Grad News Forum

Everywhere researchers go, be it a conference, a job interview, or simply meeting a colleague in the hallway, people ask the obvious question: “So tell me about your work?” It goes without saying that the ability of researchers to describe their research in lay language efficiently is one of the most important skills to be acquired, regardless of the field of research.

On Monday, April 29, assistant dean of Graduate Student Affairs, Kerry Landers, initiated a speed researching event aimed at developing students’ communication skills. In this event, students were expected to explain their research to their smart, but not expert, colleagues in only two minutes!

“We have received feedback from faculty who attended the recent Graduate Poster Session and were impressed with many of our graduate students’ ability to explain their research to non-experts,” notes Landers. “The goal of this speed researching event was to provide another opportunity for graduate students to continue to improve this essential skill.”

At the event, a total of 10 students explained their research to each other in pairs over lunch, followed by a two-minute constructive comments session. Students came from programs in biology, chemistry, engineering, genetics, MALS, and physics and astronomy. A wide range of research topics were discussed, including black holes, prion diseases, and the causes of the Arab Spring. Each student had the opportunity to present his or her research five times, providing plenty of practice.

“This event was great! I now know what other students in genetics, engineering, and chemistry do,” commented Daniel Durcan, a Master of Arts in Liberal Studies student, who also serves as the graduate student activities coordinator. Durcan continued, “The clarity for the presentations was very impressive. I thought it was a great opportunity to practice explaining my research to students from other disciplines.”

The event was somewhat similar to the Three-Minute Research Presentation sessions held by the Graduate Studies Office in the past. However, there is a subtle difference in emphasis between the two events. The Three-Minute Research Presentation sessions involve a single three-minute talk and aim to improve public speaking skills. On the other hand, “speed researching” aims to help students present their research swiftly to several people—a skill they will need at job fairs or conferences. Such a skill is crucial in a competitive academic environment.

Speed researching is, indeed, very helpful and from the looks of it, a very successful idea. Please keep your eyes open for the second speed researching event!

by Gilbert Rahme

The Dartmouth Center for the Advancement of Learning (DCAL) held a celebratory lunch on Wednesday, April 10th to congratulate ten graduate students nominated as Outstanding Graduate Student Teachers. The nominees were selected by undergraduate students who felt that their TAs/instructors had gone above and beyond their responsibilities. The nominations and lunch were part of the annual Graduate Appreciation Week.

Working as a teaching assistant is one of the most rewarding, and oftentimes challenging, aspects of graduate school. Being a TA offers the opportunity to learn pedagogical techniques, such as lesson planning and testing strategies, from professors. TAs are in a unique position in that they act as a bridge between students and professors. TAs are therefore able to learn from undergraduates which pedagogical techniques work well.

“I think TAing is an excellent opportunity to ‘grow’ as a person. It makes me more responsible, as I am the person students refer to if they have any problems. TAing makes me see the same issue from different perspectives and appreciate that a problem may be faced and solved in different ways,” said Stefano Poggio from the Department of Chemistry, who was nominated by students from his Chemistry 6 class.

Despite the challenges, these TAs clearly excelled in their role. “He is an excellent teacher, going far beyond any other TA or professor that I have had in terms of his availability outside of class, willingness to discuss and explain the material individually to students, and quality of lectures,” said one undergrad of their TA. “[She] is one of the kindest, more enthusiastic people I know,” said another. Enthusiasm, passion for science, and patience were commonly cited as qualities of the outstanding TAs.

Dr. Cindy Tobery from DCAL hosted the lunch, at which graduate students and undergraduates were able to share classroom experiences and teaching techniques.  Because the graduate students came from very different academic backgrounds, they were able to share diverse opinions on teaching and life as a graduate student. Dr. Tobery noted, “I am always impressed that undergrads take the time to nominate a grad student for this award. Sometimes many students from a class work together to nominate their TA. I think this is a nice way to include undergraduates in Grad Student Appreciation Week.”

