Former marine biologist, in book, says science needs help from Hollywood

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Author discusses new book about narrative and what Hollywood has to offer science.

Research reveals that significant share of scholarly papers have 'guest' or 'ghost' authors

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Significant share of research papers have "guest" authors who didn't perform significant research or "ghost" authors who did but aren't named, study finds. Are grad students losing out? Are conflicts of interest hidden?

Essay on how new Ph.D.s should prepare resumes for nonacademic job searches


Joseph Barber explores how to think about your résumé -- and how to reshape the language you use -- if you are a new Ph.D. looking for employment outside academe.

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Author discusses new book on the flaws of institutional review boards

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Author discusses his new book seeking the abolition of institutional review boards.

Author discusses his new book on the rise of English as the dominant language of science

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Author discusses his new book on science before and after the dominance of English as a global language.

Essay on Dr. Oz and academic freedom

Mehmet Oz, a cardiothoracic surgeon and vice chair of the Department of Surgery at Columbia University Medical Center has attracted some attention recently because he has a TV show, The Dr. Oz Show, on which he spouts some incredibly stupid ideas about phony weight-loss cures and how psychics make you feel better.

But the recent debate about Oz centers on a question of academic freedom, after a group of 10 physicians wrote to Columbia University calling for him to be dismissed from his faculty position unless he stopped his dubious televised pronouncements.

In their letter, these doctors write:

We are surprised and dismayed that Columbia University’s College of Physicians and Surgeons would permit Dr. Mehmet Oz to occupy a faculty appointment, let alone a senior administrative position in the Department of Surgery.

As described here and here, as well as in other publications, Dr. Oz has repeatedly shown disdain for science and for evidence-based medicine, as well as baseless and relentless opposition to the genetic engineering of food crops. Worst of all, he has manifested an egregious lack of integrity by promoting quack treatments and cures in the interest of personal financial gain.

Thus, Dr. Oz is guilty of either outrageous conflicts of interest or flawed judgments about what constitutes appropriate medical treatments, or both. Whatever the nature of his pathology, members of the public are being misled and endangered, which makes Dr. Oz’s presence on the faculty of a prestigious medical institution unacceptable.

One of the 10 letter writers, Gilbert Ross of the American Council on Science and Health, described Oz as “a true asset to Columbia -- as a surgeon” and called for him to “return to the operating theater, where he can do much real good.” This makes it clear that the opposition to Oz being on Columbia’s faculty has nothing to do with his professional abilities. Instead, these writers want to punish Oz for his extramural utterances, because they fear that Oz’s position at Columbia adds credibility to the dubious medical claims on his show.

It’s doubtful that many of Oz’s viewers know anything about his job at Columbia or would care if they did know. They find him credible because of his personality and because he has “Doctor” in front of his name, not because he works at Columbia.

So the real reason these writers are seeking to fire Oz from Columbia is as a form of public shaming. The numerous condemnations of Oz’s show haven’t changed his behavior, and they want to turn up the heat. But they are wrong: academic positions should never be threatened as a tool to argue with people who are in error.

Michael Specter wrote in The New Yorker, “Free speech must be defended vigorously. But to invoke those principles in order to protect the right of one of America’s most powerful doctors to mislead millions of people seems a bit excessive.”

There’s nothing excessive about academic freedom or free speech, even when you apply those principles to famous and powerful people. The point of academic freedom isn’t just to protect the little guy. It’s to protect everyone, celebrity academics included. When Bertrand Russell was banned from teaching at City College of New York in 1940 for not being sufficiently homophobic in the eyes of a New York judge, he was one of the most famous academics in the world. But his banishment was both a violation of Russell’s individual academic freedom and a threat to everyone else less prominent than Russell, since attacks on academic freedom create a chilling effect on everyone.

Oz might not “need” academic freedom to remain America’s most famous doctor, but what about all the other academics who make controversial statements? The letter demanding Oz’s firing linked to a Salon article about Oz’s support for labeling genetically modified organisms (GMO) in foods, even though there’s no scientific evidence that GMO products are harmful to consume. But it’s also true that there’s no scientific proof of GMO safety required before a new product is introduced, and that GMOs may contribute to negative consequences for the environment and for human health, such as possible increases in certain kinds of pesticide use and the overuse of antibiotics in cows given recombinant bovine growth hormone (rBGH). And truthful labeling is required for food products even when those ingredients are safe.

If Oz can be fired, in part, because of his views on GMOs, what might happen to the scientists who find evidence about GMOs harmful to the bottom lines of powerful corporations, or who dare to join the overwhelming majority of Americans in expressing support for labeling?

