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Summary
Summary
This is a hands-on guide for graduate students and young researchers wishing to perfect the practical skills needed for a successful research career. By teaching junior scientists to develop effective research habits, the book helps to make the experience of graduate study a more efficient and rewarding one. The authors have taught a graduate course on the topics covered for many years, and provide a sample curriculum for instructors in graduate schools wanting to teach a similar course. Topics covered include choosing a research topic, department, and advisor; making workplans; the ethics of research; using scientific literature; perfecting oral and written communication; publishing papers; writing proposals; managing time effectively; and planning a scientific career and applying for jobs in research and industry. The wealth of advice is invaluable to students, junior researchers and mentors in all fields of science, engineering, and the humanities. The authors have taught a graduate course on the topics covered for many years, and provide a sample curriculum for instructors in graduate schools wanting to teach a similar course. The sample curriculum is available in the book as Appendix B, and as an online resource.
Reviews 1
Choice Review
So You Want to Be a Scientist? is not intended to be just a how-to book. In this career mentoring resource, neuroscientist Schwartzkroin (Univ. of California, Davis) discusses the challenges and opportunities facing those who are considering becoming research scientists and offers help to students in making their decisions. The emphasis is on research science, especially academic, although much of the material is more general. After an introductory chapter (including a discussion of choice of schools, advisors, and departments), chapters explore categories of positions; thinking like a scientist (particularly excellent); writing about and presenting research results and grant applications; politics; research ethics; creativity; science and the scientist in society, e.g., trust, responsibility, (mis)understanding (also particularly excellent); personal issues (work-life balance, diversity); and rewards (both monetary and nonmonetary). The emphasis on academics does lead to some overspecialization. Careers in industry and government are mentioned, but only half a page is devoted to alternative careers in science (nonlab, nonacademic). Real-life problems and discussions conclude each chapter. There are no references. This book should be available to students at the high school level (many career decisions are formed then) as well as to undergraduates and mentors at all levels.As its subtitle indicates, The Art of Being a Scientist is aimed at graduate students and is more of a how-to resource than Schwartzkroin's work. Similarities include an emphasis on research careers, especially (but not exclusively) in academia, but unlike the previous book, there is no mention of alternative careers. After an introduction and an excellent chapter titled "What Is Science?" Snieder and Larner (both, Colorado School of Mines) discuss choices that scientists and future scientists must make, issues/questions that drive research, directions in work, challenges leading to opportunities, ethics, and the use of scientific literature (quite good). Additional chapters discuss communicating in science, publishing, managing one's time, proposal writing, careers in academia versus industry (including gender issues), and seeking/applying for a job. Unlike the previous resource, this book has references. Appendixes cover further reading and, since this work is based on a graduate school course, a sample curriculum. The book should be valuable to students and their mentors in all sciences, hard or soft, and engineering. Because of the greater detail provided in the topics covered, Snieder's work may be preferable to Schwartzkroin's. Summing Up: Recommended. Both titles. Schwartzkroin: All students, faculty, and teachers. Snieder: Upper-division undergraduates through professionals. R. E. Buntrock formerly, University of Maine
Table of Contents
| 1 Introduction |
| 2 What is science? |
| 3 Choices, choices, choices |
| 4 The adviser and thesis committee |
| 5 Questions drive research |
| 6 Giving direction to your work |
| 7 Turning challenges into opportunities |
| 8 Ethics of research |
| 9 Using the scientific literature |
| 10 Communication |
| 11 Publishing a paper |
| 12 Time management |
| 13 Writing proposals |
| 14 The scientific career |
| 15 Applying for a job |
| 16 Concluding remarks |
| Appendix A Further reading |
| Appendix B A sample curriculum |
| Appendix C The Refer and BibTeX format |
| Index |
