How one NSF program is changing the face of Computing, click on link to read further:
http://php.aaas.org/programs/centers/capacity/documents/BPC%20Stories.pdf
Wednesday, September 29, 2010
National Science Foundation East Asia and Pacific Summer Institutes for U.S. Graduate Students - 2011 Application Now Open:
The National Science Foundation (NSF) East Asia and Pacific Summer Institutes for U.S. Graduate Students (EAPSI) is a flagship international fellowship program for developing the next generation of globally engaged U.S. scientists and engineers knowledgeable about the Asian and Pacific regions. The Summer Institutes are hosted by foreign counterparts committed to increasing opportunities for young U.S. researchers to work in research facilities and with host mentors abroad. Fellows are supported to participate in eight-week research experiences at host laboratories in Australia, China, Japan (10 weeks), Korea, New Zealand, Singapore and Taiwan from June to August. The program provides a $5,000 summer stipend, round-trip airfare to the host location, living expenses abroad, and an introduction to the society, culture, language, and research environment of the host location.
NSF recognizes the importance of enabling U.S. researchers and educators to advance their work through international collaborations and the value of ensuring that future generations of U.S. scientists and engineers gain professional experience beyond this nation's borders early in their careers. The program is intended for U.S. graduate students pursuing studies in fields supported by the National Science Foundation. Women, minorities, and persons with disabilities are strongly encouraged to apply for the EAPSI. Applicants must be enrolled in a research-oriented master's or PhD program and be U.S. citizens or U.S. permanent residents by the application deadline date. Students in combined bachelor/master degree programs must have matriculated from the undergraduate degree program by the application deadline date.
The first Summer Institutes began in Japan in 1990, and to date over 2,000 U.S. graduate students have participated in the program.
Should you have any questions, please contact the EAPSI Help Desk by email at eapsi@nsfsi.org or by phone at 1-866-501-2922.
Burroughs Wellcome Funds Collaborative Research Travel Grants:
This award supports Ph.D. candidates, postdoctoral fellows, and faculty researchers traveling to laboratories domestically or internationally to acquire new research techniques, facilitate or begin collaborations, or attend courses. Candidates must hold a Ph.D. or are studying for a Ph.D. in mathematics, physics, chemistry, computer science, statistics, or engineering and are interested in investigating research opportunities in the biological sciences. The award provides up to $15,000 in travel costs. Application Deadline: 12/1/2010. For more information, visit: http://www.bwfund.org/pages/487/CRTG-Program-Application-%28Pre-Award%29/
Looking for students with a passion to improve global health through a research career in allergy, immunology, and infectious diseases:
The National Institute of Allergy and Infectious Diseases (NIAID), the second largest Institute at the National Institutes of Health (NIH), is seeking applicants for its Intramural NIAID Research Opportunities (INRO) program, which provides an invaluable opportunity for students with strong academic standing who are from populations underrepresented in biomedical research.
Candidates who are a college-level senior, medical school student, or doctoral candidate, and from a population underrepresented in the biomedical sciences are eligible.
During the 4-day program, students will hear lectures from world-renowned scientists and interview for potential research training positions at the Institute's Maryland and Montana laboratories. The program takes place in Bethesda, MD, on the NIH campus, February 7–10, 2011. Students' expenses for travel, hotel accommodations, and meals will be paid.
Applications will be accepted from August 15 through October 15, 2010. Interested students can apply online through the program's Web site: http://www.niaid.nih.gov/labsandresources/labs/training/inro/Pages/default.aspx
Candidates who are a college-level senior, medical school student, or doctoral candidate, and from a population underrepresented in the biomedical sciences are eligible.
During the 4-day program, students will hear lectures from world-renowned scientists and interview for potential research training positions at the Institute's Maryland and Montana laboratories. The program takes place in Bethesda, MD, on the NIH campus, February 7–10, 2011. Students' expenses for travel, hotel accommodations, and meals will be paid.
Applications will be accepted from August 15 through October 15, 2010. Interested students can apply online through the program's Web site: http://www.niaid.nih.gov/labsandresources/labs/training/inro/Pages/default.aspx
Friday, September 17, 2010
AGEP 2010-11 Academic Year Information Session:
Wednesday, September 15, 2010
Graduate Student Reflection of OSU AGEP Summer Workshop:
Crystal M.
