This is a guest post by Jeannette Whitton, Group Chair for Group 1503 (Ecology & Evolution) of the Natural Sciences and Engineering Research Council (Canada) (and Professor of Botany, University of British Columbia). She has extensive experience with the review and evaluation of NSERC Discovery Grants (among other things!) While Jeannette writes here specifically about reviewing proposals for Discovery Grants, much of her advice will serve you well in reviewing other kinds of grants, or grants for other agencies*. It will also serve you well in writing grants – because if you know what reviewers and evaluation panels are looking for, you can deliver just what they need. Dig in!
Some weeks ago, you graciously agreed to review an NSERC Discovery Grant (DG) proposal, or possibly two or three**, which makes you an awesome person, especially in 2020. Because of confidentiality issues, we don’t get much training with reviewing grants – but just as for manuscript reviews, it takes time and care to provide a thoughtful grant review. How I review DGs changed after I served on the evaluation panel and got to see what was most useful, so I thought I would write down some thoughts about what to focus on. I hope this helps those who are new to NSERC DG reviews – or to reviewing grants more generally. Comments are most welcome! Continue reading
Warning: I’m feeling cranky today.
It’s great to see scientists getting excited about doing interdisciplinary work – for example, in science studies.* It’s embarrassing, sometimes, to see how bad they are at it. Continue reading
I taught my first undergraduate course in 1992 (I think it was), as a final-year PhD student. I had no idea what I was doing.
28 years later, some days I feel like not much has changed.*
I’m like most university instructors, I think, in three important ways. First, I’ve never had any formal instruction in how to teach.** Second, while I know there’s an enormous literature on the scholarship of teaching, I’ve read very little of it, and when I try, I usually find it impenetrable. Third, I care about my teaching and want to do it better. (Yes, I’m aware of the apparent tension between the third statement and the first two – but that will have to be a blog post of its own.)
What I needed desperately, 28 years ago, and still need now, is a user-friendly book that could orient me to best practices in teaching. Continue reading
Perhaps you’ve noticed that scientists, like other humans, can hold very strong opinions about certain things.* Perhaps you’ve also noticed that those opinions are sometimes backed up by voluminous evidence (gravity points down; climate change is real and caused by humans; vaccines are safe and effective) – but that sometimes they are not. Here’s a great example related to preprints.
Preprints are probably the most interesting development in scientific publishing in the last 100 years.** Continue reading
No, not that kind of Easter egg.
Our fall semester is in the home stretch now, much to my relief – and I’m sure that of my students, too. My teaching this fall was entirely online. While those with strong but uninformed opinions were furiously tweeting about slipper-wearing profs dialing it in from their easy chairs, I was working hard – unsustainably hard – to produce online courses that work.
Was I successful? I don’t know. But I used every technique I could think of to make my online entomology course navigable, transparent, and engaging. Continue reading
Read any good books lately? I have.
CP Snow famously argued, in the 1950s, that science and the arts/humanities were “two cultures”, with a gulf between them that was far too seldom bridged. While there’s been pushback against Snow’s portrayal,* it’s surely true that there’s more separation between the two than there ought to be (just as an example, I’ve commented here on the relative dearth of scientists as characters in novels). After all, if points of contact between science and the arts were commonplace, people (including me) wouldn’t be so fascinated with them when they do occur. Continue reading