— Blogging has been slow as I am busy beyond all reason. Not that I am complaining, though. Busy is good. Not busy makes me bored and restless, and I become a giant pain in the butt. Time-consuming are professorial duties such as teaching and, this semester, being my own TA (Why? Because reasons, as my kids would say; we don’t get TAs for electives, but students want and need discussions); I have two really meaty service assignments, one of which kicked in the minute the semester started.
What’t most important is that I am working on two NSF proposals simultaneously (note how much coffee that means I drink per day; for some reason, the coffee post seems to have resonated with a number of Twitter folks); worry not, the two proposals are on very different topics and will be submitted to two different directorates, so I am perfectly NSF-compliant. However, the bifurcation is kicking my butt a little (okay, a lot).
I feel good about past summer, it was very productive as I have managed to submit all the papers I had planned to before the proposal writing crunch (I didn’t really get to rest and relax, though, but perhaps it’s for the best). Grad students have their marching orders; they know we will be meeting less frequently than usual until the proposals are done. They also know what the paper writing timeline is and we have a first-draft schedule for a number of manuscripts starting early November, as I emerge from the proposal-writing hole. I usually do the “Here are the papers I plan on us submitting in the next six months” talks in group meetings about twice a year, and then the list also goes out via email, so everyone knows where they are in terms of priority, when I would have time to look at their stuff, and how much time they have to produce the first draft. Once a student’s up, I turn the manuscript around quickly; my rule is three drafts by the student (i.e. two rounds of my detailed comments which the student incorporates) and then I take over and edit/rewrite/finalize with the student’s input. This way the student gets feedback and can revise in response, so they get a chance to write and edit and learn, but I don’t wait forever and papers get out in a timely fashion. This practice generally means that I spend a lot of time writing and editing papers, and the final edits by me can sometimes take a while to complete if they are still extensive or if we are going for a really high-profile journal, where things have to be written ‘just so’. We sometimes end up needing to get more data to illustrate a specific point that didn’t emerge until after the student and I had both been thinking about the text for a while, which delays things a little bit, but such is life. I go on to the next student draft in the pipeline whenever I am waiting for the first one to get more data or incorporate the edits.
— For one of the proposals, I have a title that’s a rhyme. Obviously I am not going to tell you the title, but its rhythm is similar to the following:
“An awesome haircutting technique to make you look so stylish and chic”
I kind of really, really want to leave the rhyming title, even though people might think it frivolous, that I am not a serious scientist. I want to get funding, and having a boring title is easy enough, but I wonder… I am really compelled to leave the goofy title, against my own better judgement.
What say you, blogosphere? Should I leave a seriously technical but rhyming proposal title?
— Which brings me to why I love teaching undergrads. I am not a cool person. A lot of people think I am stern, reserved, unpleasant, scary, or simply boring, all of which are probably true if I am not relaxed around you. But when I am relaxed, I am nerdy and goofy and I looove puns. Word play makes me giddy with delight, in any language I understand; the stupider, the better. Undergrads seem to be quite responsive to my general goofiness and puns, perhaps because they are so young and also because the silliness adds some levity to all the math that I routinely shove down their throats.
The goofiness doesn’t play quite as well with grad students, partly because they are older and more serious, and partly because so few of them are Americans. They expect respectable serious instruction from the luminaries in the field, and there I am, the anti-prof. It doesn’t help that the puns and culture-specific jokes are lost on many non-native speakers of English (as I am sure they were on me when I was in grad school and new to the US) who make up most of the graduate student cohort, in contrast to the largely domestic undergrads.
I often teach undergrads because I seem to be very effective at it — students like me and they get well-prepared for the follow-on courses, the department is aware of it, and I don’t mind.
Ironically, teaching undergrads so much means that this is now really my MO, and if you think graduate students are unamused by goofiness, you should see the grown-up bespectacled dudes who are my colleagues. I feel I am considerably more goofy when giving talks than the average talk-giving scientist in my area or related ones. This worries me somewhat, because I am a non-bespectacled, non-ancient, long-haired woman (see Figure), so I am sure I am, at baseline, not considered as competent as a similarly-experienced dude. But I can’t turn it off now! I see a crowd and I put on a show! Everyone is engaged and smiling, because I presume people love clowns, or perhaps they feel sorry for me. Nobody is asleep. But I wonder how much it’s hurting my chances of getting elected a fellow of a professional society or getting into the National Academies.
(The poor lady on the left of the picture is probably still too young and pretty to be taken 100% seriously, despite the impeccable appearance exuding scientific respectability. My avatar is younger and prettier than me, so to counter the hair and the shunning of blazers, I have the ever diminishing attractiveness going for me professionally.)
Sometimes, it gets to me, being among dudes all the time and being so visibly different, in appearance and demeanor, both from them and from the occasional woman scientist who looks and acts as expected. I actually totally understand this post by PhDinindustry. And this one by Alyssa.
I love doing science and teaching. But being a female scientist and a female professor can sure be exhausting.