I'M JANINE CLAYTON, THE NIH ASSOCIATE DIRECTOR FOR RESEARCH ON WOMEN'S HEALTH AND IT'S MY PLEASURE TO WELCOME YOU TO THE THIRD ANNUAL NIH VIVIAN W. PINN SYMPOSIUM. AS YOU KNOW, THIS SYMPOSIUM IS NAMED IN HONOR OF DR. VIVIAN PINN, WHO IS WITH US TODAY AND YOU'LL HEAR FROM HER SHORTLY. WE WERE REALLY DELIGHTED TO BE ABLE TO EFFECTUATE THIS SYMPOSIUM IN HER HONOR. DR. PINN, AS YOU KNOW, WAS THE FIRST FULL-TIME DIRECTOR OF THE OFFICE OF RESEARCH ON WOMEN'S HEALTH AND HAS MADE MANY CONTRIBUTIONS IN A SINGULAR WAY TO THE FIELD OF WOMEN'S HEALTH RESEARCH AND TO ADVANCING THE IMPORTANCE OF SEX AND GENDER IN RESEARCH. SHE CHAMPIONED FOR MANY YEARS AND SOMETIMES WAS THE LONE VOICE IN CHAMPIONING INCLUSION OF WOMEN AND DIVERSE POPULATIONS IN CLINICAL RESEARCH AND IN PARTICULAR, NIH RESEARCH. SO IT GIVES ME GREAT PLEASURE TO INVITE TO THE MICROPHONE DR. VIVIAN W. PINN, FOR WHOM THIS SYMPOSIUM IS IN HONOR. PLEASE JOIN ME IN WELCOMING DR. PINN. [APPLAUSE] >> THANK YOU, DR. CLAYTON, AND THANKS TO NIH AND ESPECIALLY THE OFFICE OF RESEARCH ON WOMEN'S HEALTH FOR ESTABLISHING THIS SYMPOSIUM IN MY NAME. THIS IS REALLY QUITE AN HONOR TO HAVE A SYMPOSIUM AT THE NATIONAL INSTITUTES OF HEALTH IN YOUR NAME AND BELIEVE ME, I APPRECIATE THE EFFORT AND AM VERY PROUD AND GRATEFUL FOR THAT THAT. LOOKING BACK OVER THE TIME WHEN DR. KIRSTEIN FIRST ANNOUNCED THIS OFFICE BACK IN SEPTEMBER OF 1990 AND MY COMING ON BOARD IN 1991, WHEN BERNADINE HEALY WAS THE DIRECTOR OF NIH AND THIS OFFICE WAS A THOUGHT THAT HAD BEEN ESTABLISHED WITH NO BUDGET WITH TWO ROOMS ON THE END OF THE HALL IN BUILDING 1 AND NOT SURE WHAT WE WERE GOING TO DO TO NOW SEEING HOW THE OFFICE'S PROGRAMS HAVE EXPANDED AND JUST SEEING THE SETUP AND THE INFORMATION THAT WAS OUT AS YOU PREPARED FOR THIS SYMPOSIUM TODAY, AND LOOKING HOW THE BUDGET HAS INCREASED NOT AS MUCH AS WE WOULD LIKE BUT IT HAS AT LEAST GONE FROM NO BUDGET TO A SMALL BUDGET TO AT LEAST A BUDGET THAT THE OFFICE HAS EXPANDED BY WORKING IN COLLABORATION WITH THE INSTITUTES, AND I'VE ALWAYS THOUGHT THAT WAS VALUABLE BECAUSE I THINK SOME CRITICIZE ME BECAUSE WE DIDN'T PUSH IN THE EARLY YEARS TO TAKE WOMEN'S HEALTH TO AN INSTITUTE, BUT MANY OF US, INCLUDING DR. KIRSTEIN WHO ACTUALLY SET UP THE OFFICE, AND I AGREED WITH HER, FELT THAT WOMEN'S HEALTH REALLY BELONGED IN ALL OF THE INSTITUTES OF NIH AND ALL OF THE OFFICES, AND WE WERE CONCERNED THAT IF THERE WERE AN INSTITUTE OF WOMEN'S HEALTH, THAT GRANT PROPOSALS COMING IN WOULD ALMOST ALL BE SHUTTLED TO THE OFFICE TO WHAT WOULD THEN BE THE INSTITUTE OF WOMEN'S HEALTH, AND WE REALLY FELT AND I STILL THINK RIGHTLY SO, THAT IT IS THE RESPONSIBILITY AND THE OBLIGATION OF EVERY INSTITUTE AND CENTER AT THE NIH TO ADDRESS SEX AND GENDER ISSUES AND WOMENS OF WOMEN'S HEALTH AND THAT THE ORWH IS WHERE IT BELONGS, WHICH IS WITHIN THE OFFICE OF THE DIRECTOR, TO ENSURE THAT ALL OF NIH IS GIVING ATTENTION TO THESE ISSUES. THE OTHER POINT IS THAT FROM THE BEGINNING, WHILE WE WERE INCREASING WOMEN'S HEALTH, OFTEN HAD TO DEFEND THE OFFICE FROM THOSE AS WE PROUDLY TALKED ABOUT HOW WE'D MAKE ADVANCES IN INCLUDING WOMEN AND MINORITIES IN CLINICAL STUDIES, THE THEN CONGRESSIONAL BACKLASH THAT NIH WAS DISCRIMINATING AGAINST MEN, BECAUSE WE WERE TALKING ABOUT INCLUDING WOMEN IN THE PROGRESS WE'VE MADE. SO THAT IS WHEN WE REALLY BEGAN TO EMPHASIZE THAT IF WE'RE LOOKING AT SEX AND GENDER FACTORS IN HUMAN HEALTH, ONE BY NECESSITY ALSO LOOKS AT THE HEALTH OF MEN, SO MEN'S HEALTH HAS BENEFITED OVER THE YEARS IN OUR EFFORTS TO ADDRESS WOMEN'S HEALTH. WHEN THE OFFICE WAS FIRST SET UP AS YOU KNOW, ITS MAJOR MISSION WAS TO ENSURE THE INCLUSION OF WOMEN IN CLINICAL RESEARCH STUDIES. AND OF COURSE WITH THAT SETTING RESEARCH AGENDA SO THAT IT WOULDN'T BE JUST PUTTING WOMEN IN CLINICAL STUDIES BUT TO MAKE SURE THAT WOMEN WERE BEING STUDIED IN CONDITIONS THAT DID NEED, WHERE THERE WAS A GAP IN KNOWLEDGE, AND THAT WAS THE LINGO, "GAP IN KNOWLEDGE," AND THAT WE WERE FURTHERING SCIENCE THROUGH SCIENCE-DRIVEN INITIATIVES. BUT IT SEEMED TO ME WHEN WE FIRST STARTED THAT IF WE WERE GOING TO BE ADDRESSING WOMEN'S HEALTH AND SEEKING WOMEN TO PARTICIPATE IN CLINICAL STUDIES AND EVENTUALLY LOOKING AT SEX AND GENDER FACTORS ACROSS THE RESEARCH SPECTRUM, WHICH DR. CLAYTON HAS REALLY BEEN ABLE TO GET INTRODUCED WITH THE CHANGES IN POLICIES LOOKING AT BASIC RESEARCH STUDY,IES, BUT THAT WE ALSO NEEDED TO GET EFFORTS TO ADVANCING CAREERS FOR WOMEN IN BIOMEDICAL AREAS AND DISCIPLINES. AND SO WE ADDED THE THIRD COMPONENT OF OUR MISSION ADDED TO INCLUSION AND ADDED TO SETTING A RESEARCH AGENDA, ADVANCING CAREERS FOR WOMEN IN WOMEN'S HEALTH RESEARCH, AND THEN RECOGNIZING THAT THEIR VALUABLE CONTRIBUTIONS MADE BY MEN ALSO IN WOMEN'S HEALTH RESEARCH TO FURTHERING OPPORTUNITIES FOR LEADERSHIP FOR WOMEN IN BIOMEDICAL CAREERS AND FURTHERING OPPORTUNITIES FOR BOTH WOMEN AND MEN TO CONDUCT WOMEN'S HEALTH RESEARCH OR MORE RESEARCH ACTUALLY OF ANY KIND BECAUSE ALL CONTRIBUTIONS CAN BE TIED BACK, IF WE THINK ABOUT IT, THE HEALTH OF GIRLS AND WOMEN. SO I'M PARTICULARLY EXCITED THAT TODAY'S SYMPOSIUM IS REALLY ADDRESSING THE ISSUES RELATED TO WOMEN IN SCIENCE. I'M REALLY IMPRESSED WITH THE SPEAKERS WE HAVE TODAY AND LOOKING FORWARD TO HEARING WHAT THEY HAVE TO PRESENT AND, THEREFORE, I WON'T TAKE UP MORE TIME EXCEPT TO SAY THANK YOU TO THE SPEAKERS WHO ARE HERE, THANK YOU TO FOAS THOSE OF YOU ATTENDING THE SYMPOSIUM TODAY AND THANK YOU FOR HONORING ME WITH THIS NAME. EXCEPT YOU HAVE ONE PICTURE OF ME, I SURE WOULD LIKE TO CHANGE, BUT OTHER THAN THAT, THANK YOU. [LAUGHTER] [APPLAUSE] >> THANK YOU SO MUCH, DR. PINN, WE'LL BE HAPPY TO ADD MORE PHOTOS TO OUR COLLECTION. [LAUGHTER] YOU HEARD FROM DR. PINN ABOUT THE REASONS WHY THIS OFFICE WAS FOUNDED IN THE BEGINNING, AND SO IT'S REALLY MY PRIVILEGE TODAY TO ADDRESS WOMEN IN STEM AND WOMEN IN SCIENCE CAREERS. OUR SPEERKS TODAY ARE GOING SPEAKERS ARE G OING TO TALK ABOUT HOW WOMEN IF STEM CAN GO TO THEIR FULL POTENTIAL. WE'RE DELIGHTED TO HAVE DR. P. KAY LUND, DR. DANIEL FORD FROM JOHNS HOPKINS INSTITUTE FOR CLINICAL AND TRANSLATIONAL RESEARCH, ALSO A BIRCH P.I., DR. RACHELLE HELLER, GEORGE WASHINGTON UNIVERSITY SCHOOL OF ENGINEERING AND APPLIED SCIENCE, I THINK SHE GOES BY CHELLE. MS. BANDOWS KOSTER, EXECUTIVE DIRECTOR OF ASSOCIATION FOR WOMEN IN SCIENCE WILL BE MODERATING OUR PANEL LATER ON, SO DELIGHTED TO HAVE SUCH AN AMAZING GROUP. I DO WANT TO RECOGNIZE A FEW SPECIAL GUESTS IN THE AUDIENE AS WELL. THERE ARE SEVERAL NIH COLLEAGUES WHO ARE IN THE OFFICE HERE IN THE AUDIENCE, I DON'T KNOW IF ANY OF THE SCIENTIFIC DIRECTORS HAVE BEEN ABLE TO JOIN SO I DO SEE ONE. DR. DANIEL ZELDEN, DR. ANDREW GRIFFIN, THE SD FOR NIDCD, DEAFNESS AND COMMUNICATIVE DISORDERS, DID DR. ANNAPOLIS JOIN US? SHE MAY JOIN US A LITTLE LATER, ANNA MARIA ANNAPOLIS, THE NATIONAL INSTITUTE OF MINORITY HEALTH AND HEALTH DISPARITIES. ANY OTHER NIH OD DIGNITARIES? WAS DR. VALANTINE ABLE TO JOIN US? OKAY. SO WE'RE DELIGHTED TO HAVE YOU, THANKS SO MUCH, AND WE LOOK FORWARD TO YOU ALL CONTRIBUTING TO OUR CONVERSATIONS. WE ALSO HAVE THE CURRENT PRIZ OF THE AMERICAN MEDICAL WOMEN'S