Keck School of Medicine commencement speech

It’s been a very long and busy day here in Los Angeles — I’ve had a tour of USC, I ate a King Torta, I sat around for a long time in very warm black robes, I had a wonderful dinner with some of the faculty here, and oh, yeah, I gave a commencement speech. These events are always fun…I’m not a big fan of ceremony and ritual, but commencement is one of those events where the students can’t keep themselves from smiling, and families are all there whooping and cheering.

So, anyway, I’ve got to get some sleep, and then it’s an early morning off to the airport to fly back home, so I’m just putting my little speech below the fold.

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Ben Stein and I have something in common

Oh, Ben Stein, I shake my fist at you in rivalry. The infamous apologist for Republican criminality, idiotic economics, and creationist inanity got to present a commencement address to a famous university.

As it happens, I’m going to be out of town for a few days now — I’m off to deliver a commencement address myself. Yes, it’s another travel day for me, I’m afraid.

Should I be jealous? Stein got to speak at Liberty University. I’m speaking at the Keck School of Medicine at USC. I might be a teensy bit ahead. After all, this is what Richard Dawkins had to say:

“Many of the questioners announced themselves as either students or faculty from Liberty, rather than from Randolph Macon which was my host institution. One by one they tried to trip me up, and one by one their failure to do so was applauded by the audience. Finally, I said that my advice to all Liberty students was to resign immediately and apply to a proper university instead. That received thunderous applause, so that I almost began to feel slightly sorry for the Liberty people. Only almost and only slightly, however.”

That’s a difference between Stein and myself. I’m the one speaking at a proper university.

Daughters need letters

When I teach genetics, I like to pull a little trick on my students. About the time I teach them about analyzing pedigrees and about sex linkage, I show them this pedigree and ask them to figure out what kind of trait it is.

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It’s a bit of a stumper. There’s the problem of variability in its expression, whatever it is, which makes interpretation a little fuzzy — that’s a good lesson in itself, that genetics isn’t always a matter of rigid absolutes. They usually think, though, that it must be some Y-linked trait, since only males (the squares in the diagram) have it at all, and no females (the circles) are ever affected.

Then I show them the labeled version, and there’s a moment of “Hey, wait a minute…” that ripples through the class. Keep in mind that even the science classes at my university contain typically 60% or more women.

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It’s a truly horrible pedigree. Not only is it trying to reduce a very complex trait like “scientific ability” to a discrete character, but its assessment is entirely subjective — a point that is really brought home by pointing out that the pedigree was drawn by Francis Galton, who judged himself brilliant, and that he was evaluating his own family.

The silent tragedy here, though, is all those women judged as lacking in the characters of brilliance and scientific ability. They are rendered as nullities by the prejudices of the time — even if they had shown the spark of genius, they probably would not have been recognized by Galton — and by a culture that wouldn’t have trained or encouraged girls to do more than master needlework and laundry and household management, and would have brought them up to value the fruitfulness of their ovaries over the product of their minds.

Look at all those empty circles. I’m sure some of them had the capacity to be an entrepreneur like Josiah Wedgwood, or an eclectic philosopher like Erasmus Darwin, or a deep and meticulous scientist like Charles Darwin, or even just a successful doctor like Robert Darwin (II-4; not someone I would have characterized as brilliant, and also an indicator of the variety of abilities Galton was lumping together in his arbitrary judgments). Half the scientific potential in that pedigree was thrown away by restrictive social conventions.

That’s the kind of blind bias we have to end, and I think this Letters to our Daughters project is a wonderful idea. Stop pretending the circles are empty, and ask them to speak; color in those circles with talent. If you are a female scientist, or you know a female scientist, write in and set an example, and show the next generation of our daughters that they have a history, too.

You can read the first letter in the project now. I think it needs a few thousand more.

Sausages being made

The horror…if you’re at all squeamish, you may not want to read this article by an editor at a textbook publisher on how public school textbooks are made. If you’re curious about why Texas has such an absurd weight in the world of textbooks, though, it will explain all.

It’s a system that needs to be fixed. The article has some interesting suggestions, too, although the plan — more modularity and flexibility in curriculum materials, and a move away from reliance the massive all-in-one tome — also has potential for abuse. (I’m picturing the creationists producing little, slim ‘supplemental’ pamphlets for the schoolroom, and getting them approved by school boards. We also need some standards on what is not acceptable in the class.)

