Welcome to the CIRTLCast Series
Creating Inclusive Lab and Research Groups
Melissa McDaniels
Director, Teaching Assistant Program,
The Graduate School at
Michigan State University
Colleen McLinn
Program Director, CU-CIRTL
Cornell University
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www.cirtl.net
NRMNet.net
NRMN.info@bc.edu
617-552-3901
FB: https://www.facebook.com/nrmnet
Twitter: https://twitter.com/NRMNET
LinkedIn: https://www.linkedin.com/company/nationalresearch-mentoring-network
Supported by the NIH
U54 MD0009479-01
9/2014 – 6/2019
Partners
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.
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)
NRMN
BUILDs
CEC
Enhance
Diversity
the NIHWorkforce
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 CORE
Christine 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 Mission
Serve 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:
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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
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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
The following are domains for which we have curricula:
Research Development
Diversity/Cultural
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Teaching disciplinary knowledge
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Cultural self-knowledge
Providing technical training
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Accurately assessing understanding of
disciplinary knowledge and skills
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Advancing equity and inclusion
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Being culturally responsive
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Promoting ethical behaviors and responsible
conduct of research
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Reducing impact of bias
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Reducing stereotype threat
Interpersonal
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Active listening
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Aligning expectations
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Building trusting relationships
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Active coaching
Psychosocial
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Providing motivation
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Developing mentee career self-efficacy
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Developing mentee research self-efficacy
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Developing science identity
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Developing a sense of belonging
Sponsorship
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Fostering independence
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Promoting professional development
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Expanding mentee networks
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Actively advocating
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Fostering work-life integration
Mentor Training Core
Mentor & Mentee Training
Module Development
The following are target domains for module development:
Research Development
Diversity/Cultural
•
Teaching disciplinary knowledge
•
•
Cultural self-knowledge
Providing technical training
•
Accurately assessing understanding of
disciplinary knowledge and skills
•
Advancing equity and inclusion
•
Being culturally responsive
•
Promoting ethical behaviors and responsible
conduct of research
•
Reducing impact of bias
•
Reducing stereotype threat
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
Sponsorship
•
Fostering independence
•
Promoting professional development
•
Expanding mentee networks
•
Actively advocating
•
Fostering work-life integration
Mentor Training Core
Mentor Training:
Overview
Mentors of
Undergrads
Mentors of
Grads
Mentors of
Post-docs
Mentors of
Junior Faculty
Face-to-Face
X
Asynchronous
(self-paced)
Synchronous
(online cohorts)
In progress
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X
Mentee Training:
Overview
Undergrads
Grads
Post-docs
Junior Faculty
Face-to-Face
X
Asynchronous
(self-paced)
Synchronous
(online cohorts)
In progress
Chapter written
In progress
Websites
Asynchronous Online Training
Synchronous Online Training
Train-the-Trainer Workshops:
Empowering others to implement
mentor and mentee training
NRMNet.net
NRMN.info@bc.edu
617-552-3901
FB: https://www.facebook.com/nrmnet
Twitter: https://twitter.com/NRMNET
LinkedIn: https://www.linkedin.com/company/nationalresearch-mentoring-network
Supported by the NIH
U54 MD0009479-01
9/2014 – 6/2019
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 (cu-cirtl@cornell.edu)
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
Press “Talk” to turn on your
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Answer poll questions
Virtually raise your hand to ask a
question over the microphone
Type questions/comments in the chat window
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?
Atheist/Humanist Equivalent?
“Be excellent to each other.”
-Bill
Bill and Ted’s Excellent Adventure
Source:
Scarboro Missions
www.scarboromissions.ca
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?
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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 Discussion
Of 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 Students
How to Mentor Graduate Students: A Guide for Faculty
University of Washington Graduate School:
How to Obtain the Mentoring You Need: A Guide for Graduate Students
How 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
Resources
Burroughs 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?
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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.
Upcoming Events
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
To sign up to hear about these and other CIRTL events, email
info@cirtl.net.
www.cirtl.net