Description

The “Frontières de l’Innovation en Recherche et Éducation” (FIRE) PhD program, established in 2006, is part of the “Programme Bettencourt” created and funded by the Bettencourt-Schueller Foundation to help creative and talented students develop their PhD in an environment as enriching as those of the best graduate programs in the world. The disciplines covered by the doctoral school are broad and include biological and physical sciences, engineering and technology, medical and health sciences, education and social sciences, information and digital sciences.

Discover more about our PhD students' research work on the Thesis projects section!

A wide range of research aims are associated to the FIRE doctoral school due to the interdisciplinary nature of the program. They can be broadly categorized into two main tracks:

Frontiers in Life Sciences - FdV

"Frontières du Vivant" (FdV) PhD projects involve biological and physical sciences, engineering and technology, medical and health sciences. They can also incorporate approaches and/or questions from other disciplines, including social sciences and humanities, however the focus of the work is on advancement of knowledge in life sciences.

Frontiers in Learning and Digital Sciences - FAN

“Frontières de l’Apprendre et du Numérique” (FAN) PhD projects often sit at the interface of digital technology, education and social sciences, however this is not strictly mandatory. For example, past projects have also involved learning with games, teaching through research, information and communication technologies, participatory sciences, art and design as a means to communicate science, etc.

FIRE courses are also open to students from other doctoral programs.

Priority is given to FIRE students when spots are limited.

Calendar
Year 1 courses
Creating Interdisciplinary Research Projects (CIRP)

The Creating Interdisciplinary Research Projects (CIRP) workshop intends to assemble free spirited students and researchers from broad scientific backgrounds to conceive creative research projects. This workshop provides the primary basis for collegiality and communication through dialogue and brainstorming on open questions in interdisciplinary research project. It is set in Domaine de Chalès (2h away from Paris) and is a joint activity between 1st year FIRE students and AIRE M2 students.

Aims of the workshop:

  • To be able to focus on an important scientific question and to define the means to approach it from different disciplines
  • To be able to zoom out (have a broader view) and zoom in (be precise and define the key experiments)
  • To think and express your ideas more clearly.
  • To gain confidence in your ideas.
  • To be able to discuss, reject or accept ideas.
  • To learn to take constructive scientific criticisms.
  • To learn how to write a research proposal.
  • To discuss scientific questions thoroughly.
  • To learn to interact with people from different backgrounds.
Interdisciplinary Thursdays (IT)

The Interdisciplinary Thursday seminars provide an overview on a wide scope of interdisciplinary research in life sciences and education. They promote discussions and scientific exchange among the fellows and senior scientists and develop an interdisciplinary scientific community.

Each session consists of 3 short talks (~15 minutes) by first year FIRE students introducing their research question and experimental/theoretical strategy followed by a discussion. Drinks and snacks will be provided.

The IT seminars take place in the Learning Center Extension (ground floor) at CRI building (8 rue Charles V 75004 Paris), from 18:00-19:30.

Critical Assesment and publication of Research Articles (CARA)

This course is intended to train students to improve the critical reading of interdisciplinary research papers and to introduce them to the different aspects of the peer review process.

Students will be exercised on their ability to capture rapidly the content of a paper, including conceptual framework and technical aspects. Several aspects of the methodology to perform this task efficiently as well as retaining the content of papers will be discussed with the instructors. Emphasis will be put on analyzing methodological aspects and the writing of method sections, with illustrations and comparisons between different articles. Examples of seminal work involving methodological breakthrough will be presented and discussed. FInally, scientific misconduct leading to ethical issues will be exemplified and analyzed.

The course will also exercise and lead students through all critical steps of the peer review process, the tasks of Editors and board, the writing of appropriate reviews and will include some aspects of paper submission (ex: the writing of a cover letter). Examples will be given of crosstalk between reviewers and authors with the support of available transparent reviewing process provided by particular journals.

Teachers: Benoît Sorre and Saskia van der Vies, benoit.sorre@univ-paris-diderot.fr, saskia@cri-paris.org

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General public speaking

The main objective of the course is to (re)discover the tools for an effective and adapted oral communication. This 2-day workshop is designed to help young scientific researchers develop their communication skills, with the primary focus on presentations before small and large groups.

Working from self-evaluation of their skills and objectives, participants will receive hands-on training in effective techniques in public speaking in academics, including physical preparation (stage presence, voice, non-verbal communication, branding), organization (structure, materials), content (convincing, storytelling, etc.), audience involvement, and the particular problems of presenting in a foreign language. Participants should prepare some their past and current presentations for activities in day 2.

