PROMISE is proud of Dr. Nandadevi “Nanda” Cortes Rodriguez (UMBC, Biology), former graduate student GA and postdoc for the PROMISE AGEP.  Below, readers will find a copy of the original article featuring Dr. Cortes by Meaghan McElroy, Opinion Editor, published in The Ithacan on September 6, 2017: https://theithacan.org/opinion/qa-ornithologist-works-to-increase-diversity/. Dr. Cortes has since returned to the PROMISE SSI as a “Mentor-in-Residence.” Since this article, and as of April 2018, Dr. Cortes has accepted an Assistant Professor position at Ithaca College. Dr. Cortes is an ornithologist, she studies birds. PROMISE salutes Dr. Cortes!

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Q&A: Ornithologist works to increase diversity

Nandadevi Cortes Rodriguez, postdoctoral teaching fellow in the Department of Biology, is working to increase diversity in ornithology. (Photo by CONNOR LANGE/THE ITHACAN).

Opinion Editor Meaghan McElroy spoke with Cortes about the symposium, diversity within ornithology and the need for more outreach.

This interview has been edited for length and clarity.

Meaghan McElroy: You presented on the need for diversity in ornithology. What were some ways you brainstormed to increase diversity in your field?

Nandadevi Cortes Rodriguez: This whole committee started last year. We are trying to bring people not only from different career choices to the bird world, but also more diverse in ethnicities and other countries. We’re trying to increase that. Ornithology has been known to be the typical white male field, so if you ever go to a meeting, it’s mostly white men and a few white women, but very few people of color. So … we’re trying to make it more welcoming. … We started with this panel. This particular meeting took place in Michigan. We invited people from different associations, from different ethnicities that are working with birds and working with minorities to see what they’re doing to get increased participation in these meetings.

MM: How are people trying to approach that problem?

NC: First we sent a survey. … We asked people, “Do you feel welcome? Do you feel any discrimination against [you]? What are your suggestions? Do you think we should be doing this?” We got a lot of really good feedback. … One thing they suggested in the survey was that we should target elementary schools and middle schools, and just do more outreach. We’re bringing the birds to people, basically.

MM: How did you personally get into ornithology?

NC: When I was doing my undergrad, I was in Mexico. … You had to do four semesters of research in someone’s lab. I spoke with one of my professors and they were studying population genetics in birds, and I thought, “Oh, that sounds interesting, I like genetics. I don’t really care about birds but that sounds fun.” I started studying birds because of my professor. I guess I liked them, because I stayed there for four semesters. And now I’m here doing bird research.

MM: How might the general study of birds benefit if diversity was increased?

NC: There are people studying birds around the globe, so I think it’s important to have them talk to each other. You don’t know if a particular group in Canada or the United States are working with the same thing in Asia. Because of lack of communication, they can all do their study, but if they are aware, they can make a better study. I think that increasing diversity in ornithology will allow for better interaction between scientists.

MM: What would the ideal future of ornithology look like?

NC: I think it will be a very inclusive society. We will have people from different backgrounds, different careers, working together. Especially with different careers, there are a lot of bird watchers. A lot of people love counting birds, watching birds. They want to go to these conferences, but they’re very science-y, they feel intimidated by that. But, they would like to know how a particular population of birds is doing because they like those birds or something. We’re trying to bring people who are interested in birds. … The more people know nature, the more aware they are, and they’re more willing to try and save it. … I hope the future of ornithology will look more inclusive. We’re trying to hit these high schools and middle schools and tell them it’s fun to study birds, it’s fun to interact with people that study birds. … We have to get out of our comfort zone. … We should go out and teach people — children in particular — that it’s fun. At least give them a pair of binoculars and see what they can find, or put a bird feeder up in your backyard. That will help.

Post-doctoral Research Associate (Mathematical Biology)

The School of Mathematical and Natural Sciences at Arizona State University (ASU) seeks applicants for a postdoctoral research position in Applied Mathematics or Computational Biology (see department info at https://newcollege.asu.edu/mns).  Given the multidisciplinary nature of the research, a highly self-directed, creative and self-motivated individual is sought.  The position is a one-year full-time fiscal-year appointment with an anticipated start date of 7/1/18.  Salary range is dependent on experience, with associated University benefits.

