When I’m not writing Scientist Sees Squirrel (or writing books about the lovers, heroes, and bums commemorated in the Latin names of organisms), I have a day job. I’m a professor in the Department of Biology at the University of New Brunswick, in Fredericton, Canada. Over my years at UNB I’ve taught first-year biology, introductory ecology, population biology, biostatistics, scientific writing, non-majors biology, field ecology, and more. But I’ve just finished teaching the course I might love most of all: entomology.
I don’t really know what I am, scientifically, but I’m often mistaken for an entomologist. And it’s true, I know some stuff about insects. The most important thing I know about them is probably that they’re just about endlessly diverse, endlessly beautiful, and endlessly fascinating. Continue reading
Image: Writing, CC 0
I teach a scientific writing course, and I think I’m doing it wrong.
I don’t mean that I’m teaching my course wrong. It might not be the course you’d teach, but I’m happy enough with it, and my students seem to be too. What I mean, I guess, is that we’re doing it wrong, as a department. That’s because I’m teaching my course to grad students and 4th year (Honours-by-thesis) undergrads – and it’s pretty easy to argue that that’s way too late.
I’ve come to understand that writing is one of the most important things we teach our undergraduates.* And while I teach scientific writing, I think writing is also one of the most transferable things we teach. Continue reading
So, I’m teaching my course in Scientific Writing, and I’m frustrated by something I didn’t see coming. I teach students to write in the active voice (“I measured photosynthesis”, not “Photosynthesis was measured”). That’s the modern best practice in scientific writing – not to use the active all the time, but to prefer it unless there’s a specific reason for using the passive in a specific sentence. But the way the course is structured, I’m running into conflict with my departmental colleagues. Continue reading
Images: Howler monkey (Alouatta pigra); Royal Flycatcher (Onychorhynchus mexicanus); Helmeted basilisk (Corytophanes cristatus). All photos © 2017 S Heard, CC BY 4.0
In March, I’ll be heading to Belize to teach an undergraduate tropical ecology field course (not alone; I have an excellent batch of co-instructors). I mentioned this to someone last week, and their reaction was to chuckle and say “wow, must be nice!”. And maybe it seems petty, but I’m getting really tired of that reaction.
The thing is, it’s near-universal. Continue reading
This semester, I’m coteaching a graduate/advanced-undergraduate level course in biostatistics and experimental design. This is my lecture on how to present statistical results, when writing up a study. It’s a topic I’ve written about before, and what I presented in class draws on several older blog posts here at Scientist Sees Squirrel. However, I thought it would be useful to pull this together into a single (longish) post, with my slides to illustrate it. If you’d like to use any of these slides, here’s the Powerpoint – licensed CC BY-NC 4.0.
(Portuguese translation here, for those who prefer.)
How should you present statistical results, in a scientific paper?
Image: Writing, CC0 by Startup Stock Photos from Pexels.com
This semester, for the first time, I taught a course in scientific writing. I was very scared going into it, but now that the course is over I’m quite pleased with how it worked out. Several people who have taught similar courses were kind enough to share their syllabi with me, and that helped – so I’m going to pay it forward here. If you might teach a writing course, or if you have colleagues who might, or if you’re just interested in how one might do such a thing, read on. I’ll tell you a bit about the course, and down at the bottom I’ll post the syllabus and other course materials, which you are welcome to download and adapt for your own use. Continue reading
This year, for the first time, I’m teaching a course in scientific writing (with both graduate and undergraduate versions). There were lots of decisions to be made in designing the course: what topics to cover; the blend of lecture, workshop, and assignment; how to accommodate graduate and undergraduate students in the same classroom; and more. But one decision was easy: which book to use as a text. There are quite a few books on the topic, but I assigned my own, The Scientist’s Guide to Writing, without any hesitation*.
Well, not really without any hesitation. Actually, I can’t help feeling mildly embarrassed by joining That Bunch Of Profs Who Assign Their Own Books. How arrogant! How closed-minded! How ridden with conflict of interest! Continue reading