“Receiving this award was such unexpected news! I was so touched and honored! Mentoring students is always such a great experience for me, and it is very rewarding to know that the students think that I do a good job!” said Ramsa Chaves-Ulloa from the Ecology and Evolutionary Biology program.

The 2013 nominees for Outstanding Graduate Student Teachers from an undergraduate perspective were Julia Bradley-Cook, Ramsa Chaves-Ulloa and Zak Gezon from the Ecology and Evolutionary Biology program, Zeb Engberg and Zachary Evans from the Mathematics Department, Deqing Li from the Thayer School of Engineering, Stefano Poggio from the Department of Chemistry, Anna Prescott and Alex Schlegel from the Department of Psychological and Brain Sciences, and Damian Sowinski from the Department of Physics and Astronomy.

Congratulations and keep up the good work, TAs!

by Zak Gezon

photo courtesy of Alex Schlegel

Skinner at the MDM Observatory

Graduate Studies is proud to highlight Julie Skinner of the Department of Physics and Astronomy for her many contributions to the field of astronomy and the Dartmouth community at large as she prepares to defend her thesis.

Skinner went to the University of Oklahoma where she received a BS in astrophysics. While at OU, she was involved in astronomy research with Dr. Dick Henry, studying the chemical abundances of planetary nebulae. In addition to her research and classes, she remained active as a musician and university ambassador.

Skinner’s inclination towards observational astronomy was a major factor in choosing where she would pursue her PhD. Dartmouth owns a 25% share of time at the MDM Observatory in Arizona. Telescope time, as well as a wonderful prospective student visit where she was charmed by the Upper Valley region and cheerful graduate students, made Dartmouth the obvious choice.

While at Dartmouth, Skinner has continued to execute exemplary research while remaining involved in activities outside of her chosen field. With advisor Dr. John Thorstensen, she investigates cataclysmic variable stars, a type of binary star system where two stars orbit each other so closely that matter from one falls onto the other. These systems have very fast orbits that may be less than two hours in some cases. The core of Skinner’s thesis revolves around a systematic search for these pairs and their progenitors in a nearby region of our galaxy. Her aim is to confirm that the astronomy community has identified all of the cataclysmic variables closest to us. The best part, according to Skinner, is that she has been involved in every point in the pipeline of data processing—from the telescope to the paper—and notes that there is no better feeling than discovering something brand new.

Science, Technology, Engineering, and Mathematics (STEM) outreach has been a significant aspect of Skinner’s time here at Dartmouth. Her favorite experiences have been the NSF GK-12 program and the National Science and Engineering Festival in Washington D.C. The NSF GK-12 program is coordinated by Dartmouth and pairs a STEM graduate student with a middle school teacher for an entire year. Skinner was placed in an 8^th grade Earth Sciences classroom where she developed and improved curriculum while building communication skills and becoming comfortable in front of a class. At the D.C. festival, Scifest, Skinner participated as part of the “Stellar Forensics” team, developing activities to share with the public about how astronomers use light to get information about the universe. In addition to these experiences, Skinner is a member of the future faculty advisory board for the Dartmouth Center for the Advancement of Learning (DCAL), and volunteers weekly at the Young Explorers preschool program at the Montshire Museum of Science.

Skinner is currently wrapping up her thesis and plans on defending in the near future. To celebrate, she and her husband have discussed the possibility of taking a big trip. One thing is for certain, Skinner deserves to be recognized for her academic achievements and contributions to the surrounding community while at Dartmouth, and we wish her the best of luck in her future.

by Mackenzie Jones

The final seminar in the Graduate Studies series, “Becoming a Faculty Member,” was held on February 15. Two graduate alumni came back to Dartmouth to give their advice on how to successfully obtain an academic job: Allan Weatherwax, professor of physics and the dean of science at Siena College, and Rose Finn, associate professor and department head of physics and astronomy at Siena College. Both are on the selection board for new hires for the science fields at Siena College and have useful knowledge about how to get an academic job.

