Chapel Hill Conference on Depression, Bipolar Disorder, and Suicidality/2019/Day 1

This page is under development. More notes and resources will be added soon.

Day 1 is our pre-conference professional development day! We begin with a holistic set of training experiences dealing with all aspects of academic work. The experiences include a mix of talks and interactive workshops throughout the day. The schedule for the day as well as any applicable notes and resources can be found below.

Welcome and Introduction (9:00 AM)

Mitchell J. Prinstein, Ph.D. & Eric A. Youngstrom, Ph.D.

Get Hired! (9:00 AM)

Discussion of Job Options, Applications, Job Talks, Negotiation, etc.

Notes

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Seeking to provide information that isn’t taught in the classroom, but this advice is just that- advice, not empirical findings Jobs in Academia- Arts and Sciences Liberal Arts or Lecturers- a lot more teaching (3-4 classes per semester) Teaching- no TAs, almost all undergrad Pay- about 65k with no startup Low expectation of pubs and no expectation of grants Few research resources available Supervising a lot of undergraduate research Undergrads usually help decide tenure and look for passion about teaching Not expected to do a lot over summer Expected to serve school more because faculty much smaller Masters granting- average between liberal arts school and doctoral granting school Doctoral granting (has football teams, sometimes called R01) Usually advertised positions- may have a job that’s a good fit every few years, they can’t just expand anytime   Salary- 90-95k for 9 months, but could also get a grant for summer and bump it up to around 120k Often get startup funding, often more with neuroimaging. Average around 300-400k Teaching load- from 1 each semester (while doing clinical supervision) to 2 each (can buy out, one figure is around 33k to buy out of a class and the department will have a postdoc teach it) Can usually buy out of all but 1 class. Can’t make more money even if you have a 20k grant. Can only add the ~25k for summer, so max will be around 120k Will often have TAs to help Publication expectations- For tenure- around 4 pubs per year (first or last author) and at least apply for and perhaps get a grant If you’re class is prepped, you have a lot of time to work on pubs (and often have students working on some) Often have to have a grant in or have gotten a good score to even get the job Usually have staff in department- helping with facilities, grants, etc. Department looking for- impact, separation from mentor (mentor not on your pubs a lot when getting tenure), evidence of emerging research leadership (chair symposium, editor of a journal, etc.) Good to show service that demonstrates service emphasis as well as rising notability Tenure- as long as you get up and teach, you’ll get paid even if you never submit a pub again When you have two big grants, it is hard because you’re doing twice the work but for the same salary, so pressure is really to get 1 Hard to move from R01 to a medical center unless you have a lot of grant funding Hard to get from liberal arts to R01 because your research presence is less Academic medical center/research institute Usually higher salary for 12 months than doctoral granting (around 130k) NIH caps salary at 150, but you can make more with practice or other types of grants Can holdover funds and bank it so that you can pay yourself without any grants Bridge funds- ask institution to pay you for a period so that you don’t have to launch into practice full time Usually get a grant (collaborate with a faculty member) and then ask to be hired If you have funding, it’s pretty easy to get somewhere to give you an office (but may not be tenure tracked) Some select grants have clause that say you can’t pay yourself, but most grants greater than ~50k recognize you need it to support you Some grants won’t allow indirects to the university Teaching- none. May lead a seminar occasionally. Clinical practice- expected to do 0-100% of time Tenure- as long as you can pay yourself, you get an office Hard money- university pays x% of salary because they like you Is negotiable, they get faculty lines just like arts and sciences Usually a lot of departmental politics   Soft money- you generate through practice (billing or how much you collect from billing) and grants People collaborate and put each other on others’ grants No graduate students/undergrads so if you want help with research you need paid staff Big emphasis on grants over pubs Big emphasis on patient centered, funding opportunities So more emphasis on implementation that basic science Grant indirect cost- university takes overhead costs for you to run the grant. UNC is .50/1.00. So if NIMH gives 1.50, UNC takes .50. Only about 20% of income comes from tuition, but a lot comes from overhead. Harvard is about .63/1.00 If two institutions are involved, there is a complicated series of full or adjusted indirect costs If you work at UNC but do your work in Holland, you might be charged .14/1.00 since you aren’t using the