Teacher: Ray Horn, ray.horn@free.fr

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Engaging presentations for the scientific and general audiences

I’ve just received an email inviting me to give a talk!! Now what?!?! Breathe. Do not panic (just yet). We’ve all been there… and there are many things you can do to arrive to that day ready to give a talk you will be proud of (or, at the very least, one you won’t be ashamed of).

In order to help you do that, this course will cover the following topics:

  1. I have to give a talk!

    • about what? where? to whom?
    • adapting to the environment
  2. …but my topic is complicated

    • how to keep it simple
    • how to give a clear picture
  3. OK, message is clear, now I need slides

    • how to be effective and efficient
    • how to be clear
    • how to make it visually attractive
  4. We all need help

    • Who and how to ask for help?
    • How to give good feedback?
  5. D-day: I cannot think clearly!

    • managing stage fright
    • please stand still.. but not stiff
    • are my 20′ over already?!?!
    • can you hear me?
  6. They will (hopefully) ask questions

    • how not to drown in your own answers
  7. Final tips to nail it

The course will involve active participation of the students, with examples and exercises.

Teacher: Eugenia Covernton, eugenia.covernton@gmail.com

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Year 2 courses
Scientific writing

The course promotes clarity, fluidity, conciseness, and organization in scientific writing. Students will learn to write fluidly to maintain the attention of the scientific reader.

Based on the book Scientific Writing 2.0: a Reader and Writer’s guide, the course promotes clarity, fluidity, conciseness, and organization in scientific writing. The trainer looks at the scientific writing style through the lens of human factors. To be reader-friendly, course participants write with the reader scientist in mind (and especially the reviewer and editor). They use checklists and open-source assessment tools (SWAN, etc) to control the quality of their figures and of their manuscript’s title, abstract, introduction, structure, conclusions and references. They learn how to write fluidly to maintain the attention of the reader.

Course organization:

  • Introduction: Write to be read – a reader, reviewer, and editor perspective. How to avoid the writing pitfalls that make the memory-bound, attention-bound, time-bound, and knowledge-bound reader stumble.
  • Module 1: The “Why” and the “How” of elements of the standard scientific paper structure: title, abstract, introduction, body (headings, subheadings, tables and graphs), conclusion, and references.
  • Module 2: Elementary principles of composition: reaching clarity, conciseness, organisation, precision and fluidity in writing to support the scientific contribution and be accepted for publication.
  • Module 3: Identification of writing problems: a walkthrough process to detect fluidity problems at sentence and paragraph level.

The participants bring to the course a published paper they have written or read and are familiar with. No review, no short letter. The paper should have informative headings and subheadings. At the end of the course, the participants will know clearly how to improve their writing and their paper.

Teacher: Jean-Luc Lebrun, jllebrun@me.com

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Thematic workshops

The thematic workshops give FIRE and AIRE LiSc M2 students an opportunity conceive and organize a workshop to showcase their research and interests in an interdisciplinary and open setting. The workshops aim to create a setting for discussion and exchange amongst PhD students, Masters students, and the scientific community at large.

FIRE PhD students and AIRE LiSc M2 students work together to create the thematic workshops week at the CRI. The students decide on themes then register to the thematic club corresponding to the main theme of their PhD research or M2 internship. The students have the opportunity to organize each component of the thematic workshop, including format, guest speakers, scheduling, advertising, etc. A budget is available to the clubs for invitations of external scientists to participate in the workshop and interact with the students.

M2 students are expected to present and defend their research internship before a panel of M2 teachers. The FIRE students must also present their PhD research in the format of their choosing. All presentations should be aimed for a general, scientific audience and should be connected to the theme of the day. They should include an introduction to the basic scientific concepts that define the project, an overview of the latest scientific knowledge in this area, and a clear description of the scientific questions that the project is going to address and how these fit into the wider picture of understanding biological systems.

During the mandatory intro session, details of the workshop organization will be presented and collectively decided by the group. Students will select the themes and join the workshop they wish to attend.

Year 3 courses
Best DOC: Well-being, health, and work for the doctorate

The Best DOC workshops offer students a space to discuss the challenging and stressful aspects of the PhD and to provide support to their peers who are also facing similar issues. Students will gain more control over their negative emotions and improve their resilience in the PhD program.