Before the Interview:

Before you even arrive for the interview, make sure you “do your homework” and that you “know where you are applying,” advised Professor Finn. You should know which faculty members you will be meeting with and read up on their research. Another extremely important point is to understand the type of institution where you are interviewing—is it a small college or a large university? Even before you step foot on the campus, you should come prepared with a research plan that is tailored to that school, commented Professor Weatherwax. Do not make the mistake of asking for resources that are not in line with the size and type of institution where you are interviewing because this shows that you did not do proper research before applying for the job.

During the Interview:

During the academic interview, you will be asked about your past research and what you would like to do for future research. You also may be given a topic in your field to give a sample lecture on. It is important to prepare extensively for these questions and lecture and to be able to clearly convey your research and ideas. Keep in mind that you may be discussing your research and techniques with people who are not in your field of study, so do not rely heavily on technical terms and phrases. During the formal, question-and-answer interview process, Professors Weatherwax and Finn agreed that you should remain humble. When it comes time to meet one-on-one with faculty, use the knowledge you have learned about each faculty member and do not be afraid to “ask people about themselves,” remarked Professor Finn. Being genuinely interested in your interviewer and their work is an easy way to be remembered.

When an Offer Has Been Made:

Once an offer has been made, it is time to negotiate, explained Professors Weatherwax and Finn. Have previous knowledge of the salary range of the position (either by asking directly or through the school’s human resources department). You can also ask for additional research start-up funds. If the salary or start-up funds cannot be negotiated, Professor Weatherwax explained that negotiating for use of equipment is your next step. Another issue to negotiate during this time is the job of your spouse/partner. While some schools cannot hire multiple family members in the same department due to institution rules, certain arrangements may be made for a spouse to become an adjunct or a three-quarter-time faculty member, depending on the situation.

In conclusion, in order to be a great candidate for an academic faculty position, acquire a postdoc (or two!), be prepared to discuss your research and future research plans in detail, research the department and faculty members at the new institution, and do not be afraid to negotiate once you have an offer.

by Molly Croteau

Physics and Astronomy PhD student, Idan Ginsburg, and his supervisor Gary Wegner have recently had their work featured in Time Science.

“[The article] discusses the study of hypervelocity stars—a phenomenon that occurs when a star gets too close to the gravitational force of the supermassive black hole at the center of the Milky Way—sending the stars and planets flying away at incredibly high rates of speed. New research conducted by Dartmouth astrophysics graduate student Idan Ginsburg and Professor of Physics and Astronomy Gary Wegner points to the potential for the fleeing hypervelocity stars to be accompanied by planets.”

See the full article on Dartmouth Now for a link to the Time feature.

2.4m Hiltner telescope

In October, Julie Skinner (supervisor, John Thorstensen) made a trip to MDM Observatory on Kitt Peak in Arizona to collect data  for her research. She makes three to four trips per year to study the population of cataclysmic variable stars in our galaxy—the basis of her research thesis.

Thiago Brito and Zhao Li, both fourth year PhD students (supervisor, Mary Hudson), are coauthors on a paper submitted to J. Atmospheric and Terrestrial Physics in September. They presented posters at the National Science Foundation Geospace Environment Modeling workshop in Santa Fe, New Mexico in June , and so did third year PhD student Shuo Wu, who is working with Richard Denton on ‘whistler wave’ (interactions with radiation belt electrons). They also gave talks at the Center for Integrated Space Weather Modeling’s (CISM) All Hands Meeting, in Jackson, Wyoming in September. They will present posters on their respective research at the American Geophysical Union’s fall meeting in San Francisco in December.

