Ideas+for+New+Faculty+Members+2011

Directions
Below are tips and ideas to aid new faculty members in beginning a successful career. These are being collected as part of the 2011 AEESP "Navigating the Academic Job Search" workshop. If you are a participant in the workshop, you need to __add at least one piece of information to each one of the eight sections__.

To be able to add information, you need to have a login name on wikispaces.com and you need to be a participant in the EnvironmentalEngineeringScience wiki. To sign up and request participation, simply click the "join" button at the top right and follow the instructions. Your request will be approved by one of the wiki moderators.

Once you are signed in as a participant, an "edit" button will be available on this page. Click that and add your tips and questions to each of the eight sections below. If you have any difficulties, please contact David Ladner at ladner@clemson.edu For more advanced use of this Wiki including how to get notifications on changes, please visit this page.

1. Faculty Qualities
What kind of qualities are essential for a successful and fulfilling academic career? Please post your ideas here. Also, please check with your advisors and faculty colleagues to find out about their thoughts and to share them with us on this page.


 * Good research ideas
 * Network of collaborators
 * Entrepreneurial skills; self-motivation
 * Interest in living a balanced lifestyle
 * Good mentoring skills
 * Strong writing skills/ability to "sell" ideas
 * Being a good team leader: acknowledge success and accept failures
 * Good teaching and public speaking skills
 * Strategic thinking - Ability to foresee emerging trends in research and position oneself accordingly
 * Critical thinking
 * Clear vision for how to achieve career milestones (tenure/promotion)
 * Creativity
 * Project management skills
 * Self Confidence
 * Big picture thinking
 * Humility: Find a way to enjoy bragging on the achievements of others more than yourself
 * A sincere love of research in your field
 * Independence and can-do attitude: find away to do what you are trying to do
 * An ability to think outside the box to draw research ideas between fields that take advantage of the knowledge of your students/collaborators and yourself
 * Day to day organization and time management skills (i.e., every minute counts)
 * The ability to express the parties that will be interested in funding one's research -- this needs to go beyond the standard responses such as NSF; this is also an area into which the typical graduate student gets little experience
 * Ability to prioritize important tasks, understanding the line between "it could be better" and "good enough" for teaching, proposals, and writing
 * Ability to work with others both within and outside of your sector/field
 * Patience
 * Acting as a role-model with integrity and fairness
 * Finding a balance between collaborations and independent work
 * Persistence (i.e., willing to improve and resubmit declined research proposals multiple times)
 * Having a support system in both your personal and professional life
 * Maintain an active awareness of current research being completed in field of interest (attend conferences, journal subscriptions, etc.)
 * Dedication to the discipline (primary) and not to university, professional organization, department, etc
 * Talk with lots of people, especially those outside your field. They can give you new perspectives or spark new research ideas
 * Creative insight on research idea and strong network ability.
 * True mentorship of students. Find the potential in each student, mentor them academically/intellectually, but be willing to mentor them personally as needed.
 * The ability to relate your research to regular people and varying audiences. You should be able to explain it to any audience considering their particular backgrounds.
 * The unwillingness to settle for mediocrity
 * The ability to ask the "right" questions to solve a problem.
 * The ability to be succinct with ideas.
 * Good social skills, this will help form collaborations and also will help in managing the students
 * Motivation and drive to overcome obstacles.
 * Dedication to personal education and the advancement of knowledge.
 * Curiosity, drive, determination
 * Good social skills, this will help form collaborations and also will help in managing the students
 * Approachable
 * Have a good awareness (of group mentality, or someone's understanding, etc.)
 * Grounded. Aware of the importance of applicability of research ideas/results.
 * Working with knowledgeable professionals in industry to ensure practicality of research.
 * Good interpersonal skills
 * Setting a high standard from the start
 * Good working environment: gets along with peers
 * Time management
 * Creative, writing/teaching skills, collaboration network and publishing.
 * The ability to trust others (e.g. students and collaborators to do what is expected of them)
 * Good organizational skills to meet both long- and short-term goals.
 * Enthusiastic, knowledgeable, and innovative

