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Creating Inclusive Lab and Research Groups
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Melissa McDaniels
Director, Teaching Assistant Program, The Graduate School at
Michigan State University
Welcome to the CIRTLCast Series
Colleen McLinn
Program Director, CU-CIRTL
Cornell University
Supported by the NIH
U54 MD0009479-01
9/2014 – 6/2019
FB: https://www.facebook.com/nrmnet
Twitter: https://twitter.com/NRMNET
LinkedIn: https://www.linkedin.com/company/national-research-mentoring-network
Partners of the NRMN consist of predominately undergraduate, research and minority serving institutions; health and minority serving organizations; the above
professional societies as well as various NIH program grants such as BUILD, U54, P60, G13 and P20.
Partners
The Opportunity
The lack of adequate mentoring is a problem for all trainees at all stages in their career paths.
NRMN provides the opportunity and resources to do
something differently to address this problem.
http://commonfund.nih.gov/diversity/initiatives
NIH Diversity Program Consortium (DPC)
Enhance
Diversity the
NIH-Workforce
BUILDsNRMN
CEC
Broad Goal
The overarching goal of the National Research Mentoring Network is to change the face of the biomedical workforce by increasing the number of individuals traditionally underrepresented in biomedical research to successfully obtain NIH grants by directly addressing the benefits and challenges of diversity, inclusivity and culture within mentoring relationships and more broadly the research workforce.
Hypothesis A comprehensive mentoring initiative can effect change by:
• continuous training of mentors and mentees through workshops, online resources and videos
• the facilitation of long-term, culturally responsive interactions
• an effective virtual mentoring program for mentors and mentees across career stages
• partnerships with diverse stakeholders from our vast NRMN consortium.
Hypothesis A comprehensive mentoring initiative can effect change by:
• continuous training of mentors and mentees through workshops, online resources and videos
• the facilitation of long-term, culturally responsive interactions
• an effective virtual mentoring program for mentors and mentees across career stages
• partnerships with diverse stakeholders from our vast NRMN consortium.
MENTOR (AND MENTEE) TRAINING COREChristine Pfund, PI and Director
University of Wisconsin-Madison
Janet Branchaw, Associate Director
University of Wisconsin-Madison
Stephen Thomas, Associate Director
University of Maryland, College Park
MTC MissionServe as a national training hub to prepare mentors and mentees engaged in biomedical research
Establish standards and metrics for effective mentoring relationships
Develop new and enhance existing training interventions and test with diverse audiences
Mentor Training Core
Serve as a national training hub
Activities:
• Face-to-face mentor training workshops
• Face-to-face mentee training workshops
• Asynchronous online training• Synchronous online training• Train-the-trainer workshops• NRMN Master Facilitators
NRMN Master Facilitators Cohort 1
NRMNet.net
• News• Calendar of events• Courses• Videos• Join the community• Access to Virtual Mentoring Program
Mentorship and Networking Core
Review of Mentor and Mentee Training Curricula Across Career Stages, Disciplines and Modes of Delivery
Mentor & Mentee Training Module Development
Mentor Training Core
Research Development
• Teaching disciplinary knowledge
• Providing technical training
• Accurately assessing understanding of disciplinary knowledge and
skills
• Promoting ethical behaviors and responsible conduct of research
Interpersonal
• Active listening
• Aligning expectations
• Building trusting relationships
• Active coaching
Psychosocial
• Providing motivation
• Developing mentee career self-efficacy
• Developing mentee research self-efficacy
• Developing science identity
• Developing a sense of belonging
Diversity/Cultural
• Cultural self-knowledge
• Advancing equity and inclusion
• Being culturally responsive
• Reducing impact of bias
• Reducing stereotype threat
Sponsorship
• Fostering independence
• Promoting professional development
• Expanding mentee networks
• Actively advocating
• Fostering work-life integration
The following are domains for which we have curricula:
Mentor & Mentee Training Module Development
Mentor Training Core
Research Development
• Teaching disciplinary knowledge
• Providing technical training
• Accurately assessing understanding of disciplinary knowledge and
skills
• Promoting ethical behaviors and responsible conduct of research
Interpersonal
• Active listening
• Aligning expectations
• Building trusting relationships
• Active coaching
Psychosocial
• Providing motivation
• Developing mentee career self-efficacy
