These slides and materials were used for providing a workshop for CalTech's postdoctoral association. The workshop provided training as the postdocs began a formal mentoring experience for undergrad summer research students.
UC Davis Mentoring at Critical Transitions - Mentoring UpSteve Lee
These slides were for the Mentoring at Critical Transitions workshop at UC Davis on 5/8/2014. The topic was on Mentoring Up: Training mentees to pro-actively manage their mentoring relationship.
Criticak thinking skills can be learnt and refined through practice, doing and reflecting on what we have done and why we did it that way
A critically reflective approach relies upon knowledge and a change in attitude. one should question events, ideas and not move with the current.
Critical thinking is generated both empirically and self reflectively,
Mentoring Up encourages mentees to learn how to pro-actively manage their mentoring relationships. This presentation was delivered at the SACNAS conference in 2014.
"Mentoring Up - AISES 2014 - Steve Lee". This presentation was given at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2014.
Mentoring Up - Duke BioCoRE workshop - slides & handoutSteve Lee
"Mentoring Up: Learning to maximize your relationship with your mentor" was presented as a workshop at Duke University's BioCoRE conference on 7/28/2016 to graduate and undergrad students.
UC Davis Mentoring at Critical Transitions - Mentoring UpSteve Lee
These slides were for the Mentoring at Critical Transitions workshop at UC Davis on 5/8/2014. The topic was on Mentoring Up: Training mentees to pro-actively manage their mentoring relationship.
Criticak thinking skills can be learnt and refined through practice, doing and reflecting on what we have done and why we did it that way
A critically reflective approach relies upon knowledge and a change in attitude. one should question events, ideas and not move with the current.
Critical thinking is generated both empirically and self reflectively,
Mentoring Up encourages mentees to learn how to pro-actively manage their mentoring relationships. This presentation was delivered at the SACNAS conference in 2014.
"Mentoring Up - AISES 2014 - Steve Lee". This presentation was given at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2014.
Mentoring Up - Duke BioCoRE workshop - slides & handoutSteve Lee
"Mentoring Up: Learning to maximize your relationship with your mentor" was presented as a workshop at Duke University's BioCoRE conference on 7/28/2016 to graduate and undergrad students.
A session on using focus groups, mainly in a higher education research and evaluation setting. How can we decide whether to use a focus group vs interviews or surveys. What does a focus group look like etc
2022 - Fostering Strategic Science Communication related to TrustJohn C. Besley
This was a 1-hour talk for some colleagues at Northwestern. Laid out three things: What we've heard from talking to people in the scientific community about science communication, how we think about science communication through the lens of strategy, and how we study how scientists think about communication choices.
Communication & Interpersonal Skills at Multi Cultural WorkplaceTimothy Wooi
Course Objective
To set clear guidelines for effective communication and to consider the role of good interpersonal skills in the multicultural workplace by understanding:
different behavioral styles and learn to modify your behavior to achieve best results
how to stay present 'in the moment', 'listen for intent', and influence your listener positively
how to give and receive constructive feedback as a way to build better relationships
To demonstrate assertive behavior
how to communicate effectively when the stakes are high and you need to neutralize arguments effectively
To create individual action plans for ongoing personal development by making use of all of the above skills to ensure effective teamwork
Course Content
Interpersonal Skills
Introduction (Interaction & Person)
Importance of Interpersonal Skills
Communication in Interpersonal Skills
Tools in Interpersonal Skills
Verbal communication
Non-verbal communication
Listening skills
Negotiation
Problem-solving
Decision-making
Assertiveness
Emotional Quotion (EQ) with Interpersonal Skills
Integrating EQ to Interpersonal Skills to perform better at your workplace.
How can you develop your EQ skills to perform better at your workplace position?
Interpersonal Skills Workshop
Applying EQ to Address Your Workplace Challenges
Scaffolding Critical Thinking in Online-Based ScenariosGihan Osman
This presentation reports on a study that examined the role of scaffolding and facilitation on critical thinking and participation in online discussions at the college level
Interventions for highly complex cases of Youth at Risk for ViolenceKathryn Seifert
The interventions for youth at risk for violence is different than those for youth with minor to moderate problems. The services must include family and be more varied and intensive than traditional mental health services. The teaching of developmental skills is also important.
These slides were from a Grad Pathways workshop at UC Davis on 5/8/2014. This was part #1 of an overall series on Mentoring Up: Learning to pro-actively manage your relationship with your research mentor. Part #1 dealt with communication.