Essential Functions

Investigate retinal degeneration via mathematical and computational approaches.  This involves creating systems of equations that model aspects of the retina in normal vision and/or degeneration, analyzing such a system analytically and computationally, and interpreting the results in terms of the application.  Expertise in MATLAB, Python, or other similar software package is essential to conduct the computational aspect of the research.  Additional expertise should either be in physiology with an emphasis on the retina or in mathematical biology with an emphasis on population models and multi-scale methods to analyze such systems. Wetlab experiments will not be conducted but collaboration with wetlab experimentalists will be done. Excellent oral and written communication skills required.

Duties and Responsibilities

The duties of this position involve research in applied math or computational biology, and writing grants. Specifically, this individual will:

• Conduct research as required to meet the goals of projects
• Contribute and analyze data for research publications, grants, and grant reports
• Draft manuscripts for publication reporting results of original research
• Draft grant applications for external funding to advance and augment existing projects
• Work as part of research team with graduate students and faculty.
• Supervise research personnel, including undergraduate researchers

Minimum Qualifications:

• Ph.D. in a field appropriate to the area of assignment by the time of appointment.
• Appropriate computational skills to undertake this research.

Preferred Qualifications

• Experience with and knowledge of multiscale approaches in applied mathematics.
• Knowledge of Python and MATLAB.
• An established track record of research in applied mathematics, computational mathematics/ biology, or statistics and an ability and willingness to learn from and collaborate with researchers in the other two areas
• Experience working with datasets or data analytics.
• Evidence/experience pursing grant funded research.

Instructions to Apply

Email application to mns.dept@asu.edu. Application deadline is May 3, 2018; if not filled, every week thereafter until the search is closed.  Complete applications must include a cover letter that briefly explains the candidate’s interest and fit with the position, unofficial transcripts, CV/resume, personal statement addressing the candidate’s research, statement of teaching experience and philosophy, and at least three letters of recommendation, one of which should address teaching qualifications. Requested material should be in one document. Only electronic applications are accepted for this position.  Please reference Job #12380 when applying.

ASU does not pay candidates for travel expenses associated with interviewing, unless otherwise indicated by the department at the time of call for interview.

ASU conducts pre-employment screening for all positions which includes a criminal background check, verification of work history, academic credentials, licenses, and certifications.

Arizona State University is a new model for American higher education, an unprecedented combination of academic excellence, entrepreneurial energy and broad access. This New American University is a single, unified institution comprising four differentiated campuses positively impacting the economic, social, cultural and environmental health of the communities it serves. Its research is inspired by real world application blurring the boundaries that traditionally separate academic disciplines. ASU serves more than 80,000 students in metropolitan Phoenix, Arizona, the nation’s fifth largest city. ASU champions intellectual and cultural diversity, and welcomes students from all fifty states and more than one hundred nations across the globe.

Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity/Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. ASU’s full non-discrimination statement (ACD 401) and Title IX policy are located at https://www.asu.edu/aad/manuals/acd/acd401.html and https://www.asu.edu/titleIX.

Post-doctoral Research Associate (Mathematical Biology)

The School of Mathematical and Natural Sciences at Arizona State University (ASU) seeks applicants for a postdoctoral research position in Applied Mathematics or Computational Biology (see department info at https://newcollege.asu.edu/mns).  Given the multidisciplinary nature of the research, a highly self-directed, creative and self-motivated individual is sought.  The position is a one-year full-time fiscal-year appointment with an anticipated start date of 7/1/18.  Salary range is dependent on experience, with associated University benefits.

