About Me:
- Professor
- University of Wisconsin- Madison
- Department of Psychology-Integrative Biology
- https://marlerlab.psych.wisc.edu
Getting to Know Her:
If you are sitting on a plane with a stranger and a conversation starts up, how do you describe what you do for your job?
I would say that I do a combination of research and teaching.
Tell us about your path to academia.
My dad, Peter Marler, helped foster an interest in animals, and also made the pathway to studying animal behavior an acceptable direction for me to go in. I worked with John Wingfield studying behavioral endocrinology with a field component. I loved one of Wingfield’s studies, which involved supplementing testosterone and observing a shift from monogamy to polygyny in the field. In terms of intellectual stimulation, I was inspired by an outstanding animal behavior field course taught by Paul Sherman. Many students emerged from that class to pursue careers in animal behavior. I was also very lucky to have started my graduate work with Michael Moore, who was very supportive of women in research. I also enjoyed my time working with Mike Ryan and Walter Wilczynski. I liked how Mike Ryan is a generalist who integrates animal behavior, physiology, neurobiology, ecology and evolution into research on female choice and controlling stimuli. All of these mentors contributed to my desire to integrate different fields and use a variety of different techniques to approach the questions I had. Walter Wilczynski was particularly important for my desire to also include neuroethology. Now I am interested in combining lab and field, combining behavioral ecology, and also getting into neurobiology and molecular methods.
What do you think is the piece of your work that you are most well known for?
I have no idea what I’m most well known for. It would vary between fieldwork- lizard work and lab work- extending the ideas of the winner effect and the challenge effect. I have often changed the model systems that I work with and look for species that display plasticity in behavior. I work with whatever is available at the time.
What is one piece of your work that you are most proud of?
I don’t want to answer this because I feel that different projects have been collaborations with different students, which are interesting in their own right and I don’t want to pick a favorite.
Is there is a piece of your work that you think doesn’t get enough attention?
One study which did not get enough attention was conducted with Brian Trainor, in which we examined the effects of aromatase on baseline aggression and changes in aggression that males acquire with competitive experiences. If you block aromatase, you block baseline aggression but not experience induced changes in aggression. I think it is important for understanding the role of testosterone in shaping aggression.
In addition, fathers can influence levels of aggression in their offspring by retrieval behavior and this is mediated by vasopressin, resulting in a cascade of aggression across generations since the male offspring also alter their behavior towards their pups.
How would you like to see your research field 10-20 years down the line?
I would like to be able to see how neural manipulations, such as viral vectors (resulting in long term changes in behavior) can be used in the field. In the field it is harder to tightly control variables and balance different stimuli. In the lab we are missing many of the natural stimuli, which can be important even for the medical field.
Questions with a focus on student and postdoc issues
What are the biggest changes you have noticed in academia since you were a graduate student?
It’s neither good nor bad, but graduate students are starting to emphasize having a life outside of academia. They are less likely to spend their entire weekend doing research. Students tend to be more worried about jobs, which is a major stressor that was not as prevalent before. Are graduate students getting techniques that people will get excited about when they look for postdocs? If you haven’t trained them in the use of new techniques it’s harder for them to get a postdoc position.
How do you evaluate students that apply to your lab for graduate or postdoc positions? What types of characteristics do you look for in applicants?
A high level of curiosity is absolutely critical. They need to like and want to talk about science, and be persistent. You are solving puzzles and sometimes they are challenging, so you have to be persistent and willing to make mistakes and pursue it doggedly. Science/external input can be unforgiving and you have to have the internal drive to succeed. Prior experience is good to make sure that they can make it through a project from beginning to end. Postdocs need to bring in new techniques that are exciting. Postdocs are more of a collaboration (even graduate students are but in a different way), you want them to be bringing in something that you don’t have. One of the biggest challenges for students is determining where their research fits into a bigger theoretical framework, but that’s hard to test for in an interview.
How do you evaluate applicants that are applying for a faculty position at your university?
First, do they have an interesting story to tell? Second, how much have they published and where? Can they see the big picture? Then, do you get along with them, compatibility – is it someone who’s likely to be a good colleague? These all come into play when you are choosing between the top candidates.
Do you think there is an optimal size for your lab group, or optimal postdoc: grad student ratio?
Three grad students would be my optimal in terms of creating an active, challenging environment. A lot of it depends on the personalities. I have had more than that and it still worked, but it depends on how the graduate students get along and how much input or supervision they need. The question is more of creating an optimal environment.
How do you get a new student started on a project? How do you incorporate both of your interests and balance your interests with each student’s individual interest?
