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Education / Graduate Education / Center for Professional Development / Opportunities to Explore / Opportunities to Explore - December 17-21, 2018

Opportunities to Explore - December 17-21, 2018

Vol 4, Issue 51 | Trainee News

A newsletter for graduate students and postdoctoral trainees |@UR_SMD_CPD|@TraceyBaas

| CPD & GEPA Events Calendar | URBEST Program Calendar

(*) Designates Onsite Events at URMC or River Campus

OTE Online

Opportunities to Explore is also available online. To view the web version, please visit The web version is optimized for viewing on tablets and smart phones.

Course Information

IND 439: Leadership and Management for Scientist

This Spring 2 credit hour course is directed by Tracey Baas and Eric Vaughn. IND439 is designed for graduate students and postdoctoral scientists who wish to enhance their leadership and management skills. It will cover a range of topics, including project management, communication, personality styles and budgeting skills, to help this unique group of leaders and managers. This course focuses on human-centered strategies for leading effective teams in biomedical and health science academic environments that can also be translated into research-related careers. Through a series of interactive activities, reflective writing, self-assessment instruments, and group discussions, you will develop a repertoire of techniques for addressing issues that commonly arise within and between research groups.

Topics and Instructors include: Personality Types (Part I & II)- Eric Vaughn, Professional Social Skills – Tracey Baas, Managing People – Steve Dewhurst, Mentors and Mentees In The Digital Age – Tracey Baas, Interviewing and Selecting Teams – Ann Dozier and Luisa Caetano-Davies, Overseeing Resources Effectively (Part I & II) – Jane Tolbert, How To Thrive In An Era of Digital Publishing – Martin Zand, Communicating and Solving Conflict as a Leader – Jeff Lyness, Teamwork and Collaboration – Sarah Peyre, Cultural Humility – Kristen Hocker, Project Management With Teams – David Topham, Personal Mission (Part I & II) – Mark Wilson.

Questions about the course or how to register? Please contact or .

Resource Of The Week

Join the UR SMD Grad Alumni group on LinkedIn to connect with other SMD Master's, PhD and Postdoctoral alumni. Connect with SMD alumni throughout the world. Join the UR SMD Grad Alumni LinkedIn Group by visiting Questions concerning the SMD Alumni Group can be sent to

This Week

(*) Visible Learning: Seeing the Unknown or Knowing the Unseen

2018-2019 Faculty Development Workshop Series in Teaching and Learning presentation 

Monday, December 17 | 4:00 pm-5:30 pm | CEL 2-7520, URMC
Presented by Stephen M. Breneman, MD, PhD; Associate Professor of Anesthesiology; Director of Anesthesia Informatics; Enterprise Clinical Informaticist representing Anesthesiology; Department of Anesthesiology and Perioperative Medicine; University of Rochester Medical Center

The foundation of learning starts with knowing the student’s prior knowledge and understanding.  And to determine if learning has occurred, one must know the student’s new knowledge and understanding. John Hattie coined the term “Visible Learning” to strongly emphasize the need to make learning apparent. The most effective teachers know their students and make learning visible so as to continually adjust both their teaching and their expectations of learning.  Through interactive team-based activities, we will be focusing on the “three” knows. 1. Know what the student already knows 2. Know what a successful teaching intervention should look like, and, 3. Know thy impact (i.e. did you achieve the learning you expected, why or why not.)  It’s an iterative process for creating highly effective teachers in any setting. Skeptics are welcome.

Learning Objectives- By the end of the workshop, attendees will be able to: Remember, understand and apply the basics of Visible Learning (John Hattie), Know what the learner already knows, Know thy own impact on the student’s learning. To register for this workshop, please email Faculty, Staff, Residents and Students are invited to attend this seminar.

