TODAY WE'RE GOING TO TALK ON BECOMING A MENTOR. THIS IS REALLY PREPARING YOU FOR THE SUMMER INTERN SEASON WHICH STARTS IN ABOUT, HMM, EARLY JUNE. SOME OF YOU ARE HERE BECAUSE YOU'RE GOING TO BE MENTORING A STUDENT, PERHAPS, IN YOUR LAB FOR THE FIRST TIME. SOME OF YOU ARE HERE BECAUSE YOU WANT TO RUN A SUMMER JOURNAL CLUB SO WE'RE GOING TO DO A TWO-FOR. I'M GOING TO TALK ABOUT HOW DO YOU BECOME A MENTOR AND MAKE SURE YOU STUDENT HAS A GOOD SUMMER EXPERIENCE WITHIN YOUR RESEARCH GROUP AND THEN CARLA EASTER IS GOING TO FOLLOW UP WITH HOW DO YOU LEAD A JOURNAL CLUB. WE'RE GOING TO HAVE A LITTLE BIT OF A WHOLE-PERSON APPROACH TO MAKING SURE YOUR SUMMER INTERNS HAVE A GOOD TIME. HOW MANY OF YOU HAVE MENTORED A SUMMER INTERN IN THE PAST? ABOUT 50%. HOW MANY OF YOU THINK YOU DID A PRETTY GOOD JOB. OH, WE HAVE LESS HANDS. [LAUGHTER] HOW MANY OF YOU REMEMBER YOUR FIRST TIME IN THE LAB? WHAT'S THE BIGGEST MEMORY YOU HAVE? WHO YOU WORKED WITH. OKAY. WHAT DO YOU MEAN BY WHO YOU WORKED WITH? >> [LOW AUDIO]. >> WHO WAS AVAILABLE TO HELP YOU THE MOST; WHO MADE A POSITIVE IMPRESSION, PERHAPS EVEN WHO MADE A NEGATIVE IMPRESSION, RIGHT? WHAT ELSE DO YOU REMEMBER? WERE ANY OF YOU SCARED OF EVERYTHING THAT WAS COMING UP IN FRONT OF YOU? I REMEMBER MY FIRST TIME IN THE LAB WHEN -- BEFORE I -- WHEN I FIRST STARTED PIP WENT INTO MY OFFICE WITH MY ACADEMIC GARMENT AND THE PROFESSOR SAID I THINK YOU SHOULD JOIN A RESEARCH GROUP. I WAS A SOPHOMORE AT THE TIME. I HADN'T EVEN TAKEN BIOCHEMISTRY YET; THAT COULD WANT BE POSSIBLE, I DIDN'T KNOW ENOUGH. I DIDN'T HAVE ENOUGH COURSE WORK OR LABORATORY EXPERIENCE. SHE WAS GOING TO THROW ME INTO THIS ENTIRE LAB ENVIRONMENT. I REMEMBER BEING VERY SCARED AND HESITANT THAT I WOULD BE COMPETENT ONCE I GOT IN THERE. DOES THAT RING TRUE FOR ANYBODY NELS THIS ROOM? I SEE NODS. NOW YOU GUYS ARE GOING TO EMBRACE THE SUMMER INTERNS OR POSTBAC AND YOU WANT TO MAKE SURE THEY HAVE A FANTASTIC EXPERIENCE. THE GOAL OF TODAY'S FRONT-HALF OF THE TALK IS TO MAKE SURE THAT HAPPENS. THE FIRST QUESTION YOU MAY HAVE IS WHY ARE YOU GOING TO TAKE A STUDENT? ABOVE AND BEYOND, MY BOSS TOLD ME I HAD TO. A COUPLE OF THINGS REALLY PUSHES YOU TO UNDERSTAND YOUR PROJECT. WHEN YOU TO EXPLAIN IT TO A NOVICE, YOU HAVE TO EXPLAIN IT IN A WHOLE OTHER WAY. YOU CAN'T DO IT LIKE YOU'RE TALKING TO ANOTHER POST DOC IN THE GROUP. YOU HAVE TO EXPLAIN IT TO A DIFFERENT LEVEL. THIS ALSO HELPS YOU LEARN HOW TO DESIGN A PROJECT FROM SCRATCH THAT A NOVICE CAN DO. MAKES YOU THINK BACK INTO THE TYPES OF TECHNIQUES THAT THEY'RE GOING TO HAVE TO USE, WHAT KIND OF HOW YOU'RE GOING SET UP TO MAKE SURE THEY KNOW HOW TO USE THOSE TECHNIQUES. HOW ARE YOU GOING TO USE THE BACKGROUND THEY COME WITH? ALSO, EVALUATE SKILL LEVEL? ARE YOU GETTING A HIGH SCHOOL STUDENT, A SENIOR IN COLLEGE, A MEDICAL STUDENT? WHO ARE YOU GETTING? IT ALLOWS YOU TO LEARN HOW TO EVALUATE THOSE SKILL LEVELS AND TO DESIGN A PROJECT BASED ON THE SKILL LEVEL OF WHO YOU'RE GETTING. IT ALSO GIVES YOU VALUABLE SUPERVISORY/MENTORING SKILLS. SOME THINK THIS IS ONLY GOING TO BE IMPORTANT IF I'M GOING TO BE A PROFESSOR DOWN THE LINE. THAT'S NOT TRUE. I USE WHAT I LEARNED THEN EVERY DAY NOW AS I'M A SUPERVISOR. A LOT OF PEOPLE DO, DO THIS TO ADD CREDENTIAL TO THEIR RESUME OR CD. IF YOU'RE GOING TO BE AN ACADEMIC PI AND YOU'RE GOING TO A RESEARCH INSTITUTION THAT HAS A TEACHING COMPONENT, YOU'LL LIKELY HAVE TO WRITE A TEACHING PHILOSOPHY AND YOU CAN USE SOME OF THE TECHNIQUES AND THINGS YOU LEARNED OVER THE SUMMER MENTORING A STUDENT OR POSTBAC OR GRADUATE STUDENT TO BUILD YOUR TEACHING DPI LOS FIS AS YOU GO ON THE ACADEMIC JOB MARKET DOWN THE ROAD. PHILOSOPHIES. THE THING IS, IT'S MUCH MORE IMPORTANT THAN THAT. YOU HAVE THE ABILITY TO MAKE OR BREAK SOMEONE'S IMPRESSIONS OF SCIENCE. YOU HAVE THE RESPONSIBILITY TO MAKE SURE THAT THIS PERSON HAS A POSITIVE EXPERIENCE IN YOUR LABORATORY ENVIRONMENT. WHEN I ASKED EARLIER WHAT IS THE THING YOU REMEMBER MOST ABOUT YOUR FIRST LABORATORY EXPERIENCE, YOU SAID THE PEOPLE. MANY SCIENTISTS WILL SAY THAT THIS IS THE KEY THING IN THEIR SCIENTIFIC CAREERS THAT PRESIDENT THEM ON THE PATH. GOING INTO A LAB MADE ME NOT GO TO MED SCHOOL. RIGHT? GOING INTO A LAB WAS A KEY COMPONENT INTO ME MAKING MY CAREER DECISION, AND YOU, AS A PRIMARY MENTOR HAVE THAT RESPONSIBILITY. NOT TO SCARE YOU OR ANYTHING, RIGHT? [LAUGHTER] A LOT OF TIME THIS IS IS ALSO A WAY WHERE YOU PAY IT FORWARD IN THE SCIENTIFIC COMMUNITY. AS YOU MOVE FORWARD IN YOUR CAREER, YOU START TALKING ABOUT NETWORKING AND CALLING PEOPLE FROM INFORMATIONAL INTERVIEWS. START TALKING TO PEOPLE ABOUT HOW CAN OTHER PEOPLE HELP TE ME TO GET A JOB IN INDUSTRY OR IN SCIENCE EDUCATION OR WHATEVER IT IS? WHY WOULD THEY WANT TO TALK TO ME BECAUSE VI NOTHING TO GIVE? YOU DO HAVE SOMETHING TO GIVE. SCIENCE HAS VERY LARGE BAY PAY BACK. ALTHOUGH YOU MAY NOT HAVE SOMETHING TO GO UP THE CHAIN, YOU'RE PAYING BACK DOWN THE CHAIN TO GET THE ENTIRE PIPELINE TOGETHER. SO WITH THAT -- [LAUGHTER] GOOD RESPONSIBILITIES; WHAT SHOULD YOU EXPECT? AND, WHAT SHOULD YOU NOT EXPECT? YOU SHOULD NOT EXPECT YOUR WORK TO BE DONE IN HALF THE TIME OVER THE SUMMER. YOU HAVE A EXTRA PAIR OF HANDS, YOU'RE GOING MAKE THEM GET OFF AND DO EVERYTHING AND YOU'RE GOING TO GET THING DONE. IT TAKES A LOT MORE TIME THAN YOU THINK IT'S GOING TO. YOU SHOULDN'T EXPECT THAT THAT SUMMER INTERN OR POSTBAC HAS ANY SPEED IN TECHNIQUE, IN READING, NO COMPREHENSION. THEY'RE YOUNG, THEY'RE NOVICES. YOU SHOULDN'T EXPECT THEM TO HAVE PRIOR KNOWLEDGE IN YOUR FIELD. THEY MAY HAVE, THEY MAY NOT. YOU SHOULDN'T EXPECT THEM TO HAVE SKILLS, AND IF THEY DO HAVE SKILLS, NOT TO KNOW IT HOW YOUR LABORATORY DOES IT. EACH ONE OF OUR LABORATORIES AND OUR RESEARCH GROUPS HAS OUR OWN POLICIES AND PROCEDURES, AND I IMAGINE, EVEN YOU AS GRADUATE STUDENTS OR POST DOCS WHEN YOU CAME INTO THIS ENVIRONMENT REALIZE THAT THEY DO A WHOLE OTHER WAY THAN I'VE DONE NIT THE PAST. YOU HAVE TO EXPECT THEM NOT TO HAVE THE SKILL SETS THAT YOU MAY NOT WANT THEM TO HAVE. SO HOW DO YOU MAKE SURE THAT YOU'RE PREPARING YOURSELF FOR THIS INFLUX OF MENTORING? APPRECIATE THE TIME COMMITMENT THAT IT ACTUALLY TAKES TO BECOME A MENTOR. APPRECIATE THAT IT'S GOING TO LIKELY TAKE MORE TIME THAN YOU THINK IT WAS GOING TO TAKE, AND BUILD IN THAT TIME INTO YOUR SUMMER SCHEDULE. YOU KNOW, IF YOU'RE GOING AWAY TO A CONFERENCE THIS SUMMER, START TAKING ABOUT WHO'S GOING TO TAKE CARE OF YOUR MEN TEE WHILE YOU'RE AT THAT CONFERENCE? IF YOU KNOW YOUR SUMMER INTERN ASK S STARTING ON A MONDAY AND THOSE ARE BAD FOR YOU, HOW ARE YOU GOING TO MANAGE ALL OF THAT? YOU SHOULD ALSO THINK ABOUT HOW YOU'RE GOING DEFINE BOUNDARIES SO THAT YOU STILL CAN GET YOUR OWN WORK DONE. REMEMBER, IT'S NOT PERSON WHO'S JUST AN EXTRA PAIR OF HANDS IN THE LAB; HOW ARE YOU GOING MAKE SURE YOU'RE GOING TO DEFINE PIENDBOUND WE DRIS SO YOU CAN STILL GET THING