Yesterday, after giving a talk on social media to a great NYC-based PR firm called Ricochet,I decided to take an uptown trip to visit Professor Vincent Racaniello at Columbia University Medical School to talk about the new applications that we plan to introduce to BioCrowd.
When I arrived at Professor Racaniello’s office, which has an outstanding view of the Hudson River and George Washington Bridge, he was in the middle of taping this week’s This Week in Virology (TWiV) podcast with co-hosts Dick Despommier and Alan Dove. Much to my surprise, Vincent invited me to join the conversation although I am a bacteriologist not a virologist. The podcast was devoted mainly to answering questions that listeners had submitted to the show. One listener alerted us to a post at Newsweek Online entitled “Fight Flu and Falsehoods” while we didn’t agree with the author’s assertion that “that hand washing doesn’t affect the transmissibility of influenza”—it does reduce infections rates of other viruses, bacteria and parasites, so it is a good idea to continue to wash your hands—accompanying the article was an outstanding online quiz that assesses how much you really know about influenza and other viruses.
I think it would be fun for BioJobBlog readers to take the quiz, report scores and then tabulate the results.
To take the quiz, click here and to report your score click here! I will tabulate the results and share them in a later post if enough BioJobBlog readers and their friends take!
Since the beginning of the pandemic last spring, BioCrowd founder and virologist extraordinaire Vincent Racaniello has been vigilantly writing at his at his Virology Blog about HIN1 pathogenesis, epidemiology, immune responses and vaccines. When not blogging about HIN1, Vincent also writes about other viral diseases and does a weekly virology podcast called This Week in Virology (TWIV).
In a very short time, Professor Racaniello has amassed a huge collection of original articles that could be compiled into a virology textbook with a title like “Everything you ever wanted to know about H1N1.” And, not surprisingly, his Herculean efforts have not gone unnoticed: today his Virology Blog was recognized and listed as a legitimate source of H1N1 information by the New York Times.
For those of you who haven’t been overwhelmed by the unrelenting swine flu media frenzy and are seeking sound information about the H1N1 epidemic, I highly recommend that you check out Vincent’s blog. Also, you can talk with Vincent at BioCrowd when he is not too busy blogging, podcasting or conducting laboratory research.
People frequently ask me why I decided to get a PhD degree to become a scientist. For the past 30 years, I have tried to explain to people why I decided to spend seven long years of “blood, sweat and tears” to attain that elusive degree. While anyone who has earned a PhD degree understands what drove them to do it, it is difficult to explain to others that the decision has little to do with career paths and salary considerations and is largely driven by passion— and perhaps more aptly—obsession. That is why Carole and Richard Rifkin’s film “Naturally Obsessed: The Making of Scientist”—an emotional and gritty film that follows the lives of three Columbia graduate students on their quest to obtaining their PhD degrees—is resonating with scientists, students and the public.
The film, which took five years to make and was launched in March 2009, follows the progress of three X-ray crystallography graduate students, Rob, Killington (Kil) and Gabrielle, who worked in Larry Shapiro’s laboratory at Columbia University Medical Center. Work in Larry’s laboratory focuses on elucidating the X-crystallographic structure of proteins that are thought to be involved in appetite control. While Rob, Kil and Gabrielle share a common goal—getting a PhD degree—they are very different people. Rob is a rebellious, boisterous, self-assured free thinker (who was thrown out of a previous laboratory) whereas Kil is a more staid, soft spoken pragmatist from the Midwest. Gabrielle, who returned to graduate school to pursue a PhD degree after a stint as a laboratory technician at a company, loves science but isn’t certain that she has the mettle to realize her dream. Each of them understands that time is of the essence and they work feverishly and unrelentingly to insure that their competitors don't beat them to the punch and publish first!
Despite their obvious personality differences, each is driven and obsessed with producing perfectly-formed protein crystals that are suitable for X-ray crystallography analysis. The film accurately and painstakingly depicts the inevitable emotional “ups and downs” of laboratory research, the personal struggles and the often difficult life decisions that are made when pursuing a PhD degree. In the end, Rob, Kil and Laura find their own career paths as scientists and perhaps, more importantly. come to terms with the decisions that they made during their journeys.
Carole, a documentary filmmaker, and Richard, Chairman Emeritus of the Sloan-Kettering Institute and founding Chairman of the New York Structural Biology Center, made the film to portray the “reality of doing science” and raise awareness about scientific research. The film emphasizes that science, like art, requires creativity, persistence and unyielding commitment and dedication. The Rifkinds interviewed many NYC-based academic laboratories before choosing Larry Shapiro’s laboratory as the subject of their documentary film. Larry’s laboratory was chosen because X-crystallography is visual (and lends itself to film making) and Carol had a hunch that “there was a story to be told there.”