2. Tips on Teaching
What are some tips on teaching?

.
 * Clearly express rules of conduct/ expectations
 * Make your lecture--or at least part of it--fun. A bored student's mind is not learning.
 * Strive for active learning. Play the role of teacher-as-guide or teacher-as-coach.
 * Incorporate practical examples to make your lecture easy to follow
 * Keep up with your time line, and make your lectures organized
 * Incorporate technology into lectures and labs to encourage students to become cognitively active
 * Adapt pedagogy based on feedback acquired from students and peers
 * Clarify the requirements and teaching philosophy at the beginning at the semester
 * Return assignments in a timely fashion and with useful feedback
 * Must be passionate about what you are teaching and find passionate students
 * Leverage the collective knowledge of the class, recognize the potential to learn from students
 * Invite guest lecturers who are experts in their field to ensure students see the practical application of their education
 * Involve your research concepts or activities in your teaching so that students see that you use what you are teaching often
 * Create targeted assessments that accurately test learning objectives regarding what students must be able to do or know
 * Use real world examples to motivate your lectures
 * Begin lectures with a question that you answer at the end of the lesson
 * Frequently check with the students to gauge their level of comprehension either by asking a question or by asking for questions; in a large class this can be done the technology. One also has to decide which portion of the class one is teaching to -- it should be advance enough to engage the motivated students, yet basic enough to bring along the others
 * Create homework assignments that include basic plug-and-chug problems for initial understanding, but also include problems that challenge the students to think critically before the tests.
 * Encourage participation/discussion in class lectures/activities
 * Need to understand student ideas
 * Make the coursework relevant by using germane, applicable, real-world examples that connect theory to practice
 * If using computers to teach, do not overwhelm students with PowerPoint slides full of text; limit the amount of text and leave blanks for students to fill in during the lecture.
 * Keep in mind the difference in learning style and culture background of each individual students, know each student and treat them as your own children if possible
 * Define course learning objectives: "When this course is over, I want the students to walk away understanding/being able to/..."
 * Find a good balance between using slides and hand writings; taking notes is a part of learning
 * Patience
 * Utilize "recovery moments" during class if necessary to re-engage/re-focus students through the use of humor, video, etc.
 * Student questions reveal something about their "mental map" of the concept. Try to use their map as a guideline of how to frame your answer.
 * show great enthusiasm and interest, and encourage students to discover best available learning strategy for their own
 * Utilize current and trending media and communication tools, such as Blackboard, Twitter, Facebook, Wikipedia, Skype, etc.
 * Be willing to research and attempt new teaching methods/styles.
 * Take the time to answer student questions, no matter how simple and trivial
 * Admit if you do not know the answer to a question, propose to research with the student to find the answer
 * Show enthusiasm for the subject area. If you seem bored, then the students will be bored.
 * Create assignments that accurately convey mastery of subject material.
 * Patient during class when asking questions (expecting class participation)
 * Professionalism as part of grading
 * Hold students accountable and be accountable to them.
 * Bring up to date concepts to the classroom, science evolves with the minute.
 * Understand the 'preconceptions' the students may have about the subject/topic when they come to class and then work with them to facilitate learning
 * Give yourself enough time to prepare your lecture before you get to class.
 * Incorporate "active learning" techniques and innovative pedagogy methods to facilitate effective teaching of complex concepts, direct involvement and interaction among students, and open communication with the instructor.
 * Clearly state the assignment goals.
 * Prepare well.
 * Continuously ask for feedback.
 * Understand that students learn differently and incorporating different learning tools into the course to give everyone the best chance to succeed
 * Motivate students to learn actively rather than passively.