DONS. ONE WAY TO DO THAT IS TO MAKE SURE YOU'RE STRUCTURING THEIR TIME HERE @ AT THAT TIME NIH USING ALL AVAILABLE STUDENTS. THIS TAKES YOU UNDERSTANDING WHO THE MENTEE IS AND HAVING CONVERSATIONS ABOUT THEIR CAREER PATH. THIS MAY TAKE YOU THINKING ABOUT THAT THEY'RE GOING TO GO TO THE SCIENCE SKILLS BOOT CAMP THAT'S GOING TO COME IN. IF YOU HAVE A NOVICE WHO'S NEVER WORKED IN LAB BEFORE, SEND THEMBOOK BOOT CAMP. THEY WANT TO GO TO MEDICAL SCHOOL; HOW ARE WE GOING TO MAKE SURE THAT YOU HAVE ALL THE THINGS YOU CAN DO TO GO TO MEDICAL SCHOOL. THERE ARE OPPORTUNITY THROUGH YOUR INSTITUTION AND THROUGH THE OITE THAT YOUR FELLOWS CAN TAKE ADVANTAGE OF AND THIS IS A WAY FOR YOU TO INCREASE THEIR -- AND ENCOURAGE THEIR CAREER DIRECTION AND ALSO -- HATE TA SAY IT -- GET THEM OUT OF THE LAB OR RESEARCH GROUP FAR WHILE SO YOU HAVE SOME PROTECTED TIME. THAT WAS MEAN, I'M SORRY. [LAUGHTER] OKAY. WHAT SHOULD YOU EXPECT FROM THEM? YOU SHOULD EXPECT THEM TO BE REALLY ENTHUSIASTIC. IN FACT, THEY'RE GOING WANT TO CURE CANCER EVEN THOUGH YOU WORK KTQI%QRJz ENZYMES; ON NMR ORw THEY STILL THINK THEY'RE GOING CURE CANCER WITH THAT WHOLE THING. THEY'RE GOING TO BE ENTHUSIASTIC, THINKING THEY'RE GOING CHANGE THE WORLD IN A SUMMER. THEY'RE GOING TO HAVE MORE QUESTIONS THAN YOU EVER THOUGHT WERE POSSIBLE. THE QUESTION HERE IS, DO THEY ACTUALLY LET YOU KNOW THEY HAVE QUESTIONS? HAVE YOU CREATED AN ENVIRONMENT THAT'S GOING TO LET THEM CAN THOSE QUESTIONS OR HAVE YOU CREATED A WALL SO THAT THEY DON'T THINK IT'S A SAFE PLACE. THIS SIGH BOUT LEARNING THEIR SKIELS -- THIS IS ABOUT LEARNING THEIR STYLES. SHOULD YOU SET UM SOME KIND OF SYSTEM WITH E-MAIL OR NOTES BECAUSE THAT'S THE BEST WAY THAT YOU WORK AND YOU KNOW -- OR IT'S THE BEST WAY YOUR INTERN WORKS, OR SHOULD YOU SET UP MEETINGS ONCE A DAY. YOU SHOULD EXPECT QUESTIONS AND ENCOURAGE QUESTIONS TO COME FROM YOUR FELLOWS. A LOT OF THESE THINGS WILL BE STUFF YOU TAKE FOR GRANTED LIKE WHY DO WE PUT THE RED ON THIS SIDE AND THE BLACK ON THIS SIDE? WHY DO WE PUT THE BROMIDE IN THE CELL VERSUS JUST THE LIQUID. STUMPER QUESTIONS YOU TAKE FOR GRANTED. YOU SHOULD EXPECT THEY'RE GOING TO MAKE MISTAKES. YOU SHOULD JUST EXPECT THAT. YOU ALSO SHOULD EXPECT THAT NAY PROBABLY HAVE A LACK OF SOPHISTICATED KNOWLEDGE ABOUT HOW SCIENCE REALLY WORKS. REMEMBER, IF THIS IS THE FIRST TIME THEY'VE EVER BEEN IN A RESEARCH GROUP ENVIRONMENT, IN THE PAST THEY'VE EITHER BEEN IN LABORATORY ENVIRONMENT WITHIN COURSES OR TAKING A LAB WITH ORGANIC CHEMISTRY OR SOMETHING LIKE THAT, EVERYTHING HAD TO WORK OTHERWISE YOU FAILED THE COURSE. WELL, AS YOU KNOW, IN THE REAL RESEARCH GROUP, THAT DOESN'T ALWAYS HAPPEN; DON'T YOU WISH IT DID THAT EVERY EXPERIMENT WORKED AND OFF YOU WENT? SO THEY DON'T HAVE THAT EXPERIENCE THAT NOT EVERYTHING IS GOING TO WORK. SO THEY HAVE A LACK OF SOPHISTICATED KNOWLEDGE OF HOW THINGS GO. YOU NEED TO MAKE SURE THEY WALK OUT OF THE DOOR WITH CERTAIN SKILL SETS; RESEARCH SKILLS, TECHNICAL SKILLS, THINGS LIKE THAT. THE BASIC SCIENTIFIC SKILL SET THAT YOU WANT THEM TO LEAVE WITH. YOU KNOW THAT BY THE END OF THE SUMMER, YOU WANT THEM BE ABLE TO RUN A WESTERN BLOT INDEPENDENTLY; WHATEVER IT IS THAT YOU DO. YOU NEED TO MAKE SURE THEY UNDERSTAND NOTEBOOKS AND/OR DOCUMENTATION, HOWEVER YOUR RESEARCH GROUP DOES THAT. THIS IS THE PROPER PROTOCOLS FOR NETBOOKS, RIGHT? THIS IS MAKING SURE YOU'RE WRITING DOWN PERHAPS -- DRURMENT BACK IN THE DAYS WHEN THEY WERE TEACHING US HOW TO DO NOTBOOKS? YOU MAY WANT TO START THINKING ABOUT THAT WAY OF TALKING ABOUT YOUR RESEARCH IN YOUR, IN THEIR NOTEBOOK SO THAT THEY CAN HAVE A GOOD STRUCTURE OF UNDERSTANDING WHY THEY'RE DOING SOMETHING. I KNOW THAT'S SOMETHING MOST GRADUATE STUDENTS AND POST DOCS MOVE AWAY FROM -- WE'RE LUCKY IF WE PUT THE PAPER TOWEL IN THERE, BUT IN IS THE TIME TO SHOW GOOD NOTEBOOK PROTOCOL. OTHER THING TO SHOW THEM IS HOW TO DO INTERNET SEARCHES FOR SCIENTIFIC STUDIES. YOU MAY HAVE TO SIT DOWN TWHEM AND SHOW THEM HOW TO PUBMED SEARCH WORKS AND YOU CAN'T GET ALL YOUR INFORMATION OFF THE WIKIPEDIA. IT WORKS BUT NOT ALWAYS. YOU NEED TO UNDERSTAND THEY NEED TO UNDERSTAND HOW TO WORK WITH HAZARDOUS CHEMICALS, MATERIALS OR ANY ANIMAL WORK. RADIATION, REMEMBER, THEY HAVE TO BE OF CERTAIN AGE, AT LEAST 16 TO WORK WITH SOME THINGS ON CAMPUS. DON'T DESIGN A PROJECT FOR SOMEONE WHO CAN'T WORK ON IT BECAUSE THEY'RE NOT OLD ENOUGH. YOU'RE HOPING THEY'RE LEARNING SOME CRITICAL THINKING SKILLS AND THAT'S LIKELY NOT SOMETHING THEY'RE GOING TO COME IN WITH, BUT ASK PROBING QUESTIONS THROUGHOUT THE SUMMER SO THAT THEY LEARN TO THINK FOR THEMSELVES AND NOT JUST REGURGITATE BACK WHAT YOU'RE ALREADY TELLING THEM. THEY'RE GOING TO LEARN PATIENCE AND PER SIS TENTS. KNOWING THAT NOT EVERY EXPERIMENT IS GOING TO WORK AND ALSO THE SUCCESSES AND FAILURES THAT HAPPEN IN SCIENCE AND HOW DO YOU PICK YOURSELF UP AND STILL MOVE ON AND COME BACK THE NEXT DAY AND MOVE ON AND HOW'S THAT GOING TO CHANGE THE WORLD. THOSE ARE QUESTIONS THEY'RE LOOKING FOR IN SUCCESSES AND FAILURE AND PATIENCE AND PERSISTENCE. A BASIC TIME LINE OF HOW THINGS SHOULD GO FOR WHEN YOU'RE MENTORING SOMEONE IN THE UNIT. THE FIRST IS IN ADVANCE YOU SHOULD SEND THEM BACKGROUND READING, PERHAPS, AND YOUR EXPECTATIONS. WE'LL TALK ABOUT THAT MORE IN THE NEXT SLIDE. IN THE BEGINNING, THE FIRST COUPLE OF WEEKS IF WE'RE THINKING ABOUT A SUMMER INTERN HERE ABOUT EIGHT TO 12 WEEKS -- [LOW AUDIO] -- AND ANY REQUIRED TRAININGS THEY HAVE TO TAKE. IN THE MIDDLE, YOU WANT TO DO A LOT OF FEEDBACK TO ENSURE THAT THEY UNDERSTAND THEIR PROJECT AND ALSO THAT THEY'RE GOING TO DO MOSTLY PROJECT-SPECIFIC WORK. AND PERHAPS A MID-TERM REGROUP. THIS IS ALSO THE TIME WHEN YOU ENCOURAGE THEM TO MAKE SURE THEY'RE GETTING THE MOST OUT OF ALL THE OPPORTUNITIES THAT ARE AVAILABLE TO THEM ON THE CAMPUS AT THE NIH. AND AT THE VERY END, WE'RE TALKING LAST COUPLE OF, THEY'RE DOING A POSTER, MAKING A POSTER DESIGN AND THEY'RE SAYING GOOD-BYE AND YOUR JOB IS TO ALSO KEEP IN TOUCH. IT'S VERY FUN TO WATCH WHERE THEY GO. I CAN TELL YOU WHERE EVERY SINGLE ONE OF MY SUMMER INTERNS HAS GONE BECAUSE I TRY KEEP IN TOUCH WITH THEM. OWE XA. SO IF YOU'RE GOING TO ESTABLISH A GOOD RELATIONSHIP WITH YOUR SUMMER INTERN, YOUR POSTBAC, YOUR GRADUATE STUDENT WOR OR WHOEVER IT IS THAT'S COMING WITHIN YOUR GROUP, YOU NEED TO THINK NOT ONLY ABOUT WHEN THEY ARRIVE, SO THIS PERSON HAS SHOWN UP IN THE LAB AND HERE THEY ARE, BUT THEY ALSO NEED TO THINK ABOUT STUFF THAT HAPPENS BEFORE THEY ARRIVE. COMMUNICATE WITH YOUR MENTEE BEFORE THEY GET HERE. PERHAPS BY E-MAIL, PERHAPS BY TELEPHONE, WHATEVER IT IS THAT YOU NEED TO KNOW, GIVE THEM A CALL. LET THEM KNOW HOW EXCITED YOU ARE THAT THEY'RE COMING. THIS IS THE TIME THAT YOU CAN START GIVING THEM SOME BACKGROUNDS STUFF; A SUMMARY OF RESEARCH, PERHAPS THE PLAN OF WHAT THEY'RE GOING TO BE DOING, SOME PAPERS THEY CAN READ. BE CAUTIOUS