Columbia University responded to the controversy with a simple statement: “As I am sure you understand and appreciate, Columbia is committed to the principle of academic freedom and to upholding faculty members’ freedom of expression for statements they make in public discussion.”

A group of medical faculty peers at Columbia wrote an article criticizing the information on Oz’s show, but noted, “Unless these foibles can be shown to render Dr. Oz inadequate or ineffective at Columbia, there is no justification for forcing him to resign from a well-earned position in academic medicine.”

Jennifer Gunter, a physician, argued, “The uproar from health professionals about Dr. Oz is has nothing to do with academic freedom -- it’s about false claims, bad information, ethics and conflicts of interest. Academic freedom is meant to support thoughtful ideas and research, not charlatans and liver cleanses.”

But academic freedom protects thoughtful ideas and research by limiting the reach of punishment for bad ideas -- especially when those bad ideas take place in a realm outside of one’s professional work. The fact that Oz talks about medical issues on his show makes him no different from Steven Salaita, whose tweets (which led him to lose a job at the University of Illinois) were extramural utterances even though the subject matter had some connection to his academic work on Israel.

An extramural utterance is defined by whether or not a university is paying a professor to speak, as they do with teaching and research. But if we say that extramural utterances should be judged by academic criteria, then we will chill the speech of academics in precisely the areas where they can benefit the public most with their knowledge. It’s tempting to imagine that we can force Oz to bring sound medical advice to daytime television by threatening his job. What will happen instead is that academic experts will keep silent on public controversies lest they endanger their academic positions, and we will be left with more charlatans to guide important debates.

The best response to Oz’s errors is counterspeech, not the removal of his academic freedom and dismissal from his academic position. There’s nothing wrong with criticizing Oz for having a show that dispenses dubious and often scientifically wrong advice to a gullible public, or even encouraging him to resign. But when people call for those who views they dislike to be fired even when they are fully qualified academically, it undermines academic freedom.

The University of Illinois initially responded to the Salaita controversy with the same principled defense of academic freedom that Columbia University invoked for Oz, before changing positions. But Columbia’s principles are sound: a true university should have academics judged by other academics based on their academic work, and should give them the freedom to speak -- on Twitter, in public speeches and letters, and on television -- without fear of censorship. We cannot count on the truth prevailing on daytime television, but we should not be afraid to allow an open debate of ideas in the public sphere.

John K. Wilson is the coeditor of and the author of seven books, including Patriotic Correctness: Academic Freedom and Its Enemies.

Essay on how new Ph.D.s can work with mentors to develop their career story


Engage mentors to figure out the best career path, even if that path is outside academe or isn't what a mentor may have initially expected, writes Stephanie K. Eberle.

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Essay criticizes idea of adding the arts to push for STEM education

The last few years have brought a call from some quarters to update the STEM acronym -- for science, technology, engineering and mathematics -- to STEAM, with the A standing for arts. On the surface, such a move seems harmless. What’s another letter, right? But in my view, STEM should stay just as it is, because education policy has yet to fully embrace the concept it represents -- and that concept is more important than ever.

No one -- least of all me -- is suggesting that STEM majors should not study the arts. The arts are a source of enlightenment and inspiration, and exposure to the arts broadens one’s perspective. Such a broad perspective is crucial to the creativity and critical thinking that is required for effective engineering design and innovation. The humanities fuel inquisitiveness and expansive thinking, providing the scientific mind with larger context and the potential to communicate better.

The clear value of the arts would seem to make adding A to STEM a no-brainer. But when taken too far, this leads to the generic idea of a well-rounded education, which dilutes the essential need and focus for STEM.

STEM is the connecting of four separate, but similar, dots. The acronym was born in the early 2000s, when the National Science Foundation sought to promote a national conversation about the merits of pulling related areas out of their silos and teaching them in a more multidisciplinary way. Math and science were already well established in education. The thinking was that technology and engineering instruction was far less prevalent in public schools, despite society being dependent on both.

Over time, the four letters have served as the spark to rekindle America’s commitment to an innovation economy. The basis of that commitment is a larger, more skilled workforce in STEM areas. Policy from the Clinton, Bush and Obama administrations has emphasized the importance of preparing and encouraging more youth to pursue these fields at a time when they were less inclined to do so, and to provide more support and training for teachers in the subjects.

We cannot afford to be distracted from that strategy. A survey of executives by Business Roundtable last year revealed that 4 out of 10 companies still find that at least half of their entry-level job applicants don’t even have the basic skills in STEM. Yet these companies will have to replace nearly 1 million U.S. employees with basic STEM literacy (and 635,000 with advanced skills in STEM) in the next five years. This means that STEM education needs ongoing commitment and resources.

