Posted on by Itumeleng

Lessons from the halfway mark

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 As I cross the halfway checkpoint of my Ph.D. studies, I am filled with a sense of awe and a hint of panic. As I previously described, there are many reasons to undertake a Ph.D. in Biology (here). But aside from the grand reasons for starting on this path, I find myself asking if there were any insights I’ve gained that I’d never anticipated. In this post, I want to share three key moments in my Ph.D. thus far that have influenced how I view research and academia in general.

  1. The best-laid plans of men and mice often go awry

Like many before me, when I began my studies I had grand intentions of how my experiments would proceed and had contingency plans. But, as I progress through my studies I realised that research is not as linear as I had anticipated. Now, I know what I’m saying is no news to many of you. But, for someone who has OCD tendencies and perfectionist attributes it is hard sometimes to “just go with the flow” as my cousin would say. I found it extremely difficult to let go and accept the new path unfolding in front of me. This experience has taught me that even with the best-laid plans, in research there must always be room for unexpected turns along the way and I now take solace in that fact.

  1. The road to academic success is paved with collaborations

Increasing advancements in science and technology have made it possible for scientists from different fields to find common ground and work together. I have found attending seminars outside of my narrow field of research not only provides a much-needed mental escape, but also increases the likelihood of meeting scientists who could provide a fresh perspective on my work. As I previously mentioned, identifying a possible collaborator is important, but also maintaining those collaborations. All great scientists of our time have all echoed this message – science does not flourish in a vacuum!

  1. The pursuit of a Ph.D. is lonesome

Yes, I know I just talked about meeting new people. But getting a PhD is perhaps the loneliest journey you’ll ever undertake, and nobody talks about it! Let me explain — nobody else on this planet will be as invested in your project as you, and only you have the power to make it a success. There will be times when even you will grow tired of saying “No, sorry I cannot join you today; I have to run a gel/experiment”, and your project starts invading and occupying every thought that comes into your mind. Ultimately, it all falls on you, and you really will feel alone. But, I do not want to leave you with just a one-sided story; just as nobody is as invested in your project, nobody is as EXCITED about your project as you. ALWAYS remember that! The passion will carry you through.

As I reflect on how far I have come in the short time I have been here, I am filled with excitement when I think about what the future holds. There is nowhere I would rather be than this exact point in time/space (Well, maybe somewhere high up in the Cederberg  🙂 ).

 

 

Posted on by Mathapelo Seopela · 2 Comments

THE NEOPHYTE VS THE ADEPT

University has been a place where we walk into great halls or auditoriums with anticipation of what the future holds! There we spend numerous hours, every day of the week, all in hopes of gathering sufficient information to make it through to the next semester! Every once in a while we have a brief dialogue with the lecturer, while only the bravest ever attempt to make a remark during a lecture or even oppose or have a conversation regarding a subject in a class! Fear of the loudmouth and know-it-all tagline, has kept many a student silent — and there is heavy cultural pressure to “respect your elders” by never questioning authority… But this can be detrimental to a student hoping to get into postgraduate studies, for a variety of reasons. The most critical of these being the ability to communicate and express an opinion. Having being in a “traditional” university style environment, I was in for a bit of “enlightenment” if you will, on this Fulbright endeavour!Mathapelo UMCES CBL

I find myself in a very different environment at the University of Maryland. The research laboratories of the university are collectively known as Centre of Environmental Science, all of which are completely detached from the main university. Here, the community is comprised, solely, of postgraduates and researchers, running various research projects. I’ve been used to boundaries between students and lecturers, so this collegial working environment was an adjustment, culturally and academically. Students didn’t even have to leave the centre for classes –  in fact, I was quite impressed that classes were offered via a video network. Even more-so, the small size of the class meant that it would be more interactive too. These “seminar” classes are held once a week for two hours, where we have discussions, with all the lecturers and classmates, about our thoughts on a paper we had to read up on in preparation for the class. The introverted aura I spoke of earlier will not do here as everyone’s perspective is considered important. In fact, part of your final “grade” is built on your vocal participation in class.

This was a bit challenging — even though we were warned at the orientation — that we must actively participate in classes right from the beginning to ensure that we understand, but also to pass the grade! Statistics, we were told, have apparently shown that those don’t do this at the inception of the graduate life, would be quiet the entire semester. Listening to these warnings and having gone through the experience of this newer academic culture, a new thought for African science emerges: Why are we building a culture of individuals who do not question, where an answer is either right or wrong? When do we get to a state where there is fluidity in teaching and learning, in both content and delivery? I know there are differences in teaching style between lectures on the same campus, between universities, and between disciplines. And large classes often discourage opinionated discussions. But there is a lot to learn in acknowledging that one is not always right, and being open to other opinions could be the beginning of education. For both students and lecturers.