OF HOW MUCH YOU GIVE THEM. REMEMBER, MOST OF THEM ARE IN THE MIDDLE OF FINALS AND GETTING READY TO WRAP THINGS UP WITHIN THEIR HOME INSTITUTION BEFORE THEY COME HERE. YOU CAN START THINK OF SCHEDULES. YOU KNOW, OUR LAB WORK 9-5, THAT'S WHEN I'M EXPECTING YOU TO WORK. OTHER EXPECTATIONS YOU COULD DO IS MAKING SURE THAT THEY KNOW IN OUR LABORATORY, FOR EXAMPLE, CLOSE-TOED SHOES ARE THE ONLY THING THAT RUN. NO SHORTS IN OUR LAB. WHATEVER THOSE KIND OF THINGS ARE THAT ARE PARTICULAR TO YOUR LABORATORY ENVIRONMENT, MAKE SURE THEY KNOW THAT SO THEY COME WITH THE PROPER THING. THEY MAY ALSO HAVE QUESTIONS BEFORE THEY GET HERE. IF THEY'RE COMING FROM SAY, CALIFORNIA, WHERE DO I LIVE? HOW DO I GET AROUND? THEY MAY NEED SOMEONE TO -- YOU MAY WANT TO OFFER TO MEET THEM AT THE AIRPORT; THOSE KIND OF THINGS TO MAKE THE TRANSITION INTO D.C. BETTER. IF YOU HAVE SOMEONE COMING FROM THE OUTSIDE, THEY'RE YOUNG KIDS THAT MAY BE THE FIRST TIME THIS FAR FROM HOME, IT COULD BE A BENEFIT TO YOU AS A MENTOR TO MAKE OUT AND GET THAT CONNECTION. YOU SHOULD HAVE ORDERING NOW ANY OF THE MATERIALS THEY NEED IN ORDER TO START. THE LAST THING YOU WANT IS FOR THEM TO BE WAITING ON, UM, A MOUSE LINE, A MRAS MED, INTERESTMENT TIME BECAUSE YOU FORGOT TO ORDER BEFORE THEY ARRIVED. IF S THERE ANY TRAININGS THEY COULD COMPLETE BEFORE THEY GET HERE? IS THERE ANY OF THOSE OTHER REQUIRED TRAININGS THAT THE NIH MAKES YOU DO THAT THEY CAN DO BEFORE THEY GET HERE? NOW, WHEN THEY ARRIVE INTO YOUR GROUP, ONE OF THE NICEST THINGS TO DO IS TO INTRODUCE THEM TO EVERYBODY ELSE AROUND YOU. LET THEM KNOW, THIS IS A FRIENDLY PERSON, THIS IS THE PERSON YOU CAN GO TO IF YOU NEED MORE, YOU KNOW, BUFFER. THIS IS THE PERSON YOU GO TO IF YOU NEED BLAH. YOU KNOW, MAKE THEM KNOW EVERYBODY IN THE GROUP. THE OTHER THING IS TO GIVE THEM AN ORIENTATION TO THE BUILDING AND PERHAPS EVEN THE CAMPUS THAT YOU LIVE IN. SHOW THEM WHERE WHERE THE RESTROOM IS, THE LUNCHROOM IS. THIS IS WHERE YOU CAN PUT YOUR LUNCH; THOSE KIND OF QUESTIONS. DISCUSS ANY OTHER GROUP POLICIES. WE HAVE LAB MEETINGS ON WEDNESDAYS, YOU'RE EXPECTED TO COME. WE HAVE LAB CLEANUP DAY EVERY OTHER FRIDAY -- WOULDN'T THAT BE NICE. [LAUGHTER] WHATEVER IT IS THAT YOUR GROUP HAS THAT'S VERY SPECIFIC TO YOUR GROUP, THOSE YOU DISCUSS. TALK ABOUT THE BIG PICTURE. THE BIG PICTURE OF OUR LAB IS WE'RE STUDYING X TO UNDERSTAND WHY Y. THIS IS MANY HOW MY PROJECT FITS INTO THAT PICTURE AND THIS IS HOW YOUR PROJECT FITS INTO MY PROJECT WHICH FITS INTO THE BIG PICTURE SO THEY UNDERSTAND THE WHOLE PIPELINE OF WHY THEY'RE DOING WHAT THEY'RE DOING AND THAT'S JUST I'VE COME HERE TO RUN THIS EXPERIMENT OVER THE SUMMER AND I DON'T UNDERSTAND WHY I'M DOING IT. MAKE SURE THAT THEY ARE SIGNED UP AND READY TO GO FOR ANY MANDATORY NIH TRAININGS AND PERHAPS THEIR E-MAILS READY TO GO. REALLY SIMPLE THINGS. GET TO KNOW YOUR MENTEE. THE THING THAT MAKES THE BIGGEST IMPRESSION ON PEOPLE IS PEOPLE TAKE THE TIME TO GET TO KNOW YOUo[[ ONE-TO-ONE. THERE ARE SOME WAYS YOU CAN DO THAT. FIRST THING YOU NEED TO KNOW IS KIND OF THEIR PERSONAL; WHOI WHO THEY ARE? HOW DO THEY LEARN BEST? YOU CAN ASK THEM, HOW DO YOU PREFER TO LEARN NEW THINGS? BY READING, TALKING ABOUT THEM? YOU CAN ADAPT YOUR STYLE OF MENTORING TO THEIR STYLE OF LEARNING. YOU CAN ASK QUESTIONS OF WHERE HAVE YOU COME FROM? YOU KNOW, TELL ME ABOUT WHAT LIFE IS LIKE IN CALIFORNIA. TELL ME WHAT LIFE IS LIKE AS A HIGH SCHOOL STUDENT IN ONE OF THESE HIGH-POWERED INSTITUTIONS IN THE D.Y. -- D.C. YEAR. ASK THEM ABOUT THEIR BACKGROUND. THE NEXT THING IS THEIR CAREER GOALS; WHAT DO THEY WANT TO DO AND HOW DOES THIS SUMMER EXPERIENCE FIT INTO THEIR OVERALL CAREER GOALS? THE LAST THING YOU NEED TO KNOW IS ABOUT HOW MUCH EXPERIENCE THEY HAVE WITH PROFESSIONALISM. THIS IS WHERE A LOT OF PEOPLE GET FRUSTRATED IN THE SUMMERTIME IS BECAUSE THEIR SUMMER INTERNS OR YOUNG TRAINEES DON'T HAVE THAT SENSE OF PROFESSIONALISM. YOU KNOW, OH, THEY HAVE DOWN TIME, THEY'RE NOT READING A PAPER, THEY'RE GOING TO LOOK AT FACEBOOK. THOSE KIND OF THINGS MAKE PEOPLE REALLY CRAZY WHEN THEY'RE MENTORING THEIR FIRST GROUP. SO IT'S, HOW DO YOU BUILD AND MAINTAIN THAT PROFESSIONALISM BY GIVING FEEDBACK ABOUT WHAT THEY'RE DOING. OH, THEY'RE NOT SHOWING UP ON TIME OR THEY CALL AND THEY DON'T, THEY SAY THEY'RE NOT COMING. IT'S HOW DO YOU BUILD AND MAINTAIN THAT LEVEL OF PROFESSIONALISMS IN THAT THIS IS A JOB AND YOU'RE GETTING PAID FOR IT BECAUSE THIS IS LIKELY COULD BE THEIR FIRST JOB. SO WHAT ARE THE ELEMENTS OF A GOOD RESEARCH PROJECT? SHOULD WE HAVE SOMETHING THAT'S REASONABLE SCOPE? REMEMBER THEY'RE NOT HERE FOR A LONG TIME. YOU GOT TO COME UP WITH SOMETHING THAT THEY CAN GET DONE AND THAT'S FEASIBLE WITH THEIR SKILL SET WITHIN THAT TIME PERIOD. HOPEFULLY YOU'VE COME UP WITH A PROJECT THAT CAN GENERATE DATA THE STUDENT CAN PRESENT AT THE POSTER SESSION EITHER AT THE END OF THE SUMMER DURING POSTBAC POSTER SEASON. HOPEFULLY YOU'RE DEVELOPING SOMETHING THAT DOESN'T HAVE JUST COOKBOOK EXPERIMENTS. THE LAST THING YOU WANT IS THE WHOLE ENTIRE SUMMER THEY'RE GOING PLASMA PREPS FROM THE [INDISCERNIBLE] KIT AND NOT UNDERSTANDING WHAT THE DIFFERENT REAGENTS ARE WITHIN THE KIT. IT'S SOMETHING THEY CAN UNDERSTAND A LITTLE BIT MORE OF WHAT'S HAPPENING WITH THE SCIENCE THAT THEY'RE DOING. HOPEFULLY YOU'VE DEVELOPED SOMETHING THAT CAN GIVE THEM TWO TO THREE DIFFERENT SCIENTIFIC APPROACHES. AGAIN, THEY'RE NOT JUST DOING PLASMA PREP DURING THE ENTIRE SUMMER BUT DOING PREP, CLONING AND PURIFICATION OR SOMETHING LIKE THAT. PERHAPS IF YOU'RE IN A MORE EPI ENVIRONMENT, THEY'RE USING DIFFERENT TYPES OF DATABASES TO MAKE SURE THAT THEY CAN LOOK AT WHAT'S HAPPENING WITHIN THEIR RESEARCH PROJECT. AN ELEMENT OF A GOOD RESEARCH PROJECT IS ONE THAT DOES NOT REQUIRE SOMETHING THAT'S NOT ALREADY IN THE LAB WHEN THEY ARRIVE. AGAIN, THAT THEY'RE NOT WAITING ON A REAGENT TO COME. THEN WHER WHEN YOU'RE DESIGNING THIS PROJECTS, AGAIN, DESIGNING SOMETHING THAT CAN FIT WITHIN THE BIG PICTURE -- YOU'RE GOING UP AND DOWN THE PIPE. HOW DOES THEIR PROJECT FIT INTO YOUR PROJECT AND HOW DOES THAT PROJECT FIT INTO THE LAB PROJECT. THEN YOU'RE SETTING UP THE EXPECTATIONS. IN THE FIRST WEEK I EXPECT TO YOU GET THIS AMOUNT OF STUFF DONE. SECOND WEEK I THINK YOU SHOULD BE ABLE TO GET THIS DONE. THIS IS WHERE THINGS MAY START GOING ROCKY, SO WE'LL MEET BACK UP HERE AND SEE WHERE THINGS SIT AND BY TEND OF THE SUMMER, I THINK YOU CAN GET THIS DONE; WHO DO YOU THINK ABOUT THAT. ELICIT FEEDBACK FROM THE TRAINEE. IF THIS WORKS WE'RE GOING PUT IT IN THIS PAPER. IF THIS DOESN'T WORK, THAT'S OKAY, WE'RE STILL GOING TAKE WHAT DOESN'T WORK HERE AND ADD IT INTO THE BASIS OF KNOWLEDGE IN THIS WAY. HERE ARE SOME PROJECTS THAT WE'VE THOUGHT ABOUT THAT ARE SOME IDEAS OF HOW YOU FIT A PROJECT, A DOABLE PROJECT. SAY YOU HAVE, YOU'VE DONE A BAYDAY -- YOU HAVE LARGE DATASET OF GENES LATH BID