Essential Functions

Investigate retinal degeneration via mathematical and computational approaches.  This involves creating systems of equations that model aspects of the retina in normal vision and/or degeneration, analyzing such a system analytically and computationally, and interpreting the results in terms of the application.  Expertise in MATLAB, Python, or other similar software package is essential to conduct the computational aspect of the research.  Additional expertise should either be in physiology with an emphasis on the retina or in mathematical biology with an emphasis on population models and multi-scale methods to analyze such systems. Wetlab experiments will not be conducted but collaboration with wetlab experimentalists will be done. Excellent oral and written communication skills required.

Duties and Responsibilities

The duties of this position involve research in applied math or computational biology, and writing grants. Specifically, this individual will:

• Conduct research as required to meet the goals of projects
• Contribute and analyze data for research publications, grants, and grant reports
• Draft manuscripts for publication reporting results of original research
• Draft grant applications for external funding to advance and augment existing projects
• Work as part of research team with graduate students and faculty.
• Supervise research personnel, including undergraduate researchers

Minimum Qualifications:

• Ph.D. in a field appropriate to the area of assignment by the time of appointment.
• Appropriate computational skills to undertake this research.

Preferred Qualifications

• Experience with and knowledge of multiscale approaches in applied mathematics.
• Knowledge of Python and MATLAB.
• An established track record of research in applied mathematics, computational mathematics/ biology, or statistics and an ability and willingness to learn from and collaborate with researchers in the other two areas
• Experience working with datasets or data analytics.
• Evidence/experience pursing grant funded research.

Instructions to Apply

Email application to mns.dept@asu.edu. Application deadline is May 3, 2018; if not filled, every week thereafter until the search is closed.  Complete applications must include a cover letter that briefly explains the candidate’s interest and fit with the position, unofficial transcripts, CV/resume, personal statement addressing the candidate’s research, statement of teaching experience and philosophy, and at least three letters of recommendation, one of which should address teaching qualifications. Requested material should be in one document. Only electronic applications are accepted for this position.  Please reference Job #12380 when applying.

ASU does not pay candidates for travel expenses associated with interviewing, unless otherwise indicated by the department at the time of call for interview.

ASU conducts pre-employment screening for all positions which includes a criminal background check, verification of work history, academic credentials, licenses, and certifications.

Arizona State University is a new model for American higher education, an unprecedented combination of academic excellence, entrepreneurial energy and broad access. This New American University is a single, unified institution comprising four differentiated campuses positively impacting the economic, social, cultural and environmental health of the communities it serves. Its research is inspired by real world application blurring the boundaries that traditionally separate academic disciplines. ASU serves more than 80,000 students in metropolitan Phoenix, Arizona, the nation’s fifth largest city. ASU champions intellectual and cultural diversity, and welcomes students from all fifty states and more than one hundred nations across the globe.

Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity/Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. ASU’s full non-discrimination statement (ACD 401) and Title IX policy are located at https://www.asu.edu/aad/manuals/acd/acd401.html and https://www.asu.edu/titleIX.

This Dissertation House is hosted by the Graduate School at UMBC for UMBC students only.

The Summer Dissertation House is coming to UMBC (July 10-13, 2018). Graduate students who plan to participate should follow the application procedures on the application webpage for the Dissertation House (below). Open application period: May 1, 2018 – June 15, 2018. (Please note that there are only 12 to 15 slots for this event, consider applying early). Applications received after May 31, 2018, will be considered for the DH waiting list.

Event: Summer 2018 Dissertation House

Dates: July 10, 2018 – July 13, 2018

Time: 9:00 AM – 5:00 PM each day

Location: University of Maryland Baltimore County, Commons 331 and Commons 328

Registration: Please log in to MyUMBC (https://my.umbc.edu/groups/promise/events/59221), click “I can attend” below, *AND* follow the application procedures on the main website for the Dissertation House: https://dissertationhouse.wordpress.com/apply/. The application period to apply to attend the Dissertation House: May 1, 2018 – June 15, 2018.

Event Details: 

• The Dissertation House runs from 9 AM – 5PM, for four days, Tuesday, July 10 through Friday, July 13.
• Students must plan to attend the full session, for each of the 4 days. 
• The daily schedule includes 2 mini-lectures and 5 hours of writing per day.
• Breakfast, Lunch, and a snack will be served daily.
• The Dissertation House is free for UMBC’s graduate students.
• There are 12 to 15 spaces available for the Dissertation House. 
• Details regarding eligibility can be found on the application page of the website for the Dissertation House.