Doing a PhD is a stimulating, but also a challenging and stressful experience, as pointed out in the growing body of literature on doctoral education. Many stress factors affect PhD students: elaboration of a research project, integration in a research lab and into various networks, relationships with the supervisor(s) and with peers, growing competition, quest for funding, the doctoral writing, solitude, lack of self-confidence, precariousness, uncertain future, etc.

It is perfectly normal to face obstacles during the “doctoral journey” and there seems to be an increasing awareness among academics of the need for a specific support during this long adventure. Various institutional initiatives flourish around the world and intervention programmes at schools and universities have shown their efficiency. The SPARK Resilience program, which aims to help people gain more control over their negative emotions and improve their resilience skills, has been adapted to address the specific needs of doctoral students in this series of workshops.

During the small group discussion sessions students will collaborate to improve engagement at work, self-motivation, personal growth and well-being; as well as develop techniques to reduce anxiety, unpleasant/negative emotions and depression.

Teacher: Pascale Haag, pascale.haag@gmail.com

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Initiating and managing scientific collaborations

Students will learn how to identify and contact potential collaborators, and how to get the most of collaborations.

The US Office of Research Integrity wrote about collaborations: “we are struck by how many disputes could have been avoided if only the collaborators had taken a few precautionary steps at the outset”. This course, which includes numerous practical applications, will ensure that you acquire the right reflexes to manage your scientific collaborations.

Content

  • Why collaborations fail
  • Identifying and approaching potential collaborators
  • Creating a collaboration agreement
  • The key principles for ensuring harmonious collaboration
  • Assertiveness practice
  • Non-violent communication practice
  • Managing conflicts
  • Practice on issues encountered by trainees

Gained skills

  • Gauge the compatibility of prospective collaborators
  • Knowing your personal rights and duties in relation to the collaboration process
  • Communicating assertively
  • Receiving and giving criticism
  • Managing conflicts

Teacher: David Karlin, davidgkarlin@gmail.com

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Responsibility in research and entrepreneurship

This course is intended for those students who are interested in responsibility in research, innovation and entrepreneurial activities. Students will gain tools necessary for ethical practices in entrepreneurial work and a vision of the work field of Responsible Innovation. It will feature a number of short modules with external participants to discuss ethical behavior in research and entrepreneurship.

The modules will cover the following: Social entrepreneurship and link between research and entrepreneurship Deepening the concept of Frugal Innovation and Bottom of the Pyramid markets Intellectual Property issues and innovative IP management for collaborative work Useful tools: evaluation grid, opportunity matrix, … Apply these concepts to actual research and innovation projects – including the research work of the students

Teacher: Melanie Marcel, melanie.marcel@soscience.org

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Technical courses
Cell modeling

In this course students will learn about and implement a physiological model of a cell then propose their own improvements and additions inspired by their research interests. A large amount of work has been devoted to the mathematical and computational modeling of specific cellular processes. As accurate as these models may be, their isolation from the physiological cellular context hampers the study of the role they can play in global cellular behaviors. A cell model is an aggregate of mathematical representations of cellular subprocesses (e.g. translation, protein maturation, etc.) [see an example of a cell model]. Of course, such sub models need to be validated against experimental data. Eventually, we expect the aggregate model to explain high level behaviors of a cell like the growth rate. During this hands-on workshop, such a model will be realized.

Teachers: Vincent Danos and Guillaume Terradot, vincent.danos@gmail.com, guillaume.terradot@cri-paris.org

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Digital Research in Science and Society (DRISS)

Open and data science into practice for your PhD!

This course offers an introduction to open and data science combining a pragmatic approach (initiation to programming using python language) with a reflexive perspective. We will follow the different steps of data processing (from data collection to their visualization). Applied exercises will enable students to learn about programming so as developing a critical thinking of the technical and socio-political stakes undertaking these practices (Science Technologies Studies approach).

The aim of this course is not to train engineers but to give technical autonomy to PhD students with their own digital research project. They will be prepared to solve data-driven research projects by expressing their need, contributing to open communities, and working with developers, data scientists, computer engineers, project managers, product owners, etc. Core session followed by mentoring sessions will help them to solve concrete issues they can encounter during their PhD.

Teachers: Celya Gruson-Daniel, Constance de Quatrebarbes, contact@driss.org

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Figures for presentations and publications

During this hands-on workshop, students will explore the art of conveying a message through figures from scientific journal, oral and poster presentations. Students are highly encouraged to bring their own figures of documents they are currently working on, e.g. TAC report, poster or journal paper such that they have a tangible output from the workshop.