SOMETHING. THE MENTEE COMES IN AND EVALUATES THEE THREE OF THOSE GENES USING DIFFERENT TYPES OF TECHNIQUES. OR YOU HAVE FOUR DRUG CANDIDATES AND THEY DO ANALYSIS ON ONE. SAY YOU THREE DATASETS AND YOU WANT TO KNOW HOW SMOKING INFLUENCES DIETARY CHOICES AND YOU ONE VARIABLE WITHIN THAT WHOLE BIG PROJECT THAT THE SUMMER INTERN WOULD THEN COME AND LOOK AT JUST THAT ONE VARIABLE. SO THERE'S TWO DIFFERENT OPTIONS OF DEALING WITH A NEW PERSON, AND I THINK A LOT OF TIMES WE END UP ON OPTION ONE WHICH IS ALSO KNOWN AS TRIAL BY FIRE WHERE YOU, HERE, HERE'S A LARGE GROUP OF PAPERS -- BOC-K -- READ IT AND GO DO. HOW MUCH DO YOU THINK THAT PERSON'S GOING TO UNDERSTAND THEIR PRODUCT? PROJECT? NOT VERY MUCH. HOW MUCH TO YOU THINK THEY'RE GOING ENJOY THEIR FIRST EXPERIMENT IN A LABORATORY ENVIRONMENT? NOT VERY MUCH. HOW MANY OF YOU HAVE SEEN THIS? EVERY ONCE IN A WHILE, RIGHT? INSTEAD, LEARNING AND TRAINING SOMEONE NEW -- THERE'S A COUPLE OF DISCREET STEPS. FIRST IS DIRECTED READING. SO YOU GIVE THEM A COUPLE OF PAPERS THAT ARE AT THE LEVEL -- USUALLY START WITH REVIEWS. PEOPLE CAN GET REVIEWS A LOT EASIER THAN PRIMARY LITERATURE. PERHAPS ASK THEM PARTICULAR QUESTIONS. SO WHAT DO YOU THINK ABOUT FIGURE, THIS, AND HOW TO YOU THINK THIS FITS INTO THE BIG PICTURE? DIRECT IT BACK INTO HOW THAT PAPER FITS WITHIN THE LABORATORY ENVIRONMENT. THE NEXT THING, UM, THAT'S USING THE DISCUSSION. SO NOW WE'RE GOING USE THIS TYPE OF PAPER AND THIS TYPE OF EXPERIMENT TO DO THIS, TO DO THIS PART OF THE PRODUCT. TO FIGURE OUT HOW THIS GENE IS REGULATED; WHATEVER IT IS. THEN THEY'RE GOING OBSERVE THE TECHNIQUE. SO YOU'RE NOT JUST GOING SAY HERE'S THE DNCP, HERE'S THE TACK, OFF YOU GO. YOU'RE GOING SIT DOWN AND HAVE THEM OBSERVE THE TECH NOOEK WITH YOU. NEXT STEP IS ONCE THEY'VE OBSERVED IT, YOU'RE GOING OBSERVE THEM. DO ONE, TEACH ONE, THEN OFF THEY GO BY THEMSELVES. WHAT THE GOAL IS, IS FOR INDEPENDENCE. THEY GO AND COME IN THE MORNING, KNOW WHAT EXPERIMENT THEY HAVE TO DO AND THEY KNOW HOW TO RUN THE EQUIPMENT, THE INSTRUMENTS AND THE DATABASE SEARCHS, WHATEVER IT IS THAT THEY'RE AN INDEPENDENT HOPEFULLY BY THE END OF THE SUMMER. PERHAPS INDEPENDENCE WITH ONE TE TECHNIQUE, MAYBE EVEN INDEPENDENCE OF WHERE WOULD YOU TAKE THIS NEXT? I RECOMMEND YOU GO READ THESE TYPES OF PAPERS AND THEN WHAT DO YOU THINK WE SHOULD DO? HOW FAST SOMEONE, A NEW NOS NOVICE MOVES THROUGH THIS OPTION TWO REALLY DEPENDS ON THE STUDENT. THERE ARE SOME PEOPLE THAT WALK IN AND ARE INDEPENDENT BY THE END OF DAY ONE. THERE'S OTHER PEOPLE YOU'RE STILL GOING BACK AND FORTH, DISCUSSING WATCHING ALL OVER THEIR SHOULDER ALL THROUGHOUT THE TIME THEY'RE WITH YOU. YOUR GOAL IS INDEPENDENCE. ENCOURAGING THEM TO ASK QUESTIONS AND CREATING AN ENVIRONMENT THAT FEELS SAFE TO THEM SO THEY CAN UNDERSTAND THE SCIENTIFIC PRINCIPLES UPON WHAT YOU'RE DOING. IF YOU ENCOURAGE THEM, THEY'LL BE HAPPIER. GROW THEIR SKILLS. SAY YOU'RE GOING TO DO THIS BIGGER TECHNIQUE THAT YOU KNOW THERE'S NO WAY YOU COULD EVER TELL THEM HOW TO SHIM A MAGNET, BUT YOU COULD HAVE THEM FOLLOW YOU AND SHADOW YOU ON DOING HARDER TECHNIQUES SO THEY CAN SEE -- OKAY, YOU'RE DOING THIS, I'M DOING THIS, THIS IS HOW YOURS WILL THEN BECOME WHAT I'M DOING TO GIVE THEM, AGAIN T PIPELINE OF SCIENCE. YOU CAN ENCOURAGE YOUR TRAINEE BY A LITTLE BIT OF FORGIVENESS. UNDERSTANDING THAT THINGS MAY NOT ALWAYS GO RIGHT, UNDERSTANDING THAT THEY'RE NOT GOING HAVE THE ANSWERS TO ALL OF YOUR QUESTIONS, AND THAT THEY'RE 23409 GOING TO AGAIN HAVE THAT KNOWLEDGE OF THE SOPHISTICATION OF RESEARCH. GIVING THEM SOME FLEXIBILITY IN HELP YOU DECIDE INFORMATION FOR YOUR PROJECT, GIVING THEM SOME FLEXIBILITY WITHIN THEIR DAY TO PLAN THEIR DAY, GIVING THEM SOME FLEXIBILITY TO LEAVE THE LAB AND MAKE SURE THAT THEY CAN GO TO, UM, GRADUATE AND PROFESSIONAL SCHOOL FAIR. GIVE THEM SOME FLEXIBILITY. TALK ABOUT THEIR SUCCESSES TO EVERYONE. TELL YOUR PI HOW COOL THEY ARE. WHEN IT COMES TO LAB MEETING, TALK ABOUT THEIR SUCCESSES IN LAB MEETING. REALLY BOOST THEIR CONFIDENCE BY TALKING ABOUT THEM. ALSO ENCOURAGE THEM TO TAKE CARE OF THEIR WHOLE SELF. YOU DON'T WANT THEM TO THINK THAT THEY HAVE TO SPEND THE SAME AMOUNT OF HOURS IN THE LAB AS SOME OF YOU DO. [LAUGHTER] RIGHT? IT'S NOT NECESSARILY THAT THEY NEED TO SPEND 12 HOURS IN THE LAB. IN FACT, I REALLY HOPE YOU'RE NOT ENCOURAGING YOUR FELLOWS TO SPEND THAT KIND OF TIME IN THE LAB. SOME DAYS YOU'RE GOING HAVE TO, BUT ENCOURAGE THEM TO MAKE SURE THEY'RE GOING OUT AND ENJOYING SOME PARTS OF THEIR SUMMER, THAT THEY'RE EXERCISING, EATING RIGHT, ALL THE REST OF THAT STUFF, TAKING CARE OF THEIR WHOLE SELF. BIG QUESTION IS, DO THEY UNDERSTAND WHAT YOU'RE ACTUALLY TELLING THEM? YOU'VE DUMPED ALL THIS INFORMATION, ALL THIS PROJECT, THIS BIG PICTURE, SMALL PICTURE, THIS TECHNIQUE, THAT TECHNIQUE, THIS PAPER, THAT REVIEW; DO THEY REALLY UNDERSTAND WHAT YOU'RE TALKING ABOUT? HERE COUPLE OF WAYS TO ENCOURAGE THAT IS TO HAVE THEM EXPLAIN THEIR PROJECT BACK TO YOU; BOTH VERBALLY AND MAYBE EVEN WRITTEN. HAVE THEM EXPLAIN IT TO ANOTHER LAB MATE OR TO A PEER AND SEE HOW THEY TALK ABOUT THEIR RESEARCH. I KNOW A LOT OF TIMES FOR ME WHEN I WAS A STUDENT THEY HAD ME DRAW A FLOWCHART OR A DIAGRAM OF THE PROJECT SO THAT I KNEW AND HAVE A DISCUSSION UPON THAT. SOMETHING WE USED TO DO IN MY LAB WHEN I WAS A GRAD STUDENT IS WE DEVELOPED WORK SHEETS TO ASSESS UNDERSTANDING. QUESTIONS TO HELP GUIDE PEOPLE ON PAPERS IN OUR FIELD TO SMAK SURE THEY WERE REALLY UNDERSTANDING WHAT WAS HAPPENING. MY BOSS IS A GRADUATE STUDENT; YOU COULDN'TEN MAKE NIT THE LAB IF YOU DIDN'T PASS HER MATH TEST AND IT WAS AN EASY ONE, BUT IF YOU DIDN'T PASS THAT, YOU DIDN'T MAKE NIT THE DOOR. NOT SAYING YOU SHOULD DO THAT, BUT -- YOU SHOULD ALSO ENCOURAGE FEEDBACK THE ENTIRE TIME THAT YOU HAVE PEOPLE IN YOUR GROUP. WHEN SAY YOU'RE GOING ENCOURAGE FEEDBACK, THIS COULD BE DAILY FEEDBACK. IN FACT, AT THE END OF FIRST DAY, CHECK IN WITH THEM. ARE YOU OVERWHELMED? HOW ARE YOU DOING? ARE YOU ENJOYING IT? WHAT'S YOUR BIGGEST CONCERNS? OKAY. THIS IS WHAT YOU DID WELL TODAY THIS, IS WHAT I SEE YOU HAD CHALLENGES WITH TODAY. DEFINITELY AT THE END OF THE FIRST DAY ENCOURAGE SOME FEEDBACK BOTH YOU GIVING FEEDBACK TO THEM AND THEM GIVING FEEDBACK TO YOU. YOU MAY ALSO WANT TO SET UP DAILY CHECK-INS, MAYBE AT THE BEGINNING OR END OF THE DAY, BUT SOME WAY YOU CHECK IN WITH THEM. I'M NOT SAYING YOU'RE GOING BECOME A MICROMANAGER, BUT WHAT I'M TELLING YOU IS THAT YOU SHOULD HAVE A GOOD CONVERSATION TO SEE; DO YOU NEED ANYTHING? IS THERE SOMETHING I HAVEN'T GIVEN YOU; THOSE KIND OF QUESTIONS. YOU MAY WANT TO ALSO SET UP A WEEKLY PLAN SO THAT PERHAPS ON FRIDAY BEFORE THEY GO HOME FOR THE WEEKEND THEY'RE LOOKING AT WHAT THEY'RE GOING TO DO THE NEXT WEEK AND DO YOU HAVE EVERYTHING TOGETHER? IS THERE ANYTHING EKD DO FRIDAY AFTERNOON TO MAKE EVERY SHOOTER? MAKE A SOLUTION, MAKE SURE DATABASE IS