Read about The Dissertation House in UMBC’s Alumni Magazine: Byrne, R.  (2011, Fall) “The Write Stuff”, UMBC Magazine. p. 12. More information about the DissertationHouse: https://dissertationhouse.wordpress.com/about/

Dissertation House Application Procedures

Both the on-campus setting and the retreat setting provide Dissertation House participants with productive and rewarding scholastic engagement.  Students who participate in this program will spend each day thinking, writing, and sharing ideas about their doctoral dissertations.  Students will learn effective time-management skills; learn how to set small manageable goals, and will meet with a dissertation coach in one-on-one consultations to discuss and address obstacles that might prevent them completing their degrees.

The Dissertation House period can span either a Tuesday – Friday (9 a.m. – 5 p.m., non-residential) or a Friday – Sunday weekend (includes evening sessions) commitment to focus on the doctoral dissertation.  The Dissertation House activities focus on areas where students typically have difficulty: conceptualizing a topic, writing a literature review, transitioning from a proposal to a dissertation, analyzing data, writing the last chapter, and editing.
Students may apply to attend the next Dissertation House during open application enrollment, by submitting two parts of an application.

PART I:

I. Submit a brief description (maximum 2 pages, font size 11-12 point 1-inch margins) that describes the project that you wish to accomplish during the Dissertation House period.  Applications will neither be reviewed nor accepted outside of the application enrollment period.

PART II:

II. Please use the following guidelines  for the application:

(1) Summary of the project, including research question(s), data or texts, and method

(2) Amount completed on the project to date

(3) Any obstacles that you are encountering that hinder completion of the dissertation.

(4) Include the following header information with the description:

• Name
• Address
• Telephone numbers (home, office, and fax)
• E-mail address
• Academic Program and Year in the program

Dates/Location: July 10 to 13 (Tuesday – Friday), 9:00 AM – 5:00 PM. Dissertation House will be held in COMM 331 (for Dissertation House) and COMM 328 (for one-on-one sessions).

Application Enrollment Period: Application can be submitted within a designated 2-week period, usually scheduled 1-2 months prior to the next Dissertation House session.  Email applications to promisestaff@gmail.com.  Please use the words “Dissertation House” in the subject line of your email.

Selection Process: Eighteen participants will be selected for participation in the Dissertation House.  The following applicants will have priority:  (1) Applicants who plan to finish the Ph.D. within the next 6 months; (2) Individuals who are working on dissertations and theses rather than a proposal; (3) Applicants who submit earliest; and (4) Individuals who appear most able to benefit from the services offered at the Dissertation House.

If your application is accepted, you will receive an acceptance notice via email and additional details about the Dissertation House.  All students, including those who have not applied or those who are not selected, have the option to participate in the next online challenge, a virtual version of the Dissertation House

This Dissertation House is hosted by the Graduate School at UMBC for UMBC students only.

The Summer Dissertation House is coming to UMBC (July 10-13, 2018). Graduate students who plan to participate should follow the application procedures on the application webpage for the Dissertation House (below). Open application period: May 1, 2018 – June 15, 2018. (Please note that there are only 12 to 15 slots for this event, consider applying early). Applications received after May 31, 2018, will be considered for the DH waiting list.

Event: Summer 2018 Dissertation House

Dates: July 10, 2018 – July 13, 2018

Time: 9:00 AM – 5:00 PM each day

Location: University of Maryland Baltimore County, Commons 331 and Commons 328

Registration: Please log in to MyUMBC (https://my.umbc.edu/groups/promise/events/59221), click “I can attend” below, *AND* follow the application procedures on the main website for the Dissertation House: https://dissertationhouse.wordpress.com/apply/. The application period to apply to attend the Dissertation House: May 1, 2018 – June 15, 2018.

