse groups or committees. They are necessary just to get along in the office or the lab.

Industry leaders emphasized the importance of being able to discuss technical issues with nontechnical individuals.  This essential skill is needed for job success and career advancement. Tied with that are presentation skills. How does one present their information to engage the audience?

It is critical that all graduate students be able to communicate across generations – from Millennials to GenX to Boomers. Each generation has a different style and way in which they like to communicate from texting to face-to-face meetings. It is incumbent upon us to understand how to communicate across different generations and with diverse intelligent lay audiences. We are trained to communicate effectively with those in our disciplines.  We need to expand our skills.  The 3 Minute ThesisTMis an excellent way to practice this.

Teamwork. Why is teamwork so important? Andrew Carnegie said it well.  “Teamwork is the ability to work together toward a common vision.  The ability to direct individual accomplishments toward organizational objectives.  It is the fuel that allows common people to attain uncommon results.”

Developing the ability to work collaborative in a team involves having depth in your discipline and being able to work effectively with colleagues with expertise in other disciplines from diverse cultural backgrounds. You need to be able to work with different research methodologies and work styles. That is the lay of the land today.  This is different from yesterday.

“No problem can be solved alone.”  I heard that repeated numerous times over the last few years.  “This is how industry works” – is what I also heard.  Numerous studies and reports in the literature have documented the importance of the ability to work effectively in teams. Today industry puts people together in teams to solve complex or “wicked” problems or issues. Thus, you need the communication skill set I described above as well as the ability to listen.  Yes, problems are more complex today and that is different from yesterday.

Agility or Flexibility. Being agile or flexibleisthe emerging skill that was emphasized as I visited with alumni in the corporate sector.  As I listened to leaders and alumni from Non-profits, the Chemical industry, the Tech industry, Textile industry, as well as the law industry, the message was the same.  They told me that to be successful and to advance in your career, you need to be agile and flexible.

You need to “Think Big, start small, and move fast.” “Change will be rapid and disruption intense.” You may be working on one project today and have to totally change direction tomorrow or change projects as the company is moving in a new direction.

You need to be able to shift gears quickly and often. If you don’t or can’t, you will be left behind. That message came through loud and clear as I spoke with alumni and industry leaders from across the country.

For you to bring value to the workplace, you have to bring you’re A+ game.  That includes having these three skills in your “tool box.”  That’s what’s different from yesterday.

Fireside Chat: Communicating Your Science is an Important Professional Skill

There are many skills that a grad student should take away from Graduate School.  For those of you in STEM fields (science, engineering, technology, and math) learning to communicate your science to different audiences is critical.  You may not believe that now, but consider the poor state of the public’s science understanding.

We do the public a disservice by not assisting them to understand what it is we do. The more they understand, the more they are able to make informed decisions.  Communication is a key professional skill and no longer considered a “soft skill.” Every grad student should have communication as a professional skill.

There was a time when those of us in science could be certain that all we had to do was share the facts of our scientific knowledge.   At that time, the public valued the knowledge and scientists were generally trusted.

Currently, the public acceptance and understanding of what it is we do and why, or the impact of what we do, can and does influence governmental policy and regulation, whether it is at the local or federal level. That’s why science communication is more important today than ever before.

If we as scientists communicate more effectively, we all benefit and science thrives.  The public is looking for us to be able to communicate our discoveries and the resulting impact, or as I like to say, the “so what factor”.

The public is asking “What does it mean for me?  What difference does it make?”  Why is effective science communication important for you?  It affects your ability to have a competitive edge when on the job market or when you are seeking career advancement.

Ultimately, our ability to communicate science effectively enables more informed decision-making at all levels; we all benefit.

However, today, many voices compete in the marketplace of public opinion.   Anyone with a laptop, a video camera and a compelling message can share their views on scientific matters that may or may not be rooted in science or even in truth. In fact, today science doesn’t always have the upper hand in matters of critical importance to our country and our world.

As researchers, we often start explaining from the perspective of our own understanding, and sometimes the vast knowledge we have acquired in our field can be an obstacle to clearly communicating our research.   It’s challenging for many of us in scientific fields to dial it back to the thousand-foot view so we can communicate with a general audience.

Scientific jargon gets in the way of communicating science.  All fields have their own unique jargon, and when we communicate with our peers, they understand our message.  But outside our sphere of our discipline, jargon only confuses people – It excludes others from the circle of understanding. Look carefully at the jargon you use, and find terms that explain the principles you want to share. For example, practice explaining your work to a non-scientist relative, what would you say?

Think about why you got interested in your research area in the first place – maybe you wanted to save the environment or provide a safe source of drinking water for people around the world.  How did you get from that “Big Idea” to the lab or the field in which you work now? What inspired you and what does your research offer to address the world’s problems.  Think about the “so what?” of what you do.