(*) Sponsored by CETL, CPD, and URBEST: Page-Turners for Teaching

Wednesday, December 19 (Every 3rd Wednesday) | 4:00 pm-5:00 pm | The Beer Market (1401 Mt Hope Ave)
Curious about how best to teach and train others? Considering an academic career? Lacking opportunities or time to teach as a busy researcher? Looking for ways to keep your CV up-to-date on teaching even if you are not currently doing it? Join “Page Turners For Teaching,” a new bi-weekly discussion group offered through a collaboration between the Center for Excellence in Teaching and Learning (CETL), Center for Professional Development (CPD), and URBEST for grad students, medical students, postdocs, and residents interested in exploring their teaching practice with like-minded colleagues! Get a FREE copy of Drive: The Surprising Truth About What Motivates Us to discuss this summer! Register to reserve your free book. For questions about this event, please contact Kyle Trenshaw at

Upcoming Events

(*) Postdoctoral Association (PDA) Monthly Meeting

Tuesday, January 8 | 12:00 pm-1:00 pm | 1-8513, URMC
All postdocs are invited to attend the PDA Monthly Meeting. 

(*) URBEST Career Story: Elizabeth Evans, Ph.D.; Vice President of Preclinical Research at Vaccinex, Inc.

Thursday, January 10, 2019 | 11:00 am-1:00 pm | CEL 2-7536, URMC
Come for the Career Story from 11:00 am-12:00 pm and stay for lunch that follows from 12:00 pm-1:00 pm. For more information on the workshop, please contact

(*) URBEST: Sharing Science In A Social World

Monday, January 14, 2019 | 12:00 pm | Location TBD
Emily Boynton and Molly Miles from UMRC’s Department of Public Relations and Communications will discuss how the Medical Center and other academic institutions are sharing science in the social world we live in. They will provide examples of different types of visuals and videos that get great engagement on Facebook, Twitter and other social media sites. URBEST and The Public Relations and Communications team will accept original visuals and videos from students and trainees that highlight UR innovation and research until February 14. Three prizes will be awarded for best science storytelling, and the winning pieces will be featured on the UR Medicine Facebook page (URMC’s flagship social media page) and URBEST blog. Healthy Trash Plates (from will be provided! For more information on the workshop, please contact

(*) Webinar: Informational Interviewing: An Excellent Way to Enhance Your Career Search

Wednesday, January 19, 2019 | 1:00 pm-2:00 pm | Combined Northeastern Room (1-9525 & 1-9535)
Bio Careers Webinar Series: In this seminar, Propel Careers will discuss the important role that informational interviewing plays in a career search. Propel Careers will provide advice on how to identify individuals for an informational interview, how to structure the interview and what questions to ask. Propel will also provide advice on how to follow up after the discussion to build meaningful connections. For more information about this event, please contact Participants may bring their lunch to the webinar.

(*) Lead with Your Top 5: A Strengths Finder Event for Graduate Students

Presented by CPD and URBEST

Tuesday, January 22, 2019 | 9:00 am-11:00 am | 2-7534, URMC (Register by January 8th)
Discover your top 5 strengths and how you can utilize them in your upcoming job search and in your current/future work. StrengthsFinder Workshop Takeaways: Gain greater self-awareness and team alignment, Gain techniques to address team challenges Understand how to build effective team partnerships, Transform relationships in the workplace, Increase individual and team performance, Use strengths to improve results and reach goals, Experience an energizing and fun session. Registrants (24) will receive a FREE StrengthsFinder 2.0 book and code for strength assessment. Participants will need to register by January 8th at Questions about this workshop can be directed to or

(*) Lead with Your Top 5: A Strengths Finder Event for Postdocs

Presented by CPD and URBEST

Tuesday, January 22, 2019 | 12:00 pm-2:00 pm | 2-7534, URMC (Register by January 8th)
Discover your top 5 strengths and how you can utilize them in your upcoming job search and in your current/future work. StrengthsFinder Workshop Takeaways: Gain greater self-awareness and team alignment, Gain techniques to address team challenges Understand how to build effective team partnerships, Transform relationships in the workplace, Increase individual and team performance, Use strengths to improve results and reach goals, Experience an energizing and fun session. Registrants (24) will receive a FREE StrengthsFinder 2.0 book and code for strength assessment. Participants will need to register by January 8th at Questions about this workshop can be directed to or

See more upcoming events here.

Happening Now (Grant, Travel Award, and Conference Information)

Young Scientist Seminars

The Young Scientist Seminars (YSS) is a video series produced by iBiology that features young scientists giving talks about their research and discoveries. It is a great opportunity for graduate students and postdocs interested in science communication and in sharing their work with an international audience of students, scientists, and educators. The YSS is a collaboration between the Albert and Mary Lasker Foundation, the Alan Alda Center for Communicating Science at Stony Brook University, and iBiology.

