Facilitator(s): Liz Silva, PhD

Description: UCSF graduate students move into an array of positions after graduation. Most will spend a good deal of time during graduate school trying to figure out their next steps, and they may want to talk to you about it. In this workshop, you will learn about the features of effective career decision making, some of the driving factors in student and postdoc decision-making in the academic STEM environment, and you will be provided with tools and resources to support you and your students in balancing their career exploration with their graduate school commitments.  

Facilitator(s): Isaac Strong, PhD

Description: There has been a lot of focus on mentorship in basic and biomedical sciences training programs and, in turn, graduate programs within the Graduate Division are requiring their faculty participate in trainings to improve their mentoring skills. The goal of the Graduate Faculty Development Program is to provide a suite of evidence-based trainings and support for UCSF faculty in their work to improve their skills as research mentors. In this introductory workshop, we will explore ways in which mentoring in the context of science research training programs can be better seen as a balancing act, where research faculty have to skillfully manage mentoring, supervisory, and educational tasks simultaneously. We will dive into these different roles and the additional trainings that faculty can participate in if they want to learn more. This workshop will involve presentation of information, but will primarily consist of opportunities for dialogue between faculty in small and large groups. This workshop is being offered at two different times in hopes to better accommodate and include faculty that have dependent care responsibilities.

Resources:

• Workshop slides
• Timeline for Engaging with OCPD as a Basic and Biomedical Science Graduate Student

Facilitator(s): Liz Silva, PhD

Description: “Distance Traveled” is a concept that is becoming increasingly prevalent as a metric for considering applicant potential. Yet only a subset of programs have defined what they mean by this. We invite members of the admissions committees from each program to this interactive workshop in which we will collectively and collaboratively develop working definitions and metrics for considering Distance Traveled, to be used for the 2022 admissions cycle.

This working session is for graduate program faculty and staff that are on admissions committees. If you are interested in joining but are not on an admissions committee, please consult with your graduate program's admissions committee chair.

Facilitator(s): Deonna Smith and Darius White

Description: We are incredibly happy to be co-sponsoring this training with the BMS and DSCB graduate programs.  This training will focus on recognizing and mitigating bias during the interview process as well as how to equitably assess interviewee responses.  Anyone that will be involved in their graduate program's admissions interviews is highly encouraged to participate. The training will consist of presentation of information and discussion, followed by working time for admissions committees to get feedback from our facilitators.

Resources from workshop

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Facilitator: Carlos Hoyt, PhD, LICSW

Description:

“I cling to the hope that most of us want racial equity. The question for those of us who find detours alluring is whether we have the will to align our actions with our philosophies.”

- Paul Gorski, 2019

In Avoiding Racial Equity Detours, Gorski points to ways in which the most well-intentioned individuals and institutions veer away from the kinds of efforts required to truly combat racism. Instead, they end up in cul-de-sacs where the problematic status quo is preserved and real change and improvement is deferred. 

This workshop will reflect Gorski’s urgency and candor while expanding the field of inquiry to all forms of social bias (racism, ablism, genderism, elitism, ageism, ethnocentrism/xenophobia, heterosexism/homophobia, and worldview intolerance) to create a highly interactive and collaborative space in which participants can examine ways in which their UCSF sub-communities, and UCSF in total, can acknowledge and correct inclusivity efforts that amount to detours instead of real improvement.

Please join Dr. Carlos Hoyt, PhD, LICSW for a highly interactive and praxis-focused workshop in which you can work with others to explore and recommend ways in which UCSF can be more effective in addressing all forms of social bias.

Workshop materials:

• Avoiding Racial Equity Detours
• Steps Towards Dismantling Systemic Racism and Anti-Blackness in UCSF Basic Science Graduate Programs Basic Science Graduate Program Task Force Recommendations, September 2021
  • To find out more about this task force report, visit the Graduate Division's website
• Avoiding Social Bias Detours worksheet

Past Workshop Evaluations:

• Equity and Inclusion in the Lab (clicking on link will download a PDF)
• Three Truths and Three Tries: Facing and Overcoming Critical Social Justice Challenges at the Micro, Mezzo, and Macro Levels (clicking on link will download a PDF)

Facilitator: Carlos Hoyt, PhD, LICSW

Description:

TRUE or FALSE: 

Race should be used in research studies involving health-care delivery, etiologies of medical conditions, and health outcomes, but only as a sociopolitical category. 

How do you understand, employ and possibly deploy the concept of race in your work as a scientist? What is your opportunity and obligation as a scientist to cease (altogether, once and for all) your use of race as a concept, construct, variable, or factor in your work? Does this question trigger cognitive dissonance and possibly objection for you? Do you agree that science should consign “race” to the dustbin of history but aren’t sure what you would replace it with?

Please join Dr. Carlos Hoyt, PhD, LICSW for a highly interactive and praxis-focused workshop on why and how science should help the world move beyond racism by leading the way in moving beyond race.

