1. Just celebrated 20 yrs as a professor this week, so I’ve been thinking about life in academia.
I have only one piece of advice - know yourself, use that to figure out what success means to you, and find people who will help you achieve that success.
Let me explain... 🧵
2. You will meet a number of potential mentors along the way. Some will be lousy. Some will be good but will guide you toward their notion of success. The great ones will ask you first what you want to achieve, and strategize with you about how to get there.
3. There are so many dimensions of academia. Do you want to devote most time to teaching? Research? Administration? Why? And what would it mean TO YOU (even if not to others) be successful in each area?
4. But there’s so much more. Are you gratified by helping students find their paths or by helping those who are on their paths? Are you geographically mobile or not? Do you want to travel the world or to be able to tuck your kids in every night?
5. Knowing yourself isn’t just about knowing where you want to be in academia; it’s about understanding how you want academia to interact with your personal life.
6. Obviously, if your metrics of success do not line up with your institution’s metrics of success, you have an issue. But there are many institutions of higher learning in the world (and a world outside of academia). There’s a place to do what is most meaningful to you.
7. I know it’s easier said than done if you are on the job market and the market is tight. Of course there sometimes need to be compromises. But there are also many paths to success at any single institution, given the diverse types of faculty positions.
8. I can’t say I always followed this advice. But I know that when I let others tell me what success meant, I wasn’t as fulfilled as when I decided for myself and took steps to attain my own definition of success.
9. And back to mentors; once you know what you want to achieve, actively seek out mentors who can help. Your assigned mentors may or may not be the right people. The right people may not even be at your institution.
10. Reach out, even if it feels awkward. There are a lot of nice people out there who would love to give an hour of their time to help someone starting out or at a key career juncture.
11. Big picture, if you have made it this far (PhD, etc.), you have it in you to succeed. You just need to figure out your version of success and find a way to work toward it.
1. There has never been more focus on ventilation in school buildings. This leads to the obvious question - what do we actually know about ventilation in schools, and how important it is?
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2. First, a primer. Many studies use indoor CO2 to characterize ventilation, because the primary source in a school building is people breathing, and the outdoor concentration is relatively stable.
3. A recent review article by Fisk reported that ALL studies in schools found average CO2 of over 1000 ppm, a sign of a poorly ventilated space (outdoor CO2 is roughly 400 ppm).
1. This has been a week of contentious meetings, angry online debates, and complex conversations about school re-opening.
One key topic: how risky is it to return to school? The literature on risk perception may help to increase understanding and improve communication.
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2. I think the brilliant work of Paul Slovic, as described in his article "Perception of Risk" in 1987, makes it clear how we are talking past each other when sifting through data on the health risks associated with returning to school.
3. Slovic found that there was a large gap between how risky people thought different activities were and what experts thought. But his key insight was this is not because the public was ignorant - it was because people saw risk as more than just expected number of fatalities.
1. I’ve been thinking a lot about our tendency for “bright line” decision making and what that means for how we approach school reopening decisions this fall...a little wonky, but indulge me, since I think it matters...
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2. Epidemiologists are quite familiar with this phenomenon, as p = 0.05 is treated as the magical bright line by some. If p = 0.049, it is significant and “real”. If p = 0.051, it is insignificant and “not real”. Many have written on this topic ⬇️
3. How does this connect to #COVID19? One place is the 6-foot “rule”. It is treated (by some) as a magical bright line. 5’11” - deep trouble. 6’1” - no risk, all is well.
The reality, of course, is that there is a continuum of exposure risk.
1. What do exposure science and risk assessment, 2 core methods of environmental health, tell us about how to think about opening K-12 schools this fall?
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2. First, some definitions - exposure science involves the study of real-world contact with and uptake of toxic materials than can cause heath effects.
3. Risk assessment estimates the nature and probability of adverse health effects to people who may be exposed to toxic materials. And risk management tries to figure out what to do to reduce the risk.
20 years ago today (!), I defended my dissertation. To celebrate this anniversary, let me offer up 10 thoughts/opinions about being a PhD student and 10 about being an advisor. #phdlife#AcademicTwiiter#PhdChat
Student 1/10: Your dissertation is not your life’s work. It is an opportunity to learn and a means to an end. Don’t let the perfect be the enemy of the good. Graduate.
Student 2/10: Ask for help. You are here to learn, and not all learning happens on your own. Spending 3 months flailing isn’t a learning experience. It’s lost time.