Independence in Graduate School: How to develop and enhance yoursDoctoralNet Limited
This is the third in a series delving into the research that pertains to why graduate students may disengage. Lack of clarity on or too much or too little Independence accounts for about 25% of students thinking of dropping out.
A session on using focus groups, mainly in a higher education research and evaluation setting. How can we decide whether to use a focus group vs interviews or surveys. What does a focus group look like etc
2022 - Fostering Strategic Science Communication related to TrustJohn C. Besley
This was a 1-hour talk for some colleagues at Northwestern. Laid out three things: What we've heard from talking to people in the scientific community about science communication, how we think about science communication through the lens of strategy, and how we study how scientists think about communication choices.
Communication & Interpersonal Skills at Multi Cultural WorkplaceTimothy Wooi
Course Objective
To set clear guidelines for effective communication and to consider the role of good interpersonal skills in the multicultural workplace by understanding:
different behavioral styles and learn to modify your behavior to achieve best results
how to stay present 'in the moment', 'listen for intent', and influence your listener positively
how to give and receive constructive feedback as a way to build better relationships
To demonstrate assertive behavior
how to communicate effectively when the stakes are high and you need to neutralize arguments effectively
To create individual action plans for ongoing personal development by making use of all of the above skills to ensure effective teamwork
Course Content
Interpersonal Skills
Introduction (Interaction & Person)
Importance of Interpersonal Skills
Communication in Interpersonal Skills
Tools in Interpersonal Skills
Verbal communication
Non-verbal communication
Listening skills
Negotiation
Problem-solving
Decision-making
Assertiveness
Emotional Quotion (EQ) with Interpersonal Skills
Integrating EQ to Interpersonal Skills to perform better at your workplace.
How can you develop your EQ skills to perform better at your workplace position?
Interpersonal Skills Workshop
Applying EQ to Address Your Workplace Challenges
Scaffolding Critical Thinking in Online-Based ScenariosGihan Osman
This presentation reports on a study that examined the role of scaffolding and facilitation on critical thinking and participation in online discussions at the college level
Interventions for highly complex cases of Youth at Risk for ViolenceKathryn Seifert
The interventions for youth at risk for violence is different than those for youth with minor to moderate problems. The services must include family and be more varied and intensive than traditional mental health services. The teaching of developmental skills is also important.
These slides were from a Grad Pathways workshop at UC Davis on 5/8/2014. This was part #1 of an overall series on Mentoring Up: Learning to pro-actively manage your relationship with your research mentor. Part #1 dealt with communication.
Independence in Graduate School: How to develop and enhance yoursDoctoralNet Limited
This is the third in a series delving into the research that pertains to why graduate students may disengage. Lack of clarity on or too much or too little Independence accounts for about 25% of students thinking of dropping out.
Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...Steve Lee
This workshop, "Addressing Diversity in Mentoring Relationships through Case Studies", was provided for the Leadership Alliance Faculty Retreat on Mentoring Diverse Scholars at Hunter College on April 29, 2016.
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
This is my presentation and handout from my workshop at SACNAS 2013. It presents a new concept of "mentoring up" to help equip and empower mentees to pro-actively manage their mentoring relationships.
Mentoring 360 for ASCB MAC slides and handoutSteve Lee
This workshop on Mentoring 360 was presented for the American Society of Cell Biology's Minority Affairs Committee (ASCB MAC) during their Junior Faculty and Postdoctoral Fellows Career Development Workshop in Seattle, WA on July 15-17, 2017.
These slides and handout were presented for a workshop on "Mentoring Up: Learning to proactively engage in your mentoring relationships" at the American Society for Cell Biology (ASCB) conference in San Francisco, for the Minority Affairs Committee (MAC).