ASSOCIATION, DR. CONNIE NEWMAN, HERE IN THE SECOND ROW. WE'RE DELIGHTED TO HAVE YOU. AND WE MAY HAVE A FEW OTHER PRESIDENTS, PAST PRESIDENTS AS WELL, PLEASE STAND. THANK YOU SO MUCH FOR BEING HERE. ABSOLUTELY. IN ADDITION, WE HAVE DR. WILLIAM FAGETTE, REPRESENTING THE NATIONAL MEDICAL ASSOCIATION HERE AS WELL. SO THANK YOU SO MUCH FOR BEING HERE AND FOR SUPPORTING ORWH AND DR. PINN IN THIS ACTIVITY. DID I MISS ANYONE, MS. BOND, WHO'S JOINED US LATE? NO. OKAY. SO WE'LL GO AHEAD AND GET STARTED. I HAVE JUST A FEW REMARKS TO FRAME OUR CONVERSATION HERE. WHEN I WENT TO MEDICAL SCHOOL AND I GRADUATED FROM HOWARD UNIVERSITY COLLEGE OF MEDICINE IN 1989, ABOUT 1 IN 3 OF THE STUDENTS IN MY GRADUATING CLASS WERE WOMEN. AND I SUSPECT THAT IF WE POLLED ALL OF YOU IN THE ROOM IN TERMS OF THE MAKEUP OF YOUR GRADUATING CLASSES OF YOUR PROGRAMS THEY WOULD BE AROUND THAT, BUT FOR THE YOUNGER FOLKS IN THE AUDIENCE, THAT HAS IMPROVED AND, IN FACT, WE RECENTLY HIT A TIPPING POINT. SO I'M REALLY PLEASED TO SHARE WITH YOU THAT THE AAMC RECENTLY REPORTED FOR THE FIRST TIME IN HISTORY, MORE THAN HALF OF THE STUDENTS ENTERING MEDICAL SCHOOL WERE WOMEN. AND THAT IS QUITE AN ACCOMPLISHMENT, I THINK, FORT ENTIRE ENTERPRISE OF BIOMEDICINE. SO WHY IS THAT SUCH GOOD NEWS BESIDES THE FACT THAT WE ALL WANT TO SEE MORE OH WOMEN IN WOMEN IN MEDICINE AND IN POSITIONS OF LEADERSHIP? IT'S ALSO IMPORTANT FOR MEDICINE, AND WE DO KNOW FOR EXAMPLE THAT THE GENDER DIVERSITY ON TEAMS LEADS TO BETTER SCIENCE. THAT'S BEEN WELL DOCUMENTED HERE, I'M CITED A PAPER THAT RECENTLY REPORTED THAT WOMEN BRING DIFFERENT SKILLS TO TEAMS THAT ARE WELL FUNCTIONING, BUT IT'S NOT NECESSARILY THAT DIVERSITY IN EQUALS INNOVATION OUT. AND I THINK IT'S REALLY IMPORTANT TO ADDRESS THE COGS IN THAT WHEEL, AND THIS PUBLICATION CITES THAT A POSITIVE CLIMATE, ENGAGING MANAGERS, NON-HIERARCHICAL STRUCTURES, THAT DOESN'T SOUND LIKE OUR TIP ACADEMIA TO ME, CRITICAL MASS, AND IT'S USUALLY AROUND 30%, AND DIVERSIFYING RESEARCH METHODS WERE ALL ASSOCIATED WITH MAXIMIZING THE RETURN ON THE INVESTMENT OF THE DIVERSITY IN, IN ORDER TO HAVE THE DISCOVERY AND INNOVATION OUT. SO ALTHOUGH THE NUMBER OF MEN IN MEDICINE HAS INCREASED, THE NUMBER OF WOMEN IN ALL STEM CAREERS, WOMEN REMAIN UNDERREPRESENTED AS YOU ALL KNOW. THAT POINTS TO SOME IMPORTANT AREAS WHERE WE HAVEN'T YET MOVED THAT NEEDLE. FOR EXAMPLE, WOMEN ARE STILL NOT ASKED TO GIVE AS MANY INVITED LECTURES. ACCORDING TO SEVERAL RECENT STUDIES, WHICH ARE NOTED IN THE NEW ORWH NEWSLETTER, WOMEN'S HEALTH IN FOCUS, WHICH IS IN YOUR FOLDER, MOST OF INVITED SPEAKERS ARE MEN, 69% OF INVITED SPEAKERS ARE MEN VERSUS 31% IN THIS COLLECTION OF MEETINGS THAT WERE REVIEWED AND WOMEN STILL DON'T GET PROMOTED, AS YOU KNOW, AT THE RATE, AS DO MEN TO POSITION OF AUTHORITY, AND STEM, FULL PROFESSORS, DEANS AND CHAIRS FOR EXAMPLE. WHEN THAT DATA IS ADJUSTED TO REFLECT THE RELATIVE NUMBERS OF MEN AND WOMEN IN DIFFERENT FIELDS, EXAMPLE, COMPUTER SCIENCE, MEN ARE STILL 20% MORE LIKELY THAN WOMEN TO BE INVITED TO GIVE CLOAK WEEM TALKS REGARDLESS OF THE DISCIPLINE. SO TO BRING SOME AWARENESS OF SUCH A DISCREPANCY IN THE NUMBER OF WOMEN SPEAKERS AT SCIENTIFIC CONFERENCES, THE WEBSITE GENDERAVENGER.COM HAS SEVERAL APPS THAT ENABLE USERS TO UPLOAD HOW MANY WOMEN AND HOW MANY WOMEN OF COLOR ARE REPRESENTED OR NOT IN THE PUBLIC SPHERE. WE HAVE NO INTEREST OR CONNECTION WITH GENDER AVENGER, HOWEVER, I WAS VERY IMPRESSED AT THE ABILITY TO IMMEDIATELY COUNT THE NUMBER OF WOMEN WHO ARE SPEAKING AT A PANEL IN REALTIME WHEN YOU'RE AT A MEETING AND TO SUBMIT THAT INFORMATION AND THEY REPORT IT TRANSPARENTLY. SO WE DO KNOW ALSO WHEN SPEAKER SELECTION COMMITTEES, THOSE PEOPLE WHO ARE MAKING DECISIONS, ARE CHAIRED BY MEN, ONLY A THIRD OF THE SPEAKERS ARE WOMEN. BUT THE GOOD NEWS IS, WHEN WOMEN ARE GIVEN MORE POWER IN INVITING, CHOOSING WHO IS INVITED, AT LEAST HALF OF THE INVITED SPEAKERS ARE WOMEN. THIS IS ALSO IMPORTANT BECAUSE THE U.S. DEPARTMENT OF COMMERCE RECENTLY REPORTED THAT THERE STILL IS AROUND A 9 TO 14% WAGE GAP FOR EVERY DOLLAR EARNED BY A MAN IN STEM AND A WOMAN EARNS 86 TO 91 CEN TS, AND IT GOES DOWN FOR WOMEN OF COLOR. SO THESE DATA ARE IMPORTANT, AND AS WE MOVE FORWARD, WE WANT TO BE TRANSPARENT ABOUT THOSE AND ARM OUR JUNIOR CAN COLLEAGUES AS THEY BEGIN TO NEGOTIATE FOR THEIR FIRST SALARY. THAT'S THE KEY POINT. LASTLY, IN THE U.S., AROUND 25% OF ALL DEANS AND DEPARTMENT HEADS ARE WOMEN. HOWEVER, IN SCIENCE, THAT'S ALL HUMANITIES IN ALL DIFFERENT AREAS, BUT IN SCIENCE, THE PERCENTAGE OF DEANS AND DEPARTMENT HEADS THAT ARE WOMEN IN SCIENCE IS 5%. SO PART OF THIS PROBLEM IS STILL UNDER REPRESENTATION IN SOME POPULATION POOLS BUT CLEARLY THIS IS NOT A PIPELINE ISSUE, ONLY A PIPELINE ISSUE. A THIRD OF SCIENCE AND ENGINEERING DOCTORATE HOLDERS EMPLOYED IN ACADEMIA ARE WOMEN. SO THAT'S OUR BOTTOM LINE, BUT THAT IS ONLY PART OF THE PROBLEM. WHY AREN'T MORE DEPARTMENT HEADS WOMEN? THE FACT THAT WOMEN ARE NOT IN POSITIONS OF LEADERSHIP IN STEM AND MEDICINE ISN'T SIMPLY A PIPELINE ISSUE. THERE CERTAINLY ARE PLENTY OF QUALIFIED WOMEN IN THE PIPELINE. THE FACT THAT ONLY 5% OF DEPARTMENT HEADS ARE WOMEN SUGGESTS THAT THIS IS A SYSTEMIC ISSUE THAT'S GOING TO REQUIRE A SYSTEMIC SOLUTION. SO HOW IS ORWH ADDRESSING THIS NEED FOR THIS SYSTEM CHANGE? IT'S MY PLEASURE TO CO-CHAIR WITH DR. COLLINS THE NIH WORKING GROUP ON WOMEN IN BIOMEDICAL CAREERS. IS WOMEN IN SCIENCE, WOMENINSCIENCE.GOV FOR A FULL CHARACTERIZATION OF OUR PROGRAMS WHERE WE'RE ADDRESSING TANGIBLE SOLUTIONS TO THE BARRIERS THAT WOMEN FACE IN ADVANCING IN STEM. I WANT TO HIGHLIGHT FOR YOU A COUPLE OF ACTIVITIES THE WORKING GROUP WHICH WAS ORIGINALLY CO-CHAIRED BY DR. PINN AND DR. ZIRHUNI, WAS INSTRUMENTAL IN PUSHING FOR THE VERY FIRST FUNDING OF FUNDING OPPORTUNITY ANNOUNCEMENTS FOCUSED ON CAUSAL FACTORS AND INTERVENTIONS TO ADVANCE WOMEN IN STEM. THOSE 14 RESEARCH GRANTS INVESTIGATED A WIDE RANGE OF OBSTACLES AND TESTED INTERVENTIONS. NIH SUPPORTED THAT AT A TUNE OF ALMOST $17 MILLION OVER FOUR YEARS, WITH SUPPORT FROM 11 INSTITUTES AND CENTERS AND FOUR O.D. OFFICES INCLUDING ORWH AND NOW OVER 100 PUBLICATIONS HAVE RESULTED FROM THAT GROUP AND SEVERAL OF THEM WERE PUBLISHED IN SPECIAL ISSUES, ONE SPECIAL ISSUE OF ACADEMIC MEDICINE AND IN A RECENT ISSUE IN THE JOURNAL OF WOMEN'S HEALTH. ANOTHER ACTIVITY IS THE WOMEN OF COLOR RESEARCH NETWORK AND OUR WORK ON WORK/LIFE INTEGRATION POLICIES HERE AT NIH. THE WOMEN OF COLOR RESEARCH NETWORK IS FOR EVERYONE INTERESTED IN ADVANCING WOMEN OF COLOR IN SCIENCE, I COMMEND YOU TO THE LINKEDIN WEBSITE AND ASK THAT YOU JOIN US IN OUR ADVANCING OF WOMEN OF COLOR IN STEM THERE. LASTLY WE'RE PLEASED TO HAVE DR. IRIS WAXS TEF REPRESENTING SHIRLEY MALCOLM AND AAAS. DR. MALCOLM VISITED DR. COLLINS AND ME RECENTLY AT THE WORKING GROUP AND SHE TALKED ABOUT THE SEA CHANGE PROGRAM THAT SHE'S PILOTING, LEADING A PILOT OF, AT AAAS. IT'S PATTERED PATTERNED AFTER THE ATHENA SWAN PROGRAM AND SHE'S PILOTING THE STUDY WITH VOLUNTARY INS INSTITUTIONS COLLECTING INFORMATION ON NUMBERS OF WOMEN AND UNDERREPRESENTED MINORITIES, THEY'RE SETTING GOALS AND