3. Tips on Supervising
Which tips can you share about supervising students?


 * Avoid last minute requests
 * Be sure the student has ownership of their project from the beginning. Help them come up with specific tasks--and the reasons for doing them--themselves instead of giving them specific tasks to perform.
 * Do not advise your students the same way you were advised. Get to know each student and his/her skills, interests, and weaknesses and develop a personal relationship of advising, mentoring, and supervising research.
 * Make sure your students receive the kinds of trainings needed for their future career
 * Develop a communication strategy in which you and your students explicitly state your thoughts, expectations and requirements for professional development.
 * Discuss the most updated research topics with students
 * Help each student tailor their experience to their career goals (workshops, scholarships, etc)
 * Be involved with all aspects of the research (details and big picture) without micromanaging
 * Be transparent with your students.
 * Make sure students don't lose the general perspective or "big picture" of their project.
 * Encourage students to develop a working relationship with their other committee members
 * Don't give a student too much. Provide assignments which are small, yet challenging so that they can gradually build their skills and confidence
 * Remember the big picture and that there is life outside of class, research, and academia
 * Guide students in a way where they feel empowered, encouraged, and allowed to express their own creative thinking. Don't clamp down on an ill-planned idea right away.
 * Cast vision for your students. What kinds of things do you see them achieving? Let them know what that is while allowing them to have their own career goals.
 * Stress the concept that there isn't only one right answer and their ideas are just as valid
 * Give ample opportunities for students to present and be proud of their work, even this is just in short group meeting presentations
 * Even though micromanaging leaves the student feeling cramped and untrusted, adequate supervision needs to be in place to ensure safety and that they don't develop bad habits over time. This idea/expectation should be laid out in the beginning so that it doesn't come across as a lack of trust.
 * Let students know that any time spent working in the lab is productive time, regardless of results. They should not be discouraged by failures in the lab, but rather see them as an opportunity to learn something new and progress.
 * Encourage students to develop their organizational and time-management skills
 * Be patient
 * Encourage independent thinking by giving your student(s) creative latitude (even if it means making a mistake)
 * When a new student arrives in the lab, direct another student to help him/her get accustomed to the lab/equipment because teaching is the best way to learn
 * Provide student enough resource for future career development (i.e., workshop information, conference networking etc.)
 * Familiarize students with how grant proposals are conceived and written, and how funding is managed; involve them in this process where possible and encourage them to write their own proposals
 * Encourage the students to always ask questions, no matter how simple they may think the answer might be
 * Written weekly updates to the supervisor can be tedious, but they are extremely helpful in the long run. Especially when paper-writing time comes around.
 * Be patient and encourage to the progress of students. Give students enough opportunity for independent thinking and also provide quick and positive feedback.
 * Be willing to do "remedial" training with your research students if they need it. They may be very bright yet exhibit weakness in critical areas such as language, technical writing, and ability to define scope. Work through their weaknesses so that their strengths are not hindered by them.
 * Clearly state the status of funding/financial support to each student at beginning of each semester/quarter.
 * Allow student certain flexibility to apply for summer intern or oversea exchange.
 * Encourage and guide students on how to apply for and complete summer internships, research opportunities, and other career developing experiences.
 * Be where the students are.... in the lab, classroom, extracurricular, and meetings.
 * Give freedom to students to make mistakes and learn from their mistakes
 * Encourage questions. Answer emails promptly, and be available to meet if necessary.
 * Encourage finding a mentor as well as talking with peers to help formulate ideas
 * Provide an adequate forum for feedback
 * Be humble when answering questions. Remember when you were a student and you didn't have all the answers.
 * Check progress and provide timely feedback
 * Be transparent (ensure the students understand what is expected from them)
 * It might be beneficial to attend some type of diversity training so that you will know how to properly respond to the different backgrounds and cultures of your students.
 * Encourage and mentor in addition to supervising. Many professors are supervisors not mentors
 * Be patient and encourage students to solve problems independently.
 * Develop an appropriate management style for each person you are supervising and communicate expectations.
 * Find a balance between having students explore their project while not letting them flounder for too long
 * Communicate with students effectively

