1. www.cirtl.net Creating an Inclusive Research Environment - Overview Session begins at 1PM ET/12PM CT/11AM MT/10AM PT. Please configure your audio by running the Audio Set Up Wizard: Tools>Audio>Audio Set Up Wizard. Beth Olivares Dean for Diversity Initiatives University of Rochester Why does inclusion matter in research? Respond below with the textbox tool (4 th icon on the vertical toolbar to the left) Featuring: Danielle Daniels STEM Specialist Kearns Center University of Rochester Anthony Plonczynski Associate Director Kearns Center University of Rochester Wendi Heinzelman Dean of Graduate Studies Professor of Electrical and Computer Engineering University of Rochester

2. www.cirtl.net Welcome To Today’s CIRTLCast! Learn more about CIRTL at www.cirtl.net www.cirtl.net EVENTS JOURNAL CLUB COURSES WORKSHOPS SUMMER INSTITUTES

3. Achieving Inclusive Research Environments Wendi Heinzelman Beth Olivares

4. An Inclusive Environment “… Productive inquiry best takes place when individuals can explore and share their experience and thoughts as equal members of our community, uninhibited by prejudice or discrimination. Thus, our pursuit of excellence requires that we create and support a community of faculty, students and staff who together and individually enhance diversity and who strive to make themselves and our community ever better.” -- University of Rochester Statement of Educational Philosophy l “Transforming lives through educational opportunity.” --David T. Kearns Center for Leadership and Diversity in Arts, Sciences and Engineering “… Productive inquiry best takes place when individuals can explore and share their experience and thoughts as equal members of our community, uninhibited by prejudice or discrimination. Thus, our pursuit of excellence requires that we create and support a community of faculty, students and staff who together and individually enhance diversity and who strive to make themselves and our community ever better.” -- University of Rochester Statement of Educational Philosophy l “Transforming lives through educational opportunity.” --David T. Kearns Center for Leadership and Diversity in Arts, Sciences and Engineering

5. The actual environment matters

6. What does your lab space look like?

14. What does an inclusive environment look like?  What aspects, qualities, or resources are available?  Who is part of the group?  How do we address the conflicts that will inevitably arise?  How can we demonstrate respect for others’ lenses?  What aspects, qualities, or resources are available?  Who is part of the group?  How do we address the conflicts that will inevitably arise?  How can we demonstrate respect for others’ lenses?

15. Inclusive Environments A research environment in which talent is fostered, whatever the packaging, and teams operate at their maximum potential.  Some Characteristics:  Respect  Reciprocity  Access  Others? A research environment in which talent is fostered, whatever the packaging, and teams operate at their maximum potential.  Some Characteristics:  Respect  Reciprocity  Access  Others?

16. When Inclusion is a standard (espoused vs. practice): Supportive spaces are maintained in which individual differences are embraced, thus enabling people to: Share ideas from varied perspectives Work together on shared goals and objectives despite individual differences People commit to working through conflict by effectively having difficult conversations Supportive spaces are maintained in which individual differences are embraced, thus enabling people to: Share ideas from varied perspectives Work together on shared goals and objectives despite individual differences People commit to working through conflict by effectively having difficult conversations

17. How do we get there?  Who is responsible to build the kind of environment envisioned in the education statement? Who does the environment belong to?  When we speak of diversity in the classroom or research environment (i.e., on a college campus), we are usually focused on the diversity of the students. Classroom vs. research environment discussion.  But we bring diversity as well, both visible and invisible kinds.  Who is responsible to build the kind of environment envisioned in the education statement? Who does the environment belong to?  When we speak of diversity in the classroom or research environment (i.e., on a college campus), we are usually focused on the diversity of the students. Classroom vs. research environment discussion.  But we bring diversity as well, both visible and invisible kinds.

18. Diversity in Groups “The worst kind of group for an organization that wants to be innovative and creative is one in which everyone is alike and gets along too well.” “The mere presence of diversity you can see, such as a person’s race or gender, actually cues a team in that there’s likely to be differences of opinion. That cuing turns out to enhance the team’s ability to handle conflict, because members expect it and are not surprised when it surfaces.” “Productivity through Diversity” http://edition.cnn.com/2006/BUSINESS/08/16/execed.diversity/ “The worst kind of group for an organization that wants to be innovative and creative is one in which everyone is alike and gets along too well.” “The mere presence of diversity you can see, such as a person’s race or gender, actually cues a team in that there’s likely to be differences of opinion. That cuing turns out to enhance the team’s ability to handle conflict, because members expect it and are not surprised when it surfaces.” “Productivity through Diversity” http://edition.cnn.com/2006/BUSINESS/08/16/execed.diversity/

19. Establishing Mutual Agreements  Examples:  Confidentiality  Take Risks, Engage  Listen/Speak Respectfully  Listen for understanding  Non-verbal communication  Not necessary to agree  Every Voice Counts  Others?  Examples:  Confidentiality  Take Risks, Engage  Listen/Speak Respectfully  Listen for understanding  Non-verbal communication  Not necessary to agree  Every Voice Counts  Others?

