ATOC 6020 - Fall 2011 (Boundary-layer Meteorology) Career Preparation
 
In previous semesters, we have read journal papers, discussed papers as a group, and presented research project updates. For a change this semester, you will gain experience with tasks that are critical to your life as a research scientist. These tasks require strong writing skills. Exemplary resources for scientific writing include: Eloquent Science (book and blog) Strunk and White: Elements of Style (yes, your advisor was an English major) How to Write Consistently Boring Scientific Literature Grades will be based on an average of all of the projects. Course Schedule Literature review: For September 9 (no class 9/2), have prepared a list of 10-20 papers that are relevant to your research topic. You can search on keyword terms in the Web of Science and in Google Scholar, and you can trace back references from papers we have read in previous semesters. We will discuss your selections as a group and make other suggestions if necessary. I strongly encourage you to set up a bibliographic indexing method, perhaps using Zotero, BibTex or a commercial product like Endnote. (Reviews of other products are at Wikipedia.) In class, be prepared to highlight one or two papers you think are particularly important for your work as well as one journal paper you think is particularly weak. For September 16, have prepared an ~ 3-4 sentence summary *in your own words* of each paper describing it and its relevance to your research topic. This list of summaries should be accompanied by a bibliography (AMetSoc style), hopefully created with your bibliographic software. (Make a note of a particularly weak paper that you would like to critically review later.) Email this summary to Julie by 2pm Thursday September 15. In class, be prepared to highlight one or two papers you think are particularly important for your work. For September 23, have prepared a three-page (double space, 12 pt font) synthesis of these papers. More than a chronological list, this synthesis should cluster similar papers together and highlight open areas of research. Note that, if done well, this literature review will become part of your dissertation or a journal publication. Email this summary to Julie by 2pm Thursday September 22. For September 30, revise (even expand) your lit review from last week based on our discussions and feedback. Please pay attention to transitions between ideas, weaving ideas from other papers together (rather than listing). Of course do not use “this” without a following noun, avoid the passive voice, expunge unnecessary verbiage, etc. Please use this opportunity to employ your bibliographic software; also, add relevant references you identified this week in your colleagues’ papers. Practice writing a critical review of a journal submission: For October 14 (no class 10/7), write a constructive critical review of one of the weaker papers from your literature review. Follow the guidelines expressed at “A Quick Guide to Writing a Solid Peer Review” by Nicholas and Gordon, EOS 12 July 2011. Email your review and a pdf of the paper you are reviewing to Julie and your classmates by 2pm Thursday October 13. You will discuss the highlights of your review in ~ 7 minutes in class. We will review your reviews and discuss. Prepare your academic CV For October 21, prepare a 2-3 sentence summary of your research to place at the top of your academic CV, and prepare the rest of the CV. Bring six copies to seminar; we will review each others’. Good examples (please suggest others as you find them): Matt Higgins Luca Delle Monache Julie Pullen a structural CV: Meillier_Resume.pdf (more appropriate for industry jobs) Prepare an “elevator speech” describing your research. For October 28, prepare and practice a 60-second “elevator speech” describing your research and career interests. (This speech is a condensed version of your summary at the top of your CV.) Each group member will deliver their elevator speech and we will offer constructive criticism to our colleagues. Helpful resources include: Wikipedia Reuters Wall Street Journal Harvard Business School Prepare your research web page describing your research, linking to papers and presentations, etc. For November 4, prepare a research web page with links to your CV, summary of research interests, terse summaries of your papers including a key figure, etc. In class, we will view the web pages and offer suggestions for improvement. You can use tools like KompoZer, or iWeb (on Mac) and then install the pages in your personal directory of /data/web/htdocs/breeze/, or you can create and post them via Google Sites. Some examples: Julie Arblaster Dave Lawrence Julie Caron Matt Higgins Julie Pullen Xi Lu Emily Fischer Plan a “Broader Impacts” project. The National Science Foundation requires that projects not only be of high intellectual merit, but also have “broader impacts”. The broader impacts component of an NSF proposal requires substantial investment and planning, and it will weigh heavily in proposal reviews. One approach to broader impacts includes preparing a module to be used in a K-12 or undergraduate class; this module should be closely related to the research you