A self-portrait of Julie at Sunset

Thiago and Zhao are working with Mary Hudson on the study of the Van Allen radiation belts, which will be the focus of the upcoming NASA Radiation Belt Storm Probes satellites, scheduled to be launched next August. They receive support for their research from this program as well as the NSF CISM project, which will be entering itstenth year next August. To celebrate the decade of CISM research, the annual CISM All Hands Meeting was held at the beautiful Jackson Lake Lodge, with the Grand Tetons as backdrop. Grad students Thiago, Zhao and Shuo went hiking and rafting during breaks in the meeting.

One of the LaBelle group's antenna's being raised

Second year PhD student Miles Engel spent the summer at Los Alamos National Laboratory participating in the Los Alamos Space Weather Summer School, where he won the LANL Space Weather Summer School’s best research project award. This prize is sponsoring his presentation of that research at the American Geophysical Union Fall Meeting in San Francisco in December. He also experienced the evacuation of Los Alamos during the June wildfire and spent a few unanticipated days in Albuquerque. Miles is continuing his research on solar energetic proton access to the near earth space environment, an important space weather hazard as we approach a new maximum in the eleven year cycle of solar activity in 2013.

On the experimental side of space physics, this winter our Department will be focusing on both ends of the Earth. Matt Broughton (supervisor, Jim LaBelle) will spend a week at South Pole Station, and Phil Fernandes (supervisor, Kristina Lynch) will spend a month at Poker Flat Research Range, Alaska, for the MICA sounding rocket launch. Matt’s task this winter will be to raise antennas at the South Pole. The region is technically a desert, but there is enough blowing snow to bury an antenna in a few years if they aren’t raised.  In addition, Lisa Gayetsky (supervisor, Kristina Lynch) will be a participant in an International Space Studies Institute (ISSI, Bern, Switzerland) workshop on spacecraft sheath studies and modeling.

Group photo of Physics and Astronomy Department

by Kristina Lynch

The transition from a PhD candidate to a professor can often be a daunting one, with the academic job search being notoriously competitive.  Alan Weatherwax, a Dartmouth Graduate alum and Professor of Physics at Siena College in Loudonville, New York, recently spoke with current graduate students to share his own experiences working in academia.

As a professor and associate dean who frequently leads academic search committees within his department, Weatherwax often reads hundreds of applications for just one open position. He stressed the importance of showcasing research abilities through postdoctoral positions along with teaching abilities.  According to Weatherwax, one of the most desirable attributes for a potential candidate is the ability to engage undergraduate students on a variety of levels.

While having TA experience is a plus, having independently taught at least one class is highly desirable.  In addition to developing teaching skills, Weatherwax stressed the necessity of becoming adept at applying for grants.  Even at small liberal arts colleges, the ability to finance your own research is key.  According to Weatherwax, being a grant recipient is one of the best ways to solidify the path to a tenure track position.

Many newly minted PhDs often only consider positions at large research universities, but this is not the only alternative.  Weatherwax spoke of the advantages of working at a smaller school.  Having gone from a position at a large public university to a smaller private university, Weatherwax is now currently the Associate Dean of Science at Siena.  In addition to increased grants and other funding from such agencies as the NSF and NIH, smaller undergraduate-focused schools generally offer more opportunities to actually teach and interact with students on a personal level.

When deciding between positions at different schools, Weatherwax also noted that it is important to ask for the guidelines for tenure in order to understand exactly what the expectations are.  While salaries are typically hard to negotiate at this stage, it is possible to negotiate other aspects, such as lab space or the number of classes you are required to teach.

For more information on postdoctoral career options, visit the Graduate Studies Career Page.

by Erin O’Flaherty

With a mutual interest in the future of women in science, Kristina Lynch, Professor of Physics and Astronomy, and Julie Hogue, Behavior Counselor for the Mascoma Regional Valley School District, have joined efforts to design a mentoring program geared toward bringing together high school girls and women in science at Dartmouth. Now in its second year, the program consists of six participants from Mascoma—three seniors and three juniors—and six Dartmouth graduate students.

According to Hogue, “[the program] is a way for the girls to get exposure to sciences and scientists and also a way for the Dartmouth women to gain some perspective on their accomplishments—to really see how far they’ve come.”