Department of Criminal Justice
I recently attended the “Surviving Your First Years as an Assistant Professor” workshop hosted at The Ohio State University in July 2010. This session was by far, if not, the most informative workshop that I have attended as a doctoral student at IU. During this workshop, we were provided with a great deal of resources and tools that help doctoral students successfully transition to a junior faculty position. This workshop addressed the different degrees of faculty roles and responsibilities, criteria for promotion and tenure process, and research and funding while in a tenure track position. In other words, this workshop stressed the importance of career planning, publishing, and the academic job market. Most importantly, the workshop provided us with strategies that can help us fulfill research, teaching, and service expectations when confronted with a series of obstacles while doing so in a way that allows one to maintain their integrity, emotional and physical health, and intimate and workplace relationships. However, the most important aspect of the workshop for me was the career planning session.
During the career planning session, we examined four main points: (1) a story--how others see your work; (2) reputation--how others see you; (3) plans--getting there; and (4) who to ask and about what. First, the importance of a story is to make certain that people understand and can easily evaluate what you are doing. Your story should create a sense of your career unfolding over an extended period of time. This can be done in a variety of ways by creating titles that easily connect conference papers to grants and publications. A story should also pinpoint your goals or contributions to a project and you should be able to explain your research in a way that other people will understand it. In other words, one should have an elevator pitch approach (i.e., similar to explaining one’s research to their mother), book flap/abstract approach (i.e., a summary of one’s research and major findings), and job talk and/or department colloquium approach. In addition, one should be known for their own work, thereby being mindful not to walk in one’s dissertation advisor’s shadow. Second, one should develop a reputation as being fair, invested, respectful, and respected. This means one should strive to be fair to students and colleagues, invested in the department and university’s success, respectful of differences, and seek to be respected by others. In addition, one should also demonstrate that he/she can multitask well. Third, one should take charge of their career by choosing opportunities that will help one’s professional growth and development. This means one should create a time management plan and avoid the syndrome of being a perfectionist. One should create a timeline for tenure and have projects at different stages. Finally, one should have several people to turn to for advice and support. In other words, one should cultivate mentoring relationships and have more than one advisor. One should seek many opinions and then develop his/her own. Most importantly, should not be afraid of making mistakes. Instead, one should grow, learn, and recover from mistakes made.
Department of Criminal Justice
I recently attended the “Surviving Your First Years as an Assistant Professor” workshop hosted at The Ohio State University in July 2010. This session was by far, if not, the most informative workshop that I have attended as a doctoral student at IU. During this workshop, we were provided with a great deal of resources and tools that help doctoral students successfully transition to a junior faculty position. This workshop addressed the different degrees of faculty roles and responsibilities, criteria for promotion and tenure process, and research and funding while in a tenure track position. In other words, this workshop stressed the importance of career planning, publishing, and the academic job market. Most importantly, the workshop provided us with strategies that can help us fulfill research, teaching, and service expectations when confronted with a series of obstacles while doing so in a way that allows one to maintain their integrity, emotional and physical health, and intimate and workplace relationships. However, the most important aspect of the workshop for me was the career planning session.
During the career planning session, we examined four main points: (1) a story--how others see your work; (2) reputation--how others see you; (3) plans--getting there; and (4) who to ask and about what. First, the importance of a story is to make certain that people understand and can easily evaluate what you are doing. Your story should create a sense of your career unfolding over an extended period of time. This can be done in a variety of ways by creating titles that easily connect conference papers to grants and publications. A story should also pinpoint your goals or contributions to a project and you should be able to explain your research in a way that other people will understand it. In other words, one should have an elevator pitch approach (i.e., similar to explaining one’s research to their mother), book flap/abstract approach (i.e., a summary of one’s research and major findings), and job talk and/or department colloquium approach. In addition, one should be known for their own work, thereby being mindful not to walk in one’s dissertation advisor’s shadow. Second, one should develop a reputation as being fair, invested, respectful, and respected. This means one should strive to be fair to students and colleagues, invested in the department and university’s success, respectful of differences, and seek to be respected by others. In addition, one should also demonstrate that he/she can multitask well. Third, one should take charge of their career by choosing opportunities that will help one’s professional growth and development. This means one should create a time management plan and avoid the syndrome of being a perfectionist. One should create a timeline for tenure and have projects at different stages. Finally, one should have several people to turn to for advice and support. In other words, one should cultivate mentoring relationships and have more than one advisor. One should seek many opinions and then develop his/her own. Most importantly, should not be afraid of making mistakes. Instead, one should grow, learn, and recover from mistakes made.
Subscribe to:
Posts (Atom)