In a first theoretical part, we will cover the following topics:

  • Role of figures
  • Differences between figures for publications, oral and poster presentations
  • How to design figures for different contexts and how to conceive a good poster
    • What to do or not to do in figures
    • Which colours? Be colorblind-friendly
  • Recognizing good and bad figures
    • Examples of software for preparing graphs, images, drawings and assembling figures

After this first theoretical introduction, students will have one week time to work on their own figures and bring back their results for the second practical part. During this second session, they will present to the class their results, so that they will have a constructive feedback.

Teacher: Diana Zala, diana.zala@espci.fr

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Introduction to Machine Learning

As biology is becoming more and more quantitative, today’s scientists end up with a huge amount of numbers to describe their experiments / their empirical observations. Traditional approaches, based on p-values and hypothesis testing, are very often pushed beyond their capabilities in these cases. In this 3 days workshop, we will cover the basics of machine learning (ML), namely how to extract information from datasets that could not be analyzed with the naked eye or manually. The aim is to share both the underlying mathematics (in a gentle way !) as well as provide a practical use of the methods, through dedicated softwares.

Students are more than welcome to come with their own datasets and/or share the ML methods they could have been already using. In that sense, the proposed schedule is only an outline and many of its parts could be covered by one or more willing participant. In the same spirit, if a specific method is of interest for a good number of people, it can be added in the program.

Teacher: Yann Le Cunff, yann.lecunff@gmail.com

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Introduction to optical microscopy and image analysis

Optical microscopy is one of the most useful tools in life science studies. This course aims to introduce the different optical microscopy modalities. The course begins with basics in optics and image formation, then steps through the different contrast mechanism before detailing the latest advances super-resolution microscopy. The goal is to familiarize students with the different approaches in order to correctly identify the best technique to investigate their biological question. A second part of the course is dedicated to image handling and analysis using the widespread imageJ software. It includes a hands-on session with real data examples. The course will cover the following:

LIGHT MICROSCOPY

Basics in optics: lens and image formation How does a microscope work? Noise: origins and characteristics Contrast modalities in microscopy: transmission, phase contrast, fluorescence, other contrast mechanisms Imaging in 3D problems and solutions: confocal imaging, light sheet excitation, multiplane imaging Super-resolution methods: insights into single molecule localization techniques: fluorofores, excitation power, localization. Localizing molecules in 3D: challenges and the different available solutions How to choose the best technique to treat your biological question: pros and cons of each BASICS IN IMAGE PROCESSING

Detection: detectors, camera, pixels Image handling Image handling: histogram, contrast, brightness Background substraction, denoising, filtering, deblurring Deconvolution, correlation Single molecule localization: thresholding, localization, precisions and accuracy, tracking HANDS-ON SESSION USING IMAGEJ

Interface Image handling and visualization Measurements, profiles, projections Deconvolution Building macros Single molecule localization

Teacher: Bassam Hajj, bassam.hajj@curie.fr

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Naturalist and scientific illustration

Hand illustration is still one of the best tool to describe behaviors, morphological characteristics and subtleties between different species or individuals of plants & animals. Whether using ink line drawing or paint: studying your subject in a goal to illustrate it is also a new way to discover it in depth, and find new approaches to analyze it. This new artistic skill will add to your work a scientific iconography that combines professionalism and accuracy, with rewarding self-made and personalized touch.

The course is opened to any level. Art material supplied (paper, pencils, ink, paint and brush)

Session 1:

  • How to represent your subject, and what medium is best?
  • Draw it with a pencil: how to take proportions?
  • Once the drawing finished, report it on the final paper.

Session 2:

  • Learn to “create” the volume” with shades of Black & White, or colour.
  • Start placing the general volumes and details on your illustration.

Session 3:

  • Create the textures (if necessary): hairs scales, reflections, veins on the leaves...

Session 4:

  • Finish the final touches of light and shades
  • Clean the illustration : first with a blade or paint, then you scan and clean your illustration on Photoshop

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Principles of fluorescence spectroscopy: applications to life sciences

Radiation phenomena allow us to experience amazing things in life. Blue sky, sunset, borealis or the rainbow during a soft rain are all result of interactions between light and matter. In Life and Pharmaceutical sciences, spectroscopy techniques allow us to quantify, evaluate, visualize and monitor in vivo/vitro how our system behaves.