Participants in the 2019 YSS must apply to be selected. Four winners will attend a multi-day workshop in San Francisco led by iBiology, in collaboration with the Alan Alda Center for Communicating Science, a leading organization in training scientists to give effective talks. After this training, the selected winners record their 30-minute talks in a green screen studio, which are posted on as part of the Young Scientist Seminars. The winners will also receive a $500 honorarium.

More information about the 2019 YSS and application details can be found at: Applications are open until December 17, 2018. To watch the videos of the Young Scientist Seminars please visit:

The Born Seekers Fellowship (Application Deadline December 28, 2018)

Perricone MD and The Scientista Foundation are in search for bold, visionary young women in STEM who are looking to make an impact in their respective fields. The Scientista Born Seekers Video Contest aims to identify women in STEM who embody the spirit of a "Born Seeker" - someone who is in the passionate pursuit of the truth. The work they do pushes boundaries and meaningfully impacts society on a local, national, and often global level.

About the Fellowship

The Born Seekers fellowship is a speech contest that is open to women in STEM over the age of 18 who are studying STEM or working in STEM fields. All eligible women are invited to submit a three-minute video or a speech script answering the question: How do you embody a Born Seeker? Your answer should share your unique story of how you currently embody or hope to embody the values of curiosity, drive and perseverance.  It should be noted that video submissions have the opportunity for a higher total score than scripts, and video submissions are highly encouraged. For information about submission criteria, please review our Application Guidelines

The women selected as our 2018 Born Seekers will build skills in communication and leadership, serving as role models for the next generation of scientists, engineers, doctors, and STEM professionals. Our four finalists will be invited to present at the annual Scientista Symposium, where they will give a ten-minute talk sharing their unique Born Seeker story. The Scientista Symposium is the leading conference for college and graduate women in STEM.

Hanna H. Gray Fellows Program (Application Deadline January 9, 2019)

The Hanna H. Gray Fellows Program supports early career life scientists in academic labs across the U.S.

Howard Hughes Medical Institute (HHMI) seeks to increase diversity in the biomedical research community. We know that the biggest challenges in science call for diverse perspectives and original thinking. The goal of the Hanna H. Gray Fellows Program is to recruit and retain individuals from gender, racial, ethnic, and other groups underrepresented in the life sciences, including those individuals from disadvantaged backgrounds. Through their successful careers, HHMI Hanna Gray Fellows will become leaders in academic research and inspire future generations of scientists from America’s diverse talent pool.

Following the “people, not projects” philosophy of HHMI, the competition is open to those dedicated to basic research from both doctoral and/or medical training paths in the biomedical and life science disciplines, including plant biology, evolutionary biology, biophysics, chemical biology, biomedical engineering, and computational biology. Fellows have freedom to change their research focus and follow their own curiosity for the duration of the award.

Fellows will receive funding through their academic institution for postdoctoral training and may continue to receive funding during their early career years as independent faculty. The program provides opportunities for career development, including mentoring and networking with others in the HHMI scientific community

For more information on the Hanna H. Gray Fellows Program including eligibility, application, award, and past fellow award winners; please visit the Program Website. Application deadline is January 9, 2019.

Funding Opportunity for Postdocs | $30,000 | Blavatnik Awards for Young Scientists

Applications Due January 18, 2019

The Blavatnik Family Foundation is an active supporter of many leading educational, scientific, cultural, and charitable institutions in the United States, the United Kingdom, Israel, and throughout the world. Funding Level: Three winners will each receive $30,000 in unrestricted funds; six finalists will each receive $10,000 in unrestricted funds.