DEVELOPING ACTION PLANS AND THERE'S A VERY SPECIFIC, INTENTIONAL AND PURPOSEFUL WAY OF ADDRESSING EQUITY AND ACHIEVEENT IN STEM. SO SO WE ARE WALKING OUR WALK HERE AT ORWH AND AFTER OUR SPEAKERS AND OUR PANEL, YOU'RE GOING TO BE JOINING US FOR A SPECIAL NETWORKING EVENT CALLED CATALYTIC CONNECTIONS, AND IT'S LIKE SPEED NETWORKING AND YOU'LL HEAR MORE FROM OUR MODERATORS AND OTHERS, ORWH STAFF, ABOUT EXACTLY HOW THAT WILL WORK. I HOPE YOU BROUGHT LOTS OF BUSINESS CARDS OR CARDS TO SHARE, BUT IN YOUR FOLDERS, YOU HAVE CARDS THAT YOU CAN USE TO SHARE YOUR DETAILS WITH YOUR COLLEAGUES THAT YOU'RE GOING TO BE NETWORKING WITH. SO LET'S GET STARTED. I'D FIRST LIKE TO BRING UP OUR ORWH SCIENCE LEADERS FOR THIS PROGRAM. DR. REBECCA DELL CAR MAN WI. GGINS AND DR. ELENA GOR DE. SKE, ORGANIZERS FOR TODAY. ELENA? >> AS A REMINDER, WE HOLD ALL QUESTIONS UNTIL THE MODERATED DISCUSSION. AND IN YOUR FOLDER, YOU CAN FIND THE CARD FOR YOUR -- TO WRITE ANY QUESTIONS THAT YOU MAY HAVE FOR THE SPEAKERS. WE COLLECT THE CARDS AT THE END OF EACH AISLE BEFORE THE FINAL DISCUSSIONS START. IT IS MY PRIVILEGE TO INTRODUCE DR. KAY LUND, DIRECTOR OF THE DIVISION OF THE BIOMEDICAL RESEARCH WORKFORCE IN THE OFFICE OF EXTERNAL RESEARCH. SHE ALSO SERVES AS A CO-CHAIR OF THE NIH TRAINING ADVISORY COMMITTEE AT NIH WORKING GROUP ON STRENGTHENING THE BIOMEDICAL WORKFORCE. DR. LUND'S CURRENT ROLE IS TO PROVIDE LEADERSHIP FOR THE DEVELOPMENT, IMPLEMENTATION, POLICY AND EVALUATION OF EXTERNAL PROGRAMS RELATED TO RESEARCH TRAINING, CAREER DEVELOPMENT AND DIVERSITY OF THE BIOMEDICAL RESEARCH WORKFORCE, INCLUDING GRANTS, POST TACK DOCTORAL IF FELLOWSHIP. SHE ALSO INVOLVED IN TRANSITION OF TRAINEES, FELLOWS AND KEY AWARDEES TO THE NEXT CAREER STEP INCLUDING SUCCESSFUL TRANSITION TO INDEPENDENT RESEARCH BARRIERS. PRIOR TO JOINING THE NIH, DR. LUND HAD A CAREER IN ACADEMIA INCLUDING APPOINTMENT AT M. GENERAL HOSPITAL IN MASSACHUSETTS GE NERAL HOSPITAL IN HARVARD. DR. LUND HAS PUBLISHED WIDELY IN DIFFERENT DISCIPLINES AND ALSO ABOUT MULTIPLE CAREER OUTCOMES FOR WOMEN IN SCIENCE AND MOST RECENTLY CLINICIAN INVESTIGATORS. DR. LUND HAS MENTORED MANY BIOMEDICAL RESEARCHERS AND SERVE ON ADVISORY COMMITTEES OR AS A MENTOR FOR MULTIPLE TRAINING GROUNDS ACROSS ALL STAGES OF TRAINING. FROM AMERICAN PHYSIOLOGICAL SOCIETY AND THE 2016 DISTINGUISHED MENTOR AWARD FROM THE AMERICAN GASTROENTEROLOGY ASSOCIATION. PLEASE JOIN ME IN WELCOMING OUR GUEST SPEAKER, DR. KAY LUND, WHO WILL PRESENT ON -- SUCCESSFUL RESEARCH BARRIERS, PERSONAL PERSPECTIVE AND RECOMMENDED STRATEGIES. [APPLAUSE] >> OKAY, SO THANK YOU FOR THAT INTRODUCTION. I WILL TALK ABOUT SOME OF MY PERSONAL EXPERIENCES AND PERSPECTIVES AS PART OF THIS PRESENTATION. WHICH BEGAN WITH A GRANDFATHER WHO TOLD ME HE WANTED ME -- WHEN I WAS 8 YEARS OLD, THAT I SHOULD BE A PROFESSOR, SO I TOOK HIM VERY SERIOUSLY AND TO THIS POSITION NOW AT THE NATIONAL INSTITUTES OF HEALTH. SO JUST A FEW THINGS ABOUT MY RESEARCH CAREER PATH. THIS ISN'T ABOUT ME, IT'S ABOUT THE LESSONS THAT I LEARNED. I GREW UP IN ONE OF THE MOST DISADVANTAGED TOWNS IN ENGLAND, A TEXTILE MILL AND COAL MINING TOWN. I WAS THE FIRST GENERATION TO GO TO COLLEGE IN MY FAMILY AND I WENT TO THE UNIVERSITY OF NEW CASTLE WHICH WAS THEN NOT ONE OF THE BEST UNIVERSITIES IN ENGLAND, EVEN THOUGH I HAD OPPORTUNITIES TO GO TO HIGHER LEVEL UNIVERSITIES FOR MY PH.D. ONE OF THE MOST IMPORTANT PARTS AT THE BEGINNING OF MY CAREER WAS THAT BECAUSE WE WERE UNDERRESOURCED I WAS ASKED TO DEVELOP A CLINICAL RADIO ASSAY FOR GASTRIN, IF WE COULD DIAGNOSE GASTRIC ULCERS IN TUMORS BUT IT LED ME TO A DAILY INTERACTION WITH MDs, AND IT REALLY SET THE STAGE FOR ME TO WANT TO DO THAT THROUGHOUT MY CAREER, AND I THINK THAT IS REALLY ONE OF THE AVENUES FOR SUCCESS IN BIOMEDICAL RESEARCH. I ALSO HAD TO DO A HUGE AMOUNT OF TEACHING WHEN I WAS DOING MY PH.D., ACTUAL LECTURES AS WELL AS LABS, AND THAT WAS A TIME COMMITMENT BUT IT ALSO TAUGHT ME TO TEACH AT A VERY EARLY STAGE. THE BEST THING WAS I HAD THIS INCREDIBLE MENTOR WHO SAID TO ME, IF YOU GET A GOOD RESULT, DO EVERYTHING YOU CAN TO PROVE IT WRONG AND IF IT PANS OUT, YOU'RE ON TO SOMETHING, AND THAT SET THE STAGE FOR RIGOROUS SCIENCE. AFTER FIRST GETTING FELLOWSHIP OFFER AT ROCKEFELLER WHICH I DIDN'T GET A FELLOWSHIP AWARD, I GOT ONE OF THE MASSACHUSETTS GENERAL HOSPITAL IN HARVARD AND GOT A BUNCH OF FELLOWSHIPS AND TOOK ONE FROM THE BRITISH SCIENTIFIC RESEARCH COUNCIL. THIS WAS A MOLECULAR ENDOCRINOLOGY LAB, HOWARD HUGHES LAB, REALLY AT THE START OF THE RECOMBINANT DLAN DNA MOLECULAR BIOLOGY -- I WAS THE ONLY WOMAN IN THAT LAB AND I WAS ONE OF TWO PH.D.s AMONG MANY MDs. I WANTED TO FIGURE OUT WHY THERE WERE SO MANY FORMS OF GASTRIN WHEN I ARRIVED THERE. SO WHAT WERE THE CHALLENGES? I WAS 24 YEARS OLD, I DIDN'T KNOW A SOUL IN THE U.S., I CAME ON MY OWN. IT WAS AN UNFAMILIAR ENVIRONMENT AND I KNEW NO BIOCHEMISTRY BECAUSE I'D HAD IN-DEPTH PHYSIOLOGY, SO THE FIRST LAB MEETING WE HAD, I TURNED TO ONE OF MY COLLEAGUES AND SAID, WITH ARE IS THE CDNA LIBRARY IN BOSTON? EXPECTING THAT THERE WAS GOING TO BE A BUILDING WITH ALL OF THESE DNA SEQUENCES IN BOOKS. SO THAT WAS EMBARRASSING, IT IMMEDIATELY MADE ME GO OUT AND BUY LENNINGER. MY GASTRIN PROJECT WAS DONE SOON AFTER I ARRIVED, TWO WEEKS AFTER I ARRIVED, THERE WAS A PAPER, SO I NEEDED A NEW PROJECT. SO WHAT WERE THE REWARDS? IT WAS INCREDIBLE TO BE ON THE CREST OF A NEW TECHNOLOGY. I ACTUALLY TURNED TO A COMPLETELY NEW PROJECT TO CLONE GLEUK CON AND THIS GET TO THE DISCOVERY OF A DIABETES DRUG. I GOT A CAREER DEVELOPMENT AWARD AND GOT MULTIPLE FACULTY OFFERS INCLUDING ONES TO STAY AT MASS GENERAL AND HARVARD. THE LESSONS LEARNED, AS LONG AS YOU KNOW HOW TO LEARN YOU CAN TAKE ON A NEW FIELD FAST, AND I FEEL PRETTY PASSIONATE ABOUT THAT. I'M VERY CONCERNED ABOUT THE LENGTH OF TRAINING FOR UNDERGRADUATES AND GRADUATE STUDENTS. I THINK IF WE TEACH PEOPLE HOW TO LEARN, THEY CAN LEARN WHAT THEY NEED TO KNOW. A FORMAL COURSE IS NOT ESSENTIAL. THE OTHER THING I LEARNED IN THIS LABORATORY IS THAT I REALLY HAD TO MAKE SURE THAT I GOT CREDIT FOR THE WORK THAT I DID THERE, AND THAT MEANT THAT I HAD TO GO AND SAY, I DID THIS WORK, I NEED TO BE ON THIS PAPER, AND THAT'S SOMETHING THAT WE ALL SHOULD DO. SO THEN I HAD TO MAKE A DECISION AS TO WHERE I SH YOU GO AND I GOT A FACULTY OFFER AT THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL, WHICH WAS THEN NOT A TIER 1 UNIVERSITY, RESEARCH-WISE, ALTHOUGH IT CERTAINLY NOW IS, SO THERE'S A PATENT HERE. I GOT MY FIRST R01 VERY SOON AFTER THAT TO LOOK AT THE ROLES OF GLEUK KA GONE LIGHT -- THEN I HAD HAD A VERY LONG CAREER WHICH SPANNED MANY, MANY FIELDS. THE MOST IMPORTANT PART WAS I SO I'VE MENTORED MANY, MANY STUDENTS, POSTDOCS AND EARLY STAGE FACULTY. ACTUALLY ONE THING THAT'S PRETTY INTERESTING IS THAT THE GRADUATE STUDENTS AND POSTDOCS WERE PRIMARILY WOMEN. YET THE FACULTY THAT I MENTORED WERE MEN. WE CAN TALK ABOUT THAT. I DON'T KNOW HOW THAT HAPPENED. PROBABLY ONE OF THE MOST IMPORTANT THINGS WAS I HAD A STAY AT HOME DAD WHO ON MY SECOND DATE SAID HE ALWAYS WANTED TO DO THE JOHN LENNON THING AND STAY HOME AND LOOK AFTER