facilities Universities try to avoid allowing adjusted indirect   Usually when there’s a recession, there’s an exodus of folks from academic medical centers to arts and sciences because grant funding i sparse For profit/non profit You know how to write grants, manage teams, gather data Teaching- none Pubs not so important Driven more by economy factors and products More team based than your individual research Often happens on LinkedIn after putting in “grant writing” etc. and also networking Clinical practice outside of academic medical center A lot of people are allowed 8 hours to do other things so many use one day to do that Sometimes to get licensure during a postdoc, you may have to find places to get clinical experience or work it into your contract How to decide? How do you want to feel valued? What kind of colleagues? For instance, teaching. Do you want to teach none, a little, or a lot? Mitch had originally wanted to be a teacher, but didn’t want to be consumed with it once he got his degree Patient care? Do you want to be working with patients? Different job types have different metrics of success- inspiring undergrads, biggest h index, or grant awards, etc. Have to consider personal lives, location interests, etc. Often true for first job to pick one- location, salary, or job type. Before an ad is posted- behind an ad there is a lot you don’t know How did the position open?- University deans and provosts look at areas where they want to see growth and department positions to get slots. Developmental, clinical, etc. are also all trying to get someone Within department negotiations- folks think that they need this or that   Within university negotiations Job ad vs. “search vision”- search vision is who they would like to have based on expertise, grants, teaching ability for ideal vision When doing your job talk, some may think already they don’t want you because you’re not their area May choose around 3 to interview, and if you don’t fill it it may be given to another department so there’s a lot of pressure to hire someone from those 3 or so Psyc Wiki has lots of jobs What does the job ad say- August, September, October most are posted to get nailed down by thanksgiving and give two weeks to respond Reduced productivity and increased anxiety during application process Many clinical jobs say license-eligible- means you went to accredited school and could one day be licensed even if you don’t have hours. Use the ASPBB reference Need- CV- taking off “research experience” probably of what lab you were in, mostly pub Research/teaching statement for your interests (Sometimes separate cover letter, can put it all in cover letter) Teaching portfolio? Usually at a liberal arts or masters granting (course evals and syllabi) Publications- number, where published   3-4 letters of recommendation Diversity statement- they can’t ask, but here you can volunteer it. You can say how diversity is important to you. Departments want to bring and value diversity if they can. Do what feels comfortable   The research statement- Not merely an abstraction of your CV talking about your paper. Want to present overarching program of research with a future coming and how that future is broad, innovative, and fundable (so not just retrospective) Talk between lines of CV (what you foudn most interesting), what was your role in published work? (talk about work you’re not first/last on), how does it fit together in your head?, where’s it all headed?, what project will you do (grant you will write) in year 1?, what’re you passionate about? So, how does it all connect? Sketch out first 5 years- show you’ll build a lab and be collecting data End with “and I am going to write an R01 on this topic” Mitch studied hurricanes 3 years of grad school but was interested in interpersonal relationships so he pulled that out though that wasn’t the focus of the papers Have to do work of interest to students and attract students and be able to teach them   Not too important to tailor each to each institution No graduate school “I’m really interested in the work of x” because you’ll be building your own program, but might mention how something like a center might be a good resource for your work So, often use the same statement unless there’s unusually prominent resource Send out a couple dozen applications- costs nothing to apply because you just upload stuff just not clearly wrong fit. Think if you have any connections to ask about search vision (someone left doing autism so new hire really has to be autism vs. a new faculty line and majority of department thought autism would be good) Can also send an email with CV to search person to ask if search vision is broader than ad if may seem like a poor fit   The teaching statement- Teaching philosophy usually developed in retrospect after your teaching experience What makes you different from everyone else who teaches the class? What was your style/vibe? Pop culture, discussion, essay exams, etc. Why did you make the choice? Essay more about synthesizing knowledge than rote memorization. Real world examples- see how students apply to