DOWNLOADED? WHAT IS IT THEY SHOULD DO IN ORDER TO BE READY FOR THE NEXT WEEK. I GOT THAT PIECE OF ADVICE FROM SOMEBODY ON MY Ph.D. COMMITTEE. SHOULD THEY DO AN END-OF-SUMMER RETRORT TELL YOU WHAT LEARNED? SO YOU HAVE A WRITTEN REPORT OF WHAT THIS INTERN DID OVER THE TIME. DO YOU THINK THEY'RE GOING PRESENT A GROUP MEETING? IF SO, ARE YOU GOING TO PRAK TIC TISZ -- PRACTICE AHEAD OF TIME? THESE THE TYPES OF THINGS TO WATCH OUT FOR THAT PUSHES PEOPLE'S BUTTONS IN THE ENVIRONMENT. THEN ALSO MAKE SURE THAT YOU'RE BUILDING IN NOT ONLY FEEDBACK ON THEIR SCIENCE BUT ALSO FEEDBACK FOR THEIR CAREER NEEDS AND LEARNING PROFESSIONALISM. FEEDBACK UPON, YOU KNOW, YOU NEED TO MAKE SURE YOU COME TO WORK ON TYPE. NEED TO MAKE SURE THAT LUNCH DOESN'T TAKE THREE HOURS. OR POSITIVE FEEDBACK; I'M REALLY IMPRESSED YOU'RE COMING HERE FOR 120 12 HOURS A DAY, HOWEVER, YOU TRIM IT BACK AND ENJOY YOUR SUMMER TOO. THERE ARE SOME STUDENTS WITHIN THE PROGRAMS. SOME OF THEM ARE MANDATORY. IF THEY'RE GOING TO WORK WITH BLOOD-BORN PATHOGENS YOU TO DO THAT TRAINING. SOME OF THEM ARE INSTITUTE-SPECIFIC OPPORTUNITIES AND I DO ENCOURAGE TO YOU LOOK WITHIN THE OFFICES WITHIN YOUR INSTITUTE TO MAKE SURE YOU'RE NOT MISSING OUT. SOME OF THEM HAVE LUNCHEONS ONCE A WEEK FOR THEIR SUMMER INTERNS, OR, UM, OPPORTUNITIES FOR SOCIAL OR ICE CREAM SOCIALS OR THING LIKE THAT, SO MAKE SURE THEY KNOW WHAT'S HAPPENING WITHIN THEIR INSTITUTE. THE OITE HAS SUMMER ORIENTATIONS THAT HAPPEN THROUGHOUT JUNE FOR NEW PEOPLE WHO ARE COMING, SO YOU CAN ENCOURAGE THEM TO COME. THIS IS A GREAT WAY FOR THEM TO COME AND MAKE SURE THEY'RE UNDERSTANDING HOW THE NIH WORKS AND HOW THE OPPORTUNITIES WHY THEY'RE HERE CAN MAKE SURE THEY'RE SET UP FOR THE REST OF THEIR CAREER. THERE IS A SCIENCE SKILLS BOOT CAMP; THIS TEACHES THEM LAB MATH -- >> [LOW AUDIO]. >> -- HOW TO KEEP A NOTEBOOK, PRESENT A POSTER. THERE'S ULT APPROXIMATELY THINGS NOR ON FREDERICK'S CAMPUS AND BALTIMORE'S CAMPUS. LOOK ONLINE AND IF YOU THINK YOUR FELLOW COULD BENEFIT FOR FROM A BOOT CAMP, SIGN THEM UP. START JOURNAL CLUBS -- WHICH WE'LL TALK ABOUT NEXT. THE GRADUATE AND PROFESSIONAL SCHOOL FAIR IS ON JULY 30TH. YOU SHOULD MARK THIS DAY OFF FOR THEM -- JULY 20TH. SCHOOLS FROM ACROSS THE COUNTY FROM FROM THE GRADUATE SIDE, MEDICAL, DENTAL SIDE OF THE HOUSE COME TO REDPRUT OUR POPULATION. SO THEY COULD GO AROUND TO 120 SCHOOLS AND START LOOKING AT WHERE WOULD I WANT TO APPLY WHEN I FINISH? ALSO THERE'S SEMINAR THROUGHOUT THE DAY OF HOW TO INTERVIEW IN GRADUATE SCHOOL OR HOW TO FILL OUT YOUR M CAT, HOW TO PREPARE FOR IT, THOSE TYPES OF THINGS. THEN POSTER DAY WHICH IS SPORT TWORDS THE END OF THE SUMMER, THEY HAVE TO REGISTER THEIR POSTER WITH AN ABSTRACT -- JUST REGISTER. >> [LOW AUDIO]. >> JUST A TITLE AND A TIME NAME. YOU CAN HANDLE THAT. >> [LOW AUDIO]. >> YOU HAVE TO APPROVE, JUST LIKE FAIR. SO REGISTER BY JULY 10TH AND THE EVENT IS AUGUST 9TH. ALL THIS INFORMATION AVAILABLE ON THE OITE WEB SITE AT TRAINING.NIH.GOV. NOW THERE'S GOING TO BE BUMPS ALONG THE WAY AND DON'T FORGET THAT. SO IF YOU LOOK AT THIS, COMES FROM KEN BLANCHARD WHO WROTE, "ONE MINUTE MANAGER." WHEN THEY COME IN THE LAB, THEY'RE REALLY ENTHUSIASTIC. THEY'RE SO EXCITED TO BE THERE. LITTLE HESITANT BUT EXCITED. THEY KNOW THEY'RE GOING TO CURE CANCER BY THE END OF THE SUMMER, RIGHT. THEIR COMPETENCE IS LOW BUT THEY'RE GOING CURE CANCER SO THEY HAVE A REALLY HIGH CONFIDENCE. WHAT THEY REALLY NEED RIGHT NOW GOOD DIRECTION. THIS IS WHERE YOU SIT DOWN WITH THEM, BUILD THE EXPECTATIONS, REALLY MAKE SURE THEY UNDERSTAND WHAT'S GOING ON AROUND THEM. THEN A COUPLE WEEKS IN, THEY GO INTO A DIFFERENT PHASE THIS DISILLUSION/LEARNING PHASE. THIS IS WHEN THEY REALIZE THEY'RE NOT GOING CURE CANCER BY THE END OF THE SUMMER, THEY'RE VERY SAD. THEY D K DO A LITTLE BIT AROUND THE RESEARCH GROUP BUT NOT EVERYTHING, BUT CONFIDENCE IS REALLY LOW. WHAT THEY NEED NOW IS SUPPORT. YOUR ENCOURAGEMENT, YOU TO SAY IT'S OKAY, YOU TO SAY WELL LET'S THINK ABOUT OTHER WAYS TO DO THIS, AND YOU TO SAY, IT'S OKAY, THIS IS NOT RM PART OF PROCESSES. NORMAL PART OF PROCESSES. AT THIS POINT, THEY REALIZE THEY'RE GOING FINISH UP A PRETTY GOOD PRODUCT BY THE END OF THE SUMMER, THEY BECOME A CAUTIOUS PERFORMER. THEY HAVE LITTLE MORE COMPETENCE AND SOME DAYS THEY'RE CONFIDENT ABOUT WHAT THEY'RE DOING AND OTHER DAYS THEY'RE LIKE, WHY AM I DOING THIS? THEY AGAIN NEED GOOD SUPPORT FROM YOU NOW. ENCOURAGEMENT, TALKING ABOUT THEIR SUCCESSES, UM, CREATING EXPECTATIONS, MAKING SURE THEY HAVE PLAN SET UP, REALLY SUPPORTING THEM AROUND. YOU WANT THEM BE A HIGH ACHIEVER BY THE END OF THE SUMMER WHERE THEY'RE COMP COMPETENT AND CONFIDENT. IF YOU SEE SOMEONE STARTING TO LAG IN THEIR ENTHUSIASM AND IN THEIR DESIRE TO BE THERE, REMEMBER THIS CHART AND REMEMBER TO GIVE THEM SUPPORT WHEN THEY NEED IT, DIRECTION WHEN THEY NEED IT, AND LET THEM HAVE SOME INDEPENDENCE. SO GO WITH THAT WE'LL TAKE QUESTIONS. JOIN THE LINKEDIN GROUP. WE HAVE A NEW TWITTER GROUP AT AT -- WE'LL TAKE QUESTIONS, BUT YOU DO HAVE TO GO TO THE MICROPHONE. >> [LOW AUDIO]. >> THEY DON'T HAVE TO HAVE RESULTS FOR YOUR POSTER, JUST WHAT'S THE IDEA, WHAT METHODS DID YOU DO AND THAT THIS IS WHAT WE HAD EXPECTED TO GET. WELL THEN I'M GOING TO TURN IT OVER TO CARLA AND SHE'S GOING TALK ABOUT HOW TO LEAD A JOURNAL CLUB. WE DON'T WANT THAT. THERE WE GO. >> THANK YOU. HOW'S EVERYBODY DOING? I'M AT THE END OF THE DAY AND CERTAINLY DON'T WANT TO INSULT YOUR INTELLIGENCE BECAUSE I KNOW A LOT OF YOU WILL HAVE ALREADY BEEN AT JOURNAL CLUBS AND PARTICIPATED BUT I WANTED TO POINT OUT -- FIRST, HOW MANY PEOPLE ARE PLANNING TO LEAD A JOURNAL CLUB? FANTASTIC. OVER THE PAST COUPLE OF YEARS, I'VE GIVEN THIS WORKSHOP IN A MUCH MORE INTIMATE SETTING SO IT'S A LITTLE DIFFERENT TO GIVE IT IN A LECTURE STYLE BUT ONE OF THE THINGS I POINT OUT IS THAT IF YOU READ A LOT OF THE PAPERS OUT THERE ABOUT JOURNAL CLUBS THEY'LL TALK ABOUT HOW SOMETIMES AN EXPERIENCE IN A JOURNAL CLUB CAN BE EQUALLY AS IMPORTANT AS THE EXPERIENCE THAT SOMEONE HAS IN THE LAB, AND THERE ARE MANY REASONS FOR THIS. ONE OF THEM IS THAT IF YOUR JOURNAL CLUB YOUR PARTICIPANTS ARE GOING TO HAVE AN OPPORTUNITY TO BASICALLY DECIPHER AND AN LICE SCIENTIFIC PAPERS IN A VERY SAFE ENVIRONMENT. I WANT TO EMPHASIZE THAT SAFE ENVIRONMENT THAT IDEALLY WHAT YOU SHOULD CREATE OVER THIS SUMMER IS AN ENVIRONMENT WHERE YOU HAVE POSSIBLY A VARIABLE NUMBER OF STUDENTS WHO ARE CAPABLE OF JUST READING A PAPER AND RECITING RIGHT BACK TO YOU WHAT IT IS THE PAPER'S ABOUT, AND THEN YOU'RE GOING HAVE THOSE THAT WILL STRUGGLE WITH THEM. INEVITABLY THE ONES STRUGGLING WITH THEM THIS ARE NOT GOING BE ABLE TO TELL YOU DURING THE JOURNAL CLUB THAT THEY'RE STRUGGLING BECAUSE THEY'LL BE EMBARRASSED. IT'S GOING BE YOUR JOB TO CREATE AN ENVIRONMENT WHERE EVERYONE HAS AN EQUAL OPPORTUNITY TO CONTRIBUTE. WE CAN TALK ABOUT A COUPLE OF STRATEGIES TO