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That seems to be changing. In the March 14, 2024 issue of Nature we rank #3 in the world, ahead of many American health science centers that you might think are better [Leading 200 institutions in health sciences]. The University of Toronto is the only non-American institution in the top ten and one of only four in the top 20.
I expect to see the Chinese institutions move up in the next few years.
Posted by in University
A recent letter in Nature draws attention to a serious (?) problem in modern society; namely, the persecution of junior scientists by older scientists who ask them tough questions. Anand Kumar Sharma warns us: "Don’t belittle junior researchers in meetings". Here's what he says, ...
The most interesting part of a scientific seminar, colloquium or conference for me is the question and answer session. However, I find it upsetting to witness the unnecessarily hard time that is increasingly given to junior presenters at such meetings. As inquisitive scientists, we do not have the right to undermine or denigrate the efforts of fellow researchers — even when their reply is unconvincing.I wasn't going to comment on this but Neuroskeptic blogged about it and supported the idea that junior scientists need special protection when they present their work at meetings and conferences [Hostile Questions at Scientific Meetings]. He says,
It is our responsibility to nurture upcoming researchers. Firing at a speaker from the front row is unlikely to enhance discussions. In my experience, it is more productive to offer positive queries and suggestions, and save negative feedback for more-private settings.
In my view, a conference is not a place to be making critical comments. For one thing, it is very difficult to critically appraise a conference presentation, because they don’t provide the full details of the study. It is also unlikely that putting a presenter on the spot with a hard question is going to elicit a useful answer. It’s better to wait until the paper is published, and then critique that, giving the authors time to respond properly.I recognize that there are abuses from time to time but I take the opposite position. I don't think there's enough harsh criticism at scientific meetings. I think that too many scientists get away with making ridiculous claims that go unchallenged out of politeness and political correctness. I think we need MORE hostile questions not fewer. Why should a scientist be allowed to make stupid statements at a conference presentation on the grounds that they can't be criticized because the work isn't published?
Posted by in science, University
Question 4: Is there an innovation/idea/movement/methodology that excites you in terms of the future of education?I'm all in favor of teaching critical thinking and learning how to learn.
Yes. A liberal arts education.
A liberal arts education is based on the idea that the most important part of an education is learning how to learn.
In our liberal arts schools we explicitly focus on developing skills in communication and collaboration. Integrity, self-reliance, and independence of thought are all essential elements to a liberal arts education. A comfort with risk taking, and the ability to make a positive impact on our community’s and the world.
These will be the skills that will be essential in the cognitive economy of the 21st century.
Question 5: The world is changing fast with new careers being created every day. Most students will change jobs multiple times throughout their careers. What advice do you have for the current and next generation ? what should students do to remain competitive in an increasingly complex global economy?There's nothing at all wrong with a liberal arts education as long as it includes a lot of science. Ivy League schools—like Dartmouth where Josh Kim teaches—cannot continue to graduate students who don't understand basic concepts about the natural world.
Same answer as the previous question. Get a liberal arts education.
I worry that both the market and our culture is pushing students away from a liberal arts education.
There is too much of a focus on the income of a first job, and not enough focus on lifetime economic and social outcomes.
When we take a long view, liberal arts graduates excel at every measure of economic and personal success.
I also worry that a quality liberal arts degree is increasingly out of reach for all but the most talented and privileged in our society.
We need to do whatever we can to increase access to a liberal arts education.
1. Perhaps this is wishful thinking. For my generation, it's still acceptable to proclaim loudly that you know nothing at all about science and math—dropped them in high school—and still be respected.
Posted by in Science Education, University
While conducting research to improve the lives of others is certainly a worthy motivation, it is not the main reason why I get up very early in the morning to go to the lab. To me, gaining an understanding of a basic principle in the purest Faustian terms is what I find most rewarding and exciting.I agree wholeheartedly with this sentiment although I would emphasize that the general public needs to understand that the important result of basic research is knowledge, and knowledge for its own sake is important. It's certainly far better than ignorance.
... For me, having a career in curiosity-driven basic research has been immensely rewarding. It is my hope that basic research remains one of the pillars of the American scientific enterprise, attracting the brightest young minds for generations to come. We as a community can help to make this a reality by telling people what we do and highlighting the importance of our work to their lives.
And I' m most grateful to the Medical Research Council and the Natural Sciences and Engineering Research Council of Canada for providing us with the funds to pursue our sometimes arcane interests without hindrance.The old MRC has become CIHR. It's hard to imagine any scientist writing such an acknowledgement today since CIHR is notorious for hindering basic curiosity-motivated research [see Support basic research with new leaders at the Canadian Institutes of Health Research (CIHR)].