real world examples. Then, put it all together to make your philosophy So “feel they can be an advocate” “incorporate diversity” What’s the main goal for students when you teach? How does that goal play out in your syllabus? What do you want to teach next? R01 will barely read, liberal arts will read over and over and want innovative pedagogical practice Think of deal breaker classes they could give you and don’t write you’re willing to teach it, but do show flexibility and openness to what you’d be willing to teach What does ad not say? (search vision) What is search committee looking for? Pubs and grants R01 discussing in great detail where your pubs are as well as your area In research statement, “I’m honored to have gotten a paper in this journal which is the flagship journal of x.” Don’t be obnoxious though. I have written about x (Prinstein, 2019, Psych Bull) would be good and minimal Which pubs you put in application are not as important as what you write about in research statement (if they want to read something else they just Google it) Measuring professional trajectories (figuring out who to interview) Messy indicators- publication record, publication outlet, authorship order, grants submitted/funded, letters of recommendation Committee trying to decide who will have tenure/where they will be 6 years from now If one of the indicators seems messy, mention it. Like if in your area publication is slow, mention something like as is typical in affective neuroscience… Looking for fit, which mostly comes in interview Lots of folks will get thrown out based on credentials, but there will be a lot of good ones that they’ll dig into and may even start to call recommenders If you worked with someone to speak well of you, mention them in cover letter or something if they didn’t write a letter and they might call them Often will do a pre-interview where they call and “just have a few questions” so know the university, faculty and why you fit there and talk about your research. Express your excitement and interest Search committee chair is rooting for you and wants great people and may even coach you a bit- “make sure to mention this in job talk” “focus on adolescence”- if not volunteered, ask in what way they see the research fitting into department needs, and what area of my research do you find most interesting   A few weeks before the visit contact department/colleagues Ask- how position opened, is there a search vision, what aspect of my work seems like a good fit Sometimes will match with a realtor to look at places while visiting (realtor may be connected to a department member) Typical visit schedule- Breakfast with search committee chair and/or program director Ask about why you’re talking to folks you’re confused about Talk about job responsibilities Job talk Meetings with faculty in/out of program Graduate students Dean Potential collaborators Real estate agent? Search committee dinner Exit interview All very important and will send emails to search chair even the administrative assistants who coordinate travel Know faculty work at least a little not necessarily all their pubs Read website well Talk to everyone you know who might know anyone there Read a recent issue of student school newspaper for vibe on campus Show your interest with lots of questions- they know you’re component, but would they be okay with eating lunch with you every day. Smile, sit up, pay attention, and enjoy your potential colleagues Meeting with search committee chair- tips for day, ask about department values, recent hires Meeting with department chair Salary- should know a round number from database or otherwise and ask about that. Say a number that’s educated and willing to live with, but this is not the time for negotiation. Just want to know you have a reasonable request Broad startup needs- about the same as other folks like to pay participants and some basic equipment. Different places have different expectations Meeting with other faculty Best info about what it’s like to work there for resources and IRB helpfulness Might ask you weird questions- like would you be interested in school districts in the area because they can’t ask you if you have kids Have at least one question for each Meeting with students Don’t blow it off Ask what students want and need Ask why students chose the program Demonstrate what kind of mentor you will be Meeting with deans Not in area often This is the person to talk about grants with and talk about money and resources for getting grants Where does the department stands in university and where it’s going Discuss your research in ways that will make it seem like it will get news and funding Job talk + negotiation A good “job talk” will lead to a shift to trying to sell you on the position Being above threshold for meeting qualifications, below is not a good fit Trying to see if you “fit” with the department Capturing the same ~vibe~ (values, theoretical orientation) Don’t just say what they want to hear - be authentic! You could be there for a long time and you also want to be happy Want to see if you’re a good teacher