Workshop materials:

• Workshop slides (PDF)
• Workshop recording (must sign in with MyAccess)

Facilitator(s): Bill Lindstaedt, MS and Isaac Strong, PhD

Description: Clearly communicating equitable and inclusive expectations is key to effective team management. In her "Sharpening Your Mentoring Skills" seminar, Sharon Milgram recommended that research faculty adopt a "Welcome to the Lab" letter - a document that can be shared to set expectations and understandings around behavior, productivity, culture and research vision.

Workshop Resources:

• Structure and belonging: Pathways to success for underrepresented minority and women PhD students in STEM fields
• Mentorship in life sciences: voices of mentees - A. Murat Eren
• Workshop slides (PDF)
• DEI Ally Pact (developed by Carlos Hoyt; to be used as is without alterations)
• Tip Sheet

• The 'Welcome Letter': A Useful Tool for Laboratories and Teams
• The key to a happy lab life is in the manual - Miriam Aly
• Everhart Lab Welcome Letter
• Puckett Lab Expectations
• Mitchell Lab Expectations

Facilitators: Tim Montgomery and Clay Littrell, Student Disabilities Services

Description:  Fostering inclusive and affirming spaces requires that research mentors are able to respond to and support the various identities of their trainees, yet there tends to be a lot of uncertainty in how to support students with dis/abilities. This workshop, developed by UCSF alumna Taylor Arhar in collaboration with Student Disability Services, will equip research mentors with the basics of what they need to know about the accommodations process and help them understand how to support students who might request accommodations. Additionally, this workshop will provide participants an opportunity to re-frame how they think about dis/abilities in a way that can have a profound impact on trainees' sense of belonging in a graduate program and research lab. This workshop will include presentation of information, small group discussions of case studies, and large group discussions.

*The term dis/ability, (spelled with the slash) is used intentionally to counter the word disability (spelled without the slash). The use of the term disability (spelled without the slash) suggests that a person is represented, or identified, by what they cannot do, rather than what they can do.*

- Dis/ability Critical Race Studies (Dis/Crit) for Inclusion in Early Childhood Education: Ethical Considerations of Implicit and Explicit Bias.

Facilitator(s): Bill Lindstaedt, MS

Description: To help you determine how to effectively guide your trainees through an Independent Development Plan (IDP), this workshop will focus on key components of effective IDPs and IDP conversations.  Bill Lindstaedt, Assistant Vice Chancellor for Career Advancement, International and Postdoctoral Services, will share his expertise to frame the underlying aspects that make the time and energy of an IDP worth the effort, as well as different strategies that you can employ to get the most out of an IDP conversation. This workshop will include a presentation, small-group discussions of case studies using Zoom's breakout rooms, and large-group discussion/Q&A.

*These workshops were originally scheduled for May 17th but were postponed until May 31st*

Facilitator(s): Liz Silva, PhD

Description: UCSF graduate students move into an array of positions after graduation. Most will spend a good deal of time during graduate school trying to figure out their next steps, and they may want to talk to you about it. In this workshop, you will learn about the features of effective career decision making, some of the driving factors in student and postdoc decision-making in the academic STEM environment, and you will be provided with tools and resources to support you and your students in balancing their career exploration with their graduate school commitments.  

Facilitators: Various trained School of Medicine faculty members

Description:  Most of us are not trained in how to handle bias and discrimination in the learning environment. When bias occurs, we don’t feel comfortable addressing it.  Trainees have complained that these issues are not being addressed appropriately at UCSF, and that it negatively impacts their training.  

In order to address bias and discrimination when and where it happens, and to increase awareness and skills for faculty and staff who work with our trainees, the Differences Matter initiative at UCSF has developed Diversity, Equity, and Inclusion Champion Training.  This training, offered through the Center for Faculty Educators in the School of Medicine, is an excellent opportunity to learn the important foundational terms, concepts, and frameworks underlying the best practices we must incorporate into our everyday actions as educators to ensure the success and well-being of our trainees, to support anti-racism throughout the University, and to specifically address anti-Black racism.

Faculty and staff from all UCSF affiliated schools, programs, and units who work with trainees are eligible to participate.

Importantly, recent adaptations to the DEI Champion Training curricula include making case studies more role-neutral so that they can be applied to most settings at UCSF.  Even before the content adaptations, Graduate Division faculty who participated in the DEI Champion Training found it to be impactful and applicable to their unique training situations.  Additionally, the Graduate Division Dean's office has been collaborating with the Differences Matter initiative to supply case studies reflecting our training environments and lab/research group dynamics so that, in the future, Training sessions can include a wider range of relevant scenarios.

DEI Champion Training counts as part of the Graduate Faculty Development program, and the Graduate Division Dean's office highly recommends that faculty and staff participate.  We are confident that if you go into this training with an open mind, you will be able to apply what you learn to your day-to-day interactions with trainees.