During a recent interview with the Rifkinds, I mentioned that if I had seen the film as a high school or undergraduate student, I probably would have skipped graduate school. Carole responded and said, “Yes, the hard work and emotional challenges portrayed in the film might turn some students off but we wanted to portray scientific research the way it is and remain true to its realities.” She added, "while the film focuses on science graduate students it is also relevant and accurately reflects the trials and tribulations experienced by PhD students in the humanities and the arts.”
One of the more troubling moments of the film for me is when Larry mentions that scientists, like artists, “represent the fringe of society.” The fact that a prominent, successful scientist views himself as different, and on the fringes of society, doesn’t bode well for the public perception of science or scientists for that matter. Another troubling aspect of the film is that Rob, Kil and Gabrielle are clearly being groomed for academic careers despite the fact that roughly only 10% of life sciences PhDs secure academic positions at the end of their training. I pointed this out to Richard and he said that he agrees that it is a troubling trend and that “alternate career options for PhDs is the subject of Carole's and his next film.”
Since it launch in March, the film has been screened at over 60 high schools, colleges, medical schools, professional science associations, government agencies and biotechnology companies. While the film may not be “right” for everyone, it is a must see for graduate students and postdoctoral fellows and for members of the public who want a rare glimpse into the emotionally-charged and highly competitive world of scientific research. For those of you, who may be interested in arranging a screening, please visit the Naturally Obsessed: The Making of a Scientist website or contact Hayley
Over the past several years, I have publicly called for fundamental changes in graduate education and training for life scientists. To that end, I was delighted to read an OP-ED piece in today’s New York Times entitled “End Universities as We Know It” written by Professor Mark C. Taylor, Chairperson of the religion department at Columbia University.
In his post, Professor Taylor recommended several fundamental and systemic changes that ought to improve the likelihood that graduate students and postdoctoral fellows find jobs at the end of their graduate education. While some of Dr. Taylor’s ideas are novel and innovative, two in particular; 1) expanding the range of career opportunities for graduate students and postdocs and 2) abolishing tenure and mandatory retirement; are ones that I have suggested many times in the past few years. Rather than paraphrase, I decided to repost what Dr Taylor said about these two very important, seminal issues.
Expand the range of professional options for graduate students
Most graduate students will never hold the kind of job for which they are being trained. It is, therefore, necessary to help them prepare for work in fields other than higher education. The exposure to new approaches and different cultures and the consideration of real-life issues will prepare students for jobs at businesses and nonprofit organizations. Moreover, the knowledge and skills they will cultivate in the new universities will enable them to adapt to a constantly changing world.
Impose mandatory retirement and abolish tenure
Initially intended to protect academic freedom, tenure has resulted in institutions with little turnover and professors impervious to change. After all, once tenure has been granted, there is no leverage to encourage a professor to continue to develop professionally or to require him or her to assume responsibilities like administration and student advising. Tenure should be replaced with seven-year contracts, which, like the programs in which faculty teach, can be terminated or renewed. This policy would enable colleges and universities to reward researchers, scholars and teachers who continue to evolve and remain productive while also making room for young people with new ideas and skills.
For many years now, I have been struggling with the moral and ethical obligations of graduate education. Recently, I came to the conclusion that it is our role as educators to selflessly impart knowledge and training to graduate students and postdoctoral fellows so that they can pursue the careers (and lives) that many have trained for a decade or more. I think Professor Taylor’s view of the role of an educator says it best: “Do not do what I do; rather, take whatever I have to offer and do with it what I could never imagine doing and then come back and tell me about it.” This is the attitude that must be by academicians if America wants to remain competitive in the life sciences.
Vincent Racaniello, Professor of Microbiology at the College of Physicians and Surgeons at Columbia University and co-founder of BioCrowd ,has created a weekly series called This Week In Virology (TWiV). Each week Professors Racaniello and Dickson Despommier (another Columbia virologist) discuss the latest developments and public health concerns for a variety of viral diseases.
The weekly discussions are packaged as podcasts, posted on TWiV and Science Podcasters.org and can be downloaded from iTunes. Dr. Racaniello eventually wants to offer TWiV in a vcast format and use it to inform the public and teach students about viral diseases.
So far, Vincent and Dick have created nine TWIV podcasts. Some of viruses that they have discussed include: HIV, Polio, Lassa fever, Rabies, West Nile Virus and even video game viruses. The podcasts are interesting, informative and a good way to learn something about virology—something that may liven up your daily commute!
Yesterday, after giving a talk on social media to a great NYC-based PR firm called Ricochet,I decided to take an uptown trip to visit Professor Vincent Racaniello at Columbia University Medical School to talk about the new applications that we plan to introduce to BioCrowd.(1).jpg)
Since the beginning of the pandemic last spring, 
Over the past several years, I have publicly called for fundamental changes in graduate education and training for life scientists. To that end, I was delighted to read an OP-ED piece in today’s New York Times entitled “End Universities as We Know It” written by Professor Mark C. Taylor, Chairperson of the religion department at Columbia University. .jpg){kind=logo}
Vincent Racaniello,