People love stories, and often they will remember a story about your research better than the theories, data and results. Think of a “hook” to catch their attention and reel them in.  Engage them. Peek their curiosity.

You may have heard the expression, “people don’t care how much you know, until they know how much you care.”  Share your passion for your work, and help your audience to understand what it means to them.  What challenges are you trying to address?  How might your work improve lives?

Of course, there are many ways to communicate your science.  A colorful image can look like a piece of art, but the story behind the image can capture the imagination of your audience.

Social media offers opportunities to share a nugget of scientific wisdom.  Each media platform offers unique ways to share your science and connect to others in your field.

Whatever your passion, think of ways that you can share it with others.  In addition, make it a goal of your graduate education to become a skilled science communicator.

How can I gain experience in communicating science? There is the Alan Alda Center for Communicating Science at Stony Brook University that offers programs for masters and PhD students.  The American Association for the Advancement of Science (AAAS) and the New York Academy of Science’s Science and the City program offer opportunities for scientists to engage.  There are “science cafes” in many cities, or science museums where you can hone your skill.  Finally, don’t forget the 3MT TM competition that many graduate schools are holding. Many schools are collaborating with faculty from communication disciplines and offering summer workshops and training. It’s up to you!

Fireside Chat: Conference Job Search Strategies

My niece called the other day asking for assistance. She was going on the job market and attending a conference where company reps and recruiters would attend. The first thing I asked her was, “Has your major professor talked you about what to do?” I wasn’t surprised by her answer – no.  So, I told her that she wants to be better prepared than I was attending my first meeting.

I remember my first conference – early on in my graduate career.  I was clueless of what to expect. Good thing I wasn’t on the job market. Good thing I had a fellow grad student with me. Together we managed to navigate the large meeting and exhibits.

If I knew then what I know now, my first meeting would have been even more successful.  First thing I do now is to scan the pre-program to identify speakers with whom I want to connect.  I may do some research on them.  Read some of their papers. Check them out on LinkedIn and Google them.

Next, I prepare a question or two to ask. A question that is more open ended. One that requires more than a yes or no answer. I always like to follow up with a “How so?” You always get more information that way.

When scanning the program I look for any pre-conference workshops where I can add something of value to my “tool box”.  Find additional people with whom I can connect.  I look for any dinner or reception opportunities where I can network.

Coffee breaks are important times.  I use them to seek out people I want to meet or with whom to reconnect.  I’m always keeping my network current.  Finding out new pieces of information that can be helpful. Sharing what I am doing is important so my information gets circulated as well.  Plan coffee breaks well – they are important.  Make sure you plan to get some coffee too!

Go to the meeting prepared.  Have you ever thought about your business cards? What you don’t have one? Even graduate students need a professional business card with current information. Business cards are important. I always present my card with my name facing the individual to whom I am giving the card.  Why would I do that?  I want them to remember me and know my name.  It’s also very appropriate in different cultures to do it that way.

You can present your card to the speaker or to your new contact and write on the back of the card the question or the “ask” you want the person to do.  For example, you may want to ask for a copy of their paper or survey instrument.

Write that ask on the back of the card.  This serves as a reminder to your new contact of what it is you are wanting. It also helps them remember you when they return home. That is important!

You may be asking your new or existing contact for a referral.   Maybe this person can’t assist you. Always ask, “Professor Smith, who would you recommend I speak with about X?”

They may give you a name of a person to contact. You can write that on the back of the card they gave you. Always ask Professor Smith if you can use their name when making contact with the person.  That will assist you in your next step when you reach out to that contact you are now connected through Professor Smith.

Something simple as, “Mr. Newperson, Professor Smith suggested that I contact you regarding X.”   The door is now open for you to engage Mr. Newperson in a conversation.

When you are meeting someone and exchanging business cards, take an extra second to carefully present your business card so the person receiving it can read your name.  When you receive theirs, take a moment and read it before putting it in a safe place.

I make sure I have two designated places to store my business cards. One place is for my card, so it is readily available when needed – I don’t want to fumble around looking for my card. The other place is for the cards I receive. Never shall the two meet. That could be embarrassing if they get mixed together and you give out someone else’s card for yours. I also don’t want to be seen shuffling though business cards to find mine – I did that once – not recommended.

It doesn’t take much to be prepared and your time and effort will pay off in a successful experience at the conference. Much like my niece’s experience was.

Here is a quick recap.

  1. Prepare before the meeting by scanning the program
  2. Planning your strategy for each part of the program
  3. Draft a few ice breaker questions
  4. Have your business cards ready
  5. Ask for a referral