Lane Community College in Eugene, Oregon area has their own Successful Aging Institute, complete with training for “encore careers,” exercise courses, crafting courses, a class on dealing with your best friend getting Alzheimer’s Disease, and many more. Whether you’re in the area or if you’re just thinking about what is needed for seniors in your area, check it out: http://www.lanecc.edu/sai/news.html
A reflection on encouraging undergraduates to pursue graduate eduction.
Really interesting post on the “PhD Problem”
A month after last January’s State of the Union Address, in which President Obama called for an increase in STEM graduates, The Atlantic published this piece on the “Ph.D Bust,” lamenting the decline in academic job placement rates for scientists. The latter has been making the rounds again, coincident with the latest William “Don’t get a PhD” Pannapacker’s piece in which he reiterates that a humanities PhD is an immense investment of time and money, and that the job prospects are prohibitively dismal. Meanwhile, says Pannapacker, we know very little about job placement rates for PhDs, (if you have a moment, please fill out your information at the PhD Placement Project), and– most tellingly, to me– Academia is doing a deplorable job in general of preparing students for “alternative careers.”
This, to me, is the crux of the matter. People call Academia a pyramid scheme; certainly, if one scholar produces…
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An article in Science Insider: New Answers for Increasing Minorities in Science
“For decades, the conventional wisdom was that increasing the number of minority scientists requires addressing every aspect of the pipeline—from elementary school through hiring and promoting faculty members. That’s still true, says a new report out today from the National Academies—but one approach stands out above the rest. The fastest way to train more minority scientists in scientific and technical fields, it says, is simply to improve the retention and completion rates of undergraduate students already interested in the natural sciences and engineering…”
In 2007, a few friends and I formed a graduate student group with the goal of reading and discussing Charles Darwin’s “On the Origin of Species.” Throughout our readings and scientific discussions of Darwin and his work, one quality of the manuscript stood out to us: it’s humanness. Scientific ideas were communicated clearly, and with linear thought, but also through examples of human experience, and in such a conversational tone that it was difficult not to try to imagine the man behind the words. The students in our group had purchased various editions of his book, later editions having more chapters than earlier editions. Some added chapters elaborated beautifully on scientific ideas, and some were composed of entirely the conflict between the idea of evolution by natural selection and the religious ideals of his time. It was a unique and fascinating documentation of his progression of scientific thought, and of the intense inner turmoil he felt over the debate his book inspired among his religious and scientific contemporaries. The experience led me to think about the communication of evolutionary biology in the context of “human experience” instead of a purely academic one. Darwin himself demonstrated that complex evolutionary ideas can be communicated effectively using common human observation and experience. In fact, for students (and non-students) who aren’t biologists, his book is an accessible guide to evolutionary theory from the everyday person’s perspective, and is fascinating from both scientific and social perspectives.
If you are interested in a sort of “reader’s guide” here are some websites and actual, real paper books that have excerpts and commentary.
The Merit Program for Emerging Scholars has been my favorite educational experience so far. It is a challenging program for high-achieving undergraduate students with high potential who are considering careers in science. The program especially encourages the participation of students who are ethnic minorities, women, or students from small high schools, all of whom tend to be underrepresented in the areas of science, mathematics and engineering. I taught in the Merit Program in Integrative Biology. It is a national program – check it out for your school!