|I most definitely cannot teach you how to code this Christmas tree in R. Fortunately, you can find it here.|
I will admit that sometimes I feel a bit of angst about my lack of hard skills. Students want to analyze their data in a particular way and I can’t tell them how. “I am sure you can do that in R,” I say. Or they want to do genomic analysis and I say “Well, I have some great collaborators.” I can’t check their code. I can’t check their lab work. I can’t check their math.
I think your graduate supervisor should be helping you in ways that you can’t get help for otherwise. Hence, my new catch-phrase is: “If there is an online tutorial for it, then I won't be teaching it to you.” Or, I might as well say: “If a technician can teach it to you, I won't be.” Now it might seem that I am either trying to get out of doing the hard stuff or that I consider myself above such things. Neither is the case - as evidenced by the above-noted angst. Instead, I think that the skills I can – and should be – offering to my graduate students are those one can’t find in an online tutorial and that can’t be taught by a technician.
|Check out these crazy-ass impressive equations from my 2001 Am Nat paper. (My coauthor Troy Day figured them out.)|
|Hey, in 1992, my genetic skills weren't bad - although, to be honest, my allozyme gels usually weren't this pretty.|
3. Sometimes skills ARE the research/ideas, such as development of new methodologies.
4. Thanks to Fred Guichard (with Steph Weber and Simon Reader) for the "blinded by the skills" title - suggested during our weekly "periodic table" at McGill.
|OK, so I do have a few some skills I can actually teach my students. I can catch guppies better than most.|