THE KIDS. THAT REALLY HELPED AND HERE HE IS WITH MY TWO DAUGHTERS WHEN THEY WERE MUCH YOUNGER. ONE IS NOW ACTUALLY JUST GETTING A FACULTY POSITION, THE OTHER ONE IS A HIGH SCHOOL SCIENCE TEACHER AND THEY'RE BOTH MARRIED TO PEOPLE IN RESIDENCY. SO THERE'S SCIENCE IN THE FAMILY AND MEDICINE. I HAD A LOT OF PEER REVIEW EXPERIENCE AND EDITORIAL EXPERIENCE AND IT WAS ACTUALLY THE PEER REVIEW EXPERIENCE WHICH MOTIVATED ME TO THINK ABOUT GOING TO NIH. SO WHAT WERE THE CHALLENGES? THE FIRST GRANT THAT I WROTE, I CHOSE EXACTLY THE WRONG ROLE, THE OPPOSITE ROLE FOR GLP1 AND GLP2. SO WHEN I PUT IN MY RENEWAL BECAUSE I DIDN'T GET PRODUCTIVE BECAUSE I DIDN'T GET THE RIGHT ROLES, IT DIDN'T GET RENEWED. IT GOT A GOOD SCORE BUT I DIDN'T KNOW I COULD RESUBMIT SO YOU'VE GOT TO LEARN AND KNOW ABOUT THE NIH SYSTEM. I SUBMITTED AND GOT SOME NEW R01s ON DIFFERENT AREAS AND THIS STARTED A DIFFERENT AREA OF RESEARCH SO BEING PERSISTENT IS A GOOD THING. I WAS OFFERED AND LOOKED AT MANY POSITIONS AT MULTIPLE INSTITUTIONS. CHAIRS, DEAN POSITIONS. AND I NEVER COULD MAKE THE MOVE TO ACTUALLY MOVE. AND WHAT I WOULD SAY WITH THAT IS IT'S REALLY IMPORTANT TO LOOK WHETHER YOU MOVE OR NOT. WHAT WERE THE REWARDS? HUGE REWARDS OF TEACHING AN MENTORING. UNC REALLY GREW WHILE I WAS THERE, I WAS IN MULTIPLE DIFFERENT DEPARTMENTS. IT WAS PHYSIOLOGY, NUTRITION, CENTER, CANCER CENTER, SO THERE'S GOOD AND BAD ABOUT THAT, BECAUSE THERE'S A LOT OF NETWORKING BUT ALSO A LOT OF DUTIES TO DO. AND I HAD GREAT MENTORS AND COLLEAGUES AND I HAD A ROLE IN ADVANCEMENT OF WOMEN WHERE ARE I WORKED WITH A DEAN TO GET PAID FAMILY LEAVE INSTITUTED AT UNC. BUT WHAT WERE THE LESSONS IT WAS ESSENTIAL TO KNOW THE RULES AND PROCESSES WITH NIH FUNDING NOT KNOWING I COULD RESUBMIT AT THAT POINT. I HAD JUST COME FROM THE U.K. MIND, BUT THE OTHER PART, THAT SECOND GRANT THAT I WROTE, I WROTE THE WHOLE THING AND THEN WENT TO THE CHIEF OF THE G.I. DIVISION AND SAID, CAN YOU TAKE A LOOK AT THIS AND TELL ME WHAT YOU THINK? AND HE LOOKED AT ME AND HE SAID, KAY, YOU KNOW, TELL ME WHAT YOU'RE TRYING TO DO. SO I ACTUALLY TOLD HIM AND HE SAID, YOU KNOW, YOU SPEAK A LOT BETTER THAT BE YOU WRITE. DO YOU THINK YOU COULD GO AWAY AND WRITE THAT DOWN AND YOUR GRANT WILL DO BETTER. I WAS REALLY CHAGRINED TO GET THAT INPUT AND YET THAT WAS PROBABLY THE BEST INPUT I EVER GOT. SO ANOTHER LESSON IS CRITICAL INPUT IS ESSENTIAL. EVEN IF YOU DON'T TAKE JOBS, THOSE OF YOU WHO ARE THINKING ABOUT POTENTIAL TRANSITIONS, IT'S REALLY IMPORTANT TO GO LOOK AT THEM BECAUSE IT GIVES YOU KNOWLEDGE, IT ALSO GIVES YOU SOME NEGOTIATING POWER. MY FAMILY GAVE UP ON MY EVER ACCEPTING ANOTHER JOB AND IT WAS VERY, VERY TOUGH TO LEAVE RESEARCH, TEACHING AND MENTORING. SO WE TALKED ABOUT WHO WERE THE MOST -- THE BEST MENTORS. JUD VAN WYK WAS MY FAVORITE MENTOR. HE REALLY TREATED SCIENCE LIKE KIDS WITH AN ICE CREAM, BUT THE MOST IMPORTANT THING WAS HE CARED THE MOST ABOUT THE SUCCESS OF HIS TRAINEES AND NOT HIS OWN SUCCESS, AND HE ACTUALLY, WHEN HE WAS CLOSE TO RETIREMENT, ASKED ME TO BE P.I. ON HIS LONG-STANDING R01, BUT THE QUOTE IS A REALLY GOOD ONE. "IF YOU'RE APPOINTED TO A COMMITTEE, DON'T SHOW UP SO THEY WON'T ASK YOU AGAIN." AND I TOOK SOME OF THAT ADVICE BUT I WILL SAY THAT YOU SHOULD JOIN COMMITTEES. AND THEN DON POWELL WAS THE GUY WHO GAVE ME THE ADVICE ON THE GRANTS AND ETTER HELPED ME WITH THE FAMILY LEAVE AND OTHER PEOPLE, REALLY GOOD MENTORS WHO I CAN TALK MORE ABOUT. SO THEN I APPLIED FOR THIS JOB AT NIH, AND THOUGHT I -- ACTUALLY I GOT OUT TO THE INTERVIEW AND CALLED MY HUSBAND AND SAID I REALLY DIDN'T DO WELL IN THAT INTERVIEW, AND THEN I WAS OFFERED THE JOB SO HERE I AM. AND I REALLY CARE ABOUT -- THE REASON I APPLIED FOR THIS AK TOOND IT WAS I REALLY CARED ABOUT EARLY STAGE INVESTIGATORS, I AM DEDICATED TO THE FACT THAT WE NEED TO CREATE THIS PIPELINE OF SCIENTISTS AND ENHANCED DIVERSITY. AND I WANTED TO JOIN THE NATIONAL CONVERSATION. I HAVE TO SAY THAT IN THE SHORT TIME I'VE BEEN HERE, I FEEL LIKE I'VE LEARNED MORE ABOUT THE WHOLE SYSTEM THAN I HAD IN MY LONG ACADEMIC CAREER. SO I'VE BEEN VERY REWARDED TO BE HERE AT NIH. SO THEN JUST TO CHANGE TO THE TOPICS, WE TALKED ABOUT -- JANINE HAS ALREADY TALKED ABOUT THIS, WE NOW KNOW THAT WOMEN ARE MORE THAN 40% OF MEDICAL STUDENTS AND THAT THIS HAS BEEN THE CASE FOR SOME TIME. ALTHOUGH THAT'S INCREASING A LITTLE. BUT IF YOU LOOK AT THE 2017 DISTRIBUTION OF MEDICAL SCHOOL FACULTY, THIS IS FROM THE AMERICAN ASSOCIATION OF MEDICAL COLLEGES, WHAT YOU CAN SEE IS THAT WOMEN STILL HAVEN'T HIT PARITY EVEN AT THEIR TENURE TRACK ASSISTANT PROFESSOR LEVEL, AND THEN THERE IS A DECLINE AS WE GO THROUGH THE RANKS. SO SOMETHING IS CAUSING THIS LEAK FROM THE PIPELINE. SO WHAT I WANT TO DO IS JUST SPEND A FEW MOMENTS TALKING ABOUT SOME STRATEGIES THAT I THINK ARE REALLY IMPORTANT. ALTHOUGH TIME IS ALWAYS AN ISSUE, ESPECIALLY FOR WOMEN IF THEY HAVE FAMILY RESPONSIBILITIES, IT'S REALLY IMPORTANT TO BE SELECTIVE AND ATTEND SOME CAREER DEVELOPMENT AND LEADERSHIP WORKSHOPS. ONE OF THE THINGS I DID WRONG, I DID A TON OF REVIEWING FOR MANY, MANY JOURNALS, AND I KEPT SAYING TO PEOPLE, WHY WAS I ASK NEFERL TO BE ON THE TED TORE YAL BOARD? I CALLED SOMEONE AND THEY SAID ARE YOU A MEMBER OF THAT SOCIETY? I SAID NO. SO YOU GO TOYOU'VE GOT TO JOIN THE PROFESSIONAL SOCIETY IN ORDER TO DO CERTAIN THINGS WITH THE. IT IS ABSOLUTELY CRITICAL TO HAVE MULTIPLE MENTORS. MEN, WOMEN, PRIMARY AND MORE DISTANT, BUT ALWAYS IMPORTANT TO HAVE MENTORS THAT ARE OUTSIDE YOUR HOME DEPARTMENT, HOME DIVISION, SO THAT YOU HAVE SOMEONE WHO HAS NO CONFLICTING OR COMPETING INTERESTS IF THEY WANT TO GIVE YOU ADVICE. ARE YOU SHOULDN'T DO TOO MUCH DID COMMITTEE WORK IF YOU'VE GOT A LOT OF DEMANDS BUT IT'S ACTUALLY IMPORTANT TO SERVE ON SOME OF THEM SO THAT YOU NETWORK WITH LEADERS IN THE FIELD. PATHWAYS TO ADVANCEMENT, THIS IS WHEN YOU'RE THINKING ABOUT SOMEWHERE, SOMEWHERE ELSE TO GO OR THAT YOU HAVE A CHALLENGE IN ACTUALLY GETTING THE WORK DONE. REALLY IMPORTANT TO HAVE AWARE AND SUPPORTIVE LEADERSHIP, AND I HAVE TO SAY, JUD VAN WYK, THE PERSON I MENTIONED WHO WAS ONE OF REAL CHAIM GAIM CHANGERS IN TERMS OF MY CAREER. IT'S IMPORTANT TO REMOVE THE NON-ESSENTIALS SO YOU DON'T HAVE DO EVERYTHING THAT YOU'RE ASKED TO DO AND A LOT OF WOMEN WILL SAY YES TOO EASILY AND THEN ASK IF YOU NEED ADMINISTRATIVE AND TECHNICAL SUPPORT DURING PARTICULAR POSITIONS OF NEED AND THIS IS ONE WHERE I REALIZE EVEN WITH STAY AT HOME HUSBAND, I WAS IN THE LAB, I ACTUALLY WROTE A LETTER AND SAID I NEED AN ADMINISTER -- I NEED ADMINISTRATIVE HELP, AND I GOT IT, BUT YOU IF I HADN'T ASKED, I WON'T HAVE GOD IT. KEY COMMIT EE ONE OF THE THINGS I LEARNED AS A COMMITTEE MEMBER ESPECIALLY ON SEARCH COMMITTEES IS THAT SOME DECISIONS ARE MADE BEFORE THE COMMITTEE MEETS. SO IT'S REALLY IMPORTANT IF YOU'RE ALLOWED TO DO THIS TO HAVE SOME CONVERSATIONS ABOUT WHERE THE COMMITTEE IS HEADED, WHERE THE DECISIONS ARE BEING MADE IS, AND TO MAYBE HAVE INDIVIDUALS THAT YOU HAVE TALKED WITH ABOUT DO WE HAVE THE SAME OPINION ON THIS, ARE THERE THINGS THAT WE SHOULD REALLY DISCUSS IN THE CONTEXT OF THESE DECISIONS. WOMEN