STEMskiller (Beta 4.3)

Skill Set Map for Mentors of Early Career Researchers

Definitions, annotations, and links to high-quality open educational resources in English useful in guiding students towards excellence. 

Competencies are grouped into four areas, with subsections: 

1. Research and Scholarship
2. Teaching and Learning
3. Career Management
4. Engagement, Involvement, Collaboration, Transdisciplinarity, and Inquisitiveness

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Table of contents:

1. RESEARCH AND SCHOLARSHIP

1.0. In general

1.1. Academic presentations and posters [new]
1.1.1. Selecting places to present
1.1.1.1. Before a conference: selecting conferences [new]
1.1.1.2. Preparing and submitting conference proposals [new]
1.1.1.3. Predatory conferences (who can be trusted)
1.1.2. Preparing
1.1.2.1. Preparing presentation content
1.1.2.2. Online presentations [new]
1.1.2.3. Rhetoric
1.1.2.4. Designing research posters
1.1.2.5. Online poster sessions [new]
1.1.2.6. Practice and feedback
1.1.3. Presenting
1.1.3.1. Oral presentations [new]
1.1.3.2. Presenting at online conferences [new]
1.1.3.3. Advanced communication: popular presentations

1.2. Academic reading and writing
1.2.1. Preparing to write
1.2.1.1. Searching the literature [1.1.7][1.2.2][1.7.1] fusion
1.2.1.2. Analysis and synthesis [1.5.2]
1.2.1.3. Critical reading [1.2.1]
1.2.1.4. Critical thinking [1.5.4]
1.2.1.5. Evaluating use and misuse of scientific information [1.11]
1.2.1.6. Reading and interpreting graphs, plots, statistical data [1.13.2]
1.2.1.7. Organizing a writing project [1.5.5.]
1.2.1.8. Citing correctly and reference/citation management tools [1.4.3]
1.2.1.9. Copyright: definition, why considered important/or not important, things to consider [1.4.11.]
1.2.2. Writing specifics for different academic formats
1.2.2.1. Books [new]
1.2.2.2. Dissertations
1.2.2.2.1. English for doctoral researchers [1.2.3]
1.2.2.2.2. Writing up a doctoral dissertation (PhD thesis) [1.2.13.]
1.2.2.3. Research articles
1.2.2.3.1. Introduction to writing for publication [1.2.4.][1.6.1][1.2.5] fusion
1.2.2.3.2. Valid scientific argumentation [1.10]
1.2.2.3.2.1. Quantitative statistics [1.10.1]
1.2.2.3.2.2. Justifying inferences, predictions, conclusions [1.10.2.]
1.2.2.3.3. Abstraction and creativity [1.5.1]
1.2.2.3.4. Co-authorship [1.4.10]
1.2.2.4. Review articles
1.2.2.4.1. Types of reviews [1.4.2]
1.2.3. Grant proposals
1.2.3.1. Grant application writing: why important/purpose, types (cross-border, national, regional), examples [1.1.5.]
1.2.3.2. Citizen science: definition, examples, why important and emphasized in grant funding activities [1.1.1.]
1.2.3.3. "Intellectual property" rights (IP) (includes: knowledge transfer, patenting, legal and business standardization) [3.6.3.]
1.2.3.4. Research utilization [1.2.22.]
1.2.4. Corresponding with others
1.2.4.1. Formal correspondence [1.6.2]

1.3. Academic/scholarly publishing
1.3.1. History and overview of scientific publishing [new]
1.3.2. Publishing academic papers [1.2.6.]
1.3.3. Open access publishing: what is scholarly publishing, history of open access movement, importance [1.1.8][1.8.1.] fusion
1.3.4. Predatory journals (who can be trusted) [1.3.6.]
1.3.5. Peer reviewing [1.4.1.]
1.3.6. Visibility and research impact [1.3.5.]