Can you communicate your own research in a compelling way? Ask for some audience feedback, use humor, be conversational + engaging Good scholar? Many departments save for the Q+A Some departments have a culture of asking more questions/discussions Others don’t have much to say if they like you Keep an open mind on their reactions Their reactions say more about their own culture than about you Try to be enthusiastic about other things going on in the department The end of the job talk is just the beginning Show that what you’re doing is going to last for a long time Basic speaker skills Be engaging How does your work connect with others in the department? Be organized! Don’t leave people feeling lost Structure slides really well to have a good flow Don’t use slides with too much text Don’t go crazy with animations… Don’t apologize for bad slides! Just don’t put it up Or use tools to focus their attention Make it a fun trip and don’t make them work too hard Organization Think of it like a movie First act - background Second act - conflict Third act - heroic response E.g., treatment plan, cool/surprising finding Resolution Let the talk build in a way that feels like there’s momentum in an hour-long story The novice - single study talk Intro, methods, results, discussion, limitations, future directions Pretty common but pretty “junior” Try including other studies to show a narrative Programmatic research The train car Studies that align one after another The pinwheel Central thing that you study/theory/framework Each study connects to the central thing to expand on the story Keep coming back to the central theme to help digest your past/present/future that speaks well to who you want to be Model testing Bring things together that are part of a bigger picture Includes some tangents that were part of that bigger picture Details Describe studies in various levels of detail Does not have to be chronological OK to connect with studies you didn’t conduct What folks will say when you leave the room... Is this their work, or their advisor’s work? Communicating independence Take ownership Does this work seem publishable and where? How will this program grow so they get tenure Where are they going? Will this work get funded? Addressing needs in our fields Will students want to work with this person? Are they going to shut down outside input? What skills will students get when working in this lab? The Q+A Arguably more important Judges how you think on your feet How well you’ve thought about your own work Manage your reactions Staying open-minded Show your job talk to lots of other people to prepare yourself and challenge you to break out of your set way of thinking about research People will ask really stupid questions Grace + diplomacy in responding Being kind + open-minded, respectful Okay to say “I don’t know” How did it go? Power shift if it went well Could flip to you asking questions if they don’t have any for you Search committee may decide who they like and then take it to the department Others need dean’s approval After the last interview, it could be a day or even 3 weeks to know if you’ve been selected Appropriate to ask about timeline especially if you have other things on deck Start-up requests + negotiation Sometimes will just give you a starting salary and say you’re in Other times ask about details for your offer once you’re selected Let them know about non-professional needs Partner, etc Will work with you to get their partner hired nearby Create a start-up wishlist What do you need to get your program up and running for real if you don’t get external funding from grants (for roughly 3 years)? May/not include summer salary, RA salary, grad student stipends, moving expenses, etc UNC: get a parking space + basketball tickets lol Furniture… Get the kind of moving where they pack for you Often last chance to get unrestricted funds Never gonna happen again Get advice from junior faculty at the site What did you ask for/wish you asked for? Ask for a bit more than you think you can get and emphasize your plans to write grants in the future Be clear about why you need what you need Write a justification + amount spreadsheet Emphasize things you need to get your first grant to highlight necessity to the dean Frame it as an investment that will come back to them Be nice and assertive Salaries are raised by percentages Your starting point determines the rest of your career Take salary over start-up Don’t be overly passive! You are worth something and they want you Ask for 2 course release if you need one to work on that first grant The space you get is what you basically get Have them Skype show it to you if you can’t go in person Ask for a deferred start-date If they got you, it doesn’t really matter if you stay an extra year if you want it But don’t mention until after you get the offer Ask about tenure clock **Get it all in writing** Deans, chairs + faculty change and will not honor it if it’s not in writing Negotiating Often will offer slightly less than the competitor so they don’t start a bidding war It’s not because they don’t want you!