DON'T NOMINATE THEMSELVES OFTEN ENOUGH FOR AWARDS AND THAT'S ACTUALLY REALLY IMPORTANT TO DO, AND THEN CONSIDER STRENGTHS IN AREAS FOR GROWTH. SO THEN WHEN YOU'RE THINKING ABOUT A NEW JOB, WHAT DO YOU DO WHEN YOU'RE THINKING ABOUT THE NEGOTIATION? I THINK YOU'VE GOT TO KNOW THE RULES AND KNOW THE FINANCES. DON'T JUST ASK SOMEBODY TO BE A REFEREE BECAUSE THEY HAPPEN TO BE SOMEONE WHO'S HIGH LEVEL IN THE FIELD AND HAS A GREAT NAME, THEY HAVE TO KNOW YOU AND THEY HAVE TO BE WILLING TO ACTUALLY WRITE A REFERENCE SO THAT PEOPLE KNOW. KNOW THE PEOPLE YOU'RE NEGOTIATING WITH AND THEN THIS IS ONE OF THE BIG ONES IS OFTEN YOU'RE OFFERED A PARTICULAR SALARY AND SOME RESOURCES BUT IT'S REALLY IMPORTANT TO ASK, WHAT IS THE RANGE OF SALARY AND RESOURCES OFFERED FOR THESE POSITIONS SO THAT WE KNOW. SAMPLE PACKAGES OF RESOURCES CAN BE DIFFICULT TO ACCESS SO IT'S REALLY IMPORTANT TO TRY DO THE HOMEWORK BY TALKING TO PEOPLE. AND THEN MAYBE THE MOST IMPORTANT THING IS STARTING -- START BY ASKING FOR MORE THAN YOU WILL ACTUALLY SETTLE FOR. AGAIN I'VE MADE THIS MISTAKE SEVERAL TIMES IN MY OWN CAREER WHERE I ASKED FOR JUST WHAT I WANTED AND JUST WHAT I NEEDED, AND I THINK IT'S REALLY IMPORTANT THAT YOU MAY NOT GET WHAT YOU ASK FOR. ENSURE PROTECTED TIME, KEEPING IN MIND WHAT YOU BRING IN, AND LAST ONE IS MAKE SURE THE OFFER IS SECURE. ACTUALLY ONE OF THE LAST JOBS I WAS BEING OFFERED, I LEARNED JUST AT THE POINT WHERE I WAS MAKING THE DECISION AS TO WHETHER TO GO, THAT BOTH THE PROVOST AND THE PRESIDENT WERE ACTUALLY LEAVING AT THAT POINT AND THIS WAS NOT THE A GOOD SIGN FOR ME TO TAKE THAT JOB. SO DEANS, CHAIRS AND DIVISION CHIEFS AND LEETDER SHIP MAY CHANGE. THEN COMMUNICATION. SO MANY TIMES WHEN WE'RE THINKING ABOUT PARTICULAR ISSUES, JOB ISSUES, ASKING FOR RESOURCES, YOU'VE GOT TO COMMUNICATE WITH THE LEADERSHIP. AND YOU'VE GOT TO COMMUNICATE WITH THE LEADERSHIP SOMETIMES WHEN YOU CAN'T ACTUALLY SAY YES TO A REQUEST. SO WHAT I SAY IS IMPORTANT IS KEEP EMAIL COMMUNICATION VERY SHORT. PUT A SUBJECT HEADING THAT THE LEADERSHIP CAN SEE SO WHEN I WAS TRYING TO GET THE PAID FAMILY LEAVE IN PLACE AT UNC CHAPEL HILL, I SENT OUT A LONG EMAIL TO ALL OF THE DEPARTMENT CHAIRS AND I GOT A RESPONSE FROM ONE OF THEM. AND I SAID WHY ARE YOU THE ONLY PERSON WHO'S RESPONDING? AND HE SAID, KAY, YOU'VE GOT TO JUST PUT WHAT YOU WANT IN THE FIRST LINE OF THE EMAIL BECAUSE NOBODY WILL READ THIS VERY LONG EMAIL. SO KEEP THE EMAIL COMMUNICATION SHORT. FOCUS ON THE SOLUTION, NOT A LONG DESCRIPTION OF THE PROBLEM, AND THEN WHEN YOU'RE ASKED TO DO SOMETHING NEW, TAKE 24 HOURS BEFORE YOU AGREE TO IT AND THINK ABOUT WHAT ASSISTANCE YOU MAY HAVE OR WHAT DUTY YOU SHOULD -- TO DO THIS. THE LAST SLIDE, THIS IS REALLY IMPORTANT. I HAD SO MANY INSTANCES WHERE PEOPLE FROM MY LAB WOULD COME BACK AND SAY, SOMEONE JUST GAVE A TALK AND THEY TALKED ABOUT A PROTOCOL I GAVE, SOMETHING I WORKED WITH THEM ON AND THESE WERE WOMEN, THEY DIDN'T PUT MY NAME IN THE ACKNOWLEDGMENTS BUT THEY HAD ACKNOWLEDGMENTS OF OTHER PEOPLE. AND SO IF YOU'RE GOING TO SHARE IMPORTANT INFORMATION, IMPORTANT METHODS, PROCESSES, WHATEVER, PUT YOUR NAME ON IT. WHEN YOU GIVE THAT INFORMATION AND THAT TRAINING TO SOMEONE, TELL THEM HOW TO ACKNOWLEDGE THEM. PROVIDE YOUR PAPER IF YOU'RE A SCIENTIST AND SUGGEST IT SHOULD BE CITED OR THAT YOU SHOULD BE CITED. DON'T PUT A LOT OF TIME INTO UNKNOWN QUANTITY OR DIFFICULT INTERACTIONS. IF YOU HAVE COLLEAGUES OR COLLABORATORS WHO REALLY AREN'T COLLABORATIVE, YOU DON'T HAVE TO SPEND TIME TO TRY TO MAKE THAT WORK. YOU CAN ALWAYS FIND SOMEONE ELSE. AND THEN DON'T UNDERSTATE YOUR OWN CONTRIBUTION OR STRENGTHS WHEN PEOPLE SAY YOU DID A GREAT JOB. SO THE LAST SLIDE IS CERTAINLY -- THIS COMES FROM ACADEMIA, THERE'S A LOT OF CONCERN AT NIH AND OUT THERE IN THE PRESS ABOUT HOW COMPETITIVE IT IS TO GET FUNDING FOR RESEARCH, BUT I THINK WE REALLY NEED TO FOCUS MORE ON SCIENCE, JUST HOW EXCITING SCIENCE IS, LONG TERM CONSTANT EXCITING DISCOVERIES. ACADEMIA IS NOT EASY BUT IT'S FLEXIBLE AND REWARDING, ACTUALLY, AS IS NIH. MENTEES, IF I HAVE MENTEES -- I HAVE MENTEES IN EVERY CITY I VISIT, I CHECK IN WITH THEM AND MOST OF THEM ARE STILL DOING REALLY WELL AND I'M VERY HAPPY WITH THEIR ACHIEVEMENTS. THIS IS ALWAYS A TOUGH ONE. WHEN YOU'RE WRITING A GRANT, FOCUS ON MORE THAN DOLLARS, FOCUS ON THE ACTUAL QUESTION, YOUR ENJOYMENT OF IT, BECAUSE WHEN YOU'VE GOT THAT, YOU'VE GOT A PRODUCT. EVEN IF IT DOESN'T GO RIGHT THE FIRST TIME, YOU CAN TRY AGAIN AND PEOPLE SHOULD TRY AGAIN. AND WITH THAT, I'LL STOP AND SAY THANK YOU FOR YOUR ATTENTION AND LOOK FORWARD TO QUESTIONS. THANK YOU. [APPLAUSE] >> IT IS WITH GREAT ENTHUSIASM THAT I NOW WELCOME DR. DANIEL FORD AS OUR NEXT SPEAKER. DR. FORD HOLDS JOINT APPOINTMENTS IN PSYCHIATRY AND BEHAVIORAL SCIENCES AT THE JOHNS HOPKINS BLOOMBERG SCHOOL OF PUBLIC HEALTH. HE SERVES AS THE DIRECTOR OF THE INSTITUTE FOR CLINICAL AND TRANSLATIONAL RESEARCH AND THE VICE DEAN FOR CLINICAL INVESTIGATION AT THE JOHNS HOPKINS SCHOOL OF MEDICINE. AS DR. CLAYTON NOTED, DR. FORD IS A BIRCH P.I., AND BIRCH STANDS FOR BUILDING IPT DISCIPLINARY RESEARCH CAREERS IN WOMEN'S HEALTH. SO THE PROGRAM SUPPORTS CLINICAL RESEARCH TRAINING AND CAREER DEVELOPMENT DEVELOPMENT FORGING A FACULTY IN WOMEN'S HEALTH AND SEX DIFFERENCES RESEARCH. WIDELY REGARDED AS A PIONEER IN RESEARCH EXAMINING THE INTERRELATIONSHIPS BETWEEN MENTAL DISORDERS AND MEDICAL CONDITIONS, DR. FORD GAINED INTERNATIONAL CLAIM FOR CLINICAL STUDIES DOCUMENTING DEPRESSION AS AN INDEPENDENT RISK FACTOR FOR CORONARY HEART DISEASE AND FOR RESEARCH DESCRIBING THE LONG TERM HEALTH RISKS RELATED TO SLEEP. HIS RESEARCH INTERESTS ALSO INCLUDE WAYS TO IMPROVE THE TREATMENT OF CHRONIC DISEASES THROUGH INFORMATION TECHNOLOGY, AND HE HAS PIONEERED INNOVATIVE WAYS TO UTE UTILIZE ELECTRONIC MEDICAL HEALTH RECORDS FOR RESEARCH. NOTABLY ALSO HE ADVOCATES TREATING HUMAN RESEARCH SUBJECTS AS PARTNERS AND ENSURING THAT THEY RECEIVE SUFFICIENT ACKNOWLEDGMENT FOR THEIR COMMITMENT AND WILLINGNESS TO CONTRIBUTE TO SCIENTIFIC PROGRESS. PLEASE JOIN ME NOW IN WELCOMING DR. DANIEL FORD, WHO WILL PRESENT ON FINDING YOUR WAY IN CLINICAL RESEARCH. [APPLAUSE] >> GOOD AFTERNOON, EVERYONE. LET ME TELL YOU AGAIN A LITTLE BIT ABOUT MY BACKGROUND AND WHY I WOULD BE HERE TALKING TO YOU. SO I'M A GENERAL INTERNIST, IN THAT SORT OF CLINICAL EPIDEMIOLOGY, HEALTH SERVICES TRADITION, YOU KNOW, AT JOHNS HOPKINS, WE WORK THROUGH NIH AND OTHER FOUNDATION FUNDING, AND ONE OF MY FIRST JOBS ACTUALLY WAS RUNNING THE UNIVERSITY HEALTH SERVICE AT JOHNS HOPKINS, WHICH WAS ACTUALLY NOT FOR UNDERGRADS, THAT WAS A DIFFERENT PART, THIS WAS FOR ALL THE POSTDOCS, RESIDENTS, MEDICAL STUDENTS, AND YOU KNOW, I SPENT A LOT OF TIME HEARING THE STORIES PARTICULARLY ABOUT POSTDOCS, AND HOW THEY WERE HANDLING THE STRESSFUL SITUATIONS THEY WERE IN, HOW HARD IT WAS TO FIND -- TO THINK THROUGH WHAT WAS GOING TO BE THAT NEXT JOB, AND THE DIFFICULT RELATIONSHIPS THEY SOMETIMES HAVE WITH THEIR MENTORS. SO I DIDN'T SEE ALL THE GOOD THINGS, I SAW MORE OF THE PROBLEMS, BUT I GOT A GOOD FEELING FOR WHAT ARE THOSE PARTICULAR STRESSES. THEN