Yesterday I participated in #BOU17TC, Twitter’s first ever general #ornithology conference, organized by the British Ornithologists’ Union! It was a fun challenge to translate my research into 6 tweets and I even got to make my figures into GIFs! See my presentation here: https://storify.com/s_m_aguillon/bou17tc.
Nancy Chen and I have contributed a blogpost to PLOS Genetics’ Understanding Images Collection, a series that explains how the journal’s cover image helps understand the associated manuscript. The post, “How dispersal shapes spatial patterns of genetic diversity,” is written for scientists, but non-specialists, so is a great way to get an overview of our recent paper! Read the post here: http://blogs.plos.org/biologue/2017/10/19/understanding-images-how-dispersal-shapes-spatial-patterns-of-genetic-diversity/
I’m really pleased to announce that my recent paper on isolation-by-distance in Florida Scrub-Jays has been chosen as the August cover of PLOS Genetics! Check out the paper and the writeup about the cover! Thanks to Reed Bowman (one of the co-authors) for letting me submit his amazing photo!
I had the honor of being featured on the Better Posters blog this week for the poster I presented at Evolution and AOS. I worked really hard to make the poster visually interesting and to use minimal text, so it was an honor to get such good reviews from Dr. Zen! This blog is a great resource for scientists thinking about conference posters or graphics of any sort! You can find the critiques of my poster here: http://betterposters.blogspot.ca/2017/08/critique-and-makeover-how-to-recognize.html
I’m excited to announce that my paper on the consequences of limited dispersal in Florida Scrub-Jays is now available in PLOS Genetics! I had the great luck of being able to present this work at the American Ornithology Society meeting in Lansing, Michigan on the same day the paper was released! The paper is open access and available here: http://journals.plos.org/plosgenetics/article?id=10.1371/journal.pgen.1006911.
More details to come in the next few weeks… but I had the honor to be filmed for a new project profiling emerging scientists (along with my labmate, Natalie Hofmeister)! These videos will be a more personal take on the traditional scientist video. We finished the filming in the last few days and I will be excited to share the final video soon!
I’ve been spotlighted on Cornell’s EEB Graduate Student Association website for the month of July! Visit eeb.cornell.edu/grads/ to view the spotlight on my work or learn more about the many amazing graduate students in my department!
The 2017 Evolution meeting in Portland, Oregon just wrapped up! It was my first opportunity to attend one of the large US Evolution meetings, so it was a bit daunting at first! It was great to reconnect with friends and meet new people, all while exploring beautiful Portland!
I presented a poster on preliminary work using ddRAD sequencing to assess genetic differentiation between different northern flicker sub-groups. I experimented with using a fabric poster and I think it was a success! I would definitely recommend this option to others, but it does require a bit of extra time for shipping. This is the first chapter of my dissertation and I’ll be spending the summer writing it up for publication – stay tuned!
Cornell recently hosted the first annual Teaching as Research National Conference and I was able to participate through the Scholarship of Teaching and Learning (SOTL) Program. I participated in SOTL in collaboration with Gregor Siegmend (a fellow Cornell EEB grad student) during the Fall and Spring semesters. We’re interested in how gender influences social dynamics in the classroom and conducted a small project to better understand the social dynamics in Cornell’s Intro Evolution (BioEE 1780), an active-learning (“flipped”) course.
One of the primary take-aways from our project: male and female students interact differently in the classroom, with female students interacting more with the instructors during small group work and male students more often by volunteering during lecture. Because instructors determine the types of interactions that can occur in the classroom, they can influence whether female or male students are more likely to participate in class.