DOING THAT, BUT IDEALLY, I THINK THERE ARE A COUPLE OF THINGS YOU CERTAINLY WANT TO THINK ABOUT AS YOU PUT TOGETHER THE JOURNAL CLUB. AT NIH, YOU ARE ALL EXPERTS, SO YOU ASSUME THAT WHEN YOU GO INTO A JOURNAL CLUB YOU ASSUME EVERYBODY IS WELL-VERSED. OVER THE SUMMER YOU WILL HAVE HIGH SCHOOL STUDENTS ALL THE WAY UP TO PEOPLE WHO HAVE RESEARCH EXPERIENCE AND THEY MAY ALL END UP IN THE SAME CLUB. THE BURDEN IS GOING TO BE ON YOU TO MAKE SURE THAT EVERYBODY HAS A GOOD EXPERIENCE; FROM THE PERSON THAT IS READING A PAPER FOR THE FIRST TIME, MAYBE THAT HIGH SCHOOL STUDENT, TO MAYBE THAT, YOU KNOW, M.D. OR MEDICAL STUDENT WHO'S READ THOUSANDS OF PAPERS. I GUESS I JUST WANT TO REALLY EMPHASIZE THAT THIS IS GOING TO BE MORE ABOUT YOU GOING THROUGH THE SCIENCE BUT IN CREATING AN ENVIRONMENT THAT'S COMFORTABLE TO EVERYBODY WHO JOINS YOUR CLUB. TO START OFF W THERE ARE A NUMBER OF REASONS THAT YOU HAVE Ao[ ASK; FOR THOSE OF YOU WHO HAVE PARTICIPATED IN JOURNAL CLUB, WHAT HAS BEEN SOME OF YOUR EXPERIENCES AND WHY WERE YOU PART OF THE JOURNAL CLUB? JUST KIND OF YELL OUT FOR ME. WHY DID YOU JOIN? >> [LOW AUDIO]. >> PERFECT. RIGHT. LEARN HOW TO READ A SCIENTIFIC ARTICLE. WHAT ELSE? >> [LOW AUDIO]. >> LEARN NEW METHODS. EXCELLENT, WHAMS? >> [LOW AUDIO]. >> EXCELLENT. BECOME A MUCH BETTER SUBJECT EXPERT. ANYTHING ELSE? ALL VERY GOOD. ANYWAY, SO THE THING -- TRNS YOU JOINED ARE PROBABLY MANY OF THE REASONS THAT YOUR STUDENTS THIS SUMMER ARE GOING JOIN, AND ONE OF THE THINGS TO CONSIDER IS HOW YOU WANT TO STRUCTURE YOUR JOURNAL CLUB. ARE THEY DOING CO-LEADERS THIS YEAR AS BEFORE? PERFECT. SO CERTAINLY WHAT YOU'LL WANT TO DO BEFORE YOU ACTUALLY DECIDE ON WHAT YOU'RE GOING TO DO FOR THE JOURNAL CLUB IS TO MEET WITH YOUR CO-LEADER, OBVIOUSLY, TO FIGURE OUT WHAT YOU WANT THE PURPOSE OF YOUR JOURNAL CLUB TO BE. THAT COULD CHANGE ONCE YOU SEE THE NUMBER OF 350E78 THAT ARE IN YOUR CLUB OR IT COULD CHANGE BASED UPON THE EXPERTISE OF THE PEOPLE THAT COME YOUR CLUB, BUT CERTAINLY I THINK HAVING A PLAN UP FRONT WILL BE VERY, UM, ADVANTAGEOUS TO YOU. SO, DO YOU IMAGINE THAT THIS JOURNAL CLUB IS GOING TO BE MAINLY ABOUT METHODS? THAT YOU HAVE, YOU'RE IN A CUTTING-EDGE FILD FIELD AND YOU THINK THE COOLEST THING TO TALK ABOUT IS METH -- METHODS. IS THIS GOING TO BE PEER REVIEWING? THIS WILL LEAD TO YOU DECISIONS ABOUT WHAT ARE THE KINDS OF PAPERS THAT YOU ACTUALLY WANT TO READ IN THE ACTUAL JOURNAL CLUB? BASED UPON PREVIOUS EXPERIENCE, FOLKS THAT HAVE DONE JOURNAL CLUBS IN THE PAST HAVE GIVEN ME FEEDBACK. ONE OF THE THINGS THEY'VE TALKED ABOUT IS FOR INSTANCE MAYBE ALTERNATING BETWEEN A PEER-REVIEWED FAIRLY DIFFICULT -- I'LL BE PONS HONEST WITH YOU, I WOULD STAY AWAY FROM SCIENCE AND NATURE ARTICLES BECAUSE I THINK THEY'RE VERY DIFFICULT TO READ. FIRST OF ALL T METHODS ARE NOT VERY WELL SPELLED OUT, THEY TEND TO BE DENSE, BUT AGAIN YOU MAY HAVE A JOURNAL CLUB OF PEOPLE THAT ARE EXPERTS AND YOU THINK YOU CAN GET THROUGH THEM BUT I THINK THEY'RE VERY, VERY HARD. I CERTAINLY AM NOT AGAINST THROWING IN A SCIENTIFIC AMERICAN PAPER NOW AND THEN JUST BECAUSE, AGAIN, IT'S THE KIND OF PAPER THAT SOMEONE SAY IN HIGH SCHOOL IS GOING TO BE -- IT'S GOING TO BE MUCH MORE ACCESSIBLE FOR THEM AND SOMETIMES THEY HAVE SOME FAIRLY GOOD ARTICLES AND SOMETIMES THE SCIENCE IS GOOD OR NOT, BUT AGAIN, IT'S AN OPPORTUNITY FOR THE FOLKS IN THE JOURNAL CLUB TO BE ABLE TO GO THROUGH AND DECIPHER AND ANALYZE AND GIVE THEIR OPINIONS ABOUT HOW GOOD AN ARTICLE IS. SO CERTAINLY, BEING VERY SENSITIVE ABOUT THE ARTICLES THAT YOU CHOOSE AND FROM WHERE YOU CHOOSE THEM IS ONE BIG THING. YOU CAN ALSO THINK ABOUT THE EVALUATION PROCESS THAT YOU HAVE. SO, I THINK IT'S ALSO INCREDIBLY HELPFUL THAT IN THE FIRST MEETING OF YOUR JOURNAL CLUB YOU ACTUALLY SIT DOWN WITH THE FOLKS IN THE JOURNAL CLUB AND TALK ABOUT HOW IS THE JOURNAL CLUB GOING RUN? LOGISTICICALLY, WHAT DAY ARE WE GOING MEET IF YOU HAVEN'T DECIDED. WHAT TIME? I WILL POINT OUT THAT IN THE PAST, MORNING JOURNAL CLUBS HAVE NOT BEEN PARTICULARLY SUCCESSFUL. [LAUGHTER] LITTLE TOUGH. JOURNAL CLUBS THAT TEND HAVE TO FOOD TEND TO BE FAIRLY POPULAR AS WELL. NOT THAT YOU HAVE TO BRING ALL THE FOOD ALL THE TIME, BUT ALSO HAVING AN OPPORTUNITY FOR YOU AS A GROUP TO DECIDE WHAT THE PURPOSE OF THE JOURNAL CLUB IS GOING TO BE AND HOW WE'RE GOING TO DO THIS AND AS A TEAM WILL BE PROBABLY VERY NICE AND HELPFUL IN YOU SETTING UP AN ENVIRONMENT THAT'S INCLUSIVE. YOU ALSO WANT TO ENCOURAGE PEOPLE TO GIVE YOU SUGGESTIONS ABOUT THE PAPERS. NOW, SOME OF THE JOURNAL CLUBS THAT I THINK HAVE BEEN FAIRLY SUCCESSFUL, ONE OF THE THINGS THEY'VE DONE IS FOR THE FIRST JOURNAL CLUB T CO-LEADERS HAVE PRESENTED A PAPER. THEY GET THE PAPER, CERTAINLY YOU WANT TO SEND THE PAPER OUT WITH AT LEAST A WEEK'S TIME AHEAD SO THAT PEOPLE -- THEY MAY OR MAY NOT READ IT BUT YOU CAN'T CONTROL THAT, BUT SENDING THE PAPER OUT AHEAD OF TIME AND MAYBE FOR THAT FIRST, YOU KNOW, ONE OR TWO SESSIONS, YOU ACTUALLY GO THROUGH THE PAPER WITH THEM. SO YOU PRESENT THE PAPER AS A WAY TO SET UP EXACTLY HOW YOU THINK THE PROCESS SHOULD GO AND IF THERE'S A CERTAIN GLITCH OR SOMETHING THAT GOES WRONG, THEN YOU HAVE TIME TO KIND OF ADDRESS THAT. THE OTHER THING I'VE HAD CERTAIN JOURNAL CLUB PARTICIPATES TELL ME IS THAT WHAT'S WORKED IS THAT SOME OF THEM HAVE DONE ONE PAPER THROUGHOUT THE ENTIRE SUMMER. WHAT THEY'VE DONE IS TAKEN A PAPER AND THEY'VE JUST GONE THROUGH IT SECTION-BY-SECTION BECAUSE IT WAS JUST THAT DENSE OF A PAPER. SO THAT'S ANOTHER APPROACH YOU CAN TAKE. YOU CAN ALSO TAKE THE APPROACH WHERE YOU CAN HAVE MULTIPLE PEOPLE PRESENT A PAPER. SOMEBODY TAKES METHODS, SOME TAKES PROCEDURES, SOMETIME TAKES INTRODUCTIONS. AGAIN, YOU WILL BE THE BEST JUDGE OF WHAT WORKS BEST. LET ME SAY THIS BEFORE I FORGET TO TELL YOU THIS; PLEASE DO NOT TAKE THE JOURNAL CLUB ATTENDANCE OR LACK OF ATTENDANCE PERSONAL BECAUSE INEVITABLY YOU'LL FIND YOU'RE A SUPPLEMENTAL ACTIVITY. THE MOST IMPORTANT ACTIVITY FOR THE STUDENTS OVER THE SUMMER IS THEIR RESEARCH, AND YOU MAY START OFF WITH 12 ENTHUSIASTS, AND YOU MAY END WITH THREE EXPERTS. [LAUGHTER] BUT THE POINT IS, YOU SHOULDN'T TAKE THAT PERSONAL. PEOPLE HAVE -- JUST LIKE YOU HAVE -- THINK ABOUT THE THINGS YOU CHOOSE TO DO AND YOU DON'T CHOOSE TO DO. THEY WILL BE THE SAME WAY, THEIR RESEARCH IS GOING TO COME FIRST. CERTAINLY DO NOT TAKE THAT PERSONAL. BUT AGAIN, I THINK IF YOU CREATE AN ENVIRONMENT WHERE PEOPLE FEEL COMFORTABLE AND THERE'S A SENSE OF COLLEGIALITY, YOU'LL PROBABLY TEND TO GET AT LEAST HALF TO THREE QUARTERS OF THE FOLK SHOWS UP. THEY WILL CERTAINLY SHOW UP IF YOU ASSIGN THE PAPER STLA TO GIVE. YOU'LL BE GUARANTEED AT LEAST ONE OR HOW MANY EVER PEOPLE YOU DECIDE. SO AGAIN, BUT DON'T TAKE THAT PERSONAL, THIS IS A SUPPLEMENTAL ACTIVITY AND I THINK YOU ONLY HAVE TO HOLD AT LEAST FOUR -- IS THAT THAT T WAY WE'VE DONE IT? YOU ONLY HAVE TO HOLD FOUR MEETINGS