1. Trust as an Intrinsic Part of Doing Science Connie Uliasz July 31, 2008 CMMAP Team Meeting Fort Collins, Colorado Connie Uliasz July 31, 2008 CMMAP Team Meeting Fort Collins, Colorado

2. Why is trust important in Science? Researcher Beware? Not so much. Highly collaborative Built on past achievements Cultural Expectations for recognizing the work of others Science families and lineage Researcher Beware? Not so much. Highly collaborative Built on past achievements Cultural Expectations for recognizing the work of others Science families and lineage

3. Trust: A Definition Exists on a continuum More easily lost than gained Requires vulnerability Exists within a radius: self close circle within organization beyond the organization A belief that those on whom we depend will meet our expectations Exists on a continuum More easily lost than gained Requires vulnerability Exists within a radius: self close circle within organization beyond the organization A belief that those on whom we depend will meet our expectations

4. Developing Trust: A stool with three legs Results Integrity Concern Trust in the Balance, Robert B. Shaw, 1997

5. Cultural Environments Academic Disciplines Ethinicity Nationality Gender Generational Differences Learning a new language and The art of conversation Academic Disciplines Ethinicity Nationality Gender Generational Differences Learning a new language and The art of conversation

6. A Case Study: CMMAP Or… The truth, the whole truth, and nothing but the truth. Or… The truth, the whole truth, and nothing but the truth.

7. Small Group Discussion Examples of experiences where trust played a large role. What do you, as a member of CMMAP’s community, need that will allow you to build a foundation of Trust? Examples of experiences where trust played a large role. What do you, as a member of CMMAP’s community, need that will allow you to build a foundation of Trust?

8. Comments from the Discussion  Mentorship -- Students need to be able to trust that their advisors will steer them through their studies and research. Advisors, for example, should not leave their students without guidance for months at a time.  Students and Authorship -- Research groups need to clearly consider and then communicate their policies regarding student research and authorship. For example, will advisors be co- authors on student papers, will the student be the sole author or..?  Mentorship -- Students need to be able to trust that their advisors will steer them through their studies and research. Advisors, for example, should not leave their students without guidance for months at a time.  Students and Authorship -- Research groups need to clearly consider and then communicate their policies regarding student research and authorship. For example, will advisors be co- authors on student papers, will the student be the sole author or..?

9.  Assigning credit -- We need to trust that we will get credit for our work, either as co-authors, or being acknowledged in some way.  Data -- Knowing that the datasets we are provided are of appropriate quality. Being informed of necessary details about the data.  Trust from Leadership -- In organizations, trust comes from the top down. Each member of a trusting organization may have gained trust for the leader in a different way, but all have established a trusting relationship.  Assigning credit -- We need to trust that we will get credit for our work, either as co-authors, or being acknowledged in some way.  Data -- Knowing that the datasets we are provided are of appropriate quality. Being informed of necessary details about the data.  Trust from Leadership -- In organizations, trust comes from the top down. Each member of a trusting organization may have gained trust for the leader in a different way, but all have established a trusting relationship.

10.  Trust of self -- Needing professional opportunities and other learning experiences so that we can gain or retain professional self- trust. Knowing that we can do a good job.  Results -- P.I.s must be able to depend on their researchers. The P.I.s will bring in funding, and the researchers must continue to maintain scientific progress.  Dealing with Mistakes -- Everyone makes mistakes. When this happens, it’s important to admit the mistake and take steps to make amends.  Trust of self -- Needing professional opportunities and other learning experiences so that we can gain or retain professional self- trust. Knowing that we can do a good job.  Results -- P.I.s must be able to depend on their researchers. The P.I.s will bring in funding, and the researchers must continue to maintain scientific progress.  Dealing with Mistakes -- Everyone makes mistakes. When this happens, it’s important to admit the mistake and take steps to make amends.