UNIT 4LEADING INDIVIDUALS AND GROUPS 15. Effective and Eth.docxouldparis
UNIT 4
LEADING INDIVIDUALS AND GROUPS
15. Effective and Ethical Use of Power and Influence
16. Networking and Mentoring
17. Coaching and Providing Feedback for Improved
Performance
18. Leading and Empowering Self and Others
19. Project Management
UNIT 3
UNDERSTANDING AND WORKING IN TEAMS
9. Negotiation
10. Building Teams and Work Groups
11. Managing Interpersonal and Organizational
Conflict
12. Achieving Business Results through Effective
Meetings
13. Facilitating Team Success
14. Making Decisions and Solving Problems Creatively
UNIT 2
INTERPERSONAL EFFECTIVENESS:
UNDERSTANDING AND WORKING WITH OTHERS
5. Understanding and Working with Diverse Others
6. Listening and Nonverbal Communication
7. Communicating Effectively
8. Persuading Individuals and Audiences
UNIT 1
INTRAPERSONAL EFFECTIVENESS:
UNDERSTANDING YOURSELF
1. Journey into Self-awareness
2. Self-disclosure and Trust
3. Establishing Goals Consistent with Your Values
and Ethics
4. Self-management
dej11632_ch01_002-024.indd 2 1/22/18 4:05 PM
T he first leg of your journey toward interpersonal skill development begins with an opportunity to take inventory of your strengths and your development goals. This first unit is devoted to intrapersonal effectiveness—understanding yourself
(and your goals, strengths, weaknesses, style, biases) and improving self-management
skills, such as emotional intelligence, time management, and stress management. As
you’ll discover, “knowing yourself ” may not be as easy as it sounds. We give you the
tools to facilitate this process. Each of the four chapters in this unit helps you increase
the odds of achieving intrapersonal effectiveness, and ultimately, personal and profes-
sional success and satisfaction. This first leg provides a solid start to your journey, as
well as a strong foundation on which to build interpersonal, team-based, and leadership
skills in the units that follow.
Unit 1
Unit One:
Intrapersonal
E�ectiveness:
Understanding
Yourself
Unit Two:
Interpersonal
E�ectiveness:
Understanding
and Working
with Others
Unit Four:
Leading
Individuals and
Groups
Unit Three:
Understanding
and Working in
Teams
dej11632_ch01_002-024.indd 3 1/22/18 4:05 PM
4
Learning Points
How do I:
• Figure out my strengths and understand how they might guide me in
personal and professional choices?
• Know what motivates me in order to reach my potential?
• Assess my limitations and develop a plan for improving in these areas?
• Gain understanding and insight into my personality, attitudes, and
behaviors?
• Identify the biases I have that affect my understanding and appreciation
of others?
Jacob Morgan, age 22, was excited about his first job out of college. He had worked sum-
mer jobs and one internship, but never in an environment as professional as the bank for
which he’d work upon graduation. After taking some time off in the summer, he began
work in August. Eager to show he was worthy of having ...
Dunn & HalonenThe PsychologyMajor’s CompanionChapter 6 ChAlyciaGold776
Dunn & Halonen
The Psychology
Major’s Companion
Chapter 6: Charting Your Course
in the Major
Chapter Objectives
Examine the typical common stages of undergraduate psychology students.
Identify strategies to facilitate the most flexible option after graduation.
Review typical advising questions that emerge over the course of the major.
Student Learning Outcomes
By the end of this chapter, students should be able to:
Describe how students change over time in college and in the major.
Improve the quality of interactions with peers and professors in predictable academic problems.
Learn strategies for documenting accomplishments.
Navigate complex advising and department environments.
The Goal of the Psych Degree
WHAT IT DOESN’T DO
Train therapists
Create full-fledged psychologists
Produce degree holders who can be called “doctor”
WHAT IT DOES DO
Train students to think like psychologists
William Perry’s (1970) Cognitive Stages
Dualistic Learners
see the world as black and white
Relativistic Learners
begin to tolerate shades of gray
Committed Learners
expect complexity
Psych Majors Show Similar Cognitive Stages
NOVICE dualistic learners
DEVELOPING relativistic learners
ADVANCED committed learners
The Novice Learner
Beginners in psychology tend to:
have serious misconceptions about behavior.
struggle with the scientific nature of psychology.
believe personal over scientific explanations.
accept pseudoscientific claims.
Strategies to Optimize Novice Experience (1 of 2)
Actively look for ways to apply what you learn.
Embrace the breadth of the discipline.
Winnow broad subtopics to the ones you are most enthusiastic about studying.
Invest yourself in class discussion.
Avoid excessive self-disclosure in class.
Strategies to Optimize Novice Experience (2 of 2)
Visit your professor during office hours.
Get comfortable with conceptual messiness.
Hang out wherever psychology students gather.
Get to know the faculty and other majors through student events.