WHEN I CAME ON THE FACULTY OF HOPKINS, I PRETTY QUICKLY BECAME THE P.R. FOR OUR TRAINING GRANT IN GENERAL INTERNAL MEDICINE, AND ONE THING THAT'S A LITTLE DIFFERENT, GENERAL MEDICINE HAS FLIPPED OVER TO A FEMALE-ORIENTED PROFESSION SOME TIME AGO, SO I'M SURE I WOULDN'T SAY I EVEN ADDED IT UP, BUT I GUARANTEE YOU, I HAVE MORE TRAINEES THAT WERE WOMEN THAN WERE MEN STARTING, YOU KNOW, IN THE EARLY 1990s, AND VERY HAPPY TO SAY NOW, I THINK I HAVE FOUR TRAINEES, ALL WOMEN, THAT ARE PROFESSORS, THREE OF THEM AT JOHNS HOPKINS, ONE AT DUKE, SEEING HOW THEY CAN BE SUCCESSFUL THROUGH THAT PROCESS. THEN I BECAME THE DIRECTOR OF -- THE VICE DEAN FOR CLINICAL INVESTIGATION AND DIRECTOR OF OUR ITCR OR THE CTSA PROGRAM. SO WITHIN THAT, AT HOPKINS WE HAD AS MANY AS 12 KL2 SCHOLARS AT A TIME, 10 PREDOC Ts, POSTDOC Ts, SO WHILE I WASN'T INVOLVED DAY TO DAY, I GOT THE BIG PICTURE ABOUT WHO WAS SUCCESSFUL AND WHO WAS NOT, AND SOME OF THE REASONS WHY THAT HAPPENED. AND THEN A COUPLE YEARS AGO, JUST BECAUSE WE WILL DONE VERY WELL AT CREATING THESE INTERDISCIPLINARY RESEARCH CENTERS, WE WENT IN FOR ONE OF THE BIRCWH AWARDS, AND WHILE I'M THE P.I., IT'S REALLY BECAUSE I FEEL COMFORT BELIEVE A BRINGING TOGETHER PEOPLE FROM NURSING AND PUBLIC HEALTH AND MEDICINE TO CREATE AN ENVIRONMENT WHERE YOU CAN SEE INTERDISCIPLINARY RESEARCH AND TRAINEES FLOURISH. SO THAT'S A LITTLE BIT ABOUT MY BACKGROUND. WHEN I GET TO THE END OF THIS, I'LL TELL YOU ANOTHER PROGRAM THAT WE'RE INVOLVED IN THAT JUST MADE ME THINK ABOUT IT. I SAID THERE'S A LOT OF THINGS YOU NEED TO FIND OUT ABOUT HOW TO WORK IN A UNIVERSITY, GET THE MENTOR, GET THINGS PUBLISHED, HOW DO YOU COME UP WITH GOOD IDEAS, AND ALL THAT'S IMPORTANT, BUT I ALSO HAVE SEEN A LOT OF THE SUCCESS HAS LESS TO DO WITH HOW ADEPT YOU ARE AT UNDERSTANDING SOME OF THE ACADEMIC THINGS,, IT'S JUST AS MUCH ABOUT HOW YOU UNDERSTAND YOUR OWN PERSONALITY, HOW YOU HANDLE STRESS, IT'S REALLY KNOWING YOURSELF SO YOU KNOW WHICH IS THE RIGHT JOB FOR YOU, WHICH IS THE RIGHT AREA FOR YOU, AND HOW YOU'RE GOING TO FLOURISH. SO THEN I THOUGHT, WELL, MAYBE I'D TALK A LITTLE BIT ABOUT WHAT WE'RE SEEING NOW ABOUT THIS CONCEPT OF RESILIENCY, WHICH IS THE POSITIVE, HOW DO YOU RESPOND TO STRESS. I THOUGHT THE FIRST ONE, I LOOKED AT IT LATER, I THOUGHT, MAN, THIS REALLY SOUNDS HORRIBLE, BUT FORGET ALL THE GOOD STUFF. WE ALREADY HEARD ABOUT THE GOOD STUFF, RIGHT? THE GREAT THINGS IS YOU GET A ROLE IN DISCOVERY, YOU HAVE A LOT OF FLEXIBILITY, YOU KNOW, AND THAT WORK STRESS MODEL, A LOT OF WHAT IT IS IS IT'S DEMAND VERSUS CONTROL WITH SOCIAL SUPPORT. ACADEMIC RESEARCHERS, HIGH DEMAND BUT HIGH CONTROL. AND THEN, YOU KNOW, WE TALK HOPEFULLY THAT THE SOCIAL SUPPORT IS THERE. BUT LET'S JUST, YOU KNOW, KIND OF TRY TO TELL SOMEBODY, WELL, WHAT'S IT LIKE TO BE A BIOMEDICAL SCIENTIST AND WHAT DO YOU FACE? AND IT'S KIND OF, I GUESS, LIKE BASEBALL, WHERE YOU'RE NOT GOING TO GET A HIT EVERY TIME. AND FAILURE IS A PRETTY FREQUENT OCCURRENCE. SO YOU HAVE TO FIGURE OUT HOW YOU'RE GOING TO RESPOND TO FAILURE, RIGHT? EXPERIMENTS FAIL, MANUSCRIPTS GET REJECTED, GRANTS GET REJECTED. CERTAINLY I DO HAVE ONE OF MY TRAINEES WHO IS 6 FOR 6 ON THEIR NIH R01s, INCLUDING BIG GRANTS. SHE HAS NEVER HAD AN NIH GRANT NOT FUNDED ON THE FIRST CYCLE. HARD TO BELIEVE. AND I KEEP TELLING HER THAT'S NOT THE NORM, AND YOU DON'T -- YOU SHOULDN'T TALK ABOUT THAT WITH TRAINEES. EVERY ONCE IN A WHILE, IT DOES HAPPEN, RIGHT? BUT YOU NEED TO REALLY BE PREPARED FOR DISAPPOINTMENTS. AND AT THE SAME WAY, WE'RE SEEING IT -- THE CONCEPT OF THE RESEARCHER BURNOUT DOESN'T SEEM TO BE PLAYING QUITE AS MUCH AS WHAT WE'RE SEEING IN PHYSICIANS, RIGHT, THE PHYSICIAN BURNOUT IS A BIG ISSUE ABOUT HOW YOU GET TO A POINT WHERE YOU'RE JUST GOING THROUGH THE MOTIONS, YOU CAN'T REALLY TAKE ADVANTAGE OF THE POSITION, YOU'RE DISTANCING YOURSELF FROM THE PATIENTS THAT YOU TREAT. YOU'RE PULLING BACK, YOU'RE DOING IT BUT YOU'RE JUST NOT PERSONALLY ENTHUSIASTIC ABOUT IT. AND I BELIEVE IT DOES HAPPEN WITH RESEARCHERS AS WELL AND MAYBE WE NEED TO THINK ABOUT IT THAT WAY. THEN TO BE IN YOUR 20s AND 30s, IT'S AN EXCITING TIME, THE WHOLE WORLD IS AHEAD OF YOU, YOU TRY TO BE OPTIMISTIC, BUT BOY, IF YOU PUT ALL THE STRESSES TOGETHER IN THAT AGE SPAN, IT'S A LOT, RIGHT? YOU'RE TRYING TO START YOUR CAREER, YOU HAVE A FAMILY, WE'RE GOING TO TALK A LITTLE BIT ABOUT WHAT WE'RE SEEING THAT YOU ALSO HAVE THAT RESPONSIBILITY FOR PARENTS FREQUENTLY WHO ARE BECOMING ILL AND HAVING TO DEAL WITH THAT. SO THERE IS A HUGE AMOUNT OF STRESSFUL EVENTS AND THINGS THAT YOU WANT TO ACHIEVE IN YOUR 20s AND 30s. THAT'S NOT GOING TO CHANGE. BUT I DO THINK WE HAVE TO RECOGNIZE IT. SO WHAT IS RESILIENCY? YOU'RE GOING TO SEE SOME OF THESE CAPACITY RECOVERY FROM DIFFICULTIES, TOUGHNESS, THAT INEVITABLE QUALITY THAT ALLOWS SOME PEOPLE TO BE KNOCKED DOWN BY LIFE AND COME BACK STRONGER THAN EVER RATHER THAN LETTING FAILURE OVERCOME THEM AND DRAIN THEIR RESOLVE, THEY FIND A WAY TO RISE FROM THE ASHES. YOU'RE SEEING THIS BOTH IN THE CHILD DEVELOPMENTAL PSYCHOLOGY AND ADULT AS WELL, SO IT'S THAT CONCEPT OF SAYING, AGAIN, HOW ARE YOU GOING TO HE RAO SPOND RESPOND TO T HE INEVITABLE DISAPPOINTMENTS OR STRESS THAT YOU MIGHT FEEL IN YOUR LIFE. THESE ARE SOME OF THE AREAS THAT WE TALK ABOUT UNDER RESILIENCY. SOME OF THEME THEES ARE A LITTLE GEARED TOWARD THE RESEARCHER BUT SOMETIMES NOT, RIGHT? YOU KNOW, HOW IS THAT -- HOW YOU'RE GOING TO HAVE THE SOCIAL CONFIDENCE TO DEAL WITH RESILIENCY, RESPONSIVENESS, FLEXIBILITY, EMPATHY, CARING. YOUR COMMUNICATION SKILLS. HAVING A SENSE OF HUMOR. A SENSE OF HUMOR WHEN YOU NEED, REALLY HELPS BRINGS TEAMS TOGETHER, STAY FOCUSED, IT'S REALLY GOOD TO KNOW HOW YOU HELP WITH THE RELATIONSHIP. BUT AGAIN, YOU SEE THAT COMMUNICATION SKILLS HAS TO BE PART OF IT. HOW MANY TIMES IF YOU REALLY GO BACK TO A SITUATION THAT'S GONE BAD, BEEFN WE HEARD EARLIER ABOUT GETTING CREDIT FOR YOUR WORK. WELL, MAYBE YOU NEVER REALLY SAID IT IN THE BEGINNING, OR YOU SAID IT IN SUCH AN OBSCURE WAY THAT THE PERSON ON THE OTHER END DIDN'T THINK YOU WERE SERIOUS ABOUT IT, RIGHT? SO THAT ALL HAS TO BE PART OF IT. PROBLEM SOLVING. PLANNING. HELP-SEEKING, CRITICAL AND CREATIVE THINKING. I CAN'T EMPHASIZE MORE, HELP-SEEKING. IF THERE'S ONE -- YOU KNOW, IF I LOOK AT A FACULTY MEMBER, A POSTDOC THAT IS GETTING IN TROUBLE AND I THINK THEY MAY NOT RECOVER, IT'S THE ONES THAT TRY TO SOLVE THE PROBLEM ALL BY THEMSELVES. THEY HIT NARROWER, THEY WORRY ABOUT COLLEAGUES, THEY TRY TO PUT 10 GRANTS IN THAT YEAR ALL BY THEMSELVES, THEY'RE GOING TO OUTWORK THE PROBLEM, AND IT JUST DOESN'T -- IT'S NOT A SUCCESSFUL STRATEGY. YOU FEEL THAT EMBARRASSMENT, HOW DID I FAIL, IF I SEEK HELP I HAVE TO ADMIT FAILURE. I'M JUST GOING TO TRY TO DO IT THE NEXT TIME BY MYSELF AND GET IT BETTER. THAT'S A VERY -- IT'S NOT A HEALTHY COPING MECHANISM. AUTONOMY, YOUR SENSE OF IDENTITY, THAT SELF-EFFICACY. I MENTIONED THIS SELF-AWARENESS. I KNOW WHAT I'M GOOD AT. I KNOW WHAT I'M NOT. I KNOW SOMETIMES, I KNOW I SPEAK SOMETIMES TOO HARSHLY. AND THAT DISSH OR I'M TOO AGGRESSIVE OR NOT AGGRESSIVE ENOUGH. YOU CAN'T BELIEVE HOW MUCH