I like to see what intrigues them. They get exposed to the different research in the lab and start to see what intrigues them the most. Some come in with a background and they already know what direction they want to take. I make sure to guide them if I don’t think it’s a fruitful direction. I like to create a collaboration through an exchange of ideas and reading papers, but the collaboration needs to fit in with basic themes of my lab. Luckily, I have many interests.
If you have a grad student who is really struggling (with their project, the grad student experience, etc.) what would you do to help them?
One thing I’ve discovered that bogs students down is getting their first paper out. Once they get that out it goes more smoothly for them; there’s a level of confidence that they get from it, an “I can do it!” mentality. I try to work hard to get them there, sometimes it works, and sometimes it doesn’t. Sometimes I point out it might not be the right path or fruitful project that they are working on, then I will talk to them and see if they can find something else that is interesting. It’s related to a big picture–can you get to the point where you can answer that big picture question or not? If it’s not going to work with a student or this isn’t the right match, it’s better to find that out sooner rather than later and it might be better for them to switch labs, etc. I have a lot of different interests so this doesn’t happen often in my lab.
General work issues that academics/scientists face
How do you work? What’s your daily schedule?
I’m raising a family at the same time so I’m always juggling a family and work. Sometimes I work really late at night when I have no distractions.
How much time do you spend on research, teaching, mentoring, writing, and administrative duties? What would you like that breakdown to be?
We can skip this one. I will say administration isn’t for me. I can deal with it on the level on my lab, but I don’t like to do it at higher levels.
What training did you receive in advising/mentoring OR how did you figure it out?
I had no previous training. I would like to see departments teach graduate students how to teach lecture courses, or better yet, use more creative teaching methods. You can spend a lot of emotional energy on learning how to teach while teaching your first course. Obviously, it’s going to take a little time away from research, but I think it’s worth it and more students are going to end up in jobs with more teaching. I learned by trial and error. As an assistant professor you are suddenly responsible for so many tasks including setting up a new lab, managing people, becoming an accountant, learning the departmental culture, making connections within the department and the university and yet you are also, at least in my case, learning how to teach. It would have been nice to have had one less task to learn. You also want to know “do you like teaching?” If not, maybe you don’t want to stay in academia or you want a more research focused position. You have to master so many different tasks as a professor – you’re not going to be great at everything.
Do you have any specific habits that have helped you become a prolific writer?
I like to work in chunks of time.
How do you keep multiple research projects organized at the same time?
Meet with students, going over ideas and where they’re heading, lab meetings are really important for going over where everyone is at.
What do you think about the mantra of being most productive by only working 40 hrs per week?
People differ. There are different models and it varies with different personalities, and assuming that just working many many hours will make you a better scientist is sometimes true and sometimes not. It might not be true of creativity, but may be true when you are collecting data. We like to brag about how many hours we put into research, but this may not result in the most creative research. You do, however, have to produce papers, otherwise getting a job is going to be a challenge. If you work with animals, you also owe it to your research subjects to publish the results.
How do you take time off and what are your passions outside science?
I like reading and Zumba. I adore dancing, it uses up a lot of energy and it focuses me. It’s a fun way to get exercise. I also do yoga and walk as well. I also enjoy biking and swimming with my kids.
What’s the best piece of advice you ever received and what advice would you give to young scientists?
Make sure you enjoy what you’re doing. It’s a lot of work and you have to be self motivated. There are times when you won’t get rewards or “pats on the back” so you have to like doing it. Having a mentor to guide you and help you figure out the “departmental culture” and give you feedback on research is very important.
What is the biggest problem you think your field or academics face?
Incorporating new techniques. If it is genetics, neurobiology, statistics, social network analyses, etc. Research has become much more complex and technically challenging than it used to be.
Just for fun
What’s in your carry on bag while you are traveling for research or to give a seminar?
A book for the plane, a computer so I can work, and a nut/dried fruit bar.
Is there a question you would like to see added to this list for future interviewees?
I think it’s important to ask “what challenges have you faced,” as they will differ for different groups. For example, women or other minorities will have a different set of challenges and need to figure out how to navigate academic culture. It’s harder for women and minorities to figure out what that culture is. Academia is set up so that we need to conform to a male-dominated culture. Certain things are looked down upon when mentioned in lab meeting (e.g. women talking about their kids), certain expectations may be different for women, or navigating the culture may be different.
This interview was conducted by Mena Davidson and Sarah Westrick on November 15th, 2018, and edited for clarity by Victoria Underhill on December 3rd, 2019