The Psychology Portfolio
Psychology content
Scientific inquiry and critical thinking
Social and ethical responsibility in a diverse world
Communication
Professional development
The Developing Learner
With some experience in psychology, developing students tend to:
become sophisticated about interpreting behavior.
accept the necessity of taking a scientific approach, including precision, measurement, and statistics.
recognize the value and limitation of theory.
be comfortable with ethical constraints.
Developing Learners in Psychology
accept that most behaviors are complex (but still don’t like that reality).
recognize that precise expression helps to move science forward.
begin to adopt the stance of the “amiable skeptic” (friendly challenge) regarding behavioral claims.
The Beginning of Skill Sets for Developing Learners
Capable of using general principles of APA format in spoken and written work.
Willing to collaborate in teams, even though the interactions may not be ...
Made to Stick: Delivering effective scientific presentations and postersSteve Lee
This professional development workshop was presented for the GradPathways program at UC Davis for grad students and postdocs in the STEM disciplines in Oct 2016.
Mentoring Up ABRCMS 2015-11 slides & handoutSteve Lee
These slides and handouts were used for a workshop on mentoring at ABRCMS 2015. The overall session was called "Mentoring 101", which was for mentees on how to choose a research mentor, and how to "mentor up" to be pro-active in your mentoring relationship.
MD vs MD-PhD vs PhD 2015_slides & handoutSteve Lee
Are you trying to decide whether to pursue an MD, an MD-PhD or a PhD? Do you want to learn the differences in conducting research and the training that is involved with each of these career paths? Come to this workshop to hear the story of how one MD-PhD navigated through these questions, and about a research study (McGee and Keller, 2007) that investigated differences between MD, MD/PhD, and PhD students and their professional trajectories.
This workshop was given by Michael Penn, MD-PhD, and Steve Lee, PhD.
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015Steve Lee
This presentation was on "Mentoring Up: Choosing a Research Mentor and Lab" for first-year grad students in the Chemical Engineering and Materials Science program at UC Davis in fall 2015.
Entering Mentoring 2015 UCD GradPathways_slides & handoutSteve Lee
This presentation was on "Entering Mentoring" and delivered at UC Davis for the GradPathways program, for grad students and postdocs in the STEM disciplines. This set includes the slides and handout for the 2-hour workshop.
This workshop was on "Understanding and Minimizing Unconscious Biases in the STEM Disciplines". This was presented at the 3rd NSF IOS Broadening Participation meeting for PI's in Bethesda, MD on 9/21/2015.
Mentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handoutSteve Lee
These slides and handout were used for a workshop on the new concept of Mentoring 360. This was provided for the Minority Affairs Committee (MAC) for the American Society for Cell Biology (ASCB) on 7/18/2015 in Houston. Attendees were ~50 STEM postdocs, junior and senior faculty, and administrators in academia.
Guide on Getting into Grad School 2015-07Steve Lee
This is a guide that I've used for various workshops on helping students consider and apply for grad school. This doesn't contain slides, but is a handout that I've used during workshops. It contains exercises to help students consider if grad school is a good fit and option for them now, and links to other resources.
Career Planning for STEM Postdocs and PhD StudentsSteve Lee
"Advancing your Career Plan for STEM Postdocs and PhD Students" This workshop was given at the University of California, Irvine in June 2015. We used the myIDP website to help attendees in their career planning.
"Research on Success in Research - What research studies can help me make good decisions and succeed in my research?" This presentation was provided to advanced undergrad students with possible interests in a grad (PhD) program in neuroscience at the University of California, Davis. This seminar was presented at the Neuroscience Initiative to Enhance Diversity (NIED) program at UC Davis on April 17, 2015.
Sticky Scientific Presentations_Steve Lee_AISES 2015-03_slides and handoutSteve Lee
"Made to Stick: Delivering effective scientific presentations and posters for impact" This presentation was delivered at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2015 in New Mexico.
Mentoring 360_AISES 2015 03_Steve Lee_slides and handoutSteve Lee
Mentoring 360 is developing circles of relationships with mentors, mentees, and peer mentors through all stages of your career; and seeking 360 feedback from your circle of mentoring relationships. This presentation was provided at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2015 in New Mexico.
Sticky scientific presentations - Steve Lee UC Davis 2014Steve Lee
"Make to Stick: Delivering scientific presentations and posters for impact" This presentation was delivered for the GradPathways professional development program at UC Davis for graduate and professional students, and for postdocs in the STEM disciplines
Succeeding through your strengths & failures ABRCMS 2014Steve Lee
"Succeeding through your strengths and failures: Assess and apply your unique strengths toward your ideal goals" This workshop was provided at the ABRCMS conference in November 2014.