IT HELPS IF YOU ENTER A ROOM AT THAT MEETING AND SAY, I HAVE A TENDENCY TO DO THIS. SO WHEN WE TALK, MAKE SURE THAT, YOU KNOW, THAT DOESN'T HAPPEN. OR, YOU KNOW, JUST THAT SELF-AWARENESS TAKES A LOT OF THE TENSION OUT OF THE ROOM AND IN TERMS OF THAT INTERACTION. ADAPTIVE MESSAGING FOR CONDITIONS. YOU CAN DO THAT, YOU HAVE TO BE REALLY CAREFUL, AGAIN, IT HAS TO DO WITH THIS ISSUE ABOUT THE DISAPPOINTMENT. I WILL SAY, YOU KNOW, JUST TO THINK ABOUT IT, THERE ARE SOME PEOPLE IN BUSINESS SCHOOL AT HOPKINS AND WHAT THEY WORK ON IS, HOW DO TEAMS RESPOND TO FAILURE? YOU BRING A GROUP TOGETHER, YOU SPEND A COUPLE MONTHS, I'M ON PUTTING A GRANT TOGETHER, IT DOESN'T GET FUNDED. WHAT DOES THE GROUP DO? DO THEY DISPERSE? DIDN'T WORK. ONE OF THEM LEAVES, THEN YOU'VE GOT TO FIGURE OUT HOW TO REPLACE THAT PERSON BECAUSE OF THEIR EXPERTISE IS MISSING, OR DO YOU SAY, YOU KNOW WHAT, THE REVIEWERS, THEY WERE A LITTLE BIT RIGHT BUT THEY DIDN'T REALLY GET IT. AND WE'RE GOING TO TRY IT A SLIGHTLY DIFFERENT WAY THE NEXT TIME. A SENSE OF PURPOSE AND BELIEF IN A BRIGHT FUTURE. GOALS, DIRECTIONS, YOUR ASPIRATIONS TO CONTINUE TO GET SOME MORE TRAINING. SOMETIMES THE SPIRITUAL CONNECTEDNESS, PARTICULARLY FOR THAT MISSION THAT YOU ARE, YOU KNOW, IN A HELPING PROFESSION WITH A RESEARCH COMPONENT. YOU CAN GO AND FIND OTHERS BUT THIS IS AN ASSESSMENT, BEST I COULD TELL, THIS IS AN AUSTRALIAN PEDIATRIC SOCIETY, PERSONAL RESILIENCE QUESTIONNAIRE, THAT YOU LOOK THE AND AND SAY, AM I PREPARED FOR WHEN THINGS GO WRONG? DO I GET ENOUGH SLEEP? FOCUS. DO I SPEND SUFFICIENT TIME WHERE I FEEL FOCUSED IN THE ACTIVITIES I'M DOING, WHERE I FEEL I'M IN THE ZONE? SOMETIMES -- AND THIS IS ANOTHER THING. THE FAILURE, THE STRESS, YOU'RE TRYING TO DO EVERYTHING TO IMMEDIATELY GET YOURSELF BACK ON TRACK AND YOU DON'T HAVE THAT TIME TO FOCUS. DO I GET ENOUGH PHYSICAL EXERCISE? DO I SPEND TIME IN SOLITUDE AND SELF REFLECTION WITH NO GOAL OR AGENDA? SOMETIMES WE ALL NOTICE -- I DON'T KNOW IF IT'S TRUE, EVERYONE IMAGINES THAT PROFESSORS 100 YEARS AGO HAD DAYS TO THINK ABOUT WHAT WAS GOING ON, AND I DON'T KNOW IF IT'S TRUE OR NOT, PROBABLY WASN'T. BUT WE ALL FEEL NOW THAT WE DON'T HAVE ANY OF THAT TIME TO THINK THROUGH WHERE WE'RE GOING AND WHAT THE GOALS -- AND DO YOU HAVE TO FIND THAT TIME. SPEND ENOUGH TIME JUST RELAXING. RELATING, DO I SPEND ENOUGH TIME WITH THOSE CLOSEST TO ME. THT CAN BE IN THE PERSONAL SPHERE BUT IT ALSO CAN BE IN YOUR ACADEMIC LIFE AS WELL. AM I SATISFIED WITH HOW MUCH TIME I SPEND WITH FRENTSDZ, SOCIALIZING, IN COMMUNITY ACTIVITIES, OR MAKING NEW AYAIN ACQUAINTANCES, MAKING NEW NETWORK CONNECTIONS. BY, I'M GETTING A LITTLE STALE, I'VE BEEN WORKING WITH THOSE SAME FIVE PEOPLE FOR THE LAST 10 YEARS, I NEED TO MAKE AN EFFORT TO FIND A COUPLE OF NEW COLLEAGUES. PLAY, DO I SPEND ENOUGH TIME DOING THE THINGS I ENJOY? MINDFULNESS, DO I HAVE A WAY, A PRACTICE OF FOCUSING MY ATTENTION ON EXACTLY WHAT I'M FEEG IN THE PRESENT WHAT I'M FEELING IN THE PRESENT MOMENT. IF YOU GO TO PHYSICIAN BURNOUT RIGHT NOW, THE ONLY INTERVENTION THAT WE LOOKED -- LOOKS TO BE EFFECTIVE, IS THIS TAKING TIME OUT FOR A MINDFULNESS EXPERIENCE EXPERIENCE. SUPPORT. DO I HAVE FRIENDS I CAN CALL WHO REALLY LISTEN. JUST IMAGINE, YOU'RE GOING TO HAVE A REAL DISAPPOINTMENT, WHO ARE YOU GOING TO CALL? I THINK IT'S -- SOMETIMES IT'S YOUR MENTOR AND SOMETIMES IT'S NICE TO HAVE SOMEBODY OUTSIDE THE MENTOR WHO PROVIDES THAT INDEPENDENT -- AND YOU CAN BE, YEAH, REMEMBER YOUR -- I AM HO KNOWS WITH HONEST WITH MY MENTOR BUT ALSO KNOW HE OR SHE IS GOING TO BE IMPORTANT WITH WHAT HAPPENS TO ME. AND CAN I HONESTLY ASK THEM FOR HELP WHEN I NEED IT? OF COURSE YOU CAN ASK OTHERS BUT IF YOU NEVER HELP THEM OUT, RECIPROCITY IS PART OF THE DEAL, RIGHT? AND WHEN YOU SEE SUCCESSFUL YOUNG -- PARTICULARLY I THINK, YOU KNOW, A LITTLE BIT OF A STEREOTYPE, WOMEN WITH MULTI-TELL DEMANDS, IF -- MULTIPLE DEMANDS, IF THEY DON'T HELP EACH OTHER OUT, A LOT OF TIMES YOU END UP IN A POSITION WHERE YOU'VE NEVER BEEN A HELPER SO YOU HAVE NO ONE TO HELP WHEN YOU NEED SOMEONE TO TAKE AN EXTRA SHIFT OR "READ THIS GRANT FOR ME." DO I HAVE A CLEAR SENSE OF WHAT IS HAPPENING IN MY LIFE AND WORK, INCLUDING THE SENSE OF MY FUTURE? DO I KNOW THE SKILLS AND ATTRIBUTES I HAVE THAT ASSIST ME TO MANAGE IN TIMES OF STRESS AND A CLEAR IDEA OF HOW CAN I ASSIST IF I NEED HELP. I THINK IT'S LIKE A -- YOU KNOW, ONE OF THE THINGS YOU SEE WITH TEAMS AND YOU'VE GOT TO KNOW YOURSELF. SOME PEOPLE LIKE TO WORK, THEY LIKE DO THAT GRANT IN THE LAST 72 HOURS. OTHER, THEY GET WORSE WHEN IT GETS STRESSFUL. YOU WANT TO KNOW -- WEEKS AHEAD, THEY HAVE TO KNOW EXACTLY WHAT'S GOING TO HAPPEN. PUT THOSE TWO PEOPLE TOGETHER ON THE SAME GRANT, IT'S NOT A GOOD SITUATION. UNLESS YOU REALLY HAVE TALKED IT ALL THROUGH, RIGHT? FOR DO I FORGIVE MYSELF WHEN I MAKE A MISTAKE IN WHY DIDN'T I JUST MAKE THAT GRANT A LITTLE BIT ABOUT ABOUT BIT BETTER. THIS WHOLE THING ABOUT I NEED TO DO EVERYTHING I COULD, AND SOMEBODY SAYS I KNOW I DIDN'T DO EVERYTHING I COULD. I COULD HAVE SPENT ANOTHER SIX HOURS -- I MEAN, SOMEHOW YOU HAVE TO COME TO GRIPS WITH THAT TO SAY I DID EVERYTHING THAT WAS POSSIBLE. ANDAND A LITTLE BIT ABOUT MAKING YOURSELF HAPPY. PREPARING YOUR SELF, KNOWING THAT THINGS WILL HAPPEN. I WANTED TO SPEND JUST A LITTLE BIT TO TELL YOU ABOUT THIS PROGRAM BECAUSE WE'RE IN THE MIDST OF IT, WE DON'T KNOW WHETHER IT WORKS BUT IT'S INTERESTING. SO THE DORIS DUKE FOUNDATION, THEY HAD FUNDED MEDICAL STUDENTS FOR A YEAR OUT TO DO RESEARCH, AND WE WERE PART OF IT TOO. IT WASN'T A GOOD USE EVER FINDING HOW TO SUPPORT CLINICIANS TO BECOME RESEARCHERS RESEARCHERS. THE SUCCESS RATE WAS VERY LOW. SO THEY TURNED THEIR FOCUS TO SAYING, WHAT HAPPENS TO PEOPLE THAT LEAVE THE WORKFORCE? AND I HAVE TO SAY, CLINICAL, IT'S A LITTLE DIFFERENT, THERE'S ALWAYS ANOTHER OPTION OUT THERE. IT'S NOT QUITE THE SAME FOR PH.D.s. SO THE MDs ARE ALWAYS LIKE, WELL, OKAY, THIS IS REALLY STRESSFUL, IT'S NOT WORKING, I DO HAVE ANOTHER WAY I CAN GO MORE TOWARDS CLINICAL. SO WHAT THEY SAID IS, IF WE LOOK, THERE'S A CERTAIN NUMBER OF YOUNG RESEARCHERS, WHEN THEY HAVE A STRESSFUL SITUATION, AND IN THIS CASE, IT'S INTERESTING, BECAUSE WE CALL IT EXTRA PROFESSIONAL DEMANDS. SUCH AS CHILD CARE OR ELDER CARE. THAT EVEN THOUGH THAT MAY ONLY BE FOR A COUPLE YEARS, IF YOU DON'T GIVE THEM EXTRA SUPPORT, THEY LEAVE. THEY LEAVE THE RESEARCH WORKFORCE. SO THE IDEA IS BY IDENTIFYING THIS NOW, I THINK YOU DO SEE WHERE THE ACADEMIC WORLD IS. SO I SEE ALL THE APPLICATIONS, WE HAD 28 APPLICATIONS AT HOPKINS, THE HIGHEST NUMBER OF ANY PLACE, I DON'T KNOW WHAT THAT MEANS, BUT IT WAS HIGH, RIGHT? AND AGAIN, THERE ARE CERTAIN SAFE THINGS TO SAY. I HAVE TO SAY, IT SEEMS TO BE VERY SAFE TO SAY, YOU HAVE TO TAKE CARE OF YOUR PARENTS BECAUSE THEY HAVE MORE HEALTH PROBLEMS. AND THERE'S CERTAINLY A REALITY TO IT. SO A LITTLE LESS SAFE TO TALK ABOUT YOUR KIDS OR YOUR SPOUSE OR YOUR PARTNER. IT SEEMS TO BE VERY UNSAFE TO TALK ABOUT YOURSELF. SO OUT OF THOSE 20 APPLICATIONS, I WOULD SAY HARDLY ANY OF THEM DID THE PERSON SAY, I'M HAVING ENOUGH STRESS, I'M REALLY -- I FEEL LIKE I'M NOT