Is knowledge really the primary product of academic research?
Continue readingMentoring, teaching
A letter to a friend
Dear Ruth,
I’m very sorry that you were unhappy about the recent postings on the blog and the generally negative tone that has characterised a lot of the recent material. I’m also very sorry if you, as a fellow group leader, felt that you were being accused of exploiting the students in your care.
Continue readingScience’s shamans
Lecturing is not about knowing everything, it’s about being good at learning. And science’s shamans are the best at it.
Continue readingMasters and apprentices
PhD students are essential components of junior research groups – but who’s really the master, and who’s the apprentice? Continue reading
Mentoring the next generation
My lab might be closing soon because of insufficient research productivity. Is it really because I supervised too many undergraduate students? And if so, should I regret it? Continue reading
The Usual Suspects, the usual hazards
We have hazard signs for harmful chemicals, so why not have hazard signs for harmful mentors? Continue reading
Potential Difference
Recruitment is also about screening for potential, and not just for finding finished products. Continue reading
It couldn’t ever happen to me
Academics always need a Plan B, because career longevity is never guaranteed. Continue reading
Imparting a point of view
Teaching science and supervising research isn’t just about facts, tools, and techniques. It’s also about getting people to see the world around them in a different way. Continue reading
Manners and mentorship
Politeness isn’t just about knowing when to pass the salt. Continue reading
Total Internal Reflection 