Research on Success: Grit, growth mindset, and the marshmallow testSteve Lee
This professional development workshop takes 3 research studies (grit, growth vs fixed mindset, and the marshmallow test) and translates them into practical suggestions for students. This workshop was presented to incoming business school students at UC Davis' Graduate School of Management on Aug 29, 2014.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Entering Mentoring Part 1 Communication at CalTech
1. Steve Lee, PhD
Graduate Diversity Officer
for the STEM Disciplines
University of California, Davis
Training the next
generation
#1: Communicating
effectively
Caltech Postdoctoral
Association
May 30, 2014
Entering Mentoring:
2. Core Principles of
Mentoring Relationships
2
The BIG Picture:
Communication
Aligning expectations
Assessing
understanding
Addressing diversity
Fostering
independence
Promoting professional
development
Ethics
3. Our workshops will address:
Communicating Effectively: Assessing
and applying your communication strengths
Design a Project for your Mentee:
Aligning goals and expectations
Addressing Diversity
Fostering Independence
3
Resources from the University of Wisconsin’s
Entering Mentoring
Parts 1-2
Today
Part 3
Part 4
4. Group Discussion
Introduce yourselves to each other, then discuss:
1. When you began research, what was a
particular challenge that you faced?
2. How did a particular mentor (broadly
defined) help you as you began research?
4
5. Challenges in starting research
not getting feedback in timely
not getting positive feedback
left alone
lack of role model
imposter syndrome
lack of big picture
lack of resources, funding, equipment,
exploitation
unknown expectations
5
Group responses:
6. Guidance from mentors
side mentor
positive encouragement
great expert; helped to move beyond their expertise
treated whole person; remembering personal life
asked about family regularly; caring for family
fatherly chats; not being afraid of failures
hands on; learned by example
enouraged networking; introducing colleagues
cared about next steps
helped priorities
realized they’re introverts
free networking opportunities
listening to progress
6
Group responses:
7. Why do we have trouble
communicating effectively?
Communication can be challenging when: (Group responses)
providing feedback or advice
addressing cross-disciplinary topics
resolving conflicts
when mentor is busy
cultural differences; language barriers
“noise”; lack of eye contact
difficulties from email
preoccupied with supervisor’s impressions
assumptions
approachability; cold or aloof
we bring your own experiences and interpretations and projections
difficulty assessing mood
expectations on different levels or unclear expectations
lack of feedback from mentee
7
9. A key difficulty is realizing our own
strengths and weaknesses
Much research indicates that we don’t assess
ourselves accurately
Kruger and Dunning (1999): Unskilled and
Unaware of It: How Difficulties in Recognizing
One's Own Incompetence Lead to Inflated Self-
Assessments
Gallup survey: 97% said their leadership skills
are at or above average(!)
9
10. A key communication skill is to
develop self-awareness
Critical to develop metacognitive skills
Self-assessments can significantly improve
self-awareness
Myers-Briggs type indicators
StrengthsFinder
myIDP
Seven success stories
Forty-year vision
journaling
10
11. Take the Myers-Briggs test
Online free version:
www.humanmetrics.com/cgi-win/jtypes2.asp
Android or iPhone apps
11
Spend ~10-15 minutes
Obtain your 4-letter result and scale
Refer to MB tables in handout
We’ll discuss your results
12. Four dichotomies of the MBTI
12
How do you prefer:
to relate to people?
to gather information?
to make decisions?
to relate to the outside
world?
Extroverts or E-types
Introverts or I-types
Sensors or S-types
Intuitors or N-types
Thinkers or T-types
Feelers or F-types
Judgers or J-types
Perceivers or P-types
13. Common Misconceptions of MBTI
“I can’t function as my opposite type”
preference ≠ ability
“If I know someone’s types, I can predict (or
manipulate) their behavior.”
knowing their MB types only gives a framework
to understand them
“I need to find people with the same types to
be productive”
complementary strengths can help your
weaknesses and avoid blind spots
13
14. Myers-Briggs types - Discussion
14
Do the MB results seem to accurately
describe yourself?
Let’s revisit the case studies
Apply your understanding of the Myers-
Briggs types to these case studies
15. Take-Home Message
Assess yourself
and your mentee
accurately
Adopt a learning stance to
understand yourself and your
mentee
Discuss with your mentee
how to strategically apply
your assessments to move
towards a mutually beneficial
relationship.
