This isn’t the first time those of us working with the Materials Interdisciplinary Research Team have met the impressive young women from the Ann Richards School (ARS). ARS, for those of you who don’t know, is a public charter school in the Austin Independent School District with 6th through 12th grade students (this year is their first class of seniors!). The school provides a robust engineering pathway for high school girls with a focus on helping them build a foundation to succeed in college, their careers and their communities.
Back in May, we hosted four ARS juniors for a one-week internship during which they were able to see how we conduct graduate-level research, and got to do a little research of their own! Over the course of that week they made their own batteries from scratch (using three types of cathode materials) and then tested them to determine the best uses for each type of cathode. And when I say from scratch… I mean scratch: they synthesized their own cathode materials from the raw chemicals!
Ok… enough about last May. Let’s get to this Monday. I couple of days ago I had the privilege of heading down to ARS to teach their Digital Electronics class (Yes: they have a Digital Electronics class. Yes: my jaw hit the floor, too.) about how the batteries they were plugging into their breadboard circuits worked.
I found that while putting together my lesson plan, my strategy of “keep it as simple as possible” worked really well. But it may not be for the reason you would think. That is, the strategy’s main point wasn’t to overly simplify the material for the sake of the students… it was to keep me from diverging onto too many tangents that missed the main point.
Believe me: there were certainly tangents and clarifications. But all of the side steps were prompted by really smart and thought-out questions by the students and their teacher Shireen Dadmehr. If I had allowed my own tangents to get in the way, I don’t think there would have been the space for the students to make those leaps of thought on their own. I like to think that’s where the real learning takes place: in being able to draw the connections yourself.
I had a great time interacting with these bright young women, and hope to see some of them again during our internship program next Spring. Many thanks to Christy Aletky, our Outreach Coordinator, and Shireen Dadmehr for making this opportunity possible!
(Cross-posted at the MIRT website)
If you’re in the process of applying for graduate school (which I believe we’re in the season for), one thing you’ll want to do to make sure you land somewhere you are comfortable and happy is ask the right questions. It’s really easy to get carried away in the process (as I did) and forget to look out for your interests.
And I mean “interests” in both senses of the word: you want to make sure you are setting up yourself to meet your future goals, and that you are going to find the work you’ll be doing engaging (because otherwise your next 4-8 years are really going to suck). As with most thinks grad school related, Jorge Cham sums this up well:
So let’s go through some of these. I’ll try to point out which ones are critically important, which less so, and add some of my own. (Note: I’ll be speaking only to my own experience in the Materials Science program at the University of Texas… I would expect most of my answers to be true most places in the hard sciences, but take it with the appropriately sized grain of salt.) (Double Note: If you somehow landed here but you’re actually applying for Business, Law, Medical or Dental Schools, this definitely doesn’t apply to you… the professional schools are a totally different animal.)
Do I already need funding/fellowship coming into the program?
No. But it can be incredibly helpful if you already know exactly what to study. Having your own funding gives you incredible leverage when determining the path you will pursue throughout you time at the host university.
To a certain (read: large) extent, graduate students are cheap labor for research professors. When you match up with a professor to be your advisor, you are asking them to share their experience and knowledge with you and you are giving them hours and hours in the lab in exchange.
Those hours and hours get used basically how your professor wants them to be used. Mostly this is for a good reason: you have no idea what you’re doing yet, so you’re not a good judge of the most effective way to use your time in the lab:
If you have funding already, you have leverage. And if someone gave you funding… it’s because you already have some idea of what you’re doing (or they’re idiots and you should send me their number immediately). So if you have funding: Congrats! You’re ahead of the game. If not: no worries… just prepare for a little drudgery.
Money: will I have any?
This was the biggest surprise to me: Yes. Assuming you are not an idiot with your money, you will have enough to get by. And what I mean by that is that I have enough cash to:
- Make good food (not ramen) every night (but not eat out very often)
- Pay rent in a nice place about two miles from campus
- Keep my bike maintained to get me to/from campus (Note here: using a car everyday would increase your costs by a lot, parking on campus is expensive)
- Hit happy hour most weeks
- Start and contribute monthly to an IRA account (this was the biggest surprise to me!)
- Fly to Boston to see my fiancé (every now and then… this one is the tight squeeze)
To make this work make sure your program covers your tuition, and has a stipend. Additionally, apply for departmental or third-party fellowships that can supplement your normal stipend. (I have a departmental stipend that is what allows me to start an IRA. Without it, I would not be able to save anything.)
Do I know what the local city is like?
Really important question to ask. I love Austin. There are some days that the lab is unbearable, and the cure is going to a live music show somewhere. Make sure you like, or can at least learn to happily tolerate the place you’ll be for the foreseeable future. Keep in mind: your university and professors will have the most contacts for future jobs in your local area… could you start a family in this community?
Will I get along with the professor/group you’ll be working with?
This is probably the most important question. It’s sorta like being pretty picky about who you’re going to marry:
So make sure you get along with everybody, and that their hands-on/hands-off/terse/verbose/friendly/serious demeanor matches up well with your learning style.
Is there going to be a lot of pressure to publish?
Yes. Get over it.
Will I ever get to sleep again?
Yes… my experience at least is this: once I finished my course requirements, there isn’t much work that I take home with me. I probably work 50-60 hours a week, but almost all of that is in the lab. Once you go home, you can relax (read: sleep). Unless you’re anal. Or a workaholic. Or meeting a deadline. Or fretting that your professor is disappointed in you. Or wanting to finish your degree so you can move to where your fiancé lives…
Crap, I just realized have some work to do tonight. Gotta run.
Speaking of trying to figure out what grad school is like… here’s a little “why you should come here” short from my school (incidentally, that’s my buddy Will):
Vancouver Science World has an awesome new ad campaign that will pique anybody’s interest:
(Click the link or the pictures to see more.)
The basic format of “This thing right here… it’s interesting, and we can explain it to you,” is the right way to bring science to the masses. Well done, Science World.
(h/t Ed Yong)
Those are the words of Dr. Carl Safina, a renowned ecologist and winner of the MacArthur “Genius Grant” for his work studying the worlds oceans and how they’re changing, from his column in the most recent issue of APS News, “Why Communicate Science?”
Safina makes the case for scientists engaged with the real world, not just enough to secure funding (although that’s important), and not just in the sense of translating scientific jargon into English. Because while explaining the most recent journal articles does have value and might sometimes be appropriate, what he really thinks the world could use is scientists who are active citizens and facilitators of good thinking:
I’m getting at something less prescriptive, more amorphous, more persistent and more penetrating. I’m saying that scientists should be a much greater presence in society, should be brighter on the public’s radar, and that how, exactly, we do it, is up to each of us.
Don’t think you need to teach the public a lot of science facts. Instead, show what science is, what it means, why we need it. Find a way to have a presence. Choose what to comment on, how to be involved, and what actions and issues to engage in. Be a source of wisdom.
The public doesn’t need to keep up-to-date on journal publications. What people do need to know is that scientists are people, that science is an honorable, trustworthy, and powerful endeavor that people should look to for answers, and as a way to help think through decisions. Every child asks, “Why is the sky blue?” People need to know that scientists are the ones among us who never stopped asking that question–and who found the answer.
In that spirit, I am going to try to use this site as a platform for engagement, along with some explanation/translating. Science is cool and interesting and relevant to your everyday life. It pursues answers to puzzles that are worth considering for their own sake (Schrödinger’s cat), and answers to problems from the real world (how are we going to feed 9 billion people come 2050?).
My scientific focus is materials science and physics, and my interests include economics and energy. So expect things to start off a bit in that vein, but we’ll see where it goes!