Tag Archives: mentoring

A Blast from the Past

Sometimes you need a thick skin to be a scientist or scholar. Almost everyone, it seems, has encountered a reviewer who didn’t bother to read what you wrote or badly misunderstood what you said.

In other cases, you realize on reflection that a reviewer’s criticisms, although annoying and even painful at first, are justified in whole or in part. Addressing the reviewer’s criticisms helps you improve your paper or grant. That’s been my experience in most cases.

Sometimes, though, a reviewer just doesn’t like your work. And occasionally they can be pretty nasty about it. Here’s a case that I experienced on submission of the first paper about the Long-Term Evolution Experiment.

{You can click on the image of the review to enlarge it.}

Rev 1 of 1991 LTEE

A few choice lines:

“This paper has merit and no errors, but I do not like it …”

“I feel like a professor giving a poor grade to a good student …”

“The experiment is incomplete and the paper seriously premature …”

“I am upset because continued reliance on statistics and untested models by population geneticists will only hasten the demise of the field.”

“Since the Deans of Science at most universities can only count and not read, I can fully appreciate the reasons for trying to publish this part of the work alone.”

“Molecular biology … should be used whenever possible because molecular biologists control the funding and most of the faculty appointments.”

I’ve occasionally shared this with members of my lab when they get difficult reviews to remind them that it’s not the end of the world or their career, or even the paper that has been scorched.

PS The revised paper was accepted by The American Naturalist. In fact, it won the best-paper award there for the year in which it was published. It has also been cited hundreds of times.


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Thirty Years

No, the LTEE did not suddenly jump forward by almost 3 years. That milestone will be reached on February 24, 2018.

Next Friday is the end of the semester at MSU and, for me, it will mark 30 years that I’ve been on the faculty: six at UC-Irvine, and 24 here at MSU. (I also taught for one semester at Dartmouth as a sabbatical replacement, while I was doing a postdoc at UMass.)

Holy cow: 30 years. Where did all that time go?

Well, a lot of it was spent advising, supervising, and mentoring graduate students. And those have been some of the most interesting, enjoyable, and rewarding professional experiences that I can imagine.

In fact, this afternoon Caroline Turner defended her dissertation – congratulations Dr. Turner! Her dissertation is titled “Experimental evolution and ecological consequences: new niches and changing stoichiometry.” It contains four fascinating and meaty chapters, two on the interplay between evolutionary and ecological processes in the LTEE population that evolved the ability to grow on citrate, and two on evolved changes in the elemental stoichiometry of bacterial cells over experimental time scales.

Caroline is the 20th student to complete her Ph.D. with me serving as the advisor or co-advisor. Here they all are, with links to their professional pages or related sites.

  1. Felisa Smith, Ph.D. in 1991 from UC-Irvine.
  2. John Mittler, Ph.D. in 1992 from UC-Irvine.
  3. Mike Travisano, Ph.D. in 1993 from MSU.
  4. Paul Turner, Ph.D. in 1995 from MSU.
  5. Greg Velicer, Ph.D. in 1997 from MSU.
  6. Brendan Bohannan, Ph.D. in 1997 from MSU.
  7. Phil Gerrish, Ph.D. in 1998 from MSU.
  8. Farida Vasi, Ph.D. in 2000 from MSU.
  9. Vaughn Cooper, Ph.D. in 2000 from MSU.
  10. Danny Rozen, Ph.D. in 2000 from MSU.
  11. Kristina Hillesland, Ph.D. in 2004 from MSU.
  12. Elizabeth Ostrowski, Ph.D. in 2005 from MSU.
  13. Bob Woods, Ph.D. in 2005 from MSU.
  14. Dule Misevic, Ph.D. in 2006 from MSU.
  15. Gabe Yedid, Ph.D. in 2007 from MSU.
  16. Sean Sleight, Ph.D. in 2007 from MSU.
  17. Zack Blount, Ph.D. in 2011 from MSU.
  18. Justin Meyer, Ph.D. in 2012 from MSU.
  19. Luis Zaman, Ph.D. in 2014 from MSU. (Charles Ofria was the primary advisor.)
  20. Caroline Turner, Ph.D. in 2015 from MSU.