1.4. Completing a doctorate (PhD)
1.4.1. How to work with PhD supervisors [1.2.7.]
1.4.2. Time management and the PhD completion path [1.2.8][3.7.2] fusion
1.4.3. Planning the final year of doctoral studies [1.2.12.]
1.4.4. Managing eThesis/doctoral dissertation submissions [1.2.14.]
1.4.5. Preparing for the doctoral defense [new]

1.5. Designing research projects (research methods)
1.5.1. Understanding research design [1.12.]
1.5.2. Quantitative methods [NEW]
1.5.3. Qualitative methods [NEW]

1.6. Research data
1.6.1. Data gathering and organizing
1.6.1.1. Data management [1.1.9.][1.8.4.] fusion
1.6.1.2. Open data management: history of open data initiatives, why important, current trends & guidelines [1.1.10.]
1.6.2. Working with data (modeling, simulation, analysis)
1.6.2.1. Data analysis: concepts and definitions, resources for learning more [1.1.2]
1.6.2.2. Advanced techniques in modelling complex systems [1.3.3.]
1.6.2.3. Information processing and exchange [1.7.3.]
1.6.2.4. Using R for statistical data analysis [1.3.4]
1.6.2.5. Programming/coding basics [1.7.4.][1.14.] fusion
1.6.2.6. Software usage and development [1.7.5]
1.6.2.7. Sensitive data [1.8.5]
1.6.3. Presenting data
1.6.3.1. Information presentation and visualization [1.7.2.]
1.6.3.2. Making graphics & plots [1.13.1]

1.6.4. Storing data
1.6.4.1. Open Archives [1.8.2]

1.7. Discipline-specific competencies and skills  [1.1.3.]
1.7.1. Mathematics
1.7.1.1. Mathematical literacy [1.5.3]
1.7.2. Statistics
1.7.2.1. Quantitative statistics [1.10.1]

1.8. Ethics[New]
1.8.1. Academic ethics and integrity: concepts and definitions [1.1.4.]

1.9. Perspectives on "open" movements (beyond open publishing and open data) [NEW]
1.9.1. Open Education: history, definition, current trends, examples
1.9.2. Open Evaluation: definition, why important, current trends, examples [1.1.12.]
1.9.3. Open Licensing: definition, why important, current trends, examples [1.1.13.]
1.9.4. Open Methodology: history, definition, importance [1.1.14.]
1.9.5. Open Source: history, definition, current trends, examples [1.1.15.]
1.9.6. Open Science: history, definition, importance, current trends, examples [NEW]

2. TEACHING AND LEARNING (also: Pedagogy, Education)

2.0. In general

2.1. Early career researchers in the classroom
2.1.1. Graduate assistant (GA), graduate teaching assistant (GTA), or graduate research assistant (GRA) training: definition, examples, why important
2.1.2. Learning outcomes and lesson plans: concepts and definitions, resources for learning more
2.1.3. Roles and expectations: concepts and definitions; resources for learning more
2.1.4. Teaching skills: concepts, examples, definitions
2.1.5. Assessment/evaluation (including grading/marking, rubrics, course evaluation, other forms of assessment): definitions, concepts, examples
2.1.5.1. Feedback
2.1.5.2. Formative assessment
2.1.5.3. Summative assessment (grading/marking, including rubrics)
2.1.5.4. Self and peer assessment
2.1.5.5. Course evaluations
2.1.5.6. Assessment-outcome alignment
2.1.5.7. Academic misconduct (plagiarism, cheating)
2.1.6. eLearning & learning management systems (teaching with technology): definition, why important, examples

2.2. Teaching and supervision basics (postdocs+)
2.2.1. Course development and assessment
2.2.1.1. Course development
2.2.1.2. Course assessment
2.2.1.2.1. Feedback
2.2.1.2.2. Formative assessment
2.2.1.2.3. Summative assessment (grading/marking, including rubrics)
2.2.1.2.4. Self and peer assessment
2.2.1.2.5. Course evaluations
2.2.1.2.6. Assessment-outcome alignment
2.2.1.2.7. Academic misconduct (plagiarism, cheating)
2.2.2. Exam preparation and assessment
2.2.3. Mentoring and supervising students
2.2.3.1. Recruting international doctoral students and postdocs [NEW]
2.2.3.2. Working with your international students [NEW - VSCHT content]
2.2.4. Teaching and learning theories, styles, and methods (builds on Section 2.1.)
2.2.5. Teaching for researchers/mentoring for scientists
2.2.6. eLearning, learning management systems, teaching technologies
2.2.7. Curriculum design/development
2.2.8. Continuing education, ongoing self-education, and curiosity
2.2.9. Social media and online learning [new]