Event Details: 

• The Dissertation House runs from 9 AM – 5PM, for four days, Tuesday, July 10 through Friday, July 13.
• Students must plan to attend the full session, for each of the 4 days. 
• The daily schedule includes 2 mini-lectures and 5 hours of writing per day.
• Breakfast, Lunch, and a snack will be served daily.
• The Dissertation House is free for UMBC’s graduate students.
• There are 12 to 15 spaces available for the Dissertation House. 
• Details regarding eligibility can be found on the application page of the website for the Dissertation House.

Read about The Dissertation House in UMBC’s Alumni Magazine: Byrne, R.  (2011, Fall) “The Write Stuff”, UMBC Magazine. p. 12. More information about the DissertationHouse: https://dissertationhouse.wordpress.com/about/

Dissertation House Application Procedures

Both the on-campus setting and the retreat setting provide Dissertation House participants with productive and rewarding scholastic engagement.  Students who participate in this program will spend each day thinking, writing, and sharing ideas about their doctoral dissertations.  Students will learn effective time-management skills; learn how to set small manageable goals, and will meet with a dissertation coach in one-on-one consultations to discuss and address obstacles that might prevent them completing their degrees.

The Dissertation House period can span either a Tuesday – Friday (9 a.m. – 5 p.m., non-residential) or a Friday – Sunday weekend (includes evening sessions) commitment to focus on the doctoral dissertation.  The Dissertation House activities focus on areas where students typically have difficulty: conceptualizing a topic, writing a literature review, transitioning from a proposal to a dissertation, analyzing data, writing the last chapter, and editing.
Students may apply to attend the next Dissertation House during open application enrollment, by submitting two parts of an application.

PART I:

I. Submit a brief description (maximum 2 pages, font size 11-12 point 1-inch margins) that describes the project that you wish to accomplish during the Dissertation House period.  Applications will neither be reviewed nor accepted outside of the application enrollment period.

PART II:

II. Please use the following guidelines  for the application:

(1) Summary of the project, including research question(s), data or texts, and method

(2) Amount completed on the project to date

(3) Any obstacles that you are encountering that hinder completion of the dissertation.

(4) Include the following header information with the description:

• Name
• Address
• Telephone numbers (home, office, and fax)
• E-mail address
• Academic Program and Year in the program

Dates/Location: July 10 to 13 (Tuesday – Friday), 9:00 AM – 5:00 PM. Dissertation House will be held in COMM 331 (for Dissertation House) and COMM 328 (for one-on-one sessions).

Application Enrollment Period: Application can be submitted within a designated 2-week period, usually scheduled 1-2 months prior to the next Dissertation House session.  Email applications to promisestaff@gmail.com.  Please use the words “Dissertation House” in the subject line of your email.

Selection Process: Eighteen participants will be selected for participation in the Dissertation House.  The following applicants will have priority:  (1) Applicants who plan to finish the Ph.D. within the next 6 months; (2) Individuals who are working on dissertations and theses rather than a proposal; (3) Applicants who submit earliest; and (4) Individuals who appear most able to benefit from the services offered at the Dissertation House.

If your application is accepted, you will receive an acceptance notice via email and additional details about the Dissertation House.  All students, including those who have not applied or those who are not selected, have the option to participate in the next online challenge, a virtual version of the Dissertation House

The National Institute on Aging (NIA), a research component of the National Institutes of Health (NIH) and the Department of Health and Human Services (DHHS), is the lead federal agency for aging, age-related disease, and Alzheimer’s disease research. The NIA Intramural Research Program’s (IRP). Diversity in Aging Research Pipeline Program (DARPP) seeks to enhance diversity within the workforce of aging-science researchers. The goal of the program is to provide professional development opportunities within the NIA IRP for underrepresented minorities and those from socioeconomically disadvantaged backgrounds. Opportunities exist in several NIA IRP laboratories pursuing varied types of research. More information about the NIA intramural program and participating faculty can be found at: https://www.nia.nih.gov/research/labs/diversity-aging-research-pipeline-program

Candidates must have a Ph.D. (or M.D.) degree in molecular biology, biochemistry, bio- informatics, genomics, epidemiology, neuroscience, biopsychology or a related biomedical science field. Prior experience in aging research is not required. All applicants must be from a population underrepresented in the biomedical sciences, and have less than 5 years of postdoctoral experience. Candidates may be U.S. citizens, permanent-residents, or foreign nationals. Salary will be commensurate with research experience according to the NIH intramural pay scale.