  • Link to program solicitation/guidelines:     
  • FAQs:
  • Topic/Discipline:  Categories include: Life Sciences, Physical Science and Engineering, and Chemistry. See more detail at
  • Program Synopsis: The regional postdoctoral competition of the Blavatnik Awards for Young Scientists recognizes the most promising postdoctoral-rank scientists and engineers from New York, New Jersey, and Connecticut working in disciplines within the life sciences, physical sciences & engineering, and chemistry. The nominations are made by the Provost of the University of Rochester.
  • Eligibility: To be eligible, a candidate must: Have been born in or after 1977. Candidates born closest to 1977 may be more competitive-see note below. Have earned a doctoral degree (PhD, DPhil, MD, DDS, DVM, etc.). Currently hold a postdoctoral-rank position at an academic institution in designated states. Have made significant research contributions to disciplines (and above) within the life sciences, physical sciences & engineering, or chemistry. Note: Advanced, more senior postdocs with a strong record of independent research, publication and impact will be more competitive than beginning postdocs; the review committee does not differentiate between early and late career postdoctoral fellows
  • Internal Deadline: All final materials by Friday, January 18, 2019
  • Number of Applications allowed from UR: 15 postdoctoral applications from the University will be accepted. The graduate deans will vet the applications, and make selections, if more than 15 applications are received by the internal deadline of January 4th.
  • Instructions for submitting internal application: Internal applications must consist of final materials ready for upload: Nomination statement (no more than 200 Words), suitable for Provost’s use in describing nomination rationale. Postdoc’s research abstract (max. 1000 words). Biosketch or CV (must be in compliance with the exact format detailed in Blavatnik Guidelines-no more than 4 pages).  4 pdfs of full-text publications and/or patents representing the candidate’s best work. Contact information for two recommenders who can attest to the candidate’s qualifications and research contributions to his/her field, i.e., postdoctoral advisor(s); graduate advisor(s), collaborators. Nominator (i.e., Provost) will need candidate’s date of birth, professional email address, and direct phone number. Send Applications to: SMD: Joyce Goodberlet at

University of Rochester Diversity Conference Call for Proposals and Posters

Faculty, staff, students, and alumni are invited to submit workshop and poster proposals for the University’s 10th annual diversity conference on Monday, April 8. This year’s conference, “Finding the Courage to Lead,” will feature author, activist, and cultural commentator Samina Ali. Workshop proposals should focus on creating interactive experiences around topics of developing fearlessness and resilience to assist in developing inclusive environments, as well as exploring how leaders and leadership can affect environments. The deadline for workshop proposals is Friday, January 18.

L'Oreal USA For Women in Science Fellowship

Completed Application are due no later than February 1, 2019

The L’Oréal USA For Women in Science fellowship program awards five women postdoctoral scientists annually with grants of $60,000 each for their contributions in Science, Technology, Engineering and Math (STEM) fields and commitment to serving as role models for younger generations. The program is the U.S. component of the L'Oréal-UNESCO For Women in Science International Fellowships program. Celebrating its fifteenth year in the U.S., the For Women in Science program has awarded 75 postdoctoral women scientists nearly $4 million grants. L’Oréal USA partners with the American Association for the Advancement of Science (AAAS) to manage the program’s application and peer-review process. Each year, the program attracts talented applicants from diverse STEM fields, representing some of the nation’s leading academic institutions and laboratories. For more information about the L'Oréal USA Women in Science program, please visit:

America’s Got Regulatory Science Talent Student Competition

  • Taking place: Wednesday, February 13, 2019, 12:00 – 1:30 p.m.
  • Deadline for Entry Form: Wednesday, January 30, 2019

Want to see how emerging science can impact federal programs and regulations?  Want to discuss your ideas with the FDA?  We are now accepting applications for the Annual America’s Got Regulatory Science Talent Student Competition.  Your proposed solution should align with the FDA Regulatory Science priority areas.  Please visit the CTSI website to learn more about competition guidelines, examples, evaluation criteria and for the entry form.  Your completed entry form is due by 5:00pm on Wednesday, January 30, 2019, and the competition takes place on Wednesday, February 13, 2019.  The winning team travels to Washington DC/Maryland regions to meet with the FDA.

The NCI Predoctoral to Postdoctoral Fellow Transition Award (K99/K00)

The purpose of the NCI Predoctoral to Postdoctoral Fellow Transition Award (F99/K00) is to encourage and retain outstanding graduate students recognized by their institutions for their high potential and strong interest in pursuing careers as independent cancer researchers. For full description and application instructions, please visit Application due date is February 22, 2019.