There are also 8 doctoral students at various stages currently in my group at MSU including Brian Wade (Ph.D. candidate), Mike Wiser (Ph.D. candidate), Rohan Maddamsetti (Ph.D. candidate), Alita Burmeister (Ph.D. candidate), Elizabeth Baird, Jay Bundy, Nkrumah Grant, and Kyle Card.

My own advisor – the late, great Nelson Hairston, Sr. – said that he expected his graduate students to shed sweat and maybe even occasional tears, but not blood. I would imagine the same has been true for my students.

Thirty years, holy cow. Time flies when you’re working hard and having fun!

Added November 4, 2015:  And now #21 in my 31st year, as  Mike Wiser successfully defended his dissertation today!


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A Day in the Life of …

Today was a great day – busy and wonderful. Pretty typical, I’m happy to say, though a bit busier than usual but all of it great.

Woke up to beautiful Spring day in East Lansing and walked 1.7 miles to work at MSU.

Did the usual email stuff.

Worked on getting ready for teaching for a class on evolutionary medicine taught by my colleague Jim Smith. Today’s focus will be the paper by Tami Lieberman et al. on the evolution of Burkholderia dolosa in cystic fibrosis patients during an outbreak in Boston. Last night I re-read the paper for the umpteenth time, and I still enjoyed it. Today I organized a series of questions for the students – a very interactive and smart group – around three parts.

Part I: Some background about CF, the inheritance of this disease, the frequency of the disease, how that frequency allows one to estimate the frequency of carriers, why the allele might be so common (not understood), side questions about sickle-cell anemia and why it’s so prevalent, and why, if it’s inherited, the paper we read is all about infections.

Part II: Preparing slides so we could work our way, figure by figure and panel by panel, through all of the main points in Lieberman et al.  (Reminder: Explain to students how scientific papers are often written around figures.  Once the figures and tables are there, then start on the results, etc.)

Part III: Follow up questions about the paper, the system, the interface of epidemiology and evolutionary biology, prospects for the future of this field and the students’ careers (most in this class are premed, many with a research bent), etc. And whatever questions they might want to ask of me.

Sometime in the middle of doing all that: Chatted with second-year grad student Jay Bundy, who is reading some of Mike Travisano’s terrific earlier papers on the LTEE. Specifically, why do we sometimes express fitness as a ratio of growth rates (measured in head-to-head competitions) and sometimes as a difference in growth rates?

Also in the middle of doing all that: Had phone conversation with former Ph.D. student Bob Woods, now also an M.D. specializing in infectious disease, about a faculty job offer he has (congrats, Bob!), some of the issues he needs to clarify or negotiate, and some of the amazing work he’s now doing on the population dynamics and evolution of nasty infections.

Email from grad student Mike Wiser that our paper, submitted to PLOS ONE, has been officially accepted. We had posted a pre-submission version at bioRxiv – now it’s gone through peer-review and revisions and is accepted for publication. Congrats, Mike!

Got a draft of the fourth and final chapter of Caroline Turner’s dissertation. The first three chapters are in great shape. Congrats, Caroline! With teaching looming, I had only time to review the figures, tables, and legends on this one, and made some small suggestions. On to the text tomorrow … It’s a beautiful body of work on two fascinating aspects of the interplay between ecology and evolution that have emerged in the LTEE and another evolution experiment that Caroline performed. Stay tuned for these papers!

Took a phone call from an MSU colleague who has friend with a child in high school who is interested in microbiology, who is visiting MSU, and who wanted to see the lab. Yikes, I gotta run teach! But postdoc Zack Blount kindly agreed to give a guided tour as I headed off to teach.  Thanks, Zack!

Beautiful day continues as I walk to teach in another building. Touch base with Jim Smith about what I plan to cover.

Two straight hours of teaching (one 5-minute break) in an overly hot room. Almost all of it interactive, with me asking questions and the students conferring in small groups and then responding. Very interactive, very bright students! The two hours were nearly up, with little time for my third, post-paper set of questions. But all of the students stayed (despite the beautiful weather, hot room, and the dinner hour at hand) an extra 15-20 minutes for a couple of my questions and some great ones from them about the LTEE and the future prospects for microbial evolution in relation to medicine.