15
Apply your
assessments
strategically
See Summary Sheet for more.
17. 1
Entering Mentoring:
Training the next generation
#1: Communicating Effectively
Steve Lee, PhD
Graduate Diversity Officer for the STEM Disciplines
UC Davis
stnlee@ucdavis.edu
Caltech Postdoctoral Association
May 30, 2014
Core Principles in Mentoring Relationships
1. Maintaining Effective Communication: Good communication is a key element of any relationship and
a mentoring relationship is no exception. It is critical that mentors and mentees seek to understand
their own and the other’s communication styles, and take time to practice communication skills.
2. Aligning Expectations: Another key element of effective mentor-mentee relationships is a shared
understanding of what each person expects from the relationship. Problems and disappointment
between mentors and mentees often arise from misunderstandings about expectations. Importantly,
expectations change over time, so reflection, clear communication and realignment of expectations
are needed on a regular basis.
3. Assessing Understanding: Determining what you understand as well as if someone truly understands
you is not easy, yet is critical to a productive mentor-mentee relationship. Developing strategies to
self-assess and assess others’ understanding is an important part of being an effective mentor and
mentee.
4. Addressing Equity and Inclusion: Diversity, along a range of dimensions, offers both challenges and
opportunities to any relationship. Learning to identify, reflect upon, learn from, and engage with
diverse perspectives is critical to forming and maintaining an effective mentoring relationship.
5. Fostering Independence: An important goal in any mentoring relationship is helping the mentee
become independent; yet defining what an independent mentee knows and can do is not often
articulated by either the mentor or the mentee. Identifying milestones toward independence and
setting goals are key strategies to fostering independence in a mentoring relationship.
6. Promoting Professional Development: The ultimate goal of most mentoring situations is to enable the
mentee to identify and achieve some academic and professional outcomes after the training period.
It is the responsibility of both the mentor and mentee to identify and articulate these goals and to
strive towards them together.
7. Ethics: Mentors and mentees must engage in and model ethical behavior, while openly discussing
issues dealing with grey areas. Moreover, it can be important to acknowledge when a mentoring
relationship includes an unequal power dynamic and any additional ethical considerations it raises.
18. 2
Group Discussion
Please think back and reflect on your time as you began conducting research, and discuss these two
questions within your groups.
1. When you began conducting research, what was a particular challenge that you faced? The
challenge could be from academic coursework, a technical skill in the lab, a working relationship,
or anything related to your first research experience.
2. As you began conducting research, how did a particular mentor help you address a difficulty?
Feel free to consider a broad range of mentors, from your research professor or PI, an informal
mentor, a peer, or anyone who helped you significantly as you began conducting research.
(These two questions do not need to deal with the same challenge, but they may.)
The purpose of this exercise is to help us remember and reflect about your first experiences in research,
and how mentors can impact (positively or negatively) our experiences. This exercise should also help
place ourselves in the shoes of a typical undergraduate student who is learning how to navigate their
summer research experience, and how a research mentor can help, or hinder, their progress.
Group Discussion: Case Studies
1. (from Entering Mentoring, p 32)
An experienced undergraduate researcher was constantly seeking input from the mentor on
minor details regarding his project. Though he had regular meetings scheduled with the mentor, he
would bombard her with several e-mails daily or seek her out anytime she was around, even if it meant
interrupting her work or a meeting that was in progress. It was often the case that he was revisiting topics
that had already been discussed. This was becoming increasingly frustrating for the mentor, since she
knew the student was capable of independent work (having demonstrated this during times she was less
available). The mentor vented her frustration to at least one other lab member and wondered what to
do.
• What might you do if you were the mentor in this situation?
• What do you think may be occurring from the undergraduate students’ perspective? What might
explain his behavior?
2. (from Entering Mentoring, p 22)
I mentored an undergraduate student who came from another university for the summer. I
explained the project to him and taught him how to make media and grow bacteria. Because my
professor and I did not think he had sufficient genetics background for a molecular project, we gave him
a microbiology project.
He was very quiet for the first ten days of the project and then he went to my adviser and
complained about the project. He said he wanted a project “like Mark’s.” Mark was a student with a
strong genetics background and his project was to clone and sequence a gene. My adviser insisted that
my mentee keep the project I had designed for him, but the student became sulky. As the summer went
on and he didn’t get any of his experiments to work, I began to wonder if he understood what we were
doing or even cared about it.