Among various possible tools, Fluorescence spectroscopy is one of the most widely used. It can be applied for quantitative colorimetric analysis and/or to label and detect organelles in a virus, bacteria, eukaryotic cell, tissue or even a living organism, among other possibilities. To reach these possibilities, the discovery of fluorescence proteins, as well has the development of bright artificial probes and chemical reactions that would allow site-specific labelling of our desired target, have contributed extensively.

This course will address the fundamentals of Fluorescence spectroscopy, explore the various applications (quantitative and qualitative) that may be used for in Life&Pharmaceutical sciences (though not limited to), and allow the students to get familiar with several techniques that are Fluorescence spectroscopy-based. It will allow them to pose their questions and project needs, ultimately to address which technique(s) and approach(es) would be the best option to answer their biological question.

Teacher: Joao Miguel Freire, joaofreire.peu@gmail.com

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Transversal courses
Beyond scientific thinking

Research-as-creation Art-science Creative process

What are the specifics of the scientific approach to investigate the world? And of the artistic ones? How both differ or, on the contrary, look alike? More important, how both approaches could combine? That is, how the practice of the arts can enrich scientific research?

Description: Aurélien will give an insight into these questions by introducing the framework of research-as-creation, a pretty recent field of research which attempts to define the possibility of a research within the arts. Let’s watch some movies as concrete examples!

A discussion on the creative process and on its vivid contradictions will also allow the participants to become aware of the emotional, subjective and irrational part of any research process, in science as well as in art. If art and science were closer than we normally think?

Aurélien Peilloux. After completing graduate studies in physics and biology, Aurélien Peilloux entered La Fémis school of cinema to learn film making. At the same time, he carried out a PhD at the CRI on the relationships between art and science, particularly within the creative process.

Teacher: Aurélien Peilloux, aurelien.peilloux@cri-paris.org

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Effective reading in English

A three-day workshop (1 day per week) in reading skills for academic purposes. The goals of the course are:

  • gaining speed
  • refining reading practices
    • managing texts more efficiently
  • improving note-taking and retention skills

A variety of texts will be used to work on these different skills, and students should plan on working on their own scientific texts between sessions. The content includes analyzing individual reading habits, understanding reading as a process, viewing how information is processed, and developing personal objectives.

Aimed specially to non-native-speakers

Teacher: Ray Horn, ray.horn@outlook.com

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Finding a job outside of academia

Identify your key transferable skills and transform them into an offer of services that will make you stand out from other job candidates. Indeed, researchers have numerous technical skills, but also other “transferable” skills of they are probably not aware. Such skills may include working in a multicultural environment, dealing with failure, communicating efficiently, etc. Presenting these skills as an offer of services will considerably improve your job search prospects. You'll also learn how to contact peers working in your chosen fields for "informational interviews" in which you gather key information. This method is, on average, 16 times more efficient than replying to job ads.

Program:

  • Common transferable skills of PhD students
  • A systematic method to present and evidence your skills: selling points
  • Job interview questions to help you identify your transferable skills
  • Transforming your skills into an offer of service
  • A methodology to design a highly effective CV
  • Why you must go out there and knock on doors to get a job (informational interviews)
  • Preparing for job interviews
  • Practical application: designing an effective CV, getting 2 informational interviews before the course, replying to typical job interview questions

Well ahead of the course, trainees receive a short, concrete guide on how to get informational interviews with professionals working in their chosen field(s). They must obtain and go to two such interviews. They also receive a guide containing a methodology to design an effective CV, which they use to improve their CV before the course. During the course, after an initial period of full-class instruction, trainees work individually and in groups to design and present their skills portfolio. They receive individual feedback from the trainer, and improve their CV accordingly, as well as the presentation of their career path and projects.

Read some testimonials of PhD students here.

Teacher: David Karlin, davidgkarlin@gmail.com

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Frantastique: online courses

Each morning you’ll receive an e-mail with an assortment of written content and audio recordings. Each lesson takes ten minutes to complete and includes a story with dialogues, questions, ‘mini-lessons’ and revisions.

After clicking the ‘send’ button, you’ll receive your e-mail corrections with your score of the day, explanations on why you got each question right or wrong, transcripts of the audio recordings, the vocabulary you wanted to learn more about, etc.

The next lessons will be customized according to your previous answers, your expectations and your needs.

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Gymglish: online course

Each morning you’ll receive an e-mail with an assortment of written content and audio recordings. Each lesson takes ten minutes to complete and includes a story with dialogues, questions, ‘mini-lessons’ and revisions.

After clicking the ‘send’ button, you’ll receive your e-mail corrections with your score of the day, explanations on why you got each question right or wrong, transcripts of the audio recordings, the vocabulary you wanted to learn more about, etc.