I like to think of STEM the same way I think of stem cells -- STEM is foundational. Just as stem cells are a platform for the growth of other tissues, STEM is a platform for many careers. It is too valuable to our nation’s future to be put at risk.

Gary S. May is dean of the Georgia Tech College of Engineering.

Pi day of the century has math lovers prepping for celebration

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March 14 is always exciting to mathematicians, and 3.14.15 is extra special.

Essay calls for ending the 'leaky pipeline' metaphor when discussing women in science

For decades, debates about gender and science have often assumed that women are more likely than men to “leak” from the science and engineering pipeline after entering college.

However, new research of which I am the coauthor shows this pervasive leaky pipeline metaphor is wrong for nearly all postsecondary pathways in science and engineering. It also devalues students who want to use their technical training to make important societal contributions elsewhere.

How could the metaphor be so wrong? Wouldn’t factors such as cultural beliefs and gender bias cause women to leave science at higher rates?

My research, published last month in Frontiers in Psychology, shows this metaphor was at least partially accurate in the past. The bachelor’s-to-Ph.D. pipeline in science and engineering leaked more women than men among college graduates in the 1970's and 80's, but not recently.

Men still outnumber women among Ph.D. earners in fields like physical science and engineering. However, this representation gap stems from college major choices, not persistence after college. 

Other research finds remaining persistence gaps after the Ph.D. in life science, but surprisingly not in physical science or engineering -- fields in which women are more underrepresented. Persistence gaps in college are also exaggerated.

Consequently, this commonly used metaphor is now fatally flawed. As blogger Biochembelle discussed, it can also unfairly burden women with guilt about following paths they want. “It’s almost as if we want women to feel guilty about leaving the academic track,” she said.

Some depictions of the metaphor even show individuals funneling into a drain, never to make important contributions elsewhere.

In reality, many students who leave the traditional boundaries of science and engineering use their technical training creatively in other fields such as health, journalism and politics.

As one recent commentary noted, Margaret Thatcher and Angela Merkel were leaks in the science pipeline. I dare someone to claim that they funneled into a drain because they didn’t become tenured science professors. No takers? Didn’t think so.

Men also frequently leak from the traditional boundaries of science and engineering, as my research and other studies show. So why do we unfairly stigmatize women who make such transitions?

By some accounts, I’m a leak myself. I earned my bachelor’s degree in the “hard” science of physics before moving into psychology. Even though I’m male, I still encountered stigma when peers told me psychology was a “soft” science or not even science at all. I can only imagine the stigma that women might face when making similar transitions.

The U.S. needs more women and men who use their technical skills to improve social good. Last summer, I participated in a program to help students do just that -- it was the Eric and Wendy Schmidt Data Science for Social Good Summer Fellowship.

For this fellowship, I worked with two computer science graduate students and one bioengineering postdoc on a “big data” project for improving student success in high school. We partnered with Montgomery Public County Schools in Maryland to improve their early warning system. This system used warning signs such as declining grades to identify students who could benefit from additional supports.

This example shows why the leaky pipeline narrative is so absurd. Many leaks in the pipeline continue using their technical skills in important ways. For instance, my team’s data science skills helped improve our partner’s warning system, doubling performance in some cases.

Let’s abandon this inaccurate and pejorative metaphor. It unfairly stigmatizes women and perpetuates outdated assumptions.

Some have argued that my research indicates bad news because the gender gaps in persistence were closed by declines for men, not increases for women. However, others have noted how the findings could also be good news, given concerns about Ph.D. overproduction.

More importantly, this discussion of good news and bad news misses the point: the new data inform a new way forward.

By abandoning exclusive focus on the leaky pipeline metaphor, we can focus more effort on encouraging diverse students to join these fields in the first place. Helping lead the way forward, my alma mater -- Harvey Mudd College -- has had impressive success in encouraging women to pursue computer science.

Maria Klawe, Mudd’s first female president, led extensive efforts to make the introductory computer science courses more inviting to diverse students. For instance, course revisions emphasized how computational approaches can help solve pressing societal problems.

The results were impressive. Although women used to earn only 10 percent of Mudd’s computer science degrees, this number quadrupled over the years after Klawe became president. To help replicate these results more widely, we should abandon outdated assumptions and instead help students take diverse paths into science.

David Miller is an advanced doctoral student in psychology at Northwestern University. His current research aims to understand why some students move into and out of science and engineering fields.


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