• How would you respond to this situation?
• What might you do to avoid this type of scenario?
19. 3
3. (from Entering Mentoring, p 33)
A postdoc mentor was frustrated because her student was not running successful experiments.
While the undergraduate had great enthusiasm for the project, each experiment failed because of some
sloppy error—forgetting to pH the gel buffer, forgetting to add a reagent to a reaction, or forgetting to
turn down the voltage on a gel box.
After a month of discussions, and careful attempts to teach the student habits that would
compensate for his forgetfulness, the postdoc was ready to give up. She spoke with her adviser and
asked for advice, hoping that she could fix the problem and start getting useful data from her
undergraduate. The adviser offered to work with the undergraduate mentee. When the undergraduate
walked into his office, the faculty member said, “I hear you’re a slob in the lab. You gotta clean up your
act if we’re going to get any data out of you.” Seeing the crushed and humiliated look on the
undergraduate’s face, he quickly added, “I’m a slob too—that’s why I’m in here pushing papers around
and not in the lab doing the hard stuff like you guys!”
• What might you do if you were the postdoc mentor in this situation?
• How might you provide effective feedback for the undergrad student, so that he improves?
4. (from Entering Mentoring, p 69)
“The biggest challenge I’ve encountered so far as a mentor was learning to work closely with
someone whose personality and mannerisms are very different from my own. In my first interview with
her, my student described herself as very laid-back and mentioned that she frustrates her parents with
her “everything will take care of itself” attitude. This is a stark contrast to my personality and I find myself
at times frustrated with her different work ethic.”
• Do you resonate with this type of statement? Why or why not?
• Have you encountered people with this type of perspective?
5. (from Entering Mentoring, p 57)
“I had an undergraduate student in my lab who didn’t seem very bright and I doubted that he
would make it as a scientist. I encouraged him to move on. The next time I saw him, he was receiving an
award for outstanding undergraduate research that he did in another lab. I was surprised. The next time I
encountered him was when I opened a top-notch journal and saw a paper with him as first author. I was
impressed. Next I heard, he had received his PhD and was considered to be a hot prospect on the job
market.
A couple of years later, I had a graduate student who was incredible bright and a wonderful
person, but wasn’t getting anything done. I had tried all of my mentoring tricks, and then borrowed some
methods from others. In a fit of frustration, I encouraged the student to take a break from the lab and
think about what to do next. While she was taking her break, she received an offer to complete her PhD
in another lab. She did, published a number of highly regarded papers, landed a great postdoc, and is
now a well-funded faculty member at a major research university.
These experiences have made me realize the power of the “match.” The student, the lab, and the
advisor have to be well matched, and all fit has to come together at the right time in the student’s life. I
can’t be a good advisor to all students, and where I fail, someone else may succeed. It reminds me to be
humble about mentoring, not to judge students, and never predict what they can’t do. Happily, they will
surprise you!”
• Do you resonate with this type of statement? Why or why not?
20. 4
Summary of the Myers-Briggs Type Indicators (MBTI)
How do you prefer to:
relate to people? Extroverts gain energy from others.
Introverts gain energy from within themselves.
gather information? Sensors gather info from their physical senses.
Intuitors gather info from abstract ideas.
make decisions? Thinkers decide based upon logic.
Feelers decide based upon people and values.
relate to the outside world? Judgers see structure.
Perceivers see possibilities.