SESSIONS AND THE REALITY IS YOU MAY NOT GET A WHOLE LOT DONE IN FOUR PLEATING SESSIONS. BE REALISTIC ABOUT WHAT YOU EXPECT TO HAPPEN. THAT'S THE OTHER THING. EXPECTATIONS, YOU HAVE TO MANAGE THEM BECAUSE AGAIN YOU ONLY FROM FOUR MEETINGS AND PEOPLE ARE GOING TO BE IN VERY DIFFERENT PLACES. YOU MAY SEE SOME PEOPLE ONE TIME, SOME PEOPLE FOUR TIMES. AGAIN, PLEASE DON'T TAKE THAT PERSONALLY. SO, AGAIN, GETTING BACK TO THE IDEA, ESTABLISHING THE CRITERIA WILL ALSO BE VERY HELPFUL FOR YOU AND THE GROUP IN TERMS OF GETTING THROUGH THE PAPERS. I CERTAINLY AM NOT AGAINST YOU WRITING DOWN THE CRITERIA AND E-MAILING IT TO EVERYBODY SO THAT THERE IS TRULY AN UNDERSTANDING OF WHAT THE EXPECTATIONS IS FOR YOUR JOURNAL CLUB. YOU DON'T WANT IT TO BE SO NEBULOUS THAT YOU FEEL LIKE PEOPLE ARE LOST IN THE PROCESS, YOU WANT TO HAVE A CERTAIN AMOUNT OF FLEXIBILITY. IF YOU FIND SOMETHING'S NOT WORKING, CHANGE IT. THIS IS AN EXPERIMENT FOR THEM AND YOU. I LIKE THE IDEA F LEADING JOURNAL CLOUBS BECAUSE -- CLUBS BECAUSE IT GIVES YOU AN OPPORTUNITY TO BE ON THE OTHER SIDE. IT'S EQUALLY AS IMPORTANT AS MENTORING. YOU'RE WALKING SOMEONE THROUGH THE SCIENTIFIC PROCESS OF INCREASING THEIR SCIENTIFIC LITERACY WHICH IS VERY, VERY IMPORTANT AND SOMETIMES NOT THAT EASY. WE CAN DO EXPERIMENTS IN OUR SLEEP BUT ANALYZING SCIENTIFIC PAPERS IS NOT ALWAYS SO SIMPLE. NOW YOU'LL GET AN OPPORTUNITY TO FOSTER THAT IN SOMEONE ELSE. SO ESTABLISHING WHAT YOU EXPECT TO GET OUT OF THE JOURNAL CLUB, ASKING YOUR PARTICIPANT WHAT IS DO THEY EXPECT TO GET OUT OF IT AS WELL, I THINK, IS AN IMPORTANT. SO AGAIN, THIS SHOULD BE A 2-WAY STREET. WHAT ARE THEIR EXPECTATIONS AND WHAT ARE YOUR EXPECTATIONS? AND EVEN IF YOUR EXPECTATIONS AREN'T MET THE SUMMER, THAT'S OKAY. AGAIN, THIS IS JUST FOUR MEETINGS AND AN OPPORTUNITY FOR THEM TO GET THE EXPERIENCE OF DOING SOMETHING VERY COLLEGIATE AND ACADEMIC. FOR THIS M OF THEM IT MAY BE THE FIRST TIME FOR THEM TO DO THIS. IN TERMS OF PRESENTATION, YOU ALL CAN TOTALLY DECIDE HOW YOU DO PRESENTATIONS. I, MYSELF, AM NOT A BIG FAN OF POWERPOINT IN JOURNAL CLUBS BECAUSE, AGAIN, I THINK THOSE INDIVIDUALS WHO ARE NOT PARTICULARLY USED TO PRESENTING PAPERS USE THEM AS A CRUTCH. WHAT YOU'LL FIND IS THEY'RE READING THEIR SLIDES AS OPPOSED TO REALLY BEING ABLE TO EXPLAIN OR UNDERSTAND, BUT THAT'S COMPLETELY UP TO YOU. CERTAINLY, I THINK WHEN YOU DECIDE WHO IS GOING TO PRESENT THE PAPERS, MAKE YOURSELF AVAILABLE AND OPEN FOR THEM TO RUN THINGS PAST YOU. THERE'S NOTHING WORST THAN SITTING UP THE NIGHT BEFORE YOU'RE SUPPOSED TO PRESENT AND HAVING NO IDEA WHAT YOU'RE SUPPOSED TO SAY. PROVIDING THEM WITH A SENSE THAT THIS IS A SAFE ENVIRONMENT, NOBODY IS GOING FAIL AND THAT IF THEY NEED SUPPORT YOU'RE THERE TO GIVE IT TO THEM. ONE OF THE THINGS -- AS A FACILITATORS, WHICH IS WHAT YOU ALL WILL BE ACTING AS OVER THE COURSE OF YOUR JOURNAL CLUB, AS THE FACILITATORS, ONE OF YOUR MOST IMPORTANT ROLES IS GOING TO BE SURE THAT EVERYONE'S VOICE GETS HEARD. I CANNOT STRESS THIS ENOUGH. SO AS I POINTED OUT, YOU WILL HAVE A LARGE VARIETY AND VARIATION IN PEOPLE, IN PEOPLE WHO HAVE AN UNDERSTANDING OF READING PAPERS AND THOSE WHO DO NOT. INEVITABLY, THOSE -- THERE'S ALWAYS ONE IN EVERY JOURNAL CLUB -- THAT PERSON WHO KNOWS EVERYTHING. IT IS YOUR JOB TO POLITELY AND NICELY CONTROL THEM AND DRAW THEM IN, AND IN A NICE WAY SO THAT YOU RECOGNIZE THAT THEIR OPINION IS VALUABLE BUT ALSO RECOGNIZING THAT OTHER PEOPLE'S VOICES NEED TO BE HEARD AS WELL. THAT'S PROBABLY GOING TO BE YOUR TOUGHEST CHALLENGE IS THAT IF YOU SEE THERE ARE PEOPLE WHO ARE LAGGING AND NOT PARTICIPATING FOR WHATEVER REASON, KIND OF YOUR JOB TO SORT OF SAY, IS THERE SOMETHING WE CAN DO? IS THERE SOMETHING YOU'RE NOT UNDERSTANDING? IT MAY BE THAT THEY'RE JUST SHY, BUT AGAIN, YOU WILL HAVE TO MANAGE THE ENVIRONMENT IN YOUR JOURNAL CLUB BECAUSE, CERTAINLY, YOU WANT IT TO BE AN ENVIRONMENT WHERE PEOPLE ARE TOTALLY RESPECTED AND WHERE NOBODY LEAVES FEELING STUPID EVEN IF THEY'RE NOT REALLY UP-TO-SPEED ON THIS, YOU WANT EVERYONE TO GET SOMETHING OUT OF THAT. IF I DON'T STRESS ANYTHING AND YOU DON'T TAKE ANYTHING AWAY FROM WHAT I'VE SAID, THE BIGGEST THING TO REMEMBER IS TO MAKE SURE THAT YOU MANAGE THE ENVIRONMENT WITHIN THE JOURNAL CLUB. THAT'S WHAT I THINK IS IMPORTANT. JUST AS LORI SAID, WHEN YOU HAVE SOMEONE YOU'RE MENTORING, PROVIDING THEM WITH THAT SUPPORT, YOU NEED TO PROVIDE THE SAME SUPPORT IN THE JOURNAL CLUB BECAUSE YOU MAY FIND THAT YOU MAY BE A SECOND MENTOR FOR MANY OF THESE INDIVIDUALS IF THERE ARE THINGS THEY DON'T FEEL COMFORTABLE TALKING TO THEIR OWN MENTOR ABOUT, THEY MAY COME TO YOU TO TALK ABOUT PARTICULAR THINGS. SO AGAIN, YOU MAY PLAY A BIGGER ROLE THAN YOU COULD EVER IMAGINE. MOST IMPORTANTLY, SET UP AN ENVIRONMENT THAT'S SAFE AND RESPECTFUL OF EVERYONE IN THE CLUB. I THINK, I DON'T HAVE TOO, MANY MUCH TO SAY AS I SAID BEFORE BECAUSE I KNOW YOU ALL HAVE BEEN IN JOURNAL CLUBS, YOU'VE BEEN PART OF THEM, BUT AGAIN, JUST TO REIT LATE -- REITERATE, SETTING UP AND MEETING WITH YOUR GROUP AT LEAST THE FIRST TIME TO TALK ABOUT WHAT THE EXPECTATIONS ARE ARE FOR THE JOURNAL CLUB, WHAT DO THEY WANT TO GET OUT OF THIS? WHAT ARE THEY EXPECTING THAT THEY'RE GOING TO LEARN OVER THIS MEETI MEETING OVER FOUR TIME TOEFRS SUMMER. SECONDLY, DISCUSSING WHAT TYPE OF PAPERS YOU'RE GOING TO BE REVIEWING; WHETHER PEER-REVIEWED, MORE POPULAR? YOU CAN MAKE THE DECISION. ARE YOU GOING SEND OUT THE PAPERS OR ARE YOU GOING LET THEM CHOOSE THE PAPERS? I WOULD PROBABLY BE A LITTLE MORE CAUTIOUS AND HAVE YOU CHOOSE THE PAPERS. YOU KNOW, ONE OF THE THINGS SOME GROUPS HAVE DONE IS CHOOSE FIVE OR SIX PAPERS AND GIVE THE GROUP THE CHOICE TO REVIEW ONE OF THE FIVE OR TWO OF THE FIVE OR THREE OF THE FIVE. AGAIN, YOU JUST DON'T KNOW WHAT THEY'RE GOING TO COME BACK WITH. AND YOU CERTAINLY WANT EVERYBODY TO BE ABLE TO GET THROUGH A PAPER. BAD PAPERS ARE NOT NECESSARILY BAD BECAUSE AGAIN IT GIVES YOU A CHANCE TO LOOK AT BAD SCIENCE AS WELL AS GOOD SCIENCE. SO, BUT AGAIN, JUST BEING VERY SENSITIVE ABOUT HOW YOU'RE GOING EVALUATE THEM. CERTAINLY, SETTING UP AN EVALUATION CRITERIA, WHAT ARE YOUR EXPECTATIONS. AND I THINK IT'S ALSO A GOOD IDEA BEFORE THE PRESENTATION THAT EVERYONE WOULD SEND OUT QUESTIONS; THINGS THEY EXPECT ARE GOING BE TALKED ABOUT IN THE PAPER JUST TO KIND OF GET THE CONVERSATION GOING. AGAIN, IT JUST DEPENDS ON HOW WELL YOU THINK THE GROUP OF STUDENTS YOU HAVE IS ABLE TO GET THROUGH THE PAPERS. SOME GROUPS NEED LITTLE MORE PRODDING THAN OTHERS AND A LITTLE MORE SUPPORT. FINALLY, MAKING SURE YOU CREATE AN ENVIRONMENT THAT'S SAFE AND RESPECTFUL AND SO THAT EVERYBODY FROM THE HIGH SCHOOL STUDENTS TO YOUR GRADUATE STUDENTS TO EVEN THE POSTDOCS THAT MIGHT BE IN THE JOURNAL CLUB THAT ALL OF THEM HAVE A SENSE AND A FEELING THAT THEIR VOICES CAN BE HEARD AND THAT THEY'LL ALL GET SOMETHING OUT OF THAT. SO AGAIN, I