4. Being a Student
Related to number 3, understanding your students is a key part of being a good advisor. Post one item each on rewarding and challenging aspects of being a student. You can add more rows by using the table icon or using the 'text editor'.
 * __**Rewarding**__ || __**Challenging**__ ||
 * Graduate with Ph.D. || Low pay ||
 * Flexible Schedule || Your experiment is more demanding than a child ||
 * Working with my awesome advisor. || Doing something no one has done before. ||
 * Doing hands-on research || Write along the way ||
 * Possibly a better job after graduation || Dealing with the possibility of failures ||
 * Interactions with fellow researchers, faculty || Lack of success and/or recognition for hard work ||
 * Doing cutting edge research || Seeing the light at the end of the tunnel ||
 * Continuous learning || Sustaining the effort ||
 * Doing interesting work || Learning laboratory techniques on your own ||
 * Contributing to your profession || Navigating an unclear path from start to finish of a graduate degree ||
 * Opportunities to travel (conferences, workshops, field work) || Develop an efficient and positive working relationship with other faculty and fellow students involved in research collaborations (especially when the nature of the research is interdisciplinary). ||
 * Freedom to let your interest guide your research direction || Being overwhelmed so much by everything that you could do that you are paralyzed ||
 * Often doing something totally new || Suffering from inefficiency because you are always taking on tasks that you have little experience with ||
 * Getting to be involved in research which is personally exciting and rewarding || Trying to explain your research to family and friends, but they are not able to understand it well enough that they will be as excited as you are. ||
 * Opportunity to learn from many mentors at one time || Being self motivated even in challenging times ||
 * Using critical thinking skills constantly || Facing an uncertain job market and uncertain funding landscape after graduation ||
 * Picking a problem and then working to determine the best way to solve/answer it || Learning to give your self credit and stand up for your self as a intellectual that has something to contribute - e.g. asking a question at a conference ||
 * Meeting and working with highly motivated people interested in a similar topic. || Doing monotonous lab work for extended periods of time to generate necessary results ||
 * Learning from fellow students' research || Being over-committed (e.g. research, classes, teaching, administration responsibilities, etc.) ||
 * Good sources of data and technical skills || Organizing lab note ||
 * Independence to explore various topics that are intellectually stimulating || Self-discipline to get the writing done in a timely manner with no "strict" deadline ||
 * Creating new knowledge || Keeping up with the literature when most of the time is spent in the lab ||
 * Satisfied of being creative || Finding out that you are reinventing the wheels ||
 * Developing new skills || Being asked to do more work than will ever fit into your thesis ||
 * Development of personal relationships with fellow students and faculty outside of research || Working with others who have significantly different styles (detail-oriented vs. big picture, etc.) ||
 * Time and freedom to play with new ideas and learn for learning's sake. || Dealing with supervisors when their personality and priorities do not match your own. ||
 * The balance between independence thinking and advisory requirement || Less recognition and rewards for hard and productive works. ||
 * Publishing paper(s) with your name || No great finding but still need to publish ||
 * Always having the opportunity to learn new things || keeping yourself up to date in your field while trying to expand your knowledge to other fields ||
 * Independence that also includes support || having to write and think while also working in the lab ||
 * Realizing that you have became a extremely resourceful and smart individual || Getting your advisor to be as focused in your work as you are - to pay attention to you when you really need him/her ||
 * Not having to deal with the stress of tenure || Worrying if you will get a tenure-track position upon graduation ||
 * Freedom and flexibility to explore new techniques and concepts. || Keeping a consistent positive attitude during challenging times. ||
 * Can claim ownership of research work || Maintaining a good relationship with your advisor and keep yourself motivated with your research for several years. ||
 * Making a contribution to this world || Managing laboratory work, writing, and updating with new literature as you make progress in research ||
 * Learning new skills and information || Will the skills I learned be enought to help me find a job? ||
 * Interdisciplinary research || Am I too interdisciplinary? ||
 * || Often I feel our work is esoteric and disconnected from the real problems of the world ||
 * || Nothing tangible accomplished at the end of any given day ||
 * Learning new knowledge || Good balancing between personal life and lab work ||
 * Opportunities to mentor other students || Learning how to network effectively ||
 * Meet people with diverse interests and backgrounds in a collaborative environment || Emphasis on publishing as quickly as possible; at times at the expense of quality ||
 * Not worry about funding || Balance between class and research ||