(via Nic)

Temporary full-time job opening in cell and microbiology at UMM

Full-Time, One-Year Faculty Position in Biology

University of Minnesota, Morris

The University of Minnesota, Morris seeks an individual committed to excellence in undergraduate education, to fill a full-time, one-year position in biology beginning August 17, 2009. Responsibilities include: teaching undergraduate biology courses including an introductory level cell biology course for majors (with lab), an upper-level microbiology course for majors (with lab), and contributing to other courses that support the biology curriculum. Excellent fringe benefits and a collegial atmosphere accompany the position. The standard teaching load is twenty credit hours per year.
Candidates must be at least A.B.D. in cell biology, microbiology, or a closely related field by August 17, 2009. Experience and evidence of excellence in teaching undergraduate biology is required. (Graduate TA experience is acceptable). Preference will be given to applicants having the Ph.D. in hand. 

The University of Minnesota, Morris (UMM) is one of the top public liberal arts colleges in the nation. As one of five campuses of the University of Minnesota, UMM has a unique mission and offers the best of both in the world of higher education–a small, close-knit campus complemented by the power of a world-renowned research University system. UMM is located 160 miles WNW of Minneapolis in a small (5000) rural community.  Our student body is diverse (16% students of color) and academically well-prepared, with 63% earning an ACT comprehensive score of 25 or higher and over 50% drawn from the top 25% of their high school classes.  Our faculty have received 33 of the University system’s highest teaching award and are very active in research and publication.  To learn more about the University of Minnesota, Morris visit our website at http://www.morris.umn.edu.

Applications must include a letter of application, resume, transcripts, a teaching statement with evidence of teaching effectiveness, and three letters of reference. Send applications to:

Biology Search Committee Chair
Division of Science and Mathematics
University of Minnesota, Morris
Morris, MN 56267-2128

Applications will be accepted until the position is filled. Screening begins April 17, 2009. Inquiries can be made to Ann Kolden, Executive Office and Administrative Specialist, at (320) 589-6301 or koldenal@morris.umn.edu.
The University of Minnesota is an equal opportunity educator and employer.  We are committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation.  To request disability accommodations, please contact Sarah Mattson at 320-589-6021.

Replace me!

Look up. The next thing I’m going to post is a job ad…you need a job, right?

I’m going on sabbatical next year, leaving a small hole in our staff that we need to plug up with someone as clever and resourceful and pedagogically exciting as me. Don’t be intimidated, though! We’ll take someone who knows cell biology and microbiology well, would like to join our team at a university that values education highly, and doesn’t mind a little spatio-temporal isolation in our remote corner of the universe. It’s a good career step for new graduates to take, too — a year spent here looks very, very nice on the teaching section of your résumé.

By the way, you won’t actually be replacing me (I like to imagine I am irreplaceable). My colleagues have juggled their schedules to cover the essential courses I teach, and we’re also trying to fill the job of a retiring faculty member…so you’d actually be taking the place of two faculty members and helping fill the gaps left by my colleague’s shifting of schedules. Think how important you’ll be to us! (Don’t worry, though, it’s still just a 1.0 FTE position. We’ll try not to overwork you.)

Flagrant anti-gay discrimination in a Canadian nursing college

Uh-oh. There is evidence that the damning email might have been faked. The “from” field of the message looks to have been crudely pasted in, and this whole story may be a product of a slighted student’s imagination.

This is an astonishing example of homophobic bigotry in a nursing college. A student was basically flunked out of a key course in the curriculum for a reason you will find hard to believe — here’s a letter from a nursing faculty member to the student:

Nioska, I’ve been thinking about the meeting in rita’s office and I feel that maybe Nursing is the wrong career for you. As a nurse, I have to advocate for my patients, and i feel that female patients will be uncomfortable having a lesbian nurse caring for them. You do not provide a sense of security to patients when you keep important information from them. Your sexual orientation is something important that patients have a right to know so that they can decide if they wish to have you as their caregiver. I myself am not homophobic at all, but I would not want a lesbian nurse caring for me when I am vulnerable. I would just not feel comfortable with that.

I think it might be best if you see student services to explore other career options that do not involve physical interaction, and intimacy. It wuold look better if you left nursing out of your own accord, rather than get kicked out.

i am just being honest. at the beginning of the rotation you asked me to be honest in my feedback, and i am doing just that.

Tassy

Notice: the student is a lesbian, and she does not trouble her patients with her sexual orientation … and the faculty member is penalizing her for being discreet! She is actually insisting that her students declare their sexuality, a completely irrelevant characteristic, to all of her patients.

If I were in the hospital, and my nurse walked up to my bed and cheerfully announced, “I am a heterosexual!”, I can guarantee you that my wife would march up to the administration and demand an immediate change of the nursing assignment. The sexual preferences of nurses may be a staple of porn films, but it is not the reality of health care.