The first U of T groups to move over to the new MaRS tower are the Medicine by Design initiative, the Ted Rogers Centre for Heart Research, the Centre for Commercialization of Regenerative Medicine, and the ARCNet advanced research computing and data analytics centre. Other research groups from the Faculty of Medicine will move to MaRS to enhance existing networks in regenerative medicine, drug discovery and infectious disease.The idea here is to take successful, well-funded, research groups from different campus-based basic science departments and group them together in units that focus on, for example, drug discovery and infectious diseases. They will get all the perks of a new building and new research facilities and enhanced prestige and recognition.
A worker in basic scientific research is motivated by a driving curiosity about the unknown. When his explorations yield new knowledge, he experiences the satisfaction of those who first attain the summit of a mountain or the upper reaches of a river flowing through unmapped territory. Discovery of truth and understanding of nature are his objectives. His professional standing among his fellows depends upon the originality and soundness of his work. Creativeness in science is of a cloth with that of the poet or painter.I'm not arguing that scientists who are interested in drug discovery or infectious diseases aren't motivated by curiosity just like the rest of us. What I'm arguing is that it should not be the university's business to reward those whose curiosity leads them in one direction and penalize those who are curious about something else. That's sending a strong message and the message is "go in this direction" if you want the perks. That's not compatible with supporting curiosity-motivated research and the quest for knowledge in its purest form.
National Science Foundation (USA) Annual Report 1953
Doolittle, W.F. (1982) Evolutionary molecular biology: where is it going? Canadian Journal of Biochemistry, 60:83-90.
Posted by in science, University
Applications are invited for two Tenure-Stream Positions
The Department of Biochemistry at the University of Toronto invites applications for two tenure-stream appointments, at the rank of Assistant Professor. The appointments will commence on 1 July, 2016.
We seek candidates undertaking cutting edge research in cell, systems, molecular, or chemical biology. Technical knowledge including but not limited to metabolomics, synthetic biology, and structural biology (particularly, cryo-electron microscopy) that will complement our existing strengths would also be an asset.
Candidates must have a Ph.D. or equivalent in Biochemistry, Biophysics, Molecular Biology, Genetics, or a related discipline and have postdoctoral experience with an established record of excellence in research as demonstrated through a strong track record in publication. The successful candidates will be expected to mount an original and independently-funded research program at the highest international level and to publish articles in internationally recognized journals. The successful candidates must also demonstrate teaching excellence at the undergraduate and graduate levels through letters of reference. Salary will be commensurate with qualifications and experience.
The Department is one of the premier academic life sciences departments in North America, with 67 full-time faculty members and more than 200 graduate students and postdoctoral fellows.
All qualified candidates are invited to apply online by clicking on the link below. All application materials should be submitted online and include: 1) a detailed curriculum vitae; 2) a 3-5 page statement detailing research interests and objectives as well as potential teaching interests. We recommend combining documents into one or two files in PDF/MS Word format. Applicants should also arrange for three letters of reference commenting specifically on the applicant’s experience in teaching and research, to be sent directly to the department at chair.biochemistry@utoronto.ca by November 16, 2015.
Review of applications will begin on November 16, 2015, and applications will be accepted until the position is filled. Submission guidelines can be found at: http://uoft.me/how-to-apply. If you have questions about this position, please contact us at chair.biochemistry@utoronto.ca. For more information about the Department of Biochemistry, please visit http://biochemistry.utoronto.ca/.
The University of Toronto offers the opportunity to teach, conduct research and live in one of the most diverse cities in the world. The University is strongly committed to diversity within its community and especially welcomes applications from visible minority group members, women, Aboriginal persons, persons with disabilities, members of sexual minority groups, and others who may contribute to further diversification of ideas.
All qualified candidates are encouraged to apply; however, Canadians and permanent residents of Canada will be given priority.
For further details and to apply online please visit https://utoronto.taleo.net/careersection/10050/jobdetail.ftl?job=1501211
Posted by in Biochemistry, University
Hardy, J., Bates, S.P., Casey, M.M., Galloway, K.D., Galloway, R.K., Kay, A.E., Kirsop, P., and McQueen, H.A. (2015) Student-Generated Content: Enhancing learning through sharing multiple-choice questions. International Journal of Science Education 36: 2180-2194. [doi: 10.1080/09500693.2014.916831]This sounds like a good way to encourage some student-centered learning in large classes. We have several biochemistry classes in our department that could benefit.