It’s 6:20 pm: I’m mentally exhausted but equally invigorated. Beautiful Spring day continues as I walk home. I’m greeted by our lovely hound, Cleopatra. Exercise and feed her. Then an even more lovely creature, Madeleine, returns home and I greet her.

Check email before dinner. Find that paper with grad student Rohan Maddamsetti and former postdoc Jeff Barrick has been provisionally accepted, pending minor revisions, at Genetics. We posted a pre-submission version of that paper, too, at bioRxiv. Though we still need to do some revisions, I think it’s fair to offer congrats to Rohan and Jeff, too!

Time to crack open a bottle of wine and have some dinner. Fortunately, some of the pre-packaged dinners are pretty tasty and healthy, too, these days ;>)

Refill wine glass. Sit down and start to write a blog on a day in the life of …


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Funding the LTEE—past, present, and future: Questions from Jeremy Fox about the LTEE, part 4

EDIT (23 June 2015): PLOS Biology has published a condensed version of this blog-conversation.

This is the 4th installment in my responses to Jeremy Fox’s questions about the long-term evolution experiment (LTEE) with E. coli. This response addresses his 5th and 6th questions, which are copied below.


  • How have you maintained funding for the LTEE over the years, and how hard has it been? The difficulty of sustaining funding for long term work is a common complaint in ecology, and I’m guessing in evolution as well. And of course, if people think that they won’t be able to sustain funding for a long-term project, they’re less likely to start one in the first place. At best, they’ll try to do it by piggybacking short-term studies (or short-term rationales) on the long-term work, so that the long-term work can be sustained via a series of short-term grants. When you first proposed the LTEE to NSF or whoever, presumably you didn’t say “I propose to set up 12 replicate lines of bacteria, keep them going for decades, and see what happens”. And when you went back for your first (or second, or third…) renewal, presumably you still didn’t say “a bunch of cool stuff has happened already, so please give me more money to keep it going, just to see if anything else cool happens.”
  • Related to the previous question: Has it become easier to get funding to keep it going as you’ve gone along? Has it gotten to the point where the experiment (and you?) is widely seen as an “institution”? So that rather than needing to justify it anew every few years, people are basically eager to hand you money to keep it going, no questions asked?


Past.  All in all, I’ve been very fortunate with funding for my research. My first attempt to get the LTEE funded was rejected, but around that time I received a Presidential Young Investigator Award from the National Science Foundation (NSF) that gave me considerable freedom to pursue the research directions that most interested me. Various grants have supported the LTEE since then including, for the past 10 years, an NSF LTREB grant (LTREB stands for long-term research in environmental biology).  LTREB grants are very small, but mine provides core support to keep the lines going.  Other funds are required to do anything more than some basic quality control and assays. My professorship at MSU—named after John Hannah, who was president of MSU for 28 years, about the duration of the LTEE!—has provided discretionary funds that have been invaluable, allowing us to explore new scientific directions and techniques as they become interesting and available, without requiring us to first secure funding. And the graduate students and postdocs in my group have been very talented, and they’ve often been awarded fellowships that fund the essential brain-power and hard work that has made the LTEE so successful.

Present.  I take proposal writing very seriously, always emphasizing both the overarching questions that have been with the LTEE since it began and the specific aims that arise from new discoveries and technical advances. One always has to make the case for why a particular project, individual, or team merits support. So I wouldn’t say it has gotten easier to get funding, especially given the decline in funding rates. But I do sense that reviewers have, on balance, become increasingly excited by the LTEE project over the years, as it has borne a lot of fruit. In fact, the NSF program officer has told me that the LTREB grant will be funded again for the next 5 years. During the pre-proposal phase (yes, a pre-proposal was required for a project that has run for over a quarter century!), the panel summary called the LTEE “this community’s Hubble Telescope.” Now that was certainly gratifying!