From left: Mingyun Yuan, Julie Skinner, Julie Hogue, Linnea, Dakota, Katrina

With the guidance of their mentors, the girls are developing new perspectives and realizing that there’s more to science than just difficult math and technical terms. By connecting with scientists on a personal level, each girl is able to recognize that a future in science is within her reach.  As Hogue explains, “the Dartmouth volunteers are real people that the girls can relate to.”

When asked about her favorite things to do at Dartmouth, Linnea, a senior from Mascoma, says, “we sometimes tour buildings on campus—the greenhouse was my favorite!” Program facilitator Julie Skinner, a PhD candidate in the Physics and Astronomy Department, adds, “they’ve also been to a public lecture given by a Nobel Laureate.”

Their time together isn’t all tours, science, and lectures, though—they also enjoy getting together to chat over coffee at local Hanover café Rosey Jekes.

While none of the girls has specific plans for college yet, they all agree that the time spent with their Dartmouth mentors has been invaluable.  Not only has it increased the girls’ interests in science, but it has also helped get them excited about college, or as Linnea puts it, “life after high school.”

by Tennile Sunday
photo by Tennile Sunday

Professors Robyn Millan and Brett Anderson are currently in Antarctica preparing for a test flight of a high-altitude balloon payload to study precipitation of radiation belt relativistic electrons. Karl Yando has been working on developing a new mechanical design for this particular payload, and Leslie Woodger continues data analysis for relativistic electron precipitation and developing a thermal model for the BARREL payloads. At the other end of the world, Professor Kristina Lynch and Philip Fernandes are in Svalbard participating in the launch campaign for Dartmouth graduate alumnus Marc Lessard’s RENU rocket.

Professors Jim LaBelle and Micah Dombrowski spent most of January and February in Fairbanks, Alaska, participating in the successful CHARM-2 rocket launch. As a part of a NASA GSRP fellowship, Micah also spent the month of September at the NASA Goddard Space Flight Center in Greenbelt, Maryland.

Nick Bunch defended his thesis on experimental investigations of bursty auroral radio emissions in January, and is now in a postdoc position at Stanford.

Summer was also a busy time for the Physics Department. James Lundberg spent the summer in New Mexico at Langmuir Labs observing x-ray burst activity from lightning strikes, and Thiago Brito and Zhao Li both attended the GEM Workshop in Snowmass, Colorado, and the NASA “Living with a Star” Summer School at NCAR in Boulder, Colorado. Zhao went on to spend the rest of the summer at the High Latitude Observatory at NCAR, where Professor Mary Hudson has been on sabbatical for six months. A highlight of Hudson’s six months ‘Out West’ was participating in the graduate student retreat at Breckenridge, Colorado, in September for NSF-CISM graduate students from Dartmouth, BU, CU, Berkeley, Rice and Alabama A&M University.

“It was fun to get to know and go hiking with students across CISM institutions, with research interests ranging from solar to ionospheric physics,” commented Hudson.

In September, Matt Broughton took a field trip to Toolik Lake and Poker Flat, Alaska, to add antennas to the arrays and set up a four-antenna array for riometry on four separate frequencies. A collaboration with Dartmouth graduate alumnus and current Siena  Professor Allan Weatherwax, the project is believed to be the first time riometry has been attempted on so many frequencies simultaneously.

Working with Research Professor Richard Denton, Shuo Wu has begun a project to simulate magnetospheric whistler chorus waves. These waves are thought to be important for the acceleration and loss of radiation-belt electrons that can damage satellites and endanger astronauts in space. Shuo will be developing her simulation code from the code that former Dartmouth graduate student Yonggang Hu developed to simulate ion-cyclotron waves.

by Kristina Lynch
pictured Physics grad students around the world… The top and bottom of the Earth at the same time!
top left the balloon group in Antarctica; Top right: the rocket group in Svalbard