Parenting, Women, and Men in Academia (11:00 AM)

Being a parent, being a woman, and being a man who works with women in academia Panelists: Drs. Kristen Lindquist and Margaret Sheridan

Notes

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Parenting When? Kristen is writing a paper with other women in psychology about being women in psychology* something to keep an eye out for! The longer you wait, the better for career outcomes The more career momentum you have, the more things start to take care of themselves Having older graduate students helps things to move along Can be a hard pill to swallow; might contrast your biology, goals for yourself; might not be an ideal scenario Kristen had her kid in 5th year as assistant professor (submitted tenure package 6 mo. later); second kid in 7th year Having a tenure package for second kid is helpful Margaret had child in 3rd year as assistant professor, 5th year running a lab Things didn’t abruptly end when she went on maternity leave Showed up to first day of work pregnant but everyone at UNC was really great about it; people want to support you; sometimes things still happen but most people intent to be supportive Becoming a parent is life-changing; it’s better to have things stable Balancing parenthood, marriage, and work Moms in academia: biases and boundaries Women Department climate, finding allies Sexism, blind spots and double standards Leading change Q & A What did support look like when you had a child, esp. As a PI running a lab? Was anyone helping to run the lab? Being a PI is like being a small business owner; it’s hard to be entirely absent (Kristen didn’t have that happen; she doesn’t come in a lot, but students come to her house, she talks to them on Slack a lot) Some colleagues have offered to help her students if people need to talk or help w/papers NSF has money you can apply for to pay for full-time RA to help run your lab when you’re on leave (and also will pay for childcare while you’re traveling) Second kid Margaret started wanting more human contact, brought her to meetings Is it different having kid pre-vs. Post-tenure? Depends on how much research you’ve been able to accumulate Margaret’s kids are both pre-tenure What kind of support would have been helpful (that we can both give and get)? Money helps-- when you have resources to pay someone to watch your kid If you have a parent who lives in the area Be flexible with your peers who are parents 3 months is a short period of time and it’s really helpful to accommodate people when that happens (if you have a paper you want to give out but a co-author is taking care of a baby, chill out and give them time and it’s fine to get it out when they get back) MITCH: Moms get shamed either way (both from work and from other moms), and dads get a parade just for changing a diaper B-day party invites go to mom, not dad; puts more pressure on mom, suggests that she’s the one who knows the calendar and should be caring for the kids Advocate within your relationship as a feminist and woman; even if your partner is a caring feminist, you have to advocate for him to do things to avoid the stereotypes, gender norms There are ways to push back and more subtly care for yourself Let people decide if they want to work/how they want to spend their time Don’t try to tell them how to spend their time if they want to work; don’t suggest they spend time w/kid or don’t want to be bothered on maternity leave, etc. The tenure clock Most places let you take a year off your tenure clock when you’re pregnant, have flexibility When universities send in your tenure package they won’t say you have a child-- HR loophole Candidate has to say in their time that they’ve had kids b/c university isn’t allowed to say that Person who took more years for kids is evaluated against others who do have kids Kristen didn’t take additional time b/c she was so close Would’ve pushed back her clock if she had a kid in first few years You can take time off for other things too-- health, family issues, etc. How do you negotiate figuring out how supportive a dept. Will be if you want to prioritize family (when you’re searching for first faculty job)? Conversations with faculty usually illustrate how supportive they’d be You can ask them if they have kids-- if dept. Has a lot of kids, it’s probably OK (and vice versa) Ask the right questions-- ask everyone you know what they think about the dept when you are going in It’s totally normal to slip these questions in conversation Boundaries, supervising people w/kids Margaret doesn’t use her students as babysitters or anything, makes things complicated; doesn’t want them to feel pressure Brings kid to meetings, etc.; was taught it by a post-doc who brought her baby everywhere and it was totally fine Sometimes kid will cry, etc., but people get it Kristen had one undergrad babysit once, but if there’s a true conflict of interest (e.g., she’ll be giving the student a grade) she doesn’t do it b/c it might be some additional pressure Have empathy for position people are in to foster labs that are OK with kids Tell people in your lab that you’re not having a meeting b/c if kids (if that’s the reason) b/c it sets the precedent that kids are priority and it’s ok if that happens Suggestions for getting work done with kids when you’re not in charge of time anymore Get things done in bite-sized chunks Negotiate with partners Get help with childcare if you can Realize sometimes you can’t give all the talks and apply for all the grants when your kids are young That’s okay, but it’s harder to do when you haven’t given any talks yet, so this is where the whole timing thing comes into play You have to work differently; can’t choose to work through the night to finish something anymore Role models, online support resources, advice for where to turn Facebook group called “Academic Mommas” “Academe” podcast; being a woman in academia Did you make deliberate changes in your lab in anticipation of leaving that were more helpful? Using Slack (Kristen) was very helpful Make sure structure is set up so things can function without you E.g., Kristen had senior, 7th year student mentor 1st year student Margaret admitted students who had dual mentors; formally set up other relationships with other mentors or set post-docs in charge of projects and assigned new students to them Implications for sharing or changing last name Neither of them changed their last names If you don’t have a lot of publications, easier to change your last name; if you do have a lot of publications, it’s harder, b/c not connected to your old name If your husband is also a researcher and you change your last name your publications could get attributed to him Sometimes people change their last name legally but keep their maiden name for academia When and how to disclose pregnancy as a mentee Consider that if you’re in someone’s lab they’ll have to figure out what they’ll do when you’re on leave From this perspective, knowing sooner rather than later is helpful At the same time, personally, things happen w/pregnancy, etc., so you might have lots of reason not to disclose Find the intersection! It’s surprising how long people don’t know; sometimes you think you look really pregnant and then people are surprised People do treat you differently when you’re pregnant; a lot of meeting time can be spent talking about baby, pregnancy rather than work, for example

