The phrase "a scientist professional" is not correct in English.
It is not a standard expression and may cause confusion.
Example: "She is a scientist professional who specializes in environmental research."
Alternatives: "a professional scientist" or "a scientific professional."
A scientist's professional life, however, includes dynamic verbal exchanges, which require the ability to cogently and rapidly express both conceptual and mathematical ideas.
A scientist's professional career is highly dependent on their participation at these scientific events.
The original reason for publication--to communicate results--has become secondary to a scientist's professional advancement.
He notes that having a good mentor is crucial for a scientist's professional development while recalling how mentors have helped his career.
A scientist's professional identity is shaped by a number of factors, but this socialization into the discipline of science often begins in graduate school (Austin, 2002).
Several lines of inquiry support why a scientist's professional identity might interfere with his or her willingness to participate in pedagogical change.
In particular, the tensions between a scientist's professional identity and the call for faculty pedagogical change are rarely, if ever, raised as a key impediment to widespread biology education reform.
Focusing our efforts exclusively on training, time, and incentives ignores at least one additional and potentially key barrier to faculty change that is largely absent from change discussions: the role of a scientist's professional identity.
To achieve widespread pedagogical change toward more iterative and evidence-based approaches, it appears that we need to find ways to challenge the assumption that a scientist's professional identity should be primarily research-focused and consider ways in which teaching could become more integrated into the fabric of the discipline.
As a physician-scientist, professional mentor and academic advisor, Sibley has achieved professional progress that seems to be the inverse of his disease progression.
However most debates in this area remained disconnected to a critical perspective for scientists' professional learning to be introduced to a fair-minded digital, networked and open science.