• Developing mentee research self-efficacy
• Developing science identity
• Developing a sense of belonging
Diversity/Cultural
• Cultural self-knowledge
• Advancing equity and inclusion
• Being culturally responsive
• Reducing impact of bias
• Reducing stereotype threat
Sponsorship
• Fostering independence
• Promoting professional development
• Expanding mentee networks
• Actively advocating
• Fostering work-life integration
The following are target domains for module development:
Mentor Training:
Overview
Mentors of Undergrads
Mentors of Grads
Mentors of Post-docs
Mentors of Junior Faculty
Face-to-Face
X X X X
Asynchronous (self-paced)
In progress X X
Synchronous (online cohorts)
X
Mentee Training:
Overview
Undergrads Grads Post-docs Junior Faculty
Face-to-Face
X In progress Chapter written In progress
Asynchronous (self-paced)
Synchronous (online cohorts)
Websites
Asynchronous Online Training
Synchronous Online Training
Train-the-Trainer Workshops: Empowering others to implement mentor and mentee training
Supported by the NIH
U54 MD0009479-01
9/2014 – 6/2019
FB: https://www.facebook.com/nrmnet
Twitter: https://twitter.com/NRMNET
LinkedIn: https://www.linkedin.com/company/national-research-mentoring-network
Building Infrastructure Leading to Diversity (BUILD)
•Experimental training awards designed to learn how to attract students from diverse backgrounds into the biomedical research workforce and encourage them to become future contributors to the NIH-funded research enterprise.
•Emphasize research opportunities for students•Incorporate additional innovative methods to engage and prepare students for success, including those who might otherwise not choose biomedical research careers.
•Awardees:
Portland State University of Detroit-Mercy
Xavier University San Francisco State University
University of Texas El Paso University of Maryland-BC
Morgan State University of Alaska-Fairbanks
Cal State- Northridge Cal State- Long Beach
Coordination and Evaluation Center (CEC)
•Coordinate consortium-wide activities
•Evaluate the efficacy of the training and mentoring approaches developed by the BUILD and NRMN awardees to determine what approaches work within what contexts
•Awardee: UCLA
Creating Inclusive Labs and Research Groups
Colleen McLinn ([email protected])
CU-CIRTL Director, Cornell University
Learning Outcomes
By participating in this CIRTLCast discussion, you will be able to:• Reflect on your beliefs and values about
how people should treat each other in your lab group
• Consider your own identity and some ways that individuals in your lab differ
• Set goals for your next steps to grapple with these important questions
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Virtually raise your hand to ask a question over the
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Answer poll questionsThumbs up or
down, emoticons
Yes/No Poll
• Who has a microphone that they can use to ask and answer questions today?
Whiteboard Prompt
Imagine a few years from now, you are in charge of a small group of students and technicians at all different levels. If you were to come up with one guiding principle or phrase for how you want people in your group to treat one another, what would it be?
If you were to come up with one guiding principle or phrase for how you want people in your group to treat one another, what would it be?
Source:
Scarboro Missions
www.scarboromissions.ca
Atheist/Humanist Equivalent?
“Be excellent to each other.”
-Bill
Bill and Ted’s Excellent Adventure
Multiple Choice Poll (a-e)
What proportion of interpersonal/lab group situations do you think these general rules address?
a.0 - 20%
b.21-40%
c.41-60%
d.61-80%
e.81-100%
Be prepared to explain your answer.
Why doesn’t some version of the Golden Rule fully get you there as
a guideline to lab interactions?
• I have never been shushed in a meeting or other professional setting.• No one has ever tied my appearance to my job performance, either in course
evaluations or in job reviews.• No one asks me who is watching my kids while I’m at work.• My moods are taken as reflecting the kind of day I’ve had, not the kind of
person that I am.• Offering a proposed course of action in a straightforward manner will
increase, rather than decrease, its likelihood of happening.• I can be too tired for small talk.• If I talk about my children at work, it is generally considered admirable, rather
than unprofessional.• If I make a mistake, I am likely to get a second chance.• Students generally assume my frustration is their fault rather than proof that I
am too emotional to teach philosophy.• Before sitting down to write this, I had never thought about what it’s like to be
a male in academia.• I think it’s a bit weird that someone would wonder what it’s like to be a male in
my job.