Grant Writing (1:00 PM)

Dr. Mitchell Prinstein

Notes

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Focusing on NIH grants but most will be applicable to writing any grant Think about NSF if the work is not clinical in nature DOE if you do anything with kids Connect to achievement outcomes CDC mirrors NIH mechanisms NIH has trouble getting researchers to the R01 stage Included more mechanisms to get you into an R01 F32 PostDoc focused K99/R00 - pathway to independence (Kangaroo) If you get an F or K grant, they are invested in you succeeding They want you to get an R They’ve already invested in your career/research so they’ll keep doing it Funding rates NIMH (2018) - roughly 20%, Ks 30% NIDA ~30% of F32, 15-20% for Rs, Ks 25% NICHD ~37% F32, 15-20% for Rs, Ks 37% R21s are not any easier than an R01 just because it’s smaller Brings attention to new investigators Can list yourself as a PI but include a mentor that they’re more familiar with Get a double bonus! Better score and different payline Often will get more $ K99 is really good experience, tends to be funded more than Rs Emphasis on professional development advice Get credit for things you should be doing anyway Review process When you apply, you don’t send to an institute - you just send it to NIH CSR who will decide what program it might fit into May even get attached to multiple institutes Can indicate in cover letter what institute you align best with Study section - grants that might get funded anywhere You’re being reviewed for scientific merit, not institute or who’s ultimately funding Once grant is accepted for review.. Sit there… Assigned to reviewers Study section can change at any time Don’t know who the reviewers are Don’t overthink who is reading your grant Can’t really game it Might even review just one per cycle with nothing to compare it to In the study section Not all papers are on the same topic Can be serendipitous Very non-scientific process

New Models of Dissemination Online (2:00 PM)

