Take Out

Summer is not a great time for editors of journals to find reviewers for manuscripts. At least, that is my experience. In the summer, many academic scientists (and others) are extremely busy trying to get as much research done as possible before the beginning of the academic year. Many of us travel (conferences, research visits etc.). Some even take a vacation.



And yet, many people submit manuscripts for review in the summer, when they have time to complete projects, so the peer review process cannot take the summer off.



With effort, I have been able to find a sufficient number of reviewers for most submitted manuscripts that I have to handle as editor, but I have also received a large number of excuses from people explaining why they can't accept my request to review a manuscript.



Of course, no one has to give a reason, but many choose to do so, no doubt feeling the invisible sting of my editorial frustration and fearing my wrath the next time they submit a manuscript to the journal I edit. Or something.



Most excuses are routine and uncreative:

• I have too many other reviews to do at this time (in fact, that's the one I use the most when declining review requests from editors of other journals).

• I am traveling non-stop for the next n weeks (further admission: I've used that one as well, but only when it's true).

• The subject of this manuscript is beyond my expertise. etc.

Boring.



This summer, I got this one from a potential reviewer:



My wife made me take her on vacation.



Shall we parse that? It's summer, we have nothing better to do, let's do it:



My wife.. It's her fault! Not mine! I really really wanted to do this review but..



made me.. I had no choice! I was coerced! She was going to refuse to make my dinner and wash my socks if I didn't accede to her demand..



take her.. ugh, this is the part I dislike the most in this sentence. Why did she need to be taken on vacation? Did he carry her? Strap her to the car roof? Does "take" mean that he paid, drove, or both, and she sat passively while he took her places?



on vacation.. because of course, given his druthers, as a serious scientists, he would not go on vacation, he would do the review. But, alas, he was not allowed to have druthers. His wife took them.



Surely we can come up with better excuses than the boring ones and the wife-made-me one. They need not even be true, as long as they are not boring.



I am requesting that each of you provide a creative, entertaining excuse for declining a request to review. Do not decline this request even though it is summer. I am quite sure that you do not have any other similar requests at this time, you can easily type one in the comment box even if you are traveling non-stop for the next n weeks, and I happen to know that your wife (or whoever) wants you to take this challenge and entertain the readers of FSP.

It Hurts When I Do This

Today in Scientopia, I respond to a reader's distress about re-reading a recently submitted grant proposal.

Discarded

From an essay in the The Chronicle of Higher Education, titled Academic English Is Not a Club I Want to Join.

I can't use women as role models because they are not like me. We think differently. What motivated me to go to graduate school was different from what seems to have motivated many tenured female academics I've talked to. Much of what I've heard from older women about why they became professors revolves around issues of professional acceptance, equity, the desire to allow other women's voices to be heard, and wanting a place in which to say what's on their minds. Also, many of the older female professors I've known were quite angry about those issues.

While I can certainly understand their drives, they are not mine. So, tipping my hat to women in English departments, I can discard them as role models.

Some commenters on the CHE website have already noted that it's strange to discard all women English professors, however angry, as role models for these reasons.

The author of the essay seems to define role model in a very narrow way: the only viable candidates seem to be people who are remarkably similar to him in as many ways as possible, and unless he finds these people (men), he doesn't want to be an English professor.

OK, that's fine. It's important to like the people around you, in your job and in your life.

I also think it is important to distinguish role model from mentor, and ask: role model for what?

There are many of us STEM-field women who have male mentors and friends, but depending on what we want out of role models, we may or may not consider male professors as role models. That's not so different from what the author of the essay has done.

Nevertheless, I have had male role models in my career, and still do today: male professors I admire for their research abilities, commitment to teaching, and kindness. Those qualities have nothing to do with gender. The role models may have very different approaches to research, teaching, and life, they may have different motivations, and they make "think differently", but model isn't someone I want to emulate exactly, and I certainly don't expect them to be like me. I don't want to be them; I admire them and would like to try to be like them in some ways.

I have also had male mentors. These are people who kindly gave (good) advice and taught me how to be a researcher, teacher, and advisor. Some of them are still teaching me..

If, however, I consider other aspects of my life and look for people who have similar roles with respect to their children and careers, most (but certainly not all) of those role models are women. It is nice to have such role models, but it has never been such a concern for me that I have considered other career options because of the extreme scarcity of this type of role model.

I know little of academic English, of course, but I wonder why it was so difficult for the author of the essay to find female English professors driven by intellectual curiosity and passion, rather than "professional acceptance, equity, the desire to allow other women's voices to be heard and so on. I am not sure I believe that he understood the motivation of the female English professors he met (because they are so different, and therefore can't be role models.. it gets a bit circular, I guess).

Anyway, I know some (but admittedly not many) female and male tenured professors in academic English, and they all seem similarly motivated by a love of literature, language, writing, teaching, discovering, thinking, communicating, connecting, wondering.. the same things that drive many of us in academic anything.

Somehow I doubt the Female English Professors of the world are all that interested in convincing the author of the essay to reconsider his career choice, especially the older ones -- perhaps because they are so angry -- and I doubt if there is a long line of women queuing up to be non-angry role models for him.

That is why my main point*, such as it is, relates more to the difference between role models and mentors. Do you have any role models who are not mentors, or mentors who are not role models? I don't mean the mentors who are assigned to tenure-track faculty and who may or may not be a good/sane choice; I mean the mentors we truly think of as wise and useful guides and givers of advice.