Excerpted from: DeRoo, N. (2015). Does Gender Matter in the Academic World? In All Things Blog.
Identity Whiteboard DiscussionOf all of the many aspects of your identity, what do you think is the single most important aspect?
In the situation that I described previously, you as the head of the lab group, you might need to set ground rules and expectations for climate. Let’s practice your rationale for communicating with your students.
Whiteboard poll: Why do we need to be considerate and supportive of one another?
Practical reasons Idealistic reasons
Volunteer on the Microphone: How can we be more considerate of one another?
Volunteer on the microphone: How will we know/see if there are problems?
Resources
Women in Science and Engineering Leadership Institute (2010).Benefits and Challenges of Diversity in Academic Settings.
Women in STEM Knowledge Center, including Engineering Inclusive Teaching Webinars.
American Association of University Women. (2007). Why So Few? Women in STEM.
Crutcher, B.N. (2007). Mentoring Across Cultures. Academe Online. American Association of University Professors.
The Institute for Broadening Participation. (2012). Pathways to Science Mentoring Manual.
Boyd, M.K., & Wesemann, J.L. (2009) Council on Undergraduate Education. Broadening Participation in Undergraduate Research.
Louis Stokes Alliance for Minority Participation Indiana, Purdue University. (2007).Mentoring and Diversity: A Handbook for Faculty Mentoring LSAMP Indiana Students in STEM Fields.
Resources
Rackham Graduate School, University of Michigan:
How to Get the Mentoring You Want: A Guide for Graduate StudentsHow to Mentor Graduate Students: A Guide for Faculty
University of Washington Graduate School:
How to Obtain the Mentoring You Need: A Guide for Graduate StudentsHow to Mentor Graduate Students: A Guide for Faculty
National Research Mentoring Network
Mentor Training Programs
The Wisconsin Program for Scientific Teaching and HHMI. (2005).
Entering Mentoring: A Seminar to Train a New Generation of Scientists.
Wisconsin Center for Education Research.
Research Mentor Training
UW Institute for Clinical and Translational Research.
Research Mentoring
ResourcesBurroughs Wellcome Fund & Howard Hughes Medical Institute. (2006).
Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New Faculty, 2nd edition.
Project Implicit has self-tests on implicit or unconscious biases
www.projectimplicit.net
Hurtado, S., Gasiewski, J., & Lua Alvarez, C. (2014).
The Climate for Diversity at Cornell: Student Experiences.
Sue, D.W. (2010). Wiley and Sons.
Microaggressions in Everday Life: Race, Gender, and Sexual Orientation.
University of California Office of the President.
Tool: Recognizing Microaggressions and the Messages They Send
Delta Program, University of Wisconsin-Madison. (2014).
Six Impactful Teaching Practices to Improve the Academic Achievement of Underrepresented Minority and First-Generation Students – Annotated Bibliography
Who is entering higher education?
• Believe they will graduate in 4 years: 84.7 %• Want to become accomplished in a performing art:16.7 %• Consider themselves to be Pre-Med: 20.4 %• Speak English as a native language: 88.2 %• Identify as atheists/no religious affiliation: 27.5 %• Are attending college more than 500 miles from home: 16.3%• Reported that their high school was “Mostly” or “Completely”
White: 52.1 % (Completely: 6.6%; Mostly: 45.5%)• Agree that “racial discrimination is no longer a major problem in
America”: 24.7 %• Have parents with a college degree:
Mother: 58.1 % Father: 54.8 %
Data from: Higher Education Research Institute, UCLA. The American Freshman: National Norms 2014.
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What to Expect from My TAR Project? Reflections on the TAR
Experience from a Panel of CIRTL TAR Alumni
October 5, 4-5:30 ET/3-4:30 PM CT/2-3:30 MT/1-2:30 PT
Presenters:
Shan He, Architecture Post-Doc, Department of Architecture, Iowa State University
Faizan Zubair, Chemical Engineering Graduate Student, Department of Chemical and
Biomolecular Engineering, Vanderbilt University
Kyle O'Connell, Department of Biology, University of Texas at Arlington
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