Interested applicants should e-mail curriculum vitae, a brief description of their research interests, and 3 letters of reference to:

The DARPP Selection Committee c/o Mrs. Taya Dunn Johnson

Send email to: dunnt@grc.nia.nih.gov with Subject Line: DARPP Application – Last Name

Review of applications will begin April 1, 2018.
The application deadline is April 30, 2018. Interviews will be conducted in May 2018.

HHS and NIH are Equal Opportunity Employers.

The NIH is dedicated to building a diverse community in its training and employment programs.

The Understanding Interventions (UI) that Broaden Participation in Science Careers conference, focused on ongoing research on how to intervene in STEM education in order to increase positive student outcomes in STEM-related fields, was held this year between March 2-4, 2018. Two PROMISE graduate student team members had the opportunity attended and present ongoing research on behalf of the National Science Foundation sponsored University System of Maryland (USM) PROMISE Alliances for Graduate Education and the Professoriate (AGEP) institutions.

Erika Aparaka, M.Ed., M.A. a PhD candidate in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park, presented a 20 minute talk entitled, “Using Alternative Space and a Psychological Sense of Community within Underrepresented Minority Student Professional Development to Aid Student Retention and Reduce Attrition”. Her early Sunday morning talk discussed PROMISE’s annual Summer Success Institute (SSI), SSI’s role as a third space for underrepresented minority (URM) students in USM institutions, and SSI’s success in providing a motivational space for mentors to inspire degree completion and future academic aspirations in URM STEM students. Mrs. Aparaka found the conference to be a “great opportunity to learn about the research and efforts around increasing equity and opportunity [in education] through programmatic interventions” similar to the PROMISE alternative spaces she is analyzing in her dissertation work. Further, she was invited to present her research as a poster at the California AGEP National Research Conference.

Shawnisha Hester, LGSW, a second-year Ph.D. student in the Department of Language, Literacy, and Culture at the University of Maryland, Baltimore County, presented a poster Saturday evening entitled, “The Role of Social Media in Increasing Psychological Sense of Community and Cultural Capital: A Grounded Theory Approach”. Her poster illustrated how PROMISE’s use of the social media hashtag #ThinkBigDiversity can aid in fostering a positive psychological sense of community and the gain of cultural capital for URM students. While Ms. Hester says she went into the conference “a bit nervous about conveying [her] information in an accurate and professional way”, but left “feeling inspired and invigorated with what the possibilities of my contributions to the next conference will be.” This was her third time attending the UI conference, but first time attending as a presenter.

Both Erika and Shawnisha’s presentations analyzed the professional development programming provided by the National Science Foundation’s PROMISE: Maryland’s Alliance for Graduate Education & the Professoriate (AGEP) program, in which they participate in the student community and as UMBC-based team members under the direction of Dr. Renetta Tull. They found the opportunity to present at the UI conference to provided additional presentation practice, mentoring, and networking opportunities to what PROMISE strives to offer every student in its community.

–  Denise Williams

In the following feature published by UMBC News we are proud to highlight three of our PROMISE students: Ashley Wayne Thomas (National Science Foundation Bridge to the Doctorate Fellow and PROMISE Participant), Juan Valdez (National Science Foundation Bridge to the Doctorate Fellow and PROMISE Participant), and Denise Williams (National Science Foundation Alliances for Graduate Education and the Professoriate Fellow and PROMISE participant).