The next lessons will be customized according to your previous answers, your expectations and your needs.

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A crash course on the philosophy of science

“Chance favours the prepared mind.” Louis Pasteur, Lecture, University of Lille (7 December 1854)

What is the philosophy of science? How does it relate to science, in theory and practice? What is it good for? Why should I care? Will my research profit from knowing about it, or is it (as Richard Feynman quipped) as useful to scientists as ornithology is to birds?

This intensive three-day crash course consists of six modules, plus two afternoons of follow-up discussions. Each module is structured into short lectures interspersed with plenty of moderated plenary and small-group discussions. The aim of the course is not to make you an expert philosopher of science. It is also not a workshop on ethics (although we will inevitably touch on ethical questions). Instead, this course will induce (or seduce?) you to reflect on your own research questions, on concepts you may take for granted, on the methods you use to achieve your research goals, and on the trustworthiness and scope of the results and insights you generate. Such reflection will empower you to peek beyond your own horizon, and beyond that of your research community and society. It will enable you to detect biases and gaps in the knowledge of your field. It will provide you with a more realistic vision of which research questions and approaches are likely to be fruitful, and which ones are likely to be barren. It will give you a fresh perspective, and some useful philosophical tools that may come in handy on your research expedition into the unknown. In brief, reflecting on what you are doing will make you a better scientist.

  • Introduction: a very brief history of science
  • The nature of knowledge and the scientific method
  • Science and progress: rules for scientific discovery and change?
  • Scientific perspectivism: beyond objectivism and constructivism
  • Science in context: society, technology, and scientific values
  • Your science? Discussion of students’ questions.

Teacher: Johannes Jaeger, yoginho@gmail.com

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Sense about science: the role of evidence and science in society

Stand Up For Your Research!

Are the public really post-truth and anti-expert? Has personality won out over evidence? Is the only good news fake news? What can you do to get your voice heard? If you want to find out how to communicate your research and have impact on the pubic, come along to the Sense About Science: Standing Up For Research workshop.

Sense about Science is an independent campaigning charity that challenges the misrepresentation of science and evidence in public life. We advocate openness and honesty about research findings, and work to ensure the public interest in sound science and evidence is recognised in public discussion and policy making. Most credible scientific bodies are firmly behind the notion of public engagement, but not everyone has the knowledge or expertise needed to get it right. That’s where we come in. Our public engagement team helps scientists to communicate difficult research findings simply and accurately. We make sure the public’s questions are heard – and answered.

Teacher: Leah Fitzsimmons, l.fitzsimmons@bham.ac.uk, hello@senseaboutscience.org

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Time management, priorities and personal organization

This training is dedicated to the improvement of time management and personal organization of PhD Student. The training will take place in 2 sessions: the first one is dedicated to the presentation of tools and methods, and the second one to feedbacks on how the participants were able to use the training.

Our brain receives 5 times more information than it can handle daily, leading to a strong need to select high value tasks and to be able to implement them in an efficient manner. Such tools are now compulsory to strive in the current, very competitive research environment. Even if research results are not predictable, actions that lead to such results are. Learning to plan and organize research reduces uncertainty and therefore PhD student stress.

The aim of this training is to provide methods and tips on time management, priority management and personal organization in the context of research projects, and addresses several issues related to PhD students work.

The training is built on 3 aspects:

First, students will learning how to identify high value tasks associated to their personal project and objectives, and how to organize their working day taking into account these high value tasks.

What are the strategic tasks of my project?
How to organize my day?
How to measure my progress?

Then, student will learning how to improve their work intensity using a several methods linked with their brain natural behavior. This part is strongly related with the reduction of stress and tiredness.

How to reduce stress and tiredness?
How to harness the full potential of modern communication tools?
Why and how to build my 3rd pillar?

Finally, the last part deals with the laws of productivity, and explains how to use its psychology to reduce dead times during the day. Procrastination reduction and habits creation methods are proposed to promote the future use of the elements provided during the training.

Laws of productivity: how to take advantage of your own behaviors?
How to defeat procrastination?
How to create habits?

Teacher: Aurélien Baelde

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Practical details

Language: English unless all the participants are French speakers.

Location: Courses are held at the Centre de Recherches Interdisciplinaires (CRI), 10 rue Charles V, 75004 Paris. An identity document is required to enter the building.

If you have any questions, please send an email to the scientific coordinator, Camille Gaulon, at camille.gaulon@cri-paris.org.