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Programme de formation sur les compétences techniques fondamentales

GlycoNet propose un concours pour les professionnels hautement qualifiés (HQP) afin qu'ils puissent participer à des formations techniques spécialement conçues pour les carrières dans l'industrie et l'académie. Des récompenses seront accordées aux HQP sélectionnés pour assister à la série en ligne sur les Fondamentaux des Compétences Techniques de BioTalent Canada. Cette formation permettra aux participants d'acquérir des connaissances de base sur les compétences techniques essentielles, les aidant ainsi à se démarquer lors de leur entrée sur le marché du travail.

La série en ligne Compétences techniques fondamentales de BioTalent Canada comprend:

  • Cinq cours d'une heure
  • Évaluation préalable et postérieure pour les cours Rédaction de rapports scientifiques, BPL, BPF, AQ/CQ et BPC
  • Certificat BioFin prêtMC
  • Cours disponibles en anglais et en français

Pour plus d'informations sur les cours Compétences techniques fondamentales de BioTalent Canada, veuillez visiter leur site Web:


Les participants éligibles comprennent les étudiants diplômés, les boursiers postdoctoraux, les assistants de recherche et les techniciens sous la supervision des chercheurs du réseau GlycoNet. Il n'est pas nécessaire que les candidats travaillent actuellement sur un projet financé par GlycoNet. GlycoNet offrira une subvention aux professionnels hautement qualifiés pour suivre les cours sur les Fondamentaux des Compétences Techniques de BioTalent Canada, disponibles du 1er avril 2021 au 31 mars 2024.

Comment soumettre une demande

Les candidats soumettront leur demande via Forum de GlycoNet. Les candidats doivent avoir un compte dans le Forum. Veuillez visiter la page Aide et FAQ du Forum si vous avez des questions concernant le Forum. Une fois connecté au forum, le formulaire de demande se trouve dans l'onglet « My Awards ». Les candidatures seront examinées par l’équipe de gestion de GlycoNet chaque semaine et les candidats seront informés de l'état de leur candidature au plus tard deux semaines après la réception de la candidature.

Les bénéficiaires de la subvention doivent répondre à un court sondage sur le Forum de GlycoNet dans le mois suivant la fin du programme de formation sur les compétences techniques fondamentales. Dans le sondage, les lauréats seront invités à réfléchir à ce qu'ils ont appris et à la façon dont le cours peut influencer leurs études et leurs objectifs de carrière. Ce sondage servira à évaluer l'intérêt du PHQ de GlycoNet pour les cours.

Date limite de présentation des demandes

Les candidatures sont acceptées et examinées de façon continue.

I’m learning beyond research.

I learned to encourage my team and became more organized. Research is not only about successes, but also about all the failures that contribute to new discoveries. Being positive and being able to deal with unexpected results while maintaining the right attitude is important. The project I started with Eddie is still ongoing, but I am proud of what we have accomplished in just one year.

Alena Pratasouskaya

Science Teacher, Sunshine Montessori School (Past Master Student at GlycoNet)
Marco - Glyconet Intern

Getting connected through collaborations.

The research exchange program has allowed me to evolve as a researcher, providing me with the skills and knowledge to tackle specific questions by using computational methods. The collaboration has also yielded a publication in Nature Communications, paving the way for future fruitful collaborations.

Marco Farren-Dai

PhD student, Simon Fraser University

Consolidating my knowledge.

The Summer Award helped me understand the interplay between chemistry and biology while conducting research in the Withers Lab at the University of British Columbia. The funding allows me to treat my learning as a job and get excited by my contributions to the lab’s research.

Andrew Jeong

Undergraduate summer researcher, University of British Columbia

Advanced Training Opportunity Program (ATOP) was exceptional.

The ATOP training program was a unique opportunity to develop my writing and management skills. As a postdoctoral fellow, I was familiar with writing scientific publications and supervising undergraduate students, but not with writing a project description nor the sections related to budget or training personnels in a grant proposal. I also never had to go through the process of interviewing a student for the project. The ATOP program offered the perfect conditions to teach senior HQP how project are administered and I feel more prepared for a future career as a Principal Investigator.

Dr. François Le Mauff

Postdoctoral fellow, McGill University

Putting knowledge into practice.

After studying genetics for five years at the undergraduate level, I am finally getting the chance to see the techniques I have learned about in action and to experiment with DNA myself. Gaining experiences like performing genotyping will certainly help prepare me for the career I hope for as a genetic counsellor.

Natasha Osawa

MSc Student, Department of Biochemistry and Medical Genetics, University of Manitoba

Making direct impact on real-world problems.

Through my summer research experience, I have explored various aspects of research where I actually got the opportunity to apply the skills that I can only learn about in school. Not only this, I was able to use these skills to help make a direct impact on real-world problems. To see families who are affected by the diseases we are studying come to our lab and personally thank us is truly an experience that cannot be put into words. My experience has filled me with inspiration and motivation that would have otherwise not been possible were it not the contributions GlycoNet made.

Harry Wu

Software Developer, DivergentSoft Technology Group Inc.

Every teacher should do this.

I wish that every teacher could have the opportunity to participate in the CMASTE-GlycoNet program for high school teachers, just because you get immersed in real science again.

Michelle Johnsrude

Biology Teacher and Science Department Head, Highroad Academy

Practical Professional Development Workshops.

How does one get creative in academic-based social media? The professional development workshop on “Cultivating Your Professional Online Presence” opened my eyes. I have been missing out on a lot of networking opportunities because I didn’t have a professional online presence. With all I learned from the workshop, I updated my LinkedIn profile and am looking into creating other academic platforms to track any publications of interest to my work.

Jennifer Crha

Scientific Sales Executive, Rapid Novor Inc.

Future-proof my career path.

My research project has focused on chemical syntheses. I make complex carbohydrates and study their structures, but I never see what happens after I make them. I usually just send them to my collaborator for downstream “biological experiments.” But while on exchange at the Whitfield lab, I actually learned to conduct these experiments. It has given me a new perspective, helping me understand the big picture. With experience in synthetic chemistry, and now with molecular biology, I was able to boost my knowledge and apply for a post-doctoral fellowship in neuroscience.

Dr. Bo-shun Huang

Post-doctoral Fellow, University of Alberta

Internship made possible.

Industry is very different from academia. As an industrial intern, I acquired the necessary tools to transition into industry after I graduate. I also learned that I don’t have to stay in academia to work in research. In fact, from the internship, I found that working in the industry might be better suited for me because it’s faster-paced and more structured.

Katarina Mandic

Mitacs Intern, Mirexus Inc.

Réseau Canadien de la Glycomique
E5-33 Gunning/Lemieux Chemistry Centre
University of Alberta, T6G 2G2
Tél.: 780-492-6204
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