Abstract
The relationship between students' use of PeerWise, an online tool that facilitates peer learning through student-generated content in the form of multiple-choice questions (MCQs), and achievement, as measured by their performance in the end-of-module examinations, was investigated in 5 large early-years science modules (in physics, chemistry and biology) across 3 research-intensive UK universities. A complex pattern was observed in terms of which type of activity (writing, answering or commenting on questions) was most beneficial for students; however, there was some evidence that students of lower intermediate ability may have gained particular benefit. In all modules, a modest but statistically significant positive correlation was found between students' PeerWise activity and their examination performance, after taking prior ability into account. This suggests that engaging with the production and discussion of student-generated content in the form of MCQs can support student learning in a way that is not critically dependent on course, institution, instructor or student.
Posted by in Science Education, University
And here's a rule that many departments disobey ...
- In section 7.2, the WLPP offers the following definition of scholarship: “Scholarship refers to any combination of discipline-based scholarship in relation to or relevant to the field in which the faculty member teaches, the scholarship of teaching and learning, and creative/professional activities. Teaching stream faculty are entitled to reasonable time for pedagogical/professional development in determining workload.”
- It is imperative that teaching stream faculty have enough time in their schedules, that is, enough “space” in their appointments, to allow for the “continued pedagogical/professional development” that the appointments policy (PPAA) calls for. Faculty teaching excessive numbers of courses or with excessive administrative loads will not have the time to engage in scholarly activity. Remember that UTFA fought an Association grievance to win the right for teaching stream faculty to “count” their discipline-based scholarship. That scholarship “counts” in both PTR review and review for promotion to senior lecturer.
Under 4.1, the WLPP reminds us of a Memorandum of Agreement workload protection: “faculty will not be required to teach in all three terms, nor shall they be pressured to volunteer to do so.” Any faculty member who must teach in all three terms should come to see UTFA.
Posted by in Biochemistry, Science Education, University
By Sara Carvalhal Gender inequality in science has been in the news lately, particularly around the fall-out of Sir Tim Hunt’s biased comments toward female scientists. Sir Hunt’s comments are not held in isolation, but rather indicate the need for … Continue reading
The post Celebrating 10 years of Athena SWAN Charter advancing women in science appeared first on PLOS Blogs Network.
By Anna Gielas No matter whether you study medicine or biology, law or art, neuroscience or history — there is one instrument that we all share: the journal. Learned journals play a pivotal role in science and academia. Publishing in … Continue reading
The post The Journal: The Instrument that Shapes Science and Academia appeared first on PLOS Blogs Network.
Nothing in Evolution Makes Sense Except in the Light of Population GeneticsDo you agree with Lynch that “Nothing in Evolution Makes Sense Except in the Light of Population Genetics”? If so, why isn’t population genetics taught in introductory biology courses? If not, why not?
Evolution is a population genetic process governed by four fundamental forces, which jointly dictate the relative abilities of genotype variants to expand through a species. Darwin articulated a clear but informal description of one of those forces, selection (including natural and sexual selection), whose central role in the evolution of complex phenotypic traits is universally accepted, and for which an elaborate formal theory in terms of changing genotype frequencies now exists. The remaining three evolutionary forces, however, are non-adaptive in the sense that they are not the function of the fitness properties of individuals: mutation (broadly including insertions, deletions, and duplications) is the fundamental source of variation on which natural selection acts; recombination (including crossing-over and gene conversion) assorts variation within and among chromosomes; and random genetic drift insures that gene frequencies deviate a bit from generation to generation independently of other forces. Given the century of theoretical and empirical work devoted to the study of evolution, the only logical conclusion is that these four broad classes of mechanisms are, in fact, the only fundamental forces of evolution. Their relative intensity, directionality, and variation over time define the way in which evolution proceeds in a particular context.
Even the most ardent neutralist is quite happy to agree that natural selection is responsible for all adaptation. All he is saying is that most evolutionary change is not adaptation. He may well be right, although one school of geneticists would not agree. From the sidelines, my own hope is that the neutralists will win, because this will make it so much easier to work out evolutionary relationships and rates of evolution. Everybody on both sides agrees that neutral evolution cannot lead to adaptive improvement, for the simple reason that neutral evolution is, by definition, random, and adaptive improvement is, by definition, non-random. Once again, we have failed to find any alternative to Darwinian selection, as an explanation for the feature of life that distinguishes it from non-life, namely adaptive complexity.Can you describe situations in Richard Lenski’s ongoing evolution experiment where neutral or deleterious alleles were essential for adaptive change?
Richard Dawkins (1986) The Blind Watchmaker. p. 304
Posted by in Evolutionary Biology, University