Future.  The big challenge going forward will be to secure funds that will allow the LTEE to continue after I’m gone. Many colleagues have told me that the LTEE must continue, and I agree. (I’m not planning on retiring anytime soon, but I think it’s wise to hand off a project sooner rather than wait to the last hour.) I like to call the LTEE the experiment that keeps on giving, so the challenge is to find a way to make that happen.

I realize that not every scientist will have the same good fortune that I’ve had. Indeed, by continuing “someone else’s experiment” a young scientist might even be viewed by some as unoriginal and thus unworthy of the privileges of tenure and funding. To overcome that stigma, I’d like to secure funds to ensure that, not only can the LTEE continue, but that its continuation is rewarding rather than burdensome to future scientists. After all, it comes with its own inherent challenges—including the fact that the populations are tended every day as well as management of the ever-growing collection of frozen samples.

My thinking is that each successive scientist responsible for the LTEE would, ideally, be young enough that he or she could direct the project for 25 years or so, but senior enough to have been promoted and tenured based on his or her independent achievements in a relevant field (evolutionary biology, genomics, microbiology, etc.). Thus, the LTEE would likely continue in parallel with that person’s other research, rather than requiring his or her full effort, just like my team has conducted other research in addition to the LTEE. The goal, then, is to provide the future project leaders with the benefits of continuing the LTEE while relieving them of the most onerous burdens.

So as I’ve said before, “If you know anyone who would like to endow a million-year experiment, have them get in touch with me.”

[This picture shows the Hubble Space Telescope. It was taken on a servicing mission in 1997, and it comes from the NASA website.]

Hubble Telescope


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Lenski Interview with The Molecular Ecologist

John Stanton-Geddes asked me some great questions for a series on “People Behind the Science” at The Molecular Ecologist blog.  He gave me permission to repost the interview here.

1) Did you always think you’d become an evolutionary biologist?

No!  I always enjoyed being outdoors (sports and hiking), but I didn’t have any particular interest in biology.  However, my mother (who dropped out of college when she married, but then co-authored a sociology textbook with my father) was very interested in biology.  She would give me articles she had read and enjoyed from Natural History and elsewhere.

I went to Oberlin College, where I thought that I might major in government.  But I disliked my first government class.  I also took a team-taught biology class for non-majors.  All of the instructors spoke on topics about which they cared deeply, and I was hooked!  I took more biology courses, and I was especially drawn to ecology because there were so many ideas and questions.  At that time, I wrongly viewed evolutionary biology as a more descriptive, old-fashioned field with fewer questions that one might still address.  (By the way, several other evolutionary biologists were at Oberlin when I was there including Deborah Gordon, Joe Graves, Kurt Schwenk, and Ruth Shaw. Not bad for a small school!)

I went to graduate school at the University of North Carolina, where Nelson Hairston, Sr., was my advisor.  Nelson was interested in the interface of ecology and evolution, and that opened my eyes.  I was also influenced by Janis Antonovics, then at Duke University.  I took his Ecological Genetics course, and he served on my committee.  Janis had written a paper in which he argued that “The distinction between ‘ecological time’ and ‘evolutionary time’ is artificial and misleading.”  That really got me thinking.  I tried to develop a couple of field-based projects that would address evolutionary questions, but I didn’t know what I was doing and they failed.  In the end, my dissertation project was pure ecology.

By then, though, I knew I wanted to pursue evolutionary biology.  While we were finishing our doctoral projects, a fellow grad student Phil Service and I spent a lot of time discussing model systems for studying evolution.  For his postdoc, Phil chose to work with Drosophila.  I recalled an undergrad course in which we read about elegant experiments with microbes that addressed fundamental questions, such as one by Salvador Luria and Max Delbrück showing that mutations happen at random and not in response to selection.  Meanwhile, in a graduate seminar, we read a paper by Lin Chao and Bruce Levin on the coevolution of bacteria and viruses.  I wrote Bruce to ask if he might have an opening for a postdoc.  Lucky for me, Bruce knew Nelson and invited me for a visit.

2) You’ve described the theme of your research as “the tension between chance and necessity”. Can you comment on how chance and necessity have shaped your career?