20. When difficult or uncomfortable situations arise…

21. Our Roles Difficult situations concerning diversity often involve two or more parties:  The “Offender” (one who acted, whether intentional/un-intentional)  The “Offended” (one impacted by the action(s))  “Bystander(s)” (the ones who observe without becoming involved) Today’s session is based on the assumption that all of us also have the potential to change from a bystander into...  The “Ally” (one who speaks out when offenses arise) Difficult situations concerning diversity often involve two or more parties:  The “Offender” (one who acted, whether intentional/un-intentional)  The “Offended” (one impacted by the action(s))  “Bystander(s)” (the ones who observe without becoming involved) Today’s session is based on the assumption that all of us also have the potential to change from a bystander into...  The “Ally” (one who speaks out when offenses arise)

22. Our experiences  Think of a time in your lab that was uncomfortable because of something someone (perhaps you) did or said that impacted another person or group negatively.  Describe on the whiteboard or raise your hand to share.  Think of a time in your lab that was uncomfortable because of something someone (perhaps you) did or said that impacted another person or group negatively.  Describe on the whiteboard or raise your hand to share.

23. On Being an Offender  Offensive behavior, words, and actions can severely undermine inclusive research environments.  What do we need to know?  Everyone occasionally offends  Some are serial offenders  Repeated or egregious offenses can have serious consequences  Lack of INTENT does not negate IMPACT  Offensive behavior, words, and actions can severely undermine inclusive research environments.  What do we need to know?  Everyone occasionally offends  Some are serial offenders  Repeated or egregious offenses can have serious consequences  Lack of INTENT does not negate IMPACT

24. The Broken Toe Analogy, Kenneth Hardy Say that in my haste to go to the bathroom, I step on your foot and break your toe. Your toe is broken whether I intended it or not, and what I need to do is to attend to that first and foremost before I get into any explanations. Let me just think about how ludicrous that would be, that I’ve broken your toe and I’m taking the time to explain to you how it was not intentional and that I’ve never done this before, because what I imagine is that what you’d be most concerned about is getting your toe attended and this whole piece about “I didn’t mean to do it” is not attending to you; it’s attending to me. http://www.psychotherapy.net/interview/kenneth-hardy Say that in my haste to go to the bathroom, I step on your foot and break your toe. Your toe is broken whether I intended it or not, and what I need to do is to attend to that first and foremost before I get into any explanations. Let me just think about how ludicrous that would be, that I’ve broken your toe and I’m taking the time to explain to you how it was not intentional and that I’ve never done this before, because what I imagine is that what you’d be most concerned about is getting your toe attended and this whole piece about “I didn’t mean to do it” is not attending to you; it’s attending to me. http://www.psychotherapy.net/interview/kenneth-hardy

25. On Being the Offender When you have offended someone:  Apologies go a long way  Resist the urge:  Curb the urge to get defensive and justify your actions or statements.  Remember the context:  Has this issue been addressed before?  Is there a process in place for addressing concerns?  Rethink:  What is this person telling you?  What issue is being raised?  What is the learning opportunity?  How can the issue be resolved? When you have offended someone:  Apologies go a long way  Resist the urge:  Curb the urge to get defensive and justify your actions or statements.  Remember the context:  Has this issue been addressed before?  Is there a process in place for addressing concerns?  Rethink:  What is this person telling you?  What issue is being raised?  What is the learning opportunity?  How can the issue be resolved?

26.  Inclusive research environments (IREs) maintain norms and practices that mitigate offenses and actively seek greater inclusion.  No space is pristine and free of offense.  In IREs, offended individuals must have allies, resources, and options to address offensive actions.  Offenses may be words, actions, behaviors.  Offenders may or may not be aware of offense.  Inclusive research environments (IREs) maintain norms and practices that mitigate offenses and actively seek greater inclusion.  No space is pristine and free of offense.  In IREs, offended individuals must have allies, resources, and options to address offensive actions.  Offenses may be words, actions, behaviors.  Offenders may or may not be aware of offense.

27. Experiences revisited  Referring to the situation you described or thought of earlier:  What did you or others do right?  What might have been done better?  Referring to the situation you described or thought of earlier:  What did you or others do right?  What might have been done better?