Dr. Eric Youngstrom

Notes

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Sections of the talk Archiving/Publishing/Collaborating OSF.io Disseminating Bit.ly, QR codes, Wiki-Wikiversity Sharing Data Code References How can we do dissemination but not make it more work/time? How can we build in mechanisms of dissemination into our workflow? Leveraging what we are already doing How can we get figures, text that is published (and now owned by the journal) You can license via CC-BY-4.0 (which is creative commons license) You own the rights Worked with the publishers Worked also in APA journals This process allows figures and tables to easily be shared/disseminated Open Science Framework A non-profit dedicated to open science Alternative to dropbox Has great version control Can share across institutions easily, but also have excellent viewership control (share with nobody; share with everybody, etc.) Free Gives DOIs to uploads Uploading posters to OSF allows students to leverage their accomplishments in an innovative way Wikipedia One of the most highly trafficked websites (# 5) Google has made a pinky promise with wikipedia that google will put any wikipedia page related to the google search on the first page of hits Eric and a graduate student began figuring out how to put high quality psychological science on wikipedia/wikiversity This is how we can reach the most people but maybe a privilege to be enjoyed by tenured professors far along in their career. Thomas Shaffee, an early career person in biochemistry field Wikipedia pages get several orders of magnitude more views than even top tier journals Wikipedia is also being used by grant reviewers when they read grant proposals on topics foreign to them Wikipedia Journal of Science and Wikipedia Journal of Medicine both are ways to duplicate your journal articles, but in an open access journal There is a history of the articles published in either of these two journals becoming full Wikipedia pages or information being taken from them to put on the WIkipedia pages Ex. Lysine wikipedia page comes straight from the peer reviewed Wiki Journal of Medicine

Workshops (3:00 PM)

Option 1: Grant Management, Publishing, Tenure

Notes

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Place notes here.

Option 2: Workshop: Using New Models of Dissemination

Notes

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Extra Slides Resource for checking the archival/copyright policy of different journals: SHERPA/ROMEO Tools for Learning and Using R MIT edX R programming courses Codecademy Learn R MIT has a bunch of free resources on how to learn R, Python Squirrel is a package inside R that will walk you through step by step how to use R Code Academy has a resource for learning R as well The package “psych” runs every test (except chi-squared) that is useful in psychology. This includes computing interaction terms, moderation, path analyses. Data camp has many “how-tos” for all sorts of code. https://www.r-bloggers.com/the-5-most-effective-ways-to-learn-r/ The r-bloggers website is generally a good tool for learning things r-related. I’d say the recommendations on this page are pretty sound, so take a look and see what might work for you (more specific recommendations below). http://www.cookbook-r.com/ A great, non-interactive resource. Whenever I have a problem, I usually google “R cookbook [my problem]”. There are good cookbook tutorials on using ggplot2, a very versatile R module for making pretty plots of all shapes and sizes. https://swirlstats.com/students.html https://rstudio.github.io/learnr/ As suggested by the r-bloggers link above, you may consider taking an online course. This would be good if you like plenty of structure and pre-made exercises. Good sites for this are Coursera, Udemy and Lynda. In terms of textbooks, you can’t go wrong with the ones with the line drawings of animals on them (the O’Reilly series in general are a great – albeit lengthy – resource for programming in many languages). Check out the package “tidyverse”; it’s a collection of R packages that adhere to a particular methodology for handling data. It makes processing complex data frames really easy and I wish I had known about it earlier. Plus they have a lot of resources for learning R (including a recommendation for the book I linked to above which you can get for free on their site!). Useful functions on Wikipedia and Wikiversity Talk page= allows people to leave comments on the page View History= shows track changes (essentially) since the page began Under view history, close to the top of the page, you can view page statistics so you can track views over time WikiEdu Training Modules Committed vs. Died by Suicide debate on Wikipedia https://en.wikipedia.org/wiki/Wikipedia_talk:Categorization#RFC:_Categories_with_committed_suicide_in_title

End of Preconference, Brief Closing Remarks (4:30 PM)

Mitchell J. Prinstein, Ph.D. & Eric A. Youngstrom, Ph.D.