3. CAREER MANAGEMENT

3.0. In general

3.1. Language training

3.2. Leadership and teamwork
3.2.1. Project management for researchers [3.2.1.][1.1.16.][1.9.][1.1.17.] fusion
3.2.2. Managing for researchers
3.2.3. Decision making: crucial factors, processes and approaches
3.2.4. Conflict management
3.2.5. Self-efficiency ("independence") and academic perseverance
3.2.6. Social responsibility/taking on responsibility
3.2.7. Sustainable mobility strategies based on international cooperation [3.2.8.]
3.2.8. Inclusive mentoring [3.2.9.]
3.2.9. Improving your intercultural collaboration skills: acting successfully in an International academic environment (includes international awareness, international communication) [3.2.10]
3.2.10. Time management for research success: definition, why important, tools, examples [1.1.18]

3.3. Tenure process

3.4. Placement and job searching/seeking
3.4.1. Non-academic positions
3.4.2. Academic positions
3.4.2.1. Applying for jobs
3.4.2.1.1. Non-academic positions [3.4.3.]
3.4.2.1.2. Academic positions [3.4.4.]
3.4.2.1.2.1. CVs and cover vetters [3.4.4.1.][1.2.16.] fusion
3.4.2.1.2.2. Essays and other statements [3.4.4.2.]
3.4.2.1.2.3. Salary negotiation [3.2.7.]
3.4.2.1.2.4. Qualifications/skills documentation and verification [3.4.6.]
3.4.2.1.2.5. Skills gap identification and development [3.4.7.]
3.4.3. Getting promoted
3.4.3.1. Managing your “habilitation”/ academic advancement and promotion [1.2.15.]
3.4.4. Changing jobs
3.4.5. Leaving academia: career planning for doctoral candidates

3.5. Interviewing & self-promotion
3.5.1. Interviewing
3.5.1.1. Interview techniques: non-academic positions [3.5.1.]
3.5.1.2. Interview techniques: academic positions [3.5.2.]
3.5.1.3. Pitch training in preparation for interviews [3.5.3.]
3.5.2. Self-promotion
3.5.2.1. Self-promotion [3.5.4.]
3.5.2.2. Networking for researchers [3.5.5.]
3.5.2.3. Steps to raising your research profile [4.2.4.]

3.6. Where academia & the private sector intersect
3.6.1. Basics in business administration, accounting, budgets
3.6.2. Entrepreneurship & startups (includes: innovation, commercialization)
3.6.3. "Intellectual property" rights (IP) (includes: knowledge transfer, patenting, legal and business standardization)
3.6.4. Intersectoral awareness and experience (internships/"real world” work experiences, experiential learning)

3.7. Wellness/wellbeing & personal effectiveness
3.7.1. Personality & self-management
3.7.2. Time management: plan your time efficiently during your doctorate
3.7.3. Controlled by stress or stress under control?
3.7.4. Emotional intelligence: personal and social competence
3.7.5. Fostering creativity
3.7.6. Strategies for problem solving when things go wrongn

4. ENGAGEMENT, INVOLVEMENT, COLLABORATION, TRANSDISCIPLINARITY, AND INQUISITIVNESS

4.0. In general

4.1. Academic endeavor

4.2. Impact and public engagement
4.2.1. Getting started with public engagement
4.2.2. Impact for researchers [4.2.3.]
4.2.3. Science for non-technical audiences [1.6.4.]
4.2.4. Science busking training/popular science presentation [4.2.2.]
4.2.5. Lay abstracts with impact
4.2.6. Engaging with schools
4.2.7. Developing effective communication skills for public engagement
4.2.8. Evaluating public engagement
4.2.9. Effective online engagement (including research blogging, social media posting, podcasting, & hosting virtual events)

4.3. Transdisciplinarity
4.3.1 Transdiciplinarity: definitions [new]
4.3.2 Interdisciplinarity: definition, why important, examples [1.1.6.]

4.4. Responsibility and integrity

4.5. Social, cultural, and environmental awareness/sustainable development: values, technology in society, and the researcher
4.5.1. From research to policy for sustainable development [1.2.20.]
4.5.2. Science for policy making [1.6.5.]

4.6. Global engagement

4.7. Inquisitiveness/curiosity

4.8. Understanding risk