Ideation in Ontario

Last week in Guelph, Ontario, Canada, I had the unique please of “nerding out” with long-time colleagues (who I was meeting in-person for the first time) about microbial ecology questions that we wanted to answer, the science fiction we were reading, which metal band to listen to for the winter holidays, how to perform large-scale research on a tight budget, and whether the next season of whatever show had piqued our interest would be any good. The nerds-in-question are the Microbiome Stewardship research group, led by the intrepid Kieran O’Doherty, that I’ve been a part of for the past few years (and longer, counting the time we’ve collaborated through the Microbes and Social Equity working group).

Group photo of Left to right; front: Zhongzhi (Michael) Sun, Emma Allen-Vercoe, Sue Ishaq; middle: Mikaela Beijbom, Mallory Choudoir, Sarah Elton, Kieran O'Doherty, Panuya Athithan; back: Grace Gabber, Andreas Heyland, Rob Beiko.
Left to right; front: Zhongzhi (Michael) Sun, Emma Allen-Vercoe, Sue Ishaq; middle: Mikaela Beijbom, Mallory Choudoir, Sarah Elton, Kieran O’Doherty, Panuya Athithan; back: Grace Gabber, Andreas Heyland, Rob Beiko.

Over two days, my microbiome stewardship colleagues and I (both original team and expansion pack researchers) shaped our concept of what it means to share microbes between individuals, communities, and ecosystems; what it would mean to consider microbes as a natural resources to which everyone had an innate right to; and how it would look for public and planetary health to reduce the harm of human industry and consumerism to live more sustainably and regain all the benefits that the microbial world can provide us. Our of this meeting, we imagined what the focus of our next year or two of research will look like, as individual researchers and as a group, as we embark on the next phase of our multi-year project: case studies of how microbiome stewardship could be tailored, implemented, and evaluated. These studies will be published as they are completed and pass peer review, in a scientific journal online (announcement forthcoming).

This research ideation meeting followed two years of conversation, presentations, a symposium (sessions can be viewed here), journal articles, and a whole lot of research-, personnel-, and travel-coordination on the part of our research wrangler, Mikaela Beijbom, who has been helping us to organize our words and activities for the past 8 months.

As this tumultuous and combative year comes to a close, and as I prepare to end the “break” which was my semester-long sabbatical and return to 50-hour work weeks, the precious opportunity to let our minds wander – through work, life, and play – was a brief return to the pure joy of scientific discovery which drew us all to our careers. This year, scientists have faced hurdle after hurdle placed by the very public research institutions which were created to help us seek knowledge on behalf of the public good. Funding cuts have reduced the scientific workforce; lost precious time, expertise, and data; and disrupted the innovation and ideation process which research forges. Yet, the time I spent with colleagues last week was a reminder that knowledge generation, public good, scientific inquiry, and collaboration are values which cannot be defunded, banned, or curtailed so easily. As for our group, we’ll keep meeting (virtually, at least) throughout 2026 and beyond, for the love of science.

UMaine has an open position for an Assistant Professor of Integrative Avian Biology

Position Title: Assistant Professor of Integrative Avian Biology (id:73435)

Campus: Orono, Maine

Department:School of Biology & Ecology – OSBE

Bargaining Unit: AFUM

Salary Band/Wage Band: N/A

Details and Application: https://umaine.hiretouch.com/job-details?jobid=73435

Search Timeline is as follows:
Review of applications to begin: February 4, 2022
Screening interviews to begin no earlier than: March 1, 2022
On-site interviews to begin no earlier than: April 1, 2022
Tentative start date: August 29, 2022

For questions about the search, please contact search committee chair Dr. Danielle Levesque at danielle.l.levesque@maine.edu or 207-581-2511.

Statement of the Job:

The School of Biology and Ecology seeks integrative avian biologist for a 9-month academic year, full-time, tenure track position at the Assistant Professor level. We are interested in a broadly trained scientist who addresses physiological, neurobiological, immunological or endocrinological questions using birds as a study system. This position will contribute to growing departmental strengths in organismal physiology, global change biology, one health, biomedical sciences, ecology, biogeography, and evolution. 

Essential Duties & Responsibilities: This position is 50% teaching and 50% research. The successful candidate is expected to establish an externally funded research program that complements current research in organismal biology in the School of Biology and Ecology and other units in the College of Natural Sciences, Forestry and Agriculture (NSFA). We seek avian biologists who will build on existing strengths in integrative organismal biology and ecology on campus. Areas of particular interest include endocrinology, eco-immunology, and neurobiology using either field or lab-based studies. The ability to develop research relevant to Maine’s natural resource conservation, forestry, or agricultural industries is also desirable, as well as the capacity to provide assistance to stakeholders and other researchers as part of Maine’s Land Grant mission.

The successful candidate will be responsible for teaching upper-level undergraduate courses such as avian biology, animal behavior, and endocrinology. The faculty member will also be expected to contribute to the enhancement of the breadth of research areas for the growing demands of undergraduate capstone experience and honors thesis research at SBE and other departments.

The first MSE symposium was a success!

Last week, the Microbes and Social Equity working group hosted its first ever symposium! We hosted 15 talks over 5 days, with each session melding presentations and active discussion groups.

In total, the symposium had 254 participants (467 registrants) from 22 countries, and including researchers from various fields and career levels, as well as members of the Maine State Legislation, and members of the general public.  The breakout rooms resulted in 16 draft documents collaboratively written by meeting ideas, which highlight issues/barriers to social equity in research and practice, resources and policy ideas to resolve inequity, research questions yet to be answered, and ideas for curricula development and integrating research and policy into education.

Applications still open for Assistant Extension of Professor / Assistant Professor of Animal Science at the University of Maine

The University of Maine Cooperative Extension invites applications for a full-time, fiscal-year, continuing contract eligible faculty appointment as Assistant Extension Professor and Assistant Professor of Animal Science. 

This position is an 85% appointment with UMaine Extension and a 15% teaching appointment through the University of Maine School of Food and Agriculture.

The successful candidate will be located on the campus of the University of Maine in Orono, Maine.

The faculty member in this position will develop and lead educational outreach and applied research with an emphasis on dairy science; work with other UMaine faculty and professionals, advisory boards and volunteers to offer off-campus programs addressing the educational needs of the Maine dairy industry and other agricultural industries; teach undergraduate courses in the School of Food and Agriculture (SFA).

For a complete job description and to apply: https://umaine.hiretouch.com/job-details?jobid=66728

Search Timeline is as follows:
Review of applications to begin: April 15, 2021
Screening interviews to begin no earlier than: April 30, 2021
On-site (or virtual visit) interviews to begin no earlier than: May 15, 2021
Tentative start date: July 1, 2021

Applications sought for Assistant Extension Professor and Assistant Professor of Animal Science at the University of Maine

The University of Maine Cooperative Extension invites applications for a full-time, fiscal-year, continuing contract eligible faculty appointment as Assistant Extension Professor and Assistant Professor of Animal Science. 

This position is an 85% appointment with UMaine Extension and a 15% teaching appointment through the University of Maine School of Food and Agriculture.

The successful candidate will be located on the campus of the University of Maine in Orono, Maine.

The faculty member in this position will develop and lead educational outreach and applied research with an emphasis on dairy science; work with other UMaine faculty and professionals, advisory boards and volunteers to offer off-campus programs addressing the educational needs of the Maine dairy industry and other agricultural industries; teach undergraduate courses in the School of Food and Agriculture (SFA).

For a complete job description and to apply: https://umaine.hiretouch.com/job-details?jobid=66728

Search Timeline is as follows:
Review of applications to begin: April 15, 2021
Screening interviews to begin no earlier than: April 30, 2021
On-site (or virtual visit) interviews to begin no earlier than: May 15, 2021
Tentative start date: July 1, 2021

“Now what? Science journeys into host associated microbiomes”

With the closing of the fall semester, I said goodbye to the students in my AVS 254: Introduction to Animal Microbiomes class. Despite the challenges and turmoil of fall 2020, these students have been engaged, enthusiastic, and creative. After presenting lectures on the microbial communities in and on animal hosts and how they can impact health and fitness, for the final class of the semester, I wanted to close with perspectives from the broader world of science.

To that end, I compiled several videos of “science journeys”, as told by active researchers in host microbiology, with an introduction to the class/video and my own science journey. I hope to compile a new volume each year I teach the class, to gather diverse paths.

I am extremely grateful for the time, effort, and thoughtfulness of the researchers who were able to contribute during a hectic semester to volume one:

  • Edna Chiang, University of Wisconsin Madison, @EdnaChiang  
  • Dr. Kaitlin Flynn, Benaroya Research Institute in Seattle, @microkaitlin  
  • Kiran Gurung, University of Groningen, @kirangurung29  
  • Jocelyn R. Holt, Texas A&M University, @JocelynRHolt  
  • Chissa Rivaldi, University of Notre Dame, @Powerofcheez  
  • Dr. Laura Tipton, Chaminade University of Honolulu, @lauraomics  
  • Dr. Benjamin Wenner, The Ohio State University, @Bynjammin

A series of blogs planned about developing my Teaching Statement!

One aspect of my journey in academia that I did not receive any formal training in (few do but that’s beginning to change), was the development of a Teaching Statement. Which is to say, how to develop my personal philosophy on how I approach university-level education, how I decide which facets of information or skills to include and foster in students, and how to assess whether my teaching style and content are effective.

Over the next few weeks, I’ll be sharing selected portions of my Teaching Statement here, as I refine my philosophies for the submission of my second-year review this fall. I welcome feedback! Feel free to comment on the post (note, all comments require my approval before appearing publicly on the site), or contact me directly if you have more substantial edits.

The Teaching Statement is a component for most academic positions which include a lecture or teaching component as a primary effort of the job. I had to write one for my assistant professor applications, but not for any of my post-doctoral or graduate positions even though those included some teaching. For my job applications, my Teaching Statements reflected my previous experiences, explained the courses I wanted to develop, and gave a brief introduction to how I approach teaching.

As a tenure-track assistant professor, I will spend the first 5-ish years of my position creating a tenure packet – a massive document that amalgamates all my accomplishments, failures, and explanations of my actions. Since 50% of my appointment is teaching, my packet will include student evaluations of my courses, a list and description of the courses I developed, and a detailed Teaching Statement. I will use the Statement section to outline my teaching strategies, how I implemented them at UMaine, and how I improved them over time. Since I have only been teaching for a few months at UMaine, my current Teaching Statement includes a lot of strategies which have been implemented only once so far. My Statement will refine over time as I have more to add to it, as I work out the kinks in my course materials, and as I incorporate new aspects of learning and application into my pedagogy.

Teaching Statements are not confidential (assuming they do not contain sensitive information), but are generally only shared at the request and by the discretion of the faculty member. Each tenure-granting institution is unique, and departments weigh criteria differently, thus Statements can’t really be directly compared between faculty. That being said, I thought it would be beneficial to share some of my content and the process, in part because I might as well get the extra credit for writing a blog post on content I have already generated, but also because I feel that transparency can improve my competency and academia in general.

5-year anniversary of my PhD graduation!

Seems like a lifetime ago that I walked the stage and was hooded during the graduation for my doctoral degree, just 5 years ago. In 2020, most Universities have cancelled their in-person graduations due to pandemic concerns, with faint hopes that they might be able to host the opportunity for 2020 graduates “to walk” at a future ceremony. It’s a good day to reflect on the opportunities and privileges I’ve been afforded that have helped me along the way.

I defended my PhD in mid March 2015, and within two weeks had driven with Lee from Vermont to Montana, flying back to VT for the ceremony in May. In those 5 years, I moved to Montana, then Oregon, then Maine; I’ve worked for 4 different departments in 3 Universities; I’ve had several different hair styles; I adopted a dog, got married, and bought a house; applied to dozens of jobs almost every year because of the short-term appointments I held; and established a research lab at the University of Maine as an assistant professor. It’s been a pretty busy 5 years, all around. I look forward to the next 5 years, and the opportunity to help the next generation of researchers begin their journey.

AVS 254: Introduction to Animal Microbiomes

My first official course at the University of Maine has been approved! Starting Fall 2020, I will teach AVS 254: Introduction to Animal Microbiomes!

This 3-credit course is geared towards undergraduates with a science background, with sophomore status or higher. Some familiarity with microbiology, genetics, mammalian anatomy, or microbial ecology would be helpful, but is not specifically required.

The working syllabus can be found here, with more information on lectures, assignments, workload, classroom policies, and more:

Description:  This course introduces students to host-associated microbiomes; the genomic collection of bacteria, archaea, fungi, protozoa, and viruses present in a host ecosystem. In each lecture, we will focus on an anatomical location, and discuss the host and environmental pressures which select for the resident microbial community.  The material is primarily in animals (mammals, birds, fish, amphibians) but includes some human-specific comparisons. This course will introduce ecological theories (e.g. environmental selection, neutral theory) in the context of microbial communities, the history of host-associated microbiology, and how technology has contributed to or limited our understanding of organisms and their critical role in our health and development. The skill-set objectives include group discussions, reading scientific literature, and scientific writing in a variety of styles and both technical and non-technical formats. 

What is academic Outreach/Extension?

Service can be a vaguely defined expectation in academia, but it’s an expectation to give back to our community; this can be accomplished in different ways and is valued differently by institutions and departments.  Outreach is an easily neglected part of science, because so often it is considered non-essential to your research.  It can be difficult to measure the effectiveness or direct benefit of outreach as a deliverable, and when you are trying to hoard merit badges to make tenure and your time is dominated by other responsibilities, you often need to prioritize research, teaching, advising, or grant writing over extension and service activities.  Nevertheless, public outreach is a vital part to fulfilling our roles as researchers.  Academic work is supported by public funding in one way or another, and much of our research is determined by the needs of stakeholders, who in this sense are anyone who has a direct interest in the problem you are trying to solve.

Depending on your research field, you may work very closely with stakeholders (especially with applied research), or not at all (with theoretical or basic research).  If you are anywhere in agriculture, having a relationship with your community is vital.  More importantly, working closely with the public can bring your results directly to the people out in the real world who will benefit from it.

A common way to fulfill your outreach requirement is to give public presentations.  These can be general presentations that educate on a broad subject, or can be specifically to present your work.  Many departments have extension specialists, who might do some research or teaching but whose primary function is to connect researchers at the institution with members of the public.  In addition to presentations, extension agents generate newsletters or other short publications which summarize one or more studies on a specific subject.  They are also a great resource for networking if you are looking for resources or collaborations, for example if you are specifically looking for farms in Montana that grow wheat organically and are infested with field bindweed.

For my new job, I’m shifting gears from agricultural extension to building science and health extension.  In fact, the ESBL and BioBE teams at the University of Oregon have recently created a Health + Energy Research Consortium to bring university researchers and industry professionals together to foster collaborations and better disseminate information.  The goals of the group at large are to improve building sustainability for energy and materials, building design to serve human use better, and building microbiology and its impact on human health. I have a few public presentations coming up on my work, including one on campus at UO on Halloween, and one in February for the Oregon Museum of Science and Industry Science Pub series in February.  Be sure to check my events section in the side bar for details.

Even when outreach or extension is not specified in your job title, most academics have some level of engagement with the public.  Many use social media outlets to openly share their current work, what their day-to-day is like, and how often silly things go wrong in science.  Not only does this make us more approachable, but it’s humanizing.  As hard as scientists work to reach out to the public, we need you to reach back.  So go ahead, email us (please don’t call because the stereotype is true: we really do hate talking on the phone), tweet, post, ping, comment, and engage with us!!

 

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