are carrying out. We will imagine that you are writing an NSF proposal on your research project and need to design a Broader Impact component. For November 11, review several of the modules listed below. Decide what educational level is appropriate for you to target given your research. Come to class with a rough sketch of a module that you think would be appropriate. You will have three minutes to present the idea of your module, and the group will discuss and offer suggestions to improve your module For November 18, prepare a ~ 1-2 page written summary of how your module would work, what data you will have students use, and what students should be expected to produce. You will have 5-7 minutes to describe this project and why it would (if funded) fulfill NSF’s Broader Impacts criteria. Email your written summary to Julie by 2pm Thursday 17 November. Class will not meet due to the North American Wind Energy Academy workshop at CU Thurs/Friday, but Julie will review your write-ups and give you feedback. Helpful modules to review: Investigating Renewable Energy from PV, from SERC Electrical Analysis of Wind Power, from SERC Global Temperatures, from SERC See the Wind, from KidWind Swept area of a Wind Turbine , from KidWind Coefficient of Power and Betz Limit, from KidWind “Wind” modules from CLEAN The Goldilocks Principle from UCAR No class Friday December 2 due to the Warner Symposium at NCAR. http://eloquentscience.com/http://eloquentscience.com/2011/08/how-to-improve-your-writing/http://www.amazon.com/Elements-Style-4th-William-Strunk/dp/0205313426/ref=sr_1_1?s=books&ie=UTF8&qid=1314209923&sr=1-1http://atoc.colorado.edu/~jlundquihttp://onlinelibrary.wiley.com/doi/10.1111/j.0030-1299.2007.15674.x/fullhttp://isiknowledge.com/woshttp://scholar.google.com/http://www.zotero.org/http://www.bibtex.org/http://www.endnote.com/http://en.wikipedia.org/wiki/Comparison_of_reference_management_softwarehttp://www.ametsoc.org/pubs/journals/author_reference_guide.pdfhttp://www.agu.org/journals/eo/eo1128/2011EO280001.pdf#anchorhttp://www.agu.org/journals/eo/eo1128/2011EO280001.pdf#anchorhttp://cires.colorado.edu/~higginsm/higgins_cv.pdfhttp://www.ral.ucar.edu/staff/Bio/LucaDelleMonacheCV_0811-3.pdfhttp://www.theworldisyourocean.net/cv.htmlATOC6020_2011Fall_files/Meillier_Resume.pdfhttp://en.wikipedia.org/wiki/Elevator_pitchhttp://science.thomsonreuters.com/news/2008-01/8429643/http://blogs.wsj.com/juggle/2011/05/18/why-you-need-an-elevator-pitch/http://www.alumni.hbs.edu/careers/pitch/http://kompozer.net/http://www.google.com/sites/help/intl/en/overview.htmlhttp://www.cgd.ucar.edu/research/profiles/2011/arblaster.profile.htmlhttp://www.cgd.ucar.edu/research/profiles/2011/lawrence.profile.htmlhttp://www.cgd.ucar.edu/research/profiles/2011/caron.profile.htmlhttp://cires.colorado.edu/~higginsm/index.htmlhttp://www.theworldisyourocean.net/http://people.seas.harvard.edu/~xiluhttp://people.seas.harvard.edu/~efischer/http://www.nsf.gov/http://www.nsf.gov/pubs/policydocs/pappguide/nsf11001/gpg_3.jsphttp://serc.carleton.edu/research_education/linkage.htmlhttp://scientopia.org/blogs/proflikesubstance/2010/09/08/repost-nsf-broader-impacts/http://science-professor.blogspot.com/2011/09/broader-impacts-for-dummies.htmlhttp://science-professor.blogspot.com/2011/09/broader-impacts-for-dummies.htmlhttp://serc.carleton.edu/eet/redi/index.htmlhttp://serc.carleton.edu/NAGTWorkshops/energy/activities.htmlhttp://serc.carleton.edu/introgeo/teachingwdata/examples/32194.htmlhttp://serc.carleton.edu/teachearth/index.htmlhttp://serc.carleton.edu/introgeo/teachingwdata/examples/GlbTmps.htmlhttp://serc.carleton.edu/teachearth/index.htmlhttp://learn.kidwind.org/sites/default/files/see_the_wind.pdfhttp://learn.kidwind.org/http://learn.kidwind.org/sites/default/files/swept_area_0.pdfhttp://learn.kidwind.org/http://learn.kidwind.org/sites/default/files/betz_limit_0.pdfhttp://learn.kidwind.org/http://www.cleanet.org/clean/educational_resources/index.html?search_text=wind&results_start=1&module=&vocab=http://www.cleanet.org/http://www.ucar.edu/learn/1_1_2_1t.htmhttp://www.ucar.edu/https://wiki.ucar.edu/display/nsap/Thomas+T.+Warner+Memorial+Symposiumshapeimage_2_link_0shapeimage_2_link_1shapeimage_2_link_2shapeimage_2_link_3shapeimage_2_link_4shapeimage_2_link_5shapeimage_2_link_6shapeimage_2_link_7shapeimage_2_link_8shapeimage_2_link_9shapeimage_2_link_10shapeimage_2_link_11shapeimage_2_link_12shapeimage_2_link_13shapeimage_2_link_14shapeimage_2_link_15shapeimage_2_link_16shapeimage_2_link_17shapeimage_2_link_18shapeimage_2_link_19shapeimage_2_link_20shapeimage_2_link_21shapeimage_2_link_22shapeimage_2_link_23shapeimage_2_link_24shapeimage_2_link_25shapeimage_2_link_26shapeimage_2_link_27shapeimage_2_link_28shapeimage_2_link_29shapeimage_2_link_30shapeimage_2_link_31shapeimage_2_link_32shapeimage_2_link_33shapeimage_2_link_34shapeimage_2_link_35shapeimage_2_link_36shapeimage_2_link_37shapeimage_2_link_38shapeimage_2_link_39shapeimage_2_link_40shapeimage_2_link_41shapeimage_2_link_42shapeimage_2_link_43shapeimage_2_link_44shapeimage_2_link_45shapeimage_2_link_46shapeimage_2_link_47shapeimage_2_link_48shapeimage_2_link_49shapeimage_2_link_50shapeimage_2_link_51shapeimage_2_link_52shapeimage_2_link_53