What do you want in a role model? Is gender important in your choices and opinions of either?

* Yes, I know the essay/author is not worth the time or ink. You can comment on this if you want, but if you do, I will get major points in Blog Comment Bingo. Just so you know. And just so that you know that I know, if you know what I mean.

Subparallel Research

Let's say you heard a rumor that another group of researchers was working on a possibly identical, or at least very similar, project to your own research. You had both been working on this project for about a year, and had nothing published yet, not even a conference paper or abstract.

Would you:

- Contact the other group, seeking to open lines of communication? Possible motivation for this approach includes a desire to minimize overlap, share resources, and avoid negative consequences for students involved in the research.

- Do nothing and continue to work separately, waiting for a publication by you (ideally) or the other group (alas) to indicate results? Possible motivation for this approach includes a distrust of others and a wish to keep ideas and results confidential until it is time to submit something for publication.

In a recent experience with this situation, a researcher heard that we were working on something similar to his research project. He told mutual colleagues to ask my group to contact him. OK, so that was a bit indirect, but it was a way of opening communication without officially taking the first step: a sort of testing the waters without committing too much.

So we contacted him, and subsequent communication has been very friendly and interesting, with a bit of territory marking, but nothing too extreme. In the end, it will be particularly important for our students that our groups are now in communication and discussing complementary vs. overlapping research efforts.

In other cases, however, I have not been as interested in communicating information, although I typically don't mind giving general outlines of what I am doing.

For me, a key factor in my enthusiasm level re. communication is what I think of the other group -- that is, whether I think we are likely to have open, sincere, constructive discussions about our subparallel research.. or not. Sometimes you can't predict that if you don't know someone well, but sometimes there are clues (or prior negative experience) as a guide.

If you have heard rumors of possible or definite identical/similar research by others, what have you done?

And what influenced your approach? Whether/how well you know the other researcher(s)? Paranoia level? Desire to get the scoop? Other? Or does your research group (or field) have a particular philosophy of non-communication from which you do not stray (until you publish) no matter how nice the 'competing' researchers?

Trending

Have you ever had an idea for a research project that, as far as you knew, no one else was doing, only to find later that other people had the same idea at about the same time? Yes, there are instances of intellectual theft, but sometimes it seems like there is just something in the air (or water).

[Maybe this phenomenon is analogous to the one in which people think they are giving their baby a cool and unique name, only to find that every other kid of the same age is named Olivia or Logan?]

Some research projects arise from a synthesis of little bits of information and ideas that develop from reading, listening, and thinking -- perhaps over time or perhaps in a sudden burst of inspiration. You think you are the only one to have this idea because you haven't seen anything in the literature or at conferences to indicate anyone else is working on this.

But then, what seemed like open territory suddenly seems a bit crowded.

Has this happened to you? It just happened to some of my colleagues and me.

What you do next depends on whether you and the other researchers are interested in cooperating (or at least communicating) or competing.

Tomorrow's post: initiating communication with other research groups about parallel research

Gifted Students

A reader writes:

I have a summer intern (in this case, an undergraduate), who has done a lot of excellent work for me this summer. I am looking for gift suggestions as a way of expressing my thanks for (in this case 'his') hard work that was far above expectations. I had thought of (a) a nice lunch out; (b) university-wear - seems blah; (c) or an Amazon gift card - the fungible option.

Of course I realize that the student is getting a lot already (payment, research experience, probable future letters of recommendation). This isn't a long-term relationship like an advisee or post doc - its one summer.

Anyway, do you counsel for/against such gifts, and if you are for them, do you have suggestions that have been well-received in the past?

**************

I have previously discussed the issue of gifts from students to professors (typically as thanks for writing reference letters, or as a general thanks for years of support and advising), but not the other way around. Note, however, that in the comments to the post linked above, one person mentioned that their father, a professor, gave his graduating students a tie or a copy of On the Origin of Species. I do not know the era of the father's academic career, but somehow I doubt there is much tie-giving these days*.

Anyway, I do not typically give students thank-you gifts, although I have given gifts on various occasions, including:

- When a student borrows a book or science gizmo from me and I think they would benefit a lot from having their own, I might say "Keep it". This is more of an encouragement than a thank-you gift.

- Sometimes I get an idea for a strange or humorous (in my opinion) item -- for example, a T-shirt festooned with a particularly unusual or stunning figure from a student's thesis. This is sort of a gift, but not really, especially if a committee member wears the T-shirt.. Mostly this is just intended to lighten the mood or mark an occasion.

- Once, years ago when my group had been going through a particularly rough time owing to the extreme behavior of one unbalanced person (not me!), I got everyone together at a Mexican restaurant and gave out goofy presents that each had a specific meaning or symbolism for the recipient. This made us all laugh, and was a good way to get us all back on track as a (reasonably) happy, functioning group.

Of the possibilities listed in the e-mail above, I guess I would go for the nice lunch out. I've done that before, typically inviting various group members and colleagues to make an event out of it. But giving routine tangible gifts, such as gift cards or U-wear, to excellent students? No, I haven't done that, and can't imagine that I would ever do that.

Have you given (or received) a gift as a student, from a professor? What was it and how did you feel about it? Or, even if you have not given or received, do you think there is anything strange or wrong about professor-student gift-giving?



* except possibly in some engineering departments, in which tie-giving may well be rampant.

Sidekicks and Bond Strength

Today in Scientopia, I discuss (or, more accurately stated: I raise questions) about what contributes to strong bonds between advisors and students.