FUNCTIONING THAT WELL, YOU KNOW, I'M CLOSE OR IN DEPRESSION, AND I NEED EXTRA HELP TO GET ME THROUGH THAT TIME. MAYBE THAT ISN'T THE REALITY BUT IT SEEMS A LITTLE ODD THAT THAT IS NOT THE NARRATIVE THAT COMES THROUGH. BUT WE'RE GOING FORWARD, WE'LL SEE. UNIVERSITY OF MICHIGAN IS LEADING THE EVALUATON FOR THIS. EVERYBODY THAT'S APPLIED IS IN THIS COHORT TO LOOK OVER TIME, AND I THINK IT'S GOING TO BE A VERY INTERESTING DATASET ABOUT SUCCESS BECAUSE IT INCLUDES ALL THE ACADEMIC FACTORS BUT IT ALSO INCLUDES A LOT OF THE PERSONAL FACTORS. EVENTS THAT CAN HAPPEN THAT YOU CAN'T PREPARE FOR, PEOPLE GO THROUGH DIVORCES, ALL THOSE THINGS. WE'RE NOT JUST THE PROFESSIONAL LIFE. WE ARE THE PROFESSIONAL LIFE PLUS THE PERSONAL LIFE. AND SOMEHOW YOU HAVE TO MANAGE BOTH OF THOSE TO STAY IN A SUCCESSFUL CAREER, SO I THINK WE HAVE TO BE CAREFUL NOT TO JUST FOCUS ENTIRELY -- I THINK -- THE DATA SHOWS THAT AS WELL, WHEN YOU HAVE A PERSONAL STRESS YOU THAT CAN'T HANDLE, YOUR PROFESSIONAL LIFE SUFFERS OR YOU CHANGE DIRECTIONS. AND THE FUNNY THING WHAT I'M TRYING HERE TO SAY, EVERYBODY IS GOING TO HAVE A PERSONAL EVENT. SO YOU WANT TO PREPARE AHEAD OF TIME FOR IT. WHEN THAT HAPPENS, WHEN IT'S A PERSONAL EVENT, IT'S A PROFESSIONAL STRESS, YOU HAVE TO HAVE THE SKILLS AND YOU HAVE TO LOOK AT THEM AND SAY, I'M PREPARED FOR IT. AND ONCE YOU'RE PREPARED FOR IT, I MEAN, IT DOESN'T MAKE IT ANY EASIER, BUT IT TAKES AWAY ALL THAT ANXIETY ABOUT I'M NOT GOING TO BE ABLE TO HANDLE IT. AND YOU SAY, I'M PREPARED FOR IT. SO THAT'S MY MESSAGE FOR YOU TODAY AND WHAT DOES IT MEAN TO YOU? THIS IS WHERE YOU'RE GOING TO HAVE TO INTEGRATE THIS INTO I DON'T KNOW YOU. [LAUGHTER] AND YOU'RE GOING TO HAVE TO TAKE THIS INTO YOUR PERSONAL LIFE AND PROFESSIONAL LIFE AND THINK IT THROUGH, BUT PLAN AHEAD FOR HAVING THE SKILLS AND THE CAPABILITIES THAT YOU'LL BE ABLE TO HANDLE THE INEVITABLE STRESSES THAT HAVE COME ALONG, YOU'LL GET THROUGH IT AND YOU'LL HAVE A SUCCESSFUL CAREER. THANKS. [APPLAUSE] >> I'M HONORED TO INTRODUCE OUR LAST SPEAKER, DR. RACHELLE HELLER, PROFESSOR OF COMPUTER SCIENCE AT GEORGE WASHINGTON UNIVERSITY SCHOOL OF ENGINEERING AND APPLIED SCIENCE, WHERE SHE JOINED THE FACULTY IN 1985. FROM 2003 TO 2016, PROFESSOR HELLER SERVED AS ASSOCIATE DEAN AND LATER AS ASSOCIATE PROVOST OF GW'S MOUNT VERNON CAMPUS. DURING THIS SAME PERIOD, SHE DIRECTED THE ELIZABETH SOMERS WOMEN LEADERSHIP PROGRAM. IN BOTH CAPACITIES, SHE WAS A STRONG POE POANT OF DEVELOPING INITIATIVES TO INTRODUCE GIRLS AND WOMEN TO SCIENCE, TECHNOLOGY, ENGINEERING AND MATH FIELD. AND TO RETAIN THEM IN THE STEM FIELDS. OVER THE COURSE OF HER CAREER AT GW, SHE HAS WON MORE THAN THREE -- IN THE GRANT THAT SUPPORT ALL OF THESE EFFORTS AND IS A CO-AUTHOR OF FORWARD TO PROFESSORSHIP IN STEM, INCLUDING FACULTY DEVELOPMENT STRATEGIES THAT WORK. BASED ON PRESENT -- IN THESE GRANTS. IN 2010, DR. HELLER RECEIVED THE GEORGE WASHINGTON AWARD FOR HER EXCEPTIONAL CONTRIBUTIONS TO THE UNIVERSITY. IN 2017, PROFESSOR HELLER WAS INDUCTED INTO THE GW SCHOOL OF ENGINEERING HALL OF FAME AND HAS BEEN RECOGNIZED AMONG THE 100 INSPIRING WOMEN IN STEM. AND HIGHLIGHTED BY INSIGHT INTO DIVERSITY MAGAZINE FOR PROGRAMMING IN MENTOR SHIP. PLEASE JOIN ME IN WELCOMING DR. RACHELLE HELLER, WHO WILL PRESENT ON "MENTORING, ONE SIZE DOES NOT FIT ALL." [APPLAUSE] DAN USED A BASEBALL METAPHOR FOR SO I'M GOING TO USE A BASEBALL METAPHOR, I FEEL LIKE THE CLEAN-UP HITTER. BUT I KNOW THAT'S THE FOURTH SPOT, NOT THE THIRD. I RAISED THREE BOYS, I KNOW IT. SO HAVING HEARD THESE PREVIOUS TALKS, STANDING HEERYLY REMINDS ME OF SOMEONE I KNOW, I KNEW, NAMED JOAN. AS A YOUNG CHILD, JOAN, WHO WAS EXTREMELY BRIGHT AND DESTINED TO BE A SCIENTIST, SURVIVED THE JOHNSTOWN FLOOD. WHEN SHE GRADUATED FROM HIGH SCHOOL, SHE WAS THE VALEDICTORIAN AND THEY GAVE HER THE OPPORTUNITY TO SPEAK. SHE CHOSE TO SPEAK ABOUT THE FLOOD. IN COLLEGE, HER INTEREST IN THE FLOOD LED HER TO HER FIRST PUBLISHED PAPER ON THE -- FLOOD. AT EVERY YOU AUSPICIOUS MOMENT IN HER LIFE, JOAN SPOKE ABOUT AND COMMUNICATED ABOUT THE FLOOD. SADLY, JOAN DIED. BUT SHE HAD LIVED AN EXEMPLARY LIFE AND SO SHE ARRIVED IN HEAVEN AND WAS GREETED BY ST. PETER. HE OFFERED HER A CHANCE TO SPEAK TO THE HEAVENLY HOSTS. SHE HAPPILY ACCEPTED AND SHE SAID, I WILL SPEAK ABOUT THE FLOOD. THAT'S FINE, HE SAID, BUT I SHOULD WARN YOU THAT NOAH WILL BE IN THE AUDIENCE. [LAUGHTER] SO THANK YOU, ALL YOU MODERN DAY NOAHs, EXPERIENCED MENTORS, EXPERIENCED MENTEES, THOSE OF YOU WHO PLAN TO BE A MENTOR OR MENTEE, FOR PERMITTING ME TO SHARE JUST A BIT OF MY RESEARCH AND PHILOSOPHY ON A TOPIC THAT YOU ALL KNOW TOO WELL. MENTORING IS HARD TO DEFINE. WHY SO? BECAUSE IN PART, MENTORING DOES NOT COME IN ONE FORM OR ONE FORMAT. WHO ARE THE MENTORS? WHAT DIFFERENTIATES A NEAR PEER MENTOR FROM A ROLE MODEL? WHAT'S A BOARD OF DIRECTORS? WHAT DEFINES THE MENTORING PROCESS? GIVEN THE VARIOUS FORMS OF MENTORING, FORTUNATELY, WE ALL DO KNOW GOOD MENTORING WHEN WE SEE IT AND WHEN WE ARE ENGAGED IN IT. BUT AS SCIENTISTS, WE ARE WAY MORE COMFORTABLE WITH DEFINITIONS, SO HERE'S MY SWEEPING DEFINITION. IT DOES NOT PARSE MATHEMATICALLY. IT'S MY DEFINITION. MENTORING INVOLVES THE TRANSMISSION OF INFORMATION AND KNOWLEDGE NOT READILY AVAILABLE, BURRELL VANT TO WORK, CAREER OR PROFESSIONAL DEVELOPMENT. AND BECAUSE WOMEN ARE MORE OFTEN ISOLATED IN THEIR CAREER OR RELUCTANT TO INITIATE MENTORING RELATIONSHIPS FOR FEAR OF BEING PERCEIVED AS INADEQUATE, IT'S VERY IMPORTANT, VERY IMPORTANT THAT WE TALK ABOUT MENTORING, HOW IT WORKS, AND HOW IT CAN WORK FOR YOU. SO JOIN ME NOW FOR A VERY SHORT TOUR OF THE MENTORING LANDSCAPE FOCUSING ON WHO ARE THE MENTORS AND HOW DOES MENTORING TAKE PLACE. SO WHO ARE MENTORS? IN A WORD, EVERYONE. I'M DONE. [LAUGHTER] NO. BUT I'M AN ACADEMIC, SO I'M NOT DONE. SO WHO'S THE PERFECT MENTOR, AND WHO THAT IS DEPENDS ON WHERE THE MENTEE IS IN HIS OR HER CAREER, AND WHAT THEIR NEEDS ARE. A HIGH SCHOOL STEM STUDENT SEEKING CAREER ADVICE MIGHT BE BEST SERVED BY A NEAR PEER MENTOR. A NEAR PEER OR PEER MENTOR IS NOT A ROLE MODEL IN MY VOCABULARY. TO ME, A ROLE MODEL IS SOMEONE FAR MORE ADVANCED, SOMEONE I CAN SEE MYSELF BECOMING, BUT THE TIME AND THE SPACE BETWEEN ME AND SHE IS ENORMOUS. I CAN SEE MY ROLE MODEL BUT I'M NOT SURE HOW TO GET THERE. VIVIAN PINN IS MY ROLE MODEL, AND I'M SURE SHE'S YOURS. BUT ACCORDING TO THE COUNCIL ON UNDERGRADUATE EDUCATION, PEER MENTORING OR NEAR PEER MENTORING INCLUDES THE COLLABORATION OF INDIVIDUALS WHO HAVE SIMILAR BACKGROUNDS, FOR EXAMPLE, SIMILARITY IN AGE, OR EDUCATIONAL BACKGROUND, OR LABORATORY EXPERIENCE, WHEREAS PEER MENTORS DIFFER SLIGHTLY IN THESE PARAMETERS BUT ARE SIMILAR IN OTHERS. THERE ARE OBVIOUS ADVANTAGES OF A PEER OR NEAR-PEER MENTORING. THE MENTORING PAIR HAVE LOTS IN COMMON. THEY SPEAK THE SAME LANGUAGE. THE MENTEE CAN READILY SEE HERSELF IN THE CAREER POSITION OF THE MENTOR. THE MENTEE CAN RELATE TO THE MEN -- THE MENTOR CAN RELATE TO THE MENTEE STRUGGLES BECAUSE SHE, HERSELF, HAS JUST BEEN THERE. THE BENEFITS OF PEER MENTORING, THOUGH, ARE ALSO LESS OBVIOUS. IN A TYPICAL LAB STRUCTURE, FOR EXAMPLE, THE INCREASED USE OