Author: russhodge

I am a science writer at the Max Delbrück Center for Molecular Medicine in Berlin, author of fiction and popular science books, an artist, and a professional musician who performs on the viola da gamba and Medieval and Renaissance stringed instruments. I edit manuscripts of all types and teach the full range of scientific communication skills. I am doing theoretical work in this subject - see for example https://goodsciencewriting.wordpress.com/2018/03/11/ghosts-models-and-meaning-in-science/

LEBENSKÜNSTLER

The Galiani Publishing House in Berlin has just published the German edition of my book “REMARKABLE,” illustrated by the wonderful Kat Menschik, and translated by my friend Stefan Widdess. We are promoting it at the Frankfurt Book Fair. The book is now available for order… See the link below.

We are looking for a publisher for the English version! The entire book is finished in English – if you know a publisher who might be interested, please let me know!

Order the book in German from Verlag Galiani.

SCOTT 3.0

ANNOUNCING SCOTT 3.0
Science Communication Teacher Training program (SCOTT)

What we are doing goes far beyond just teaching scientists essential skills as communicators and teachers. The tools of communication can help scientists become better thinkers and do better research, which adds value to their careers and the institute as a whole.

SCOTT is a new program based at the Max Delbrück Center in Berlin, aimed primarily at advanced career stage scientists with excellent (near native) English and solid writing and presentation skills. The goals are to:

  • help participants develop additional professional qualifications as science communication trainers, teachers, writers, editors, etc., by giving them the theoretical background and skills to be multipliers; 
  • serve as a unique model program to encourage other organizations to institutionalize in-house, excellent science communication training;
  • develop highly creative new projects in science communication and teaching: books, courses, teaching materials, games, etc.

SCOTT runs for 16 months. SCOTT 1.0 finished in summer 2023; SCOTT 2.0 will finish in the coming summer. There will be two months overlap between the last group and the next one.

We have accomplished some great things. We made a “board game” about molecular biology, and are developing popular science materiasl  and other projects on the theme of model organisms. Both projects received funding from the Stiftung Charité and are under development with book and game publishers. 

We have developed new courses on “Coping with Talk Anxiety” and “How to Read a Paper,” have helped prepare graduate schools and the institute for important reviews, applications to create programs and a new institute, and are working on several other projects. SCOTT members participated in many public science events, developed projects for school classes, etc. We are preparing new applications for the Stiftung’s latest call and will seek funding from additional external sources.

I am now accepting applicants for the third “class,” which will start in April 2024 and run until June 2025.

Who are we looking for?

SCOTT 3.0 will be open to 20 scientist/trainees. Priority will be given to postdocs and advanced career stage scientists at the MDC, although we will consider PhD students and exceptional candidates with very diverse qualifications from other institutes. We also welcome applicants from other fields – other natural sciences, data science, informatics, journalism, teachers, etc. The first group included an artist who has worked on projects bridging art and science. The second group includes a high school teacher.

What does the program entail?

Participants will need to make a firm commitment to the entire program and be prepared to attend the seminars, which meet for one full day per month in Berlin. They should count on spending at least one additional day per month working on SCOTT projects. 

Activities will include seminars, observations of courses, outside assignments, and teaching. The seminar days will include very interesting invited speakers and guests. We will also start collaborations with journalists and teachers. The program is divided into 3 phases:

  • Seminars, observation, and discussions to provide a solid theoretical introduction to practices and problems in scientific communication, didactics and learning styles. The group will hone their own science communication skills, observe ongoing courses in a range of skill areas, discuss anddeconstruct the teaching, and creatively brainstorm to improve the theory and methodology. We will work on lesson plans together and feed new ideas into the next cycle of courses. 
  • In the second phase, participants will co-teach modules of ongoing courses themselves, with supervision, observation by colleagues and sessions for constructive feedback afterwards.
  • In the third phase participants will complete a communication/teaching project they have designed and begin teaching independently, with support from the instructor and the group. We will present the program to the MDC and other institutes through lectures, demonstrations and group workshops, to inform and engage the community. “Graduates” will help recruit and work with the next class of trainers, export the model to their future institutes, and become the basis of a network that will continue to work together over the long term.

SCOTT will offer special types of support to the participants’ home labs, such as customized workshops and help with projects such as papers, theses, and presentations.

All seminar dates for 2024 will be set soon.

Here are the dates so far: March 1, April 5, May 10, June 7.

What do we hope to achieve?

High-quality communication training can add value to an institute by improving not only the skills of its scientists but also their research. This concept is based on an established theoretical background and teaching methodology that is still being refined, improved, and expanded. As a group we will collect experience, improve the program, develop original teaching methods and materials and produce a handbook for future trainers.  We will enhance current training structures at the MDC and on campus by offering more support to students and scientists, developing content for the Long Night of Sciences, the Gläsernes Labor and other venues, and producing games, teaching materials for schools, etc.

The program will be extremely transparent. Group leaders, scientists and other staff at the MDC are welcome as observers or participants at any time. In return, we will support their work by offering customized workshops and helping develop communication and education modules for grants or institutional projects. Contact the program if you are interested.

We will offer lectures and demonstration courses to other institutes and organizations within the Helmholtz Association and beyond, to promote the wider institutionalization of this model of training.

If you are interested or have questions, please contact Russ Hodge directly, at hodge@mdc-berlin.de. 

As a part of registration, we will set up an individual appointment to discuss details of the program and your individual interests and needs.

Announcing SCOTT 2.0

Science Communication Teacher Training program (SCOTT) 

What we are doing goes far beyond just teaching scientists essential skills as communicators and teachers. The tools of communication can help scientists become better thinkers and do better research, which adds value to their careers and the institute as a whole.

SCOTT is a new program at the Max Delbrück Center in Berlin, aimed primarily at advanced career stage scientists with excellent (near native) English and solid writing and presentation skills. The goals are to:

  • help participants develop additional professional qualifications as science communication trainers, teachers, writers, editors, etc., by giving them the theoretical background and skills to be multipliers; 
  • serve as a unique model program to encourage other organizations to institutionalize in-house, excellent science communication training;
  • develop unique new projects in science communication and teaching: books, courses, teaching materials, games, etc.

The first “class” of SCOTT is finishing soon and we have accomplished some great things. We are making a “board game” about molecular biology and a popular science book about unusual model organisms. (We have just submitted two grants that may provide funding for those projects.) We are designing new courses on “Coping with Talk Anxiety” and “How to Read a Paper,” have helped prepare graduate schools and the institute for important reviews, and are working on several other projects.

Now we are accepting applicants for the second “class,” which will start in April 2023 and run until June 2024.

Who are we looking for?

SCOTT 2.0 will be open to 15 scientist/trainees. Priority will be given to postdocs and advanced career stage scientists at the MDC, although we will consider PhD students and exceptional candidates with other qualifications and from other institutes. We also welcome applicants from other fields – other natural sciences, data science, informatics, etc. The first group included an artist who has worked on projects bridging art and science.

What does the program involve?

Participants will need to make a long-term commitment and be prepared to attend the seminar, which meets for one full day per month. They should count on spending at least one additional day outside, working on SCOTT projects. Activities will include seminars, observations of courses, outside assignments, and teaching. The program is divided into 3 phases:

  • Seminars, observation, and discussions to provide a solid theoretical introduction to practices and problems in scientific communication, didactics and learning styles. The group will hone their own science communication skills, observe ongoing courses in a range of skill areas, discuss and deconstruct the teaching, and creatively brainstorm to improve the theory and methodology. We will work on lesson plans together and feed new ideas into the next cycle of courses. 
  • In the second phase, participants will co-teach modules of ongoing courses themselves, with supervision, observation by colleagues and sessions for constructive feedback afterwards.
  • In the third phase participants will think up and complete a communication/teaching project and begin teaching independently with support from the instructor and the group. We will also present the program through lectures, demonstrations and group workshops, at the MDC and elsewhere, to inform and engage the community. “Graduates” will help recruit and work with the next class of trainers, export the model to their future institutes, and become the basis of a network that will continue to work together over the long term.