Original article published in UMBC News, University of Maryland, Baltimore County by Sarah Hansen: https://news.umbc.edu/umbcs-40th-graduate-research-conference-to-focus-on-communication-and-collaboration/

Copy below:

“UMBC’s 40th Graduate Research Conference, hosted by the Graduate Student Association on March 28, 2018, will give master’s and Ph.D. students a chance to share their work, receive constructive criticism on their communication skills, and connect with researchers from all corners of the university. This year’s conference will also include talks from Carole McCann, professor and chair of gender and women’s studies, and Taka Yamashita, professor of sociology and gerontology, on the importance of interdisciplinary collaboration, as well as a special presentation by the Alan Alda Center for Communicating Science.

“A major part of the experience as a grad student is to create new knowledge or new modes of creative expression, and to write the best possible thesis or dissertation,” says Jeffrey Halverson, associate dean of UMBC’s Graduate School. As a complement to the research itself, he explains, “the Graduate School also wants to emphasize practicing and honing one’s ‘soft skills’—that is, communicating your results, finding interdisciplinary crossroads to explore, and taking advantage of professional development opportunities.”

Students will present more than 50 posters and give 20 short talks. Four panels—focused on health, machines, global issues, and communities—will allow graduate researchers to share their work in an interdisciplinary context. All students who present posters or give talks receive feedback from faculty judges on their presentation strengths and how they might more effectively share their work with different audiences in the future.

Lipi Mukherjee, a fifth-year Ph.D. student in atmospheric physics, is participating in the GRC for the second time. The first time, she benefited from both presenting a poster and observing other students’ talks. “It showed me what a good talk looks like, and how you can take advantage of a platform like GRC,” she shares. Her advice? “Take it seriously. It can be your first step in developing your presentation skills, and it is a very unintimidating environment.”

Juan Valdez ‘12, biological sciences, M.S. ‘13, applied molecular biology, a fifth-year Ph.D. student in biological sciences, and a prior GRC participant, agrees. “Any sort of practice in presentation is super valuable,” he says. UMBC’s applied molecular biology master’s program and Bridge to the Doctorate program both required Valdez to present, and he’s glad they did. He says it was scary at first, but he’s seen huge improvements in his presentation skills based on honest feedback from the judges. To uncertain grad students considering presenting, he says, “Just do it.”

Graduate students who are close to completing their degrees may also participate in the Three Minute Thesis (3MT) competition. In the 3MT contest, which began at the University of Queensland in 2008 and now is held at over 200 universities worldwide, graduate students are challenged to present a three-minute talk encapsulating their entire dissertation. The winners continue on to a national competition.

“I think my research is really cool, but sometimes I struggle with trying to explain to people what I do,” says Alex Rittle, a third-year Ph.D. student in geography and environmental systems and a member of the GRC planning committee. “3MT is basically practicing your elevator speech. How do you distill everything you’re doing—which is going to be hundreds of pages of a dissertation—into three minutes? It helps me think about the essence of what I’m doing.”

This year, 3MT participants have had the opportunity to prepare for their talks one-on-one with Scott Morgan, a communication skills expert. After reading Morgan’s book, Mustafa Al-Adhami, M.S. ‘15 and a second-year Ph.D. student in mechanical engineering, was excited for the opportunity to work with him and hone his 3MT presentation. Al-Adhami, who is a budding entrepreneur, notes that “this is how it works in real life—you don’t get much time to present your idea, so I thought the 3MT would be good practice for the future.”

Last year’s 3MT winner, Denise Williams, a third-year Ph.D. student in chemistry, emphasizes that beyond the value of presenting her own work, she’s particularly enjoyed the opportunity to connect with graduate students working in vastly different fields, whom she wouldn’t just run into in the lab or the classroom.

Morgan Bunting, a gerontology Ph.D. student and member of the GRC planning committee, agrees. “GRC gives graduate students training on how to ace professional conferences in the field, and by participating, students practice how to communicate their research in an accessible way,” she says. “It’s also just a wonderful way to engage the community and learn what amazing work is going on in the Graduate School.”

Learn more about this year’s program on the research conference website.

Image: Ashley Wayne Thomas, a Ph.D. student in mechanical engineering, discusses her research with a fellow student at GRC 2017. Photo by Marlayna Demond ’11 for UMBC.”

– Sarah Hansen