WHAT THE TYPES CAN OFFER EACH OTHER
Extraverts
• Provide the outwardly directed energy needed
to move into action
• Offer responsiveness to what is going on in the
environment
• Have a natural inclination to converse and to
network
Introverts
• Provide the inwardly directed energy needed
for focused reflection
• Offer stability from attending to enduring ideas
• Have a natural tendency to think and work
alone
Sensing Types
• Have a mastery of the facts and attention to
details
• Bring a knowledge of what materials and
resources are available
• Appreciate knowing and doing what works
Intuitive Types
• Know by way of insight and attention to
meanings
• Bring a grasp of what is possible and what the
trends are
• Appreciate doing what hasn’t been tried
before
Thinking Types
• Take a hard look at the pros and cons of
situations, even when they have a personal
stake
• Able to analyze and solve problems with logic
and reason
• Want to discover the “truth” and they naturally
notice logical inconsistencies
Feeling Types
• Know what is important to and for people, and
adhere to that in the face of opposition
• Have an ability to build relationships and to be
persuasive
• Want to uncover the greatest “good” in a
situation and they notice when people may be
harmed
Judging Types
• Can organize, plan, and follow through on
projects
• Push to get things settled and decided
• Appreciate well-oiled efficiency at work
Perceiving Types
• Can respond quickly and flexibly to the needs
of the moment; spontaneous
• Strive to keep things open so new information
may be gathered
• Appreciate the need for spontaneity and
exploration at work
21. 5
Well-developed type skills
and positive perceptions
Underdeveloped type skills
and negative perceptions
Extraversion
Active approach
Bring breadth
Introversion
Reflective approach
Bring depth
Extraversion
Hyperactive
Superficial
Introversion
Withdrawn & secretive
Overly serious
Sensing
Practical
Brings data
Intuition
Imaginative
Brings perspective
Sensing
Slow & dull
Narrow focus
Intuition
Careless
Impractical & dreamy
Thinking
Analyze situations
Bring consistency
Feeling
Affiliate people
Bring harmony
Thinking
Cold & uncaring
Overly competitive
Feeling
Easily hurt
Overly sentimental
Judging
Decisive
Bring a plan
Perceiving
Inquisitive
Bring options
Judging
Overly opinionated
Controlling
Perceiving
Indecisive
Procrastinating
22. 1
Entering Mentoring:
Training the next generation
Summary Sheet
Steve Lee, PhD
Graduate Diversity Officer for the STEM Disciplines
UC Davis
stnlee@ucdavis.edu
Caltech Postdoctoral Association
May 30, 2014
Core Skills in Entering Mentoring
Assess Apply
1. Communicating
Effectively
• Develop metacognitive skills to
assess your own communication
style and preferences, using for
example, the Myers-Briggs Type
Indicators, StrengthsFinder, etc.
• Suggest your mentee to take a self-
assessment test and share results.
o Discuss potential challenges,
blind spots, etc
• Identify similarities and challenges
to communicating with your
mentee.
• Determine your main preferred
mode of communication (face-to-
face, phone, or email), and how
you might communicate during
emergencies.
• Determine how often you will
meet or check in with your mentee.
• Request your mentee’s input, as
you face communication
difficulties.
• Prepare for meetings by
articulating specifically what you
want to get out of the meeting.
• Determine how you will follow up
after meetings with your mentee
(e.g. by email, Google docs, etc)
2. Aligning Goals
and
Expectations
• Determine your own goals and
expectations for:
o the research project, and
o the mentoring relationship.
• Ask your mentee for his/her goals
and expectations.
• Ask your mentee about their past
experiences in research and
mentoring relationships.
• Learn about SMART goals, and
how to develop them with your
mentee.
• Share your own expectations with
your mentee regarding:
o the research project, and
o the mentoring relationship.
• Write down the shared goals and
expectations and revisit them.
• If possible, use a mentor-mentee
contract to formalize these
expectations.
• Work with your mentee to
develop SMART goals and to
check their progress.
23. 2
Resources:
● Branchaw, Janet; Pfund, Christine; and Rediske, Raelyn. Entering Research: A Facilitator's Manual. New
York, NY: W. H. Freeman and Company, 2010.
○ A valuable resource for undergrads beginning in research
● Handelsman, Jo; Pfund, Christine; Lauffer, Sarah; and Pribbenow, Christine. Entering Mentoring: A
Seminar to Train a New Generation of Scientists. Madison, WI: University of Wisconsin Press, 2005.
○ A source for many of the concepts and case studies for these workshops.
○ A free pdf of this is available online.
○ A new edition is coming out in summer 2014
● Lee, Steve; McGee, Rick; Pfund, Christine; Branchaw, Janet. “Mentoring Up”: Learning to Manage Your
Mentoring Relationships. Book chapter has been accepted for The Mentoring Continuum: From
Graduate School Through Tenure, Wright, Glenn, ed. Syracuse University Press.
● Myers-Briggs Resources:
○ Success Types in Medical Education by John Pelley
─ http://www.ttuhsc.edu/SOM/success/
○ Jennifer Rousseau Sedlock
─ www.jenniferspeaks.com
○ David Keirsey’s Please Understand Me II (1998)
● Rath and Conchie, Strengths Based Leadership (2009)
○ contains the StrengthsFinder test, which is another good self-assessment tool
● The slides and handouts from this workshop are available in my account in Slideshare.net.