SCOTT will offer special types of support to the participants’ home labs, such as customized workshops and help with projects such as papers, theses, and presentations.

Seminar days for 2023: 

April 14, May 5, June 2, July 7, Aug. 4, Oct. 6, Nov. 3, Dec. 1

What do we hope to achieve?

Excellent communication training can add value to an institute by improving not only the skills of its scientists but also their research. This work is based on an established theoretical background and teaching methodology, but it can still be refined, improved, and expanded. As a group we will collect experience, improve the program, develop original teaching methods and materials and produce a handbook for future trainers.  We will enhance current training structures at the MDC and on campus by offering more support to students and scientists, developing content for the Long Night of Sciences, the Gläsernes Labor and other venues, and producing games, teaching materials for schools, etc.

The program will be extremely transparent. Group leaders, scientists and other staff at the MDC are welcome as observers or participants at any time. In return, we will support your work by offering customized workshops and helping develop communication and education modules for grants or institutional projects. Contact the program if you are interested.

Over the long term we will offer lectures and demonstration courses to other institutes and organizations within the Helmholtz Association and beyond, to promote the wider institutionalization of this model of training. 

If you are interested or have questions, please contact Russ Hodge directly, at hodge@mdc-berlin.de. 

As a part of registration, we will set up an individual appointment to discuss details of the program and your individual interests and needs.

Announcing our new Science Communication Teacher Training Program at the MDC (SCOTT) 

Aims

SCOTT is a new program aimed primarily at advanced career stage scientists with excellent (near native) English and solid writing and presentation skills. The goals are to:

  • help participants develop additional professional qualifications as science communication trainers, teachers, writers, etc.;
  • produce a group of highly trained, excellent teachers to act as multipliers at the MDC and beyond;
  • serve as a unique model program to promote the institutionalization of excellent science communication training.

Who are we looking for?

Initially we will establish a group of 10-12 trainees who will work together as a team for one year. Priority will be given to postdocs and advanced career stage scientists at the MDC, although we will consider exceptional candidates with other qualifications and from other institutes. We also invite applicants from other fields of natural science, data science, informatics, etc.

What does the program entail?

Participants will need to make a long-term commitment and be prepared to devote about 3 days per month to the project (not as a block). Papers, presentations, grants or other projects they are working on with their own groups will count as part of this time. Activities will include seminars, observations of courses, outside assignments, and teaching. The program is divided into 3 phases:

  • Seminars, observation, and discussions to provide a solid theoretical introduction to practices and problems in scientific communication, didactics and learning styles. The group will hone their own science communication skills, observe ongoing courses in a range of skill areas, discuss and deconstruct the teaching, and creatively brainstorm to improve the theory and methodology. We will work on lesson plans together and feed new ideas into the next cycle of courses.
  • In the second phase, participants will take over the teaching of some modules of ongoing courses themselves, with supervision by the instructor, observation by colleagues and sessions for constructive feedback afterwards.
  • In the third phase participants will begin teaching independently with support from the instructor and the group. We will present the program through lectures, demonstrations and group workshops, at the MDC and other organizations, to engage the community. “Graduates” will help recruit and work with the next class of trainers, export the model to their future institutes, and become the basis of a network that will continue to work together over the long term.

The first 4 months will mainly involve meetings of whole or half-days, spread at intervals through the month, and outside assignments. Later the schedule will be more flexible; participants will be able to choose from a range of modules to attend and teach. We will work together on lesson plans and develop a range of innovative teaching materials. We will also invite external experts to enhance the program with talks and workshops.

During the later phases, participants will teach in ongoing courses, take part in other projects, and be encouraged to develop workshops and courses around their own scientific topics, communication activities and needs. The project will offer special types of support to the participants’ home labs, such as customized workshops and help with projects such as papers, theses, and presentations.

Table of initial dates and activities

MeetingDateTopic
Meeting 1 (full day)April 4   Theory and aims
Meeting 2 (half day)April 26Observation and analysis
Meeting 3 (full day)May 12  Observation & didactic workshop (student orientation)

What do we hope to achieve?

