Jigsaw Exercise Each participant has a jigsaw assignment

Jigsaw Exercise • Each participant has a jigsaw assignment (e. g. A 4). o “A” refers to your first group assignment o “ 4” refers to your second group assignment • Groups will meet with a facilitator to explore one of 4 different topics (20 min) A. B. C. D. Addressing Student Diversity (Wink) Mentoring and Group Building (Feig) Laboratory Safety (Harbol) Time Management (Francl) • Groups will rearrange into your second group assignment • Participants will teach to their new group the content from the first discussion o Spend 10 minutes on each topic A-D

A. Addressing Diversity Think-Pair-Share question Why do we work on diversifying science?

Science is performed by real human beings with specific individual histories. Our distinctive personal experiences influence everything we do, including our science. Demographic diversity is valuable to science because it adds intellectual diversity

Diversity training • Longitudinaloutcomes study of 829 large to midsize US companies. • Variety of diversity training programs. • Outcome variable: Change in demographics of manager-level employees.

What works?

Take aways: • Diversity work is not easy • Diversity work can (and should!) be empirically quantified • Effective diversity work is institutional, integrated, and volitional

A young boy and his father are driving through the woods. There is a terrible accident. The father is killed instantly. The boy is severely injured and rushed to a hospital for emergency surgery. In the operating room, the lead surgeon looks at the boy and says, “I can’t operate on this boy, he is my son. ” “Implicit bias” or “Implicit association” or “Unconscious bias” Project Implicit: implicit. harvard. edu

Implicit bias impacts us as STEM faculty were asked to evaluate a resume for a potential lab manager. Half of the time the resume was assigned a male name, and half a female name. Applicant Name Male Female Moss-Racusin et al. , 2012

IAT: Implicit Association test Implicit: implicit. harvard. edu Project

Berkeley Stanford LEFT RIGHT

Berkeley Stanford LEFT RIGHT

Good Bad SPECTACULAR LEFT RIGHT

Good Bad EVIL LEFT RIGHT

Berkeley Stanford or or Good Bad LEFT RIGHT

Berkeley Stanford or or Good Bad HURTFUL LEFT RIGHT

Berkeley Stanford or or Good Bad LEFT RIGHT

Berkeley Stanford or or Good Bad CALMING LEFT RIGHT

Gender–Science Association Results on “Project Implicit” Female Respondents 8000 16000 7000 14000 6000 12000 Number of Respondents Male Respondents 5000 4000 3000 10000 8000 6000 2000 4000 1000 2000 0 0 Implicit Science=Male / Arts=Female Stereotyping

Take aways: • Biases can be either explicit or implicit • Implicit associations are common, pervasive, and probably unavoidable • Implicit biases that associate science with gender and race are pervasive • One can have unconscious biases even as a victim of those biases (i. e. , being biased doesn’t necessarily mean you are a “bad person”) • Greater stress or cognitive load increases reliance upon implicit biases

• Gender • Axes of Diversity • Immigration status Race and Ethnicity • Geography • Disability • Educational pedigree • Sexual orientation • Political ideology • Gender identity • Religion • Socioeconomic status • Nationality • Culture • Language/accent • Life experience • etc. • Age

Q: How does diversity influence your teaching?

B. Intentional Mentoring • Reflect on past mentoring relationships and how those shape the way you mentor current students • Learn to make mentoring an intentional process rather than one that just happens by chance or circumstance • Develop skills in setting clear expectations for mentees • Consider using bidirectional Mentor/Mentee compacts

Memorable Mentoring Moments Think about an experience that you had during your own training involving a memorable experience with one of your mentors (positive or negative so long as it was memorable). This could be an advisor or a peer mentor (such as a postdoc while you were a grad student). • What happened that made it memorable? • How did it shape the way you mentor students now? Share the experience with your neighbor.

High Impact Mentoring Practices • Mentoring Compacts o Examples… • Communication plans/weekly meetings • Setting clear roles and responsibilities for lab members o Lab orientation documents o Regular feedback on performance o Role of bench mentor o Who do you turn to for help if the PI is unavailable • Read the sample mentor/mentee compact. How would you edit it for your own laboratory?

Individual Development Plans • Planning documents for career exploration and professional development • Chem. IDP and My. IDP are examples • Affirm Career Goal o Goal settings o Strength self-assessment o Development opportunities o Action Plan

Take Away Messages… • Think about how your actions as a mentor impact your mentees and be intentional. • Establish clear lines of communication between yourself and your mentees. • Be aware that we all have unconscious biases - that is normal. Goal is to not act in ways that are influenced by them if possible. • Mentoring compacts can help us articulate 2 -way practices and expectations within the mentoring relationship. • Include specific career guidance as part of your mentoring

C. Managing a Safe Laboratory New Faculty Workshop, Little Rock, AR November 9 -10, 2018 Peggy Harbol, Ph. D. Cascadia College, Bothell WA

Outline: • Your Role • Establishing a Culture of Safety • Goal: Preventing Accidents • Accessibility • Resources

Your Role: Principle Investigator & Instructor You are responsible for safety of students in the laboratory! Set the example Model the behavior you desire in your students “do as I do” NO EXCEPTIONS for Safety! Be vigilant: “Manic but polite”

Establishing a Culture of Safety: • Build (or improve) upon the culture at your institution • Faculty member must model appropriate safety behavior & PPE