And look at that classic disclaimer…she’s not homophobic, oh no — she just wouldn’t want a homosexual giving her injections and changing her bedpan.

This is absolutely outrageous. Even worse, the college is dragging out the investigation, has hurt the student’s prospects, and shows no sign of actually wanting to address the issue, preferring to try and place the blame on the student. The college also outed the student to all of her fellow students in the course of ‘investigating’ the problem. I’ve got a full account from the student below the fold.

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Eroding our intellectual infrastructure

One of the challenges facing the country right now in this time of economic crisis is that we’re also about to be confronted by the result of a decade of neglect of the nation’s infrastructure, in particular, the chronic starvation of our universities. It’s an insidious problem, because as administrations have discovered time and again, you can cut an education budget and nothing bad happens, from their perspective. The faculty get a pay freeze; we tighten our belts. The universities lose public funds; we raise tuition a little bit. A few faculty are lost to attrition, and the state decides to defer their replacement for a year or two or indefinitely; the remaining faculty scramble to cover the manpower loss. We can continue to do our jobs, but behind the scenes, the stresses simply grow and worsen.

I can testify to this from personal experience. My biology department struggles every year with the routine business of retirements and sabbatical leaves — we have absolutely no fat in this group, with every member playing an essential role in the curriculum, so every departure, even temporary ones, increases the strain. We have to frantically rearrange schedules to cover our deficits, we have to drop courses for a year (so the students have to juggle their schedules as well), and we hang by our fingernails waiting for the administration to do basic things, like approve temporary hires or allow us to do a search for replacement faculty. Since the state is contributing less and less every year, we will soon reach a point where we simply won’t be allowed to replace essential personnel, and then the whole system is going to break down.

The University of Florida has reached that point. The College of Liberal Arts and Sciences has been told to cut 10% from its budget. Since the biggest chunk of any university’s budget is salaries, that means a lot of people are going on the chopping block — and the administration has decided to simply get rid of entire departments wholesale, including geology. Think about it: a college of science that simply cuts off and throws away an entire discipline. Is that really a place that is supporting science and education? The partitions we set up with these labels are entirely arbitrary, and we are all interdependent. My own discipline of biology is dead without mathematics, chemistry, and physics, and yes, geology is part of the environment we want our students to know. Now it’s true that if all we aimed to do was churn out pre-meds, we could dispense with geology; heck, we could toss out all those ecologists, too, and hone ourselves down to nothing but a service department for instruction in physiology and anatomy.

But we wouldn’t be a university anymore. We’d be a trade school.

The United States is supposed to take some pride in its educational system — at least, we’re accustomed to hearing politicians stand up and brag about how our universities are the envy of the world. It’s a lie. We’re being steadily eroded away, and all that’s holding it up right now is the desperate struggles of the faculty within it. We’re at the breaking point, though, where the losses can’t be supported much more, and the whole edifice is going to fall apart.

Here’s what you need to do. Write to the University of Florida administration and explain to them that what they’re doing is debilitating, and is going to irreparably weaken the mission of the university. Unfortunately, their hands are probably tied; they’ve got a shrinking budget and have to cut somewhere, and they will do so, but at this point all we can do is ask them to hold off on completely destroying a scientific asset.

The next layer of the problem is the state government. They keep seeing the educational system as a great target for saving money with budget cuts, because the effects will not be manifest for several years — and so they steadily hack and slash and chop, and the universities suffer…and now they’re at the point where they begin to break, and they keep cutting. Write to the Florida legislature! Tell them that we need to support higher education, that as a scientific and technological nation, we are dependent on a well-educated citizenry!

It’s not just Florida, either — your state is blithely gutting its system of higher education, too. Minnesota, for instance, has cut investment in higher ed by 28% between 2000 and 2007, while raising tuition 68% over the same period. We haven’t been given less to do, either — our workload increases while salaries fail to keep up with inflation. This is happening everywhere. We are all Florida.

Another part of the problem is…you. Why do you keep electing cretins to your legislatures who despise the “intellectual elite”, who think being smart is a sin, who are so short-sighted that they care nothing for investing in strengthening the country in ways that take ten or more years to pay off? Stop it! Your representatives should be people who value education enough to commit to at least maintaining the current meager level of funding, but instead we get chains of ignoramuses who want to demolish the universities…and simultaneously want to control them to support their favorite ideological nonsense, via “academic freedom” bills. This is also a long-term goal: we have to work to restore our government to some level of sanity. It’s been the domain of fools and thieves for far too long.