Research as Process - Becoming a Food Scientist - page 6

Fig. 1.2 Plot of Kolb's learning style inventory with the strengths of each learning style. Source :
Kolb learning style inventory. ©2007 Experience based learning systems, Inc. All rights reserved
available to all students or ask to be our friend or colleague on a social or professional
networking site. Some will hunt us down when wanting to talk. A few set up barriers
to communication. Generally, the earlier in their career and the fewer people in the
lab, the more accessible a professor will be. It is important to get help when needing
it, but it is also important not to become a pest. When approaching the major profes-
sor, we must make sure we have done our homework. Be prepared to answer the most
likely questions we will be asked. This is graduate school and professors don't wish
to spoon-feed us. Find out who is the best person in the lab who can help. It may or
may not be our professor, but it is important that the professor or the lab manager
knows where we are in our research and if we are making adequate progress.
When communicating with the major professor, in writing or face-to-face, it is
important to understand the professor's perspective. Start by reading a selection of
relevant publications, particularly the most recent ones of our professor. A careful read-
ing will help us identify what aspects of the research are important. Review articles and
topic chapters are particularly useful. Many labs have scheduled group meetings, usu-
ally weekly or monthly. Typically, one of the members in the lab makes a presentation
of their work and others comment on it. Pay close attention to what excites and dismays
the major professor. Part of this perspective is the learning style. There are several dif-
ferent ways of determining learning styles. My favorite as it applies to scientists is
Kolb's theory who divides the styles into accommodators, divergers, assimilators,
and convergers (Kolb, 1983 ; HayGroup, 2007 ) based on the importance we place on
experiencing versus thinking and doing versus reflecting (see Fig. 1.2 ).