Center for Integration of Research, Teaching & Learning

Spring 2019 Online Courses

The College Classroom (Registration Close Date: January 21, 2019)

Get an introduction to key learning principles and the basics of effective teaching practices in this course about teaching in the STEM college classroom. Students will explore how people learn, discuss how to monitor and investigate the effectiveness of the learning environment, learn what it means to create an inclusive classroom environment that engages all learners, and utilize backward design to develop a microteaching project. An emphasis on a learning-centered classroom will provide students with a perspective that highlights the interconnected cycle of teaching, assessment, and learning such that they gain the knowledge and skills to be effective teachers in the college classroom. Course Schedule This 11-week course has weekly online sessions on Mondays at 1 - 2:30PM ET / 12 - 1:30PM CT / 11AM - 12:30PM MT / 10 – 11:30AM PT from January 28 to April 15. Workload Your instructors estimate participants will need to spend 1.5-2 hours per week on work outside of class sessions. For more information or to register for this course, please visit

Diversity in the Classroom (Registration Close Date: February 18, 2019)

In this course, explore what is known—and theorized—about the ways that diversity affects learning and, in turn, help educators develop practical classroom strategies that address "equity," "inclusion," "diversity," and related terms. We will examine personally meaningful definitions of “equity,” “inclusion,” “diversity” and related terms, consider research on bias, and build a community of inquiry around ways diversity affects both our teaching and student learning. When you leave this course, you will have constructed: 1. a personally meaningful definition of "diversity" and related terms 2. knowledge of some of the fundamental literature on diversity that pertains to STEM and SBE (social/behavioral/economics) fields 3. a rationale for why you include the content you do in your teaching, and an understanding of how the selection of this content is influenced by your definition of diversity 4. a toolbox of tips and ideas on how you might address diversity in future courses you will teach (demonstrated in the Inclusive Teaching Plan assignment and the Diversity Statement Workshop activity) 5. a community of peers who are a resource for your teaching career 6. experience with learning in an online environment with students from diverse institutions Course Schedule This 9-week course has weekly online sessions on Tuesdays at 11:30AM - 1PM ET / 10:30AM - 12PM CT / 9:30 - 11AM MT / 8:30 - 10AM PT from February 26 to April 23. Workload Your instructors estimate participants will need to spend 2.5-3 hours per week on work outside of class sessions. For more information or to register for this course, please visit

Engaging Students in the Teaching of Statistics (Registration Close Date: March 11, 2019)

This course provides current and/or future instructors in statistics--in statistics departments or departments that make considerable use of statistics such as psychology, ecology, etc.--with a solid grounding in sound pedagogical practices that will engage their students. Instructors will focus on how backwards design, active learning techniques, and inclusive instruction can benefit all students. The course will include presentations on key points including teaching tips, group discussions, and a small-group mini-project focusing on integration of the five leaning objectives. Students who complete this course will: 1. Comprehend the role that backwards design plays in successful teaching 2. Be able to use Bloom’s taxonomy in developing learning objectives and teaching plans 3. Be able to construct assessment tools 4. Comprehend the importance of student background and diversity 5. Be able to employ inclusive teaching practices with a focus on active learning. Course Schedule This 4-week course has weekly online sessions on Thursdays at 2-4PM ET / 1-3PM CT / 12-2PM MT / 11AM-1PM PT from March 21 through April 18 (sessions are 3/21, 3/28, 4/11, and 4/18). Workload Your instructors estimate participants will need to spend about 2 hours per week on work outside of class sessions. For more information or to register for this course, please visit

Spring 2019 Online Workshops

Getting Ready to Teach in the American Classroom (Registration Closes February 1, 2019)

Wednesday, February 6, 2019 | 2:00 pm (EST) | Online in CIRTL Blackboard Collaborate
This workshop will be a facilitated case study discussion–Compensation Strategies to Improve Communication–and will focus on strategies to build rapport with students early in the semester and throughout teaching a course. Sources of miscommunication between students and instructors will be investigated in order to provide participants with tangible strategies to increase effective communication (verbal and non-verbal) with others in and out of the classroom.  Registration opens December 10 and closes February 1, 2019 at 1:00 pm EST. For additional information and to register for this webinar, please visit

Writing a Diversity Statement (Registration Closes February 8, 2019)