5. Tips on Getting Funding
What tips do you know about getting funding?


 * Speak with the potential funding agency before submitting the proposal
 * Finish the proposal soon enough before the deadline that you can walk away from it for a day or two then give it a final polish.
 * Collaborate, innovate.
 * Be proactive about finding your own funding and give your grad students the opportunity to write proposals.
 * Keep updated on the recent research progress of your area through many conferences
 * Explore potential application in practice and get funding from industry
 * WOW factor - Convince your review panel that your work will change your little (or large) corner of the universe ([])
 * Adhere to the requirements in the call for proposals (length, what info to include, etc)
 * Stay in research areas that directly serve a practical need
 * Don't give up if your first proposal is not funded
 * Clearly address all requirements so that reviewers don't have to search (i.e., broader impacts, intellectual merit)
 * Explore many different funding options, don't depend on just one
 * Network with industry contacts so they remember you when funding is available
 * Become __the authority__on some topic so that people seek you for collaborations on that point; this will also demonstrate to potential funding agencies that you have the experience (and equipment) to perform the proposed project
 * Have preliminary data
 * Learn from others that have received similar types of funding
 * Work with a truly interdisciplinary team of Co-PIs
 * Branch out to new areas by submitting proposals to different funding agencies; It doesn't hurt to try!
 * Keep a good record on conducting funded research
 * Build upon the strengths or uniqueness of your location and available resources
 * Have someone outside of your field read the proposal to make certain your main ideas are clear (e.g. University Writing Center)
 * Prioritize: focus on writing a great proposal for an area in which you have expertise rather than many in areas where you have a low probability of success.
 * Innovative idea and rational foundation in high quality proposal; strong networks with potential funding agencies.
 * If you are new at requesting funding, collaborate with a researcher who has more so that you can write a grant together and learn from their experience.
 * If you believe strongly in your idea, make sure that it is obvious in your proposal why your idea is so unique or the results from the research activity will be so valuable.
 * Use a grant proposal to demonstrate that you understand what is important to the funding organization, that you are responsible and efficient with funds, and that you can focus on getting the most meaningful conclusions. Prior projects will help demonstrate your commitment to excellence so never do one halfway.
 * Carefully perform the ongoing project(s) to build up the reputation
 * Clear statement of goals and expected results in the research proposal
 * Use comments/criticisms of rejected proposals to improve current proposals.
 * Preliminary results included in proposal if possible to support hypothesis and show that your are committed to this work
 * Establish realistic/useful research goals and capability to comply with proposed work.
 * Clearly present the intellectual merit of your approach in the proposal.
 * Try to make your proposal interdisciplinary.
 * Network to collaborate with well-respected senior peers and scientists.
 * Interdisciplinary is important.
 * Write clearly
 * If you will be conducting international research obtain letters of support from partner organizations, local governments, and all stakeholders if possible.
 * Know what industry needs.
 * Be flexible and adaptable to the needs of the funding agency
 * Talk with the program manager to determine specific areas of interest for that program
 * Meet people at conference and build collabration.

6. Workshop Attendee Questions
This part is specifically geared to the 2011 workshop. What are some questions you would like answered at the workshop?