28. On Being the Offended  INTENT vs. IMPACT  A Critical Incident :  Any incident which has significance for you  Any incident which has a significant impact on another person  Speak up  To the person/persons who made the comment/did the behavior  “Simply asking the harasser to stop will end the harassment 90% of the time.” REF?  To a Faculty Member/Chair/University Intercessor if the person/persons don’t respond, continue the behavior, or if you fear retaliation  Engage in non-violent communication around the offense  Involves active listening  May involve self-reflection—acknowledge that you are in pain: an “ouch!” moment  INTENT vs. IMPACT  A Critical Incident :  Any incident which has significance for you  Any incident which has a significant impact on another person  Speak up  To the person/persons who made the comment/did the behavior  “Simply asking the harasser to stop will end the harassment 90% of the time.” REF?  To a Faculty Member/Chair/University Intercessor if the person/persons don’t respond, continue the behavior, or if you fear retaliation  Engage in non-violent communication around the offense  Involves active listening  May involve self-reflection—acknowledge that you are in pain: an “ouch!” moment

29. Responding to an “Ouch” Moment  Take a “Time Out”  Call attention to the comment/behavior  “Question for Clarification”  Often followed by education or discussion  Inquire about choices, actions regarding comment/behavior  Humor/sarcasm  Highlight related educational or skill needs  Correct an incorrect statement (with no further discussion)  Ignore the statement/comment  Follow up on incident at a later time  OTHERS?  Take a “Time Out”  Call attention to the comment/behavior  “Question for Clarification”  Often followed by education or discussion  Inquire about choices, actions regarding comment/behavior  Humor/sarcasm  Highlight related educational or skill needs  Correct an incorrect statement (with no further discussion)  Ignore the statement/comment  Follow up on incident at a later time  OTHERS?

30. When you’re a bystander/witness  That’s when you have the ability to become an ally  The “Uh oh” moment  Have you been in a situation where you interceded on the behalf of an offended party? Please share.  That’s when you have the ability to become an ally  The “Uh oh” moment  Have you been in a situation where you interceded on the behalf of an offended party? Please share.

31. Responding to an “Uh Oh!” Moment Call attention to the comment/behavior “Dude, you may have meant that as a joke, but that comment is actually really insulting to (group) as it assumes (stereotype reinforced).”  Ask a question for clarification “Um, what did you mean just then?”  Use appropriate humor/sarcasm “Oh, no. We did NOT just go there, did we?” Call attention to the comment/behavior “Dude, you may have meant that as a joke, but that comment is actually really insulting to (group) as it assumes (stereotype reinforced).”  Ask a question for clarification “Um, what did you mean just then?”  Use appropriate humor/sarcasm “Oh, no. We did NOT just go there, did we?”

32. Taking Action: Responding to an “Uh Oh!” Moment Take a “Time Out” “Whoa! Stop! Flag on the play!” Postpone and follow up later “I wanted to wait until we were alone to say this. Earlier, when you said_____, while I assume you meant to be funny, but that comment actually hurt.” Correct an incorrect statement/action; providing evidence “I believe what you wanted to say was….” or “There’s a great blog (video, book, article) that really helps to explain …” Take a “Time Out” “Whoa! Stop! Flag on the play!” Postpone and follow up later “I wanted to wait until we were alone to say this. Earlier, when you said_____, while I assume you meant to be funny, but that comment actually hurt.” Correct an incorrect statement/action; providing evidence “I believe what you wanted to say was….” or “There’s a great blog (video, book, article) that really helps to explain …”

33. Allies… 1.Recognize that privilege exists… and it can be used positively 2.Don’t have to determine “who has had it worse” to be an ally 3.Actively Listen 4.Take Action 1.Recognize that privilege exists… and it can be used positively 2.Don’t have to determine “who has had it worse” to be an ally 3.Actively Listen 4.Take Action

34. On Being an Ally  Allies are essential to building more inclusive environments.  We act as allies when we:  Recognize multiplicities of experience  Practice active listening  Spend privilege  Allies are essential to building more inclusive environments.  We act as allies when we:  Recognize multiplicities of experience  Practice active listening  Spend privilege

35. Overview of CIRTLCast Series  March – Vertical Mentoring in the Lab  Three different approaches to and experiences with vertical mentoring  April – Summer of Inquiry  Faculty and graduate students discuss their experiences with diverse teaching strategies and diverse students  March – Vertical Mentoring in the Lab  Three different approaches to and experiences with vertical mentoring  April – Summer of Inquiry  Faculty and graduate students discuss their experiences with diverse teaching strategies and diverse students

36. www.cirtl.net March CIRTLCast Series: Creating an Inclusive STEM Research Environment March 9: Creating an Inclusive Research Environment - Overview Featuring Beth Olivares, Danielle Daniels, Anthony Ploczynski, and Wendi Heinzelman, University of Rochester March 16: Creating Inclusive STEM Research Labs in Engineering Featuring Danielle Daniels and Mark Buckley, University of Rochester March 23: Creating Inclusive STEM Research Labs in Biology Featuring Elaine Sia and Danielle Daniels, University of Rochester March 30: Creating Inclusive STEM Research Labs in Chemistry Featuring Danielle Daniels and Michael Neidig, University of Rochester