So, I haven’t had a chance to blog these last few weeks. Part of it is that I’ve been submitting papers, revising papers, teaching, and giving talks – the usual gig for a professor.
The Twin City Derby Girls 2012 Travel Team. Photo by Alex Wild. My team does a lot together. We work out. We practice and scrimmage. We swap recipes and cook food together.
The #scio13ID session is here! It was a great session thanks to a brilliant, brave, thoughtful audience. Watch live streaming video from scienceonline at livestream.com
Field experiences are often what help an undergraduate decide whether or not to pursue biological anthropology, they determine the course of a graduate student’s dissertation, and they provide the data needed to launch grants and make tenure cases for faculty.
(Alternate, Twitter-sourced titles: "5 Ways to Prove Darwin Wasn't Crazy," "Shut the Eff Up and Science Already," "5 Ways Psychology Needs to Evolve."
Just wanted to give a quick heads up to those of you who follow on the blog but not on Twitter or Facebook (personal, blog) that Chris Chambers and I have a piece in the Guardian today responding to the recent pseudoscience on why more girls don't pursue science in places like the US and UK: "Pseudoscience and stereotyping won't solve gender inequality in science." Many thanks to Ed Yong for hooking up Chris and me, and to Chris for graciously inviting me to write with him.
I have a million thoughts swirling in my head after Science Online 2013, and a million more things I want to learn about and accomplish for Science Online 2014.
As you now all know, my partner in crime Scicurious is much like the superhero Batwoman. Or maybe, she is trying to tell us something, and finally share with us her secret identity?
Here is my grant rant. It is very, very simple. Last night I was talking to a colleague who just heard he missed the funding cutoff for his NIH grant by a single point – a score of 19 and under was funded, and his grant was a 20 (Edited 1/27 8pm CST to fix incorrect wording - numbers weren't percentiles but the actual NIH scores).
I’ve been teaching a 200-level evolutionary medicine course at my university for four years. Each year I try something a little different to give students more ways to express themselves and to demonstrate their understanding of the material.
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