Employers are increasingly asking candidates to supply a diversity statement as part of their application. This session covers the essential elements of composing this important document. Starting with individual reflection on topics of inclusion, diversity, and equity, participants will draw upon personal and professional experiences to begin writing their story. We will discuss how inclusive teaching practices can be incorporated into the diversity statement. Participants will learn strategies for highlighting initiatives they have lead or participated in that focus on underrepresented students, working towards equity, and/or enhancing diversity. Examples may include professional development, creation of an inclusive learning community, student retention or outreach work, organizations and non-profits, and activities related to mentoring, research, committees, and teaching. For advanced students and postdocs, time will be spent showing examples of diversity statements and discussing how to incorporate the diversity statement into interview answers. It is never too early to begin working on a diversity statement, so special insight will be provided to new graduate students, regarding goal setting and identifying ways to engage with diversity efforts at their home institution. Workshop Schedule This workshop has two online sessions, which participants are required to attend, at 12-1:30PM ET / 11AM-12:30PM CT / 10-11:30AM MT / 9-10:30AM PT on Tuesday, February 12 and 19. Workload Participants will be expected to draft and refine their own diversity statement. For more information or to register for this workshop, please visit

Teaching with Technology (Registration Closes February 22, 2019)

Thursday, February 28, 2019 | 1:00 pm (EST) | Online in CIRTL Blackboard Collaborate
Technology can help us increase teaching effectiveness and student learning. This workshop will introduce participants to a variety of digital tools to engage students in learning. Examples of digital tools are blogs and wikis, collaborative space, audio-video, social media, and mobile applications. Registration opens December 10 and closes February 22, 2019 at 11:59 pm EST. For additional information and to register for this webinar, please visit

For a full list of upcoming Center for Integration of Research, Teaching, and Learning Workshops, please visit The majority of events are online and requires advance registration. For information on any of the courses or programs, please contact .

Graduate Student Society

The Graduate Student Society is the coordinating student body charged with representing all students enrolled in the graduate programs at the University of Rochester, School of Medicine and Dentistry. GSS monitor issues of importance to the graduate student community, represent the concerns of graduate students to University administration, and advocate for changes to enhance the quality of graduate education. GSS also serve as a liaison among the student populations of the graduate programs and sponsor academic and social events of interest to the graduate student community.

Get Involved: Want to meet new people and gain experience organizing events for graduate students? GSS wants YOU! Please visit our Facebook page to see what the GSS has to share. Programs in need of representation include Biochemistry, Biophysics, Epidemiology/HSR, Genetics, Biostatistics, the Medical Humanities, the Family Therapy Training Program, and Pharmacology/Physiology​. Email to volunteer for an upcoming event or to share your suggestions for the upcoming academic year.

Current Officers

  • IMV:  Sydney Simpson, Andrew Martin, Zane Hayes, Alicia Healey, Erin Gibbons
  • Toxicology:  Kelly Hanson, Ashley Peppriell
  • Pathology:  Brianna Shares, Rachel Piselli, Kimberly Michielsen, Mark James
  • TBS:  Elizabeth Belcher, Savannah Moritzky, Hannah Murphy
  • Neuroscience:  Holly Beaulac, Anjali Sinha, Joshua Hinkle, Fei Shang

Relevant Reads

Teaching as a Performing Art

By Seymour B. Sarason. Sarason sees teachers as actors and thus uses the traditions of stage performance to inspire ways to foster connections between teachers and students. Sarason elucidates how the rehearsal processes actors undergo and the direction they receive, for example, would be similarly beneficial for educators. Visit the CPD’s Lending Library catalog to see this and other titles of interest. To borrow a book, stop by our office in G-9627 or email us with your request.

A New Model for Professors in the Netherlands

By David Matthews for Time Higher Education. Country plans shift away from evaluating faculty members only on research metrics. Move would also make it possible to be hired on the basis of teaching. Read A New Model for Professors in the Netherlands

Asking Effective Interview Questions

Gaeun Seo provides detailed suggestions to help you better respond to, “Do you have any questions for me?”. Read Asking Effective Interview Questions

Getting Small-Group Work Right

Michael Estefan outlines five mistakes to avoid when organizing such activities in your classes. Getting Small-Group Work Right


“Need accommodations for any CPD or GEPA event?  Contact at least three business days prior to the event.”

Visit for a calendar of all our events.  Review the Opportunities to Explore archive.

Center for Professional Development | | (585) 275-4522 |

Broadening Experiences in Scientific Training | | (585) 276-7348 |