 * How should I prepare for a phone interview?
 * What should I talk with faculty members during my on-site interview?
 * Are there any special tips for international students looking for an academia job?
 * Most applications require a cover letter, teaching and research philosophy as well as a CV. Which of these are most critical to "personalize" for the application process?
 * How can I establish the networking with professors meeting on the conference and maintain the networking in the future?
 * How can I learn more about working at places that are not like my graduate institution (e.g., schools that are not huge research centers)
 * What are the variety of academic positions out there? Am I more suited for one type than another?
 * How important is it to try to participate in international conferences and collaborations?
 * Suggestions for the transition from student or researcher to advisor
 * How can I best present myself to be competitive despite potentially having less experience than other candidates (young professors versus recent grads)?
 * What are the top pitfalls at each step in the process? What common mistakes do people make in application writing? telephone interviewing? on-site interviewing?
 * The teaching statement is nebulous -- I have no idea how to express to the search committee that I would be a valuable contribution to their current department. Is there any risk in sounding too enthusiastic about teaching (and therefore not committed enough to research)?
 * Does filling in as a guest lecturer, say 10 or so times, provide enough teaching experience in the eyes of a committee or is it necessary to TA for an entire semester?
 * How should one go about marketing themselves to departments/colleges if your skill set may be valuable to them, but unlikely to be included in regularly advertised positions?
 * What is the best way to make good relationship with senior professors?
 * What are good strategies for keeping your cover letter out of the recycle bin?
 * What is the difference between a "job talk" and a "conference talk"?
 * How specific should I be when talking about future research interests?
 * If a particular university of interest does not have a faculty position announced, can I send them my CV and ask if they are hiring in the next year or two?
 * What are the top 3 questions that one should ask during a faculty interview?
 * How can a search committee equally compare a newly minted PhD with other candidates that might have multiple postdocs or may already be assistant professors at other institutions?
 * What are reasonable startup package estimates and could I scare away a potential offer if my estimate is too large?
 * Should a person mention about being minority or female in the CV if the university is "encouraging female and minority to apply"?
 * What are the pros/cons of applying for professor positions in the U.S. following a postdoc abroad, i.e. in Europe?
 * What is a recommended timeline for beginning the job search for those that have not yet graduated with their PhD?
 * I would like advice on how to present my interdisciplinary research program to appeal to search committees that may be focused on more traditional, single-discipline topics, since very few job announcements are actually looking for interdisciplinary applicants.
 * For young, potential faculty applicant, how to convince the search committee about the ability to attract future funding although without good track.
 * What do faculty search committees expect from new PhDs when it comes to funding ability and experience? If have little experience with grant writing or reporting, does that disqualify you?
 * What are quality universities most looking for in new faculty members? What skills/abilities/personality traits/character do they have the most trouble finding?
 * Getting a faculty position anywhere sometimes feels as difficult as getting picked for the NFL draft. Please be honest, and give us a sense of our real chances. For every faculty position, are there usually in the neighborhood of 500 candidates you are competing with? What would you suggest to help us with potentially overwhelming odds of actually becoming faculty somewhere? Is the chance of getting hired at a university so low that the only wise course of action is to be pursuing jobs outside of academia simultaneously, or is that distracting from the faculty application and interview process?
 * How important is it to have post-doc experience when searching for faculty positions? When you (current faculty) review applicants, do you generally prefer post-doc experience? Would you go so far as to recommend that new PhDs not even spend the time to apply for faculty positions because post-docs are more qualified?
 * How important, when looking for faculty jobs, is it that you have the perception of always having a continuous research and publication record? If you have graduated and are searching for a faculty position without any research particularly active at the moment, should you try and find something so that you can preserve the "continuous" activity record?
 * During faculty hire interviews and other discussions, is it good to tout the record, reputation, and experience of faculty advisors that you have had in the past, or is that seen as some kind of lack of independence?
 * <span style="font-family: Arial,sans-serif;">What would the "ideal" junior faculty candidate look like? If you could build one from scratch and get everything you wanted (as a hiring faculty member), what would that candidate be like?
 * <span style="font-family: Arial,sans-serif;">For any person that hires for any job, you want to make the best choice for the job that you can with only limited information. How much information about a faculty candidate do you (as a hirer) feel like you need before you can recommend them for hire? What part of the hiring package is most persuasive to you? (e.g. Publication record, those collaborated with, diversity of experience, intangibles, a lecture demonstration, demonstration of ability to field difficult questions from you and your colleagues, passion and desire for research, common sense, etc.) What allows you to put your reputation on the line to say, "This is the one we want" without fear of that person being a major bust within your department? As small follow-up, what information about candidates do you usually feel like you almost NEVER get from the entire faculty search process but would really like to have? How could a faculty candidate provide that kind of information for you?
 * <span style="font-family: Arial,sans-serif;">Do the impact factor really count? In general how many papers are needed to move on to the second round?
 * Are there any skills or tools I should work on or become familiar with to obtain a faculty position?
 * Given the large number of qualified candidates applying for faculty positions, what are some unique ways to "set yourself apart"?
 * <span style="font-family: Arial,sans-serif;">Does teaching at an undergraduate university or accepting a non-tenure position increase my chances of being accepted for a tenure position? Do you recommend this versius doing a postdoc?
 * <span style="font-family: Arial,sans-serif;">During the application and interview process, how many "new/different" ideas that you have about curriculum should you discuss?
 * <span style="font-family: Arial,sans-serif;">What are the chances in academia for international applicants vs US native ones?
 * <span style="font-family: Arial,sans-serif;">Why do some professors think it is the responsibility of their graduate students to get tenure for them?
 * <span style="font-family: Arial,sans-serif;">How long does the faculty selection process take?
 * <span style="font-family: Arial,sans-serif;">As a new PhD, should I have found my research niche while applying or interviewing for a faculty position?
 * <span style="font-family: Arial,sans-serif;">How do I start the job search process?
 * How do I identify interdisciplinary academic jobs if you are not a traditional engineer?
 * How do I utilize my interdisciplinary background to my advantage when searching for a job?
 * Is is possible to obtain an adjunct status as a junior faculty? How can I gain more experience overseas but maintain connections in academia?
 * Would it be unfavorable to continue post-doc research at the same institution where Ph.D.is done?
 * How important is networking in the faculty job search?
 * How important is the teaching statement compared to the research statement/CV? If the candidate has a good research statement/CV, will the teaching statement be given less consideration?
 * What is the key part for preparing for the "chalk talk"?

7. Careers
More information is available on the careers page of this wiki site. If you are attending the 2011 workshop, go there and add information on at least one of the academic, business, or non-profit career sections.

8. Organizations OR Scholarships and Fellowships
If you are attending the 2011 workshop, please also add information to either the organizations or scholarships and fellowships page.