Notes from Program held Nov 9, 2020
Panelists:
Nelly Andarawis-Puri, Associate Director for Graduate Programs; DGS for Mechanical Engineering; Associate Professor in Department of Mechanical and Aerospace Engineering, College of Engineering
Chris Fromme, DGS for Biochemistry, Molecular, and Cell Biology, Associate Professor, Weill Institute for Cell and Molecular Biology and Department of Molecular Biology and Genetics, College of Agriculture and Life Sciences
José Martínez, Professor, School of Electrical and Computer Engineering and Associate Dean for Diversity and Academic Affairs, College of Engineering
Katja Poveda, Associate Professor, Department of Entomology, College of Agriculture and Life Sciences
Meetings
Institute weekly meetings with students, one on one, group and/or as a team of 5-6.
- PI does not need to attend all group meetings. Assign groups and have students report back on discussion, challenges, etc.
- Team meetings can be bi-weekly.
Begin weekly meetings with brief discussion of upcoming social opportunities, such as outings, lectures, etc.
Manage meeting dynamics so that no one is afraid to speak. Make space for shy students by reminding those who talk a lot to give others an opportunity. Recognize that introverts may work better in smaller groups. If an introvert is tasked with leading a discussion, provide the reading five days in advance to provide time for reflection and thoughtful discussion.
Even students not working on same paper should regularly meet with one another to foster positive environment. Students should become familiar with their peers’ research, know where data is kept.
Yearly retreats are a good way to foster collaboration. Let each participant discuss what they accomplished in the past year and where they hope to be in the future. Also discuss challenges they faced; highlighting challenges allows newer students to see that everyone has difficulties i.e. time management, writing.
Transparency is key – Keep all decisions as transparent as possible.
Peer Mentoring
Foster the independence of the group.
- Don’t micromanage.
- Let members of the group make decisions as much as possible.
Praise everyone in the group regularly and genuinely, even those struggling. Understand that competition is the opposite of collaboration. You don’t want to foster a climate where students are hyper competitive with one another in a way that creates a toxic environment.
Instill confidence in those lacking it by encouraging them to give practice talks with you one-on-one. Help students lacking confidence prepare slides.
Discuss challenges early on as a group; this can lead to someone in the group developing a solution.
Maximize opportunities for students’ interaction with one another. Make them physically close in space (as much as possible given COVID restrictions). Maximize meeting opportunities.
Remember your goal is to train students and postdocs to be better than you by the time they move on to their next career phase.
Creating a Diverse Lab/Research Group
Signal your interest.
- Post statement expressing commitment to diversity on your lab website.
- Consider readings about racial diversity, systemic racism including writings by underrepresented minorities and international scholars and discuss works as part of lab meetings.
- Participate in diversity organizations. See list.
Intentionally diversify group by sex, race, gender, ethnicity, socioeconomic status. This requires student to mix with people different than themselves. Makes it harder for bias to become entrenched in groups.
International students may not always understand cultural context. Clarify expectations and norms so that everyone understands.
Assigning First Author on Papers
- Communicate criteria for authorship early. Be transparent.
- Be clear that if the designated first author does not accomplish what was planned, then authorship may change.
- Specify the requirements/qualifications for author and co-author in lab guidance.
- Discuss every year in lab meeting and identify problems, if any.
- Require authors to document their involvement in paper.
- Have one-on-one discussions with students and let them know if you don’t think their contribution merits first authorship. Give them options. Students can take this as an opportunity to work harder or welcome the change in responsibility.
- For those removed from paper, pivot, change scope of project and/or find opportunities to publish in smaller journal.
- Middle authors can be listed alphabetically.
- Some faculty use this system to determine authorship:
https://www.elsevier.com/authors/journal-authors/policies-and-ethics/credit-author-statement
Managing Post Docs and Senior Ph.D. Students
- Train senior Ph.D. students to be mentors. Make them realize the success of junior students is part of their responsibilities.
- See postdocs as colleagues, not only as mentees. Encourage postdocs to share their expertise. Set a collaborative tone i.e. we are writing this paper together.
- At the same time, especially as junior faculty, set clear lines. Postdocs are not your buddies, even though you care about them. Consider what you wish to disclose about personal lives and know what to refer to others in helping them manage their personal lives
What Happens When Someone Leaves Your Lab
- Create a transition plan. Make sure work done by person leaving will be handled by another lab member.
- Let students know you will always look out for them e.g. serve as a reference for student leaving.
- Make sure no one leaves with a bad taste. e.g. help them secure another position elsewhere.