WILL -- PHIL CAN GIVE YOU MY E-MAIL IF YOU NEED TO TALK TO ME MORE. AS I SAID BEFORE, I CERTAINLY DON'T WANT TO INSULT YOUR INTELLIGENCE BECAUSE I KNOW YOU'VE ALL BEEN THROUGH JOURNAL CLUBS AND PART OF THEM BUT I JUST WANT TO GIVE YOU COUPLE OF THINGS TO THINK ABOUT OVERTHE SUMMER. IF YOU HAVE AN INTEREST I HAVE SEVERAL PAPERS ABOUT RUNNING JOURNAL CLUBS AND SORT OF STRATEGIES THAT I'VE COLLECTED IF YOU'RE INTERESTED IN THOSE, I'M HAPPY TO PROVIDE THOSE FOR YOU AS WELL. I'LL STOP TLAND THERE AND TAKE ANY QUESTIONS THAT ANYONE MIGHT HAVE. YES. >> [LOW AUDIO]. >> COULD YOU GO TO THE MIKE, I'M SORRY. >> SURE. HELLO. I WAS JUST WONDERING, UM, HOW THEY CHOOSE THE JOURNAL CLUB? IS IT BY SUBJECT? >> SO I THINK THEY GO ONLINE. YOU GUYS WILL SET UP YOUR TITLES OF YOUR JOURNAL CLUBS AND THEN THE STUDENTS WILL ACTUALLY PICK AND CHOOSE. CERTAINLY COME UP WITH SOMETHING ENGAGING AND NIFTY AND THEN THEY'LL HAVE THE OPPORTUNITY TO CHOOSE. I THINK YOU LIMIT THEM TO TEN STUDENTS IN THE JOURNAL CLUB; IS THERE A LIMIT? >> [LOW AUDIO]. TEN TO 12. >> ONCE YOU FILLED UP THAT TEN TO 12 YOU WON'T GET ANYMORE. >> DO YOU HAVE ANY SUGGESTIONS OF HOW WE CHOOSE TOPICS? DO WE PICK SOMETHING WE'RE EXPERTS IN OR TRY TO KEEP IT [INDISCERNIBLE]? >> THAT'S AN EXCELLENT POINT. I THINK IT ALL DEPENDS ON YOUR COMFORT LEVEL. CERTAINLY I THINK THAT DEPENDING ON WHAT THE TOPIC -- CERTAINLY DON'T BE MISLEADING. IF YOU SAY YOU'RE GOING TO DO A CLUB ON STEM CELLS AND DO NMR THEY'LL BE PUT OUT. CERTAINLY, I THINK YOU CAN MAKE THAT CHOICE. I THINK COMFORT LEVEL FOR YOU. THAT'S WHY I ALMOST WOULD IN MY OPINION, I WOULD PROBABLY PICK PAPERS AHEAD OF TIME FOR PEOPLE. THINGS THAT YOU'RE COMFORTABLE WITH, THAT YOU FEEL LIKE YOU CAN HAVE SOME GOOD CONVERSATION OVER AND LET THEM CHOOSE FROM THOSE PAPERS. YOU ONLY HAVE FOUR SESSIONS AND HONESTLY, IF YOU GET THROUGH PO FOUR PAPERS, I WOULD BE IMPRESSED. I WOULD SAY CHOOSE THINGS YOU'RE COMFORTABLE WITH. GOOD PAPERS MAYBE SOME ARE PEER REVIEWED, SOME ARE MORE POPULAR SCIENCE, BUT THINGS YOU THINK THEY'LL BE INTERESTED WITH, I WOULD PROBABLY GO THAT WAY. YEAH. >> WOULD YOU TALK ABOUT STRATEGIES FOR KEEPING EVERYONE ENGAGED? >> YES. >> IN THE PAST, WE'VE LED JOURNAL CLUBS WHERE WE DO HAVE LITERALLY HIGH SCHOOL STUDENTS AND PREDOC FELLOWS, AND SO, WHEN YOU'RE TRYING TO REACH SUCH A BROAD SPECTRUM OF INDIVIDUALS, UM, IT'S HARD TO KEEP EITHER PARTIES HAPPY AND KEEP PEOPLE PARTICIPATING. >> THAT'S A REAL CHALLENGE. ONE OF THE STRATEGIES I LIKE FROM ONE OF THE GROUPS IS PROBABLY TWO YEARS AGO, WHAT THEY DID WAS THEY PAIRED THE MORE SENIOR PEOPLE WITH THE MORE JR. PEOPLE, AND ASKED THEM TO PRESENT TOGETHER AND WORK TOGETHER. THEN IN THAT CASE, YOU HAVE SOMEONE WHO'S FAR MORE SENIOR WHO NOW HAS THE RESPONSIBILITY OF MENTORING SOMEONE THROUGH THIS AND YOU HAVE SOMEONE WHO'S A LITTLE MORE JUNIOR WHO HAS A SAFETY NET. THAT MIGHT BE ONE WAY. I WOULD AGREE WITH YOU, THAT'S PROBABLY PRETTY DIFFICULT EVEN IN A ACT OF GIVING THE PAPERS YOU WILL FIND THAT AS PEOPLE ARE PRESENTING, YOU'RE SEEING THAT YOU'RE LOSING PEOPLE, AND THERE'S PROBABLY NOT TOO MUCH YOU CAN DO ABOUT THAT. DON'T TAKE IT PERSONAL. IT'S JUST ONE OF THOSE THINGS THAT IT'S DIFT TO -- DIFFICULT TO BALANCE. THE KEY THERE IS ASKING PEOPLE THEIR EXPECTATIONS FOR THE JOURNAL CLUB. IF PEOPLE TELL YOU I'M ONLY INTERESTED IN READING NATURE AND SCIENCE PAPERS, THEN MAYBE THIS IS NOT THE JOURNAL CLUB THAT YOU WANT TO BE IN. SO AGAIN, ASKING PEOPLE WHAT THEY EXPECT TO GET OUT OF IT AND THEN TRYING TO MEET THOSE EXPECTATIONS AS BEST AS POSSIBLE. CERTAINLY, I THINK PAIRING THEM UP IS PROBABLY A GOOD WAY TO DO IT BECAUSE THEN THE RESPONSIBILITY FALLS ON BOTH OF THEM. YOU KNOW, EVERYBODY KIND OF HAS TO MEET SOMEONE SOMEWHERE IN THE MIDDLE. >> [LOW AUDIO]. >> I'M CONFUSED ABOUT THIS FOUR MEETINGS? FIND A PAPER BEFORE THE FIRST ONE OR THREE MEETINGS WHERE THEY'RE WORKING ON A PAPER? >> IT'S REALLY ONLY THREE MEETINGS. USUALLY THE FIRST MEETING HAS BEEN MUCH MORE OF A LOGISTICAL MEETING WHERE YOU TALK ABOUT WHERE YOU'RE GOING MEET, BRING FOOD. SO REALLY -- THEY CAN HAVE MORE MEET INNINGS THE SUMMER, YOU JUST HAVE A HAVE A MINIMUM OF FOUR. >> [LOW AUDIO]. WE'RE GOING TO BE ALLOWING FOUR. AFTER THOSE [LOW AUDIO]. >> THAT'S UP TO YOU. >> [LOW AUDIO]. >> AGAIN, I THINK YOU HAVE THE NAMES OF YOUR GROUPS FAIRLY IN ADVANCE. IF YOU WANTED TO SEND SOMETHING OUT AND SAY THAT THE FIRST MEETING IS GOING TO BE A WORKING MEETING, THAT'S COMPLETELY UP TO YOU. I THINK, LIKE I SAID, FOR MOST PEOPLE THE FIRST ONE TURNS INTO A DISCUSSION. AS I SAID I HAD ONE GROUP THAT THEY TOLD ME THEY DID ONE PAPER THE WHOLE TIME. THEY TOOK A PAPER AND EACH, THEY WENT THROUGH, YOU KNOW T INTRODUCTION THE SECOND FEET METING, WENT THROUGH PROCEDURES AND METHODS THE SECOND. >> I WAS WONDERING HOW WE FIND CO-LEADERS? IT WOULD BE ON THE BASIS OF COMPATIBILITY? [INDISCERNIBLE] HOW DO WE FIND THAT? >> DO YOU WANT ME TO GO TO THE MIKE? >> YEAH, YEAH, YOU SHOULD. >> SO FINDING A CO-LEADER IS KIND OF YOUR RESPONSIBILITY. WE HAD A FEW TIPS ON HOW TO DO THAT, AND REALLY THE BEST PLACE IS TO START WITHIN YOUR GROUP AND WITHIN YOUR CAB TALL, L, LAB TO FIND OTHER PEOPLE. ALSO IF YOU'RE INVOLVED IN A SCIENTIFIC INTEREST GROUP, THAT'S GOOD PLACE TO LOOK FOR SOMEONE. ALSO, YOU'RE OBVIOUSLY LOOKING FOR A COLEADER, IF THERE'S SOMEBODY ELSE LOOKING FOR A COLEADER, YOU SHOULD GO TALK TO THAT MAN OVER THERE. [LAUGHTER] AT THE VERY LAST RESORT, YOU CAN TRY HITTING UP ONE OF THE LISTSERVS TO SEE -- SAY I'M LOOKING TO LEAD A JOURNAL CLUB IN X, Y, OR SF INTERESTED IN BEING A CO-LEADER, CONTACT ME. THOSE ARE SOME SELECTIONS BUT IT'S KIND OF UP TO YOU TO GO AND FIND SOMEBODY OUT THERE WHO WANTS TO BE A CO-LEADER WITH YOU. >> [LOW AUDIO]. >> [INDISCERNIBLE] IS YOUR BEST BET. >> [LOW AUDIO]. >> THE RESPONSIBILITY OF THE CO-LEADERS IS THE IDEA IS THAT YOU HAVE A DIVERSITY OF TEACHING STYLES BUT ALSO IN CASE SOMETHING COMES UP THAT YOU CAN'T BE THERE, YOU'RE GUARANTEED TO HAVE AT LEAST ONE LEADER AT THE MEETING. THINGS HAPPEN, EXPERIMENTS GO AWRY, MICE DIE OR WHATEVER, SO WE WANT A KIND OF A SAFEGUARD IN THERE TO MAKE SURE YOU STUDENTS DON'T SHOW UP FOR THE MEETING OR SHOW UP AND THEN THERE'S NO LEADER FOR THEM. >> OKAY. WELL, HAVE A WONDERFUL SUMMER, AND GOOD LUCK. PHIL CAN FIND ME IF YOU HAVE ANYMORE QUESTIONS ABOUT ANYTHING, BUT I DOUBT THERE WILL BE ANY MAJOR ISSUES. UM, I WOULD LOVE IF AFTER THE SUMMER YOU WANT TO E-MAIL ME AND TELL ME HOW THINGS WENT BECAUSE I LOVE TO PRESENT TO OTHER GROUPS STRATEGIES. SO IF THERE'S SOMETHING YOU FOUND PARTICULARLY HELPFUL OR SOMETHING THAT JUST DID NOT WORK, JUST LET ME KNOW AND LIKE I SAID, WE LIKE TO CONTINUE TO PASS THIS INFORMATION ON TO THE OTHER JOURNAL CLUB LEADERS AS TIME GOES ON. SO THANK YOU AND HAVE A WONDERFUL SUMMER. IS THERE ANYTHING ELSE YOU NEED THEM TO DO? >> [LOW AUDIO]. >> MAY 11th IS THE DEAD LINE.