This work is based on an established theoretical background and teaching model which needs to be refined, improved, and expanded. As a group we will collect experience, improve the program, develop original teaching methods and materials and produce a handbook for future trainers.  We will enhance current training structures at the MDC and on campus by offering more support to students and scientists, developing content for the Long Night of Sciences and other events, and producing games, teaching materials for schools, etc.

The program will be extremely transparent, open to group leaders, scientists and other staff at the MDC as observers or participants at any time. We will support your work by offering customized workshops and helping develop communication and education modules for grants or institutional projects. Contact the program if you are interested.

Over the long term we will offer lectures and demonstration courses to other institutes and organizations within the Helmholtz Association and beyond, to promote the wider institutionalization of this model of training.

If you are interested or have questions, please contact Russ Hodge directly, at hodge@mdc-berlin.de.

As a part of registration, we will set up an individual appointment to discuss details of the program and your individual interests and needs.

Scientific communication training, Theoretical introduction

This is the latest version of the theoretical introduction to my communications courses, recorded in January 2022.

The last few minutes provide a transition to the first practical session on presentation skills.

Update to the Devil’s dictionary! Today’s words: neogenesis, crumb, and autophagy

See the complete Devil’s Dictionary of Scientific Words and Phrases here.

Neogenesis   Any process whose aim is to reduce the Earth and the rest of the universe to a Formless Void and then recreate them, usually in an attempt to correct flaws in the original versions.

Crumb   the semi-petrified remains of a small, complex biosphere containing plant and animal matter originating from distant parts of the globe – wheat from Europe, cocoa from South America, and animal fats from God knows where and the rest of us don’t want to. These basic organic constituents are smothered in mounds of complex carbohydrates (sugars) and then forced into cohabitation in a structure called a cookie. This is achieved by kneading them into an amorphous mass, using a glue made of life-threatening quantities of cholesterol, bovine milk, and the blended embryos of birds, stirred but not shaken. The resulting colonies are exposed to extremes of temperature which exterminate all the inhabitants except the thermophiles. After they have thoroughly congealed, hardened and cooled, they are placed on flat surfaces and left out in the open, serving as traps for large mammals. If this fails to induce coronary events in the prey, the cookie aggregates are packed into boxes and distributed to neighbors using the mechanism of Girl Scouts. At some point they will be eaten, leaving only microscopic remnants – the crumbs. Cookie crumbs make up about 50% of the diet of ants and thus play a crucial role in global ecosystems and human life.

Autophagy This term, like 48.93 % of the modern scientific vocabulary, is derived from ancient Greek. Of the rest, 49.7 % was blatantly stolen outright from Latin, leaving a paltry 1.37 % whose origin remains a mystery. The most likely explanation is that these expressions spontaneously appeared out of nowhere, in a paper somewhere, and spread through the literature like viral infections or perhaps transposons. Anyway. The suffix –phage means either to digest or to devour, depending on whether silverware or just the fingers are used. The first component of the word, auto, can refer either an automobile or the person who owns it. Thus their combination into a single word (autophagy) denotes the process of eating a car. Theoretically, autophagy could also mean “to eat oneself” – self-cannibalization – although those who attempt it rarely finish the job, because at some point the mechanisms needed to eat yourself start to digest themselves, and I’ll leave it to the reader to imagine what comes next. Eating one’s own car ought to be termed autoautophagy, but this term does not appear in the literature, implying that most cases of autophagy involve the ingestion of someone else’s car. If you’re going to do it, you should probably do it at night.

At least one reliable case of autophagy has been documented in the scientific record. A car was eaten by Leon Samson, a Greek immigrant to Australia, probably to make up for nutritional deficits in his usual diet of razor blades and light bulbs. A Frenchman named Michel Lotito never ate a car, as far as I can determine, but he did guzzle down 18 bicycles, 15 shopping carts, seven television sets, and a three-wheeled Cessna 150 airplane, although not necessarily in that order and not in one sitting. For his efforts, the Guiness Book of World Records gave Lotito an award, but he ate that as well.

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