Establishing a Culture of Safety: • Onboarding students/group members: • Establish a baseline of the students experience and teach from there • Training – all members have the same safety expectations • Instruction – Standard Operating Procedures (SOPs) • Checklist for training – you don’t want to miss anything! • Devise a safety assessment – • Quiz • Checklist

Preventing Accidents: Hazard – Potential source of danger or harm Risk – the likelihood that a person may be harmed or suffers adverse health effects if exposed to a hazard. https: //www. hsa. ie/eng/Topics/Hazards/ Health & Safety Authority, EU

Preventing Accidents: ACS: RAMP to safety • Recognize hazards • Assess the risks of hazards • Minimize the risks of hazards • Prepare for emergencies RAMP perpetuates a sustainable cycle of lab safety management https: //www. acs. org/content/acs/en/chemical-safety/ramp. html

Preventing Accidents: SOPs: - Hierarchy of Control Eliminate Substitute Measures - Be familiar with your institution’s EH&S protocols Most Preferred Isolate Least Preferred Engineering Controls Administrative Controls Modified from: https: //www. hsa. ie/eng/Topics/Hazards / Personal Protective Equipment

Preventing Accidents: Recurrence Training: Set intervals for retraining on: • Equipment use • Chemical handling and disposal • Proper use of fume hoods • Spill clean up (identifying hazardous spill – chemical and volume) • Vacuum work

Preventing Accidents: Checklist for Training: • Training Log for each lab worker • Signed documentation of training • Records (for liability) Create and Propagate a Culture of Safety: • Faculty sets the example

Accessibility: • Accommodations for disabilities may be warranted for safe laboratory work • Providing accommodations is the law! • Work with your institution’s office of Disability Support Services • Instructional Lab – • “Reasonable accommodation” means the integrity of the assignment is retained • ACS Symposium Series Publication – Accessibility in the Laboratory, Sweet et al (2018)

Suggested Resources: • Your institution: Environmental Health & Safety • Lab Technicians: Lean on their experience • ACS RAMP: https: //www. acs. org/content/acs/en/chemical • safety/ramp. html • ACS/CCS: Joint conference on lab safety to create a sustainable model for safe lab practices

Summary: • Faculty member is responsible for laboratory safety ü Establish safety culture üModel safe practices • Goal: Accident Prevention üRAMP üSOPs üChecklist and Documentation üRecurrence Training

D. Time Management

Backward Design: What are your goals? Career: teaching, research and service are the traditional triad Personal: Family, financial, self 1. Spend your time to realize your primary goals. 2. These goals may change, re-evaluate regularly.

Breakdown Research Manuscripts Grants Students Budgets Visibility Teaching Meetings Seminars Preparation Office hours Reviews Committees Grading Administrative

Drivers Scheduled public performances Deadlines Colleagues Collaborators

Make “no” the default “I don’t say ‘yes’ in the moment. ” “Yes” should be aligned with your priorities: will this support my goals and in what way? “Yes” I have looked at my schedule and identified and reserved time to do this work on my calendar (that includes prep time and presentation time and travel time)

Learn to say “no” Be firm and direct. No wiggle room. Don’t offer an excuse. Create a “no” committee. Your “no” is an opportunity for someone else to say “yes”. Ask before volunteering some one else. Practice. 24 hour rule.

Multiple-demands and demanders Keep a record of what needs to be done. Capture. Calendar. Cache. Weekly calendar meetings. How long do things take? Log your time.

Service Beware invisible labor. It finds you. Focus. Mix of national and local.

Teaching: prep First time through is more time consuming. Keep your notes. Write notes. Ask colleagues if they have resources you can adapt. Set a timer.

Teaching: Managing requests Set policies. Ask colleagues for local knowledge. No excuse notes. Calendars: Calendly

Research Upfront training is worth it. Document procedures electronically and accessible to all. Track meetings (Hugh Kearns) Project bins/binders/folders/boxes. Literature repository. Bibliography. Lab wiki/One. Note More hands? Depends.

Research organization Book time to write. Book time to read. Book time to think. Shared calendars. Management of workflow (tasks, manuscripts, projects) Done list. All the world’s a stage…

Life! Focus on the things that make you content, that feed your soul. Put them on your calendar. Don’t sacrifice sleep, diet or exercise on a regular basis. Simplify: delegate, automate, outsource, reduce, ignore Travel: keep basics packed, TSA, how much?

Life happens Leave some space for the daily disasters. Be patient with yourself in face of major crises. Ask for help!

What’s getting done? It’s not just how many things you cross off the list. Not urgent. Not important. Not Urgent. Important. Urgent. Not important. Urgent. Important.

Finding time Snack write. Stack commitments. Schedule tiny task time: email, sign-off paperwork, record grades. Set timers and alerts for things that matter, turn off the rest! Think ahead about availability. Signals: signs of the times Strategic retreat

Help Professional services Therapist/social worker Coach/project manager/minion Organizer Mentors and colleagues here, there and everywhere. All of us! Use your chair sparingly, but use them.

Resources National Center for Faculty Development and Diversity (www. facultydiversity. org/) How to Write a Lot (Paul J. Silvia) Hugh Kearns (@ithinkwell. Hugh) Getting Things Done (David Allen) Time Management from the Inside Out (Julie Morgenstern)

Your mileage may vary.