The ancient Greek philosopher Democritus said, “Everything existing in the universe is the fruit of chance and necessity.”  In my long-term evolution experiment with E. coli, we can explore the tension between chance and necessity because we have replicate populations started with the same ancestor and evolving under identical conditions, and because we can replay evolution from different points along the way.  But it’s difficult, if not impossible, to tease apart the roles of chance and necessity with a sample size of one, which is the life that each of us has experienced, and without the ability to replay our own lives.  (On that last point, let me recommend Replay, a science-fiction novel by Ken Grimwood.)

I would say, though, that most people who have had some success in their adult lives also started out very lucky.  We were fortunate to be born at times and in places where we had food, familial love, education, and opportunity.

3) Reading your blog it’s clear that you are a student of the philosophy and history of science. Do you think we should include more history and philosophy in scientific training? Any advice on something we should all go out and read?

I do think that the history and philosophy of science deserve more emphasis in science and education than they usually receive.  But I didn’t have any formal education in those areas.  Instead, I became interested in these issues through teachers, mentors, colleagues, and my own explorations.

For something to read in this area, I suggest Darwin’s Century by Loren Eiseley.  (Originally published in 1958, it was republished in 2009 by Barnes & Noble.)  The book discusses the fascinating history of evolutionary thought in the decades before and after the publication of The Origin of Species.  I first read Darwin’s Century in a course at Oberlin taught by James Stewart.

4) If you were starting your career today, what would you study? 

If I were starting today, and at my present age, I might choose to study the history of science, especially evolutionary biology and its antecedents.

But if I were starting out young, as one usually does, I’d like things to unfold as they did.  It might be tempting to skip the rough patches, but dissatisfaction with my early research led me to make the switch to microbial evolution.  Would I have enjoyed this lab-based work as much, if I hadn’t discovered that I was not nearly as good at fieldwork as many of my peers?

5) How close have you come to giving up as a researcher and doing something completely different?

The job market was tough when I was a postdoc, and I had a growing family to support.  So after a slew of applications and rejections, and a period of uncertain funding, I started to think about other possibilities.  Luckily for me, things turned around before I had to make a switch.  (You can read more about it in my blog post, The Good Old Days.)

6) What’s the meaning of life?

I think that some understanding of evolution—at a basic level accessible to anyone with an open mind and a decent education—gives perspective about our place, both as individuals and as a species, in the grand sweep of time and space.  Recognizing the transience of my personal existence fills me with awe and respect for the continuity of life and ideas.  And belonging to a species that is profoundly altering the world that enabled the continuity of life reminds me of our responsibility for ensuring its future.


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For the Birds

I was happy to see tweets about my very positive review of the film, Ordinary Extraordinary Junco.  And that got me to thinking about some advice from my advisor back when I was in graduate school.

I did my Ph.D. in Zoology at the University of North Carolina under the supervision of the late, great Nelson G. Hairston, Sr.  (By the way, Nelson Jr. is also a superb evolutionary ecologist, on the faculty at Cornell.)

Nelson Sr. told his students that they could work on anything except birds.  Why?  Because too many people love them (as did he) and, more importantly, because birds were just too difficult to study – especially if one intended to pursue an experimental approach, which for Nelson was the best kind of biology, even in the field.  Working with Nelson, you could study salamanders, protozoa, insects (like my carabid beetles) … any animals except birds.

I may not have all the details right after all these years, but I recall Nelson telling about an ecologist who was trying to manipulate the density of a bird population (this was back in the day when there were still intense debates about the importance of density dependence in ecological dynamics) by shooting birds, only to have other birds from neighboring areas immediately move back onto the study plot, thereby defeating the intended manipulation.

So it’s interesting that now, 30+ years later, juncos and Darwin’s finches are the stars of two of the greatest long-term eco-evolutionary studies.

There are at least two lessons here.  First, young scientists should not always accept what their advisors say.  Listen carefully and discuss, but make your own decisions.  Second, it’s amazing what extraordinary people like Ellen Ketterson and Peter & Rosemary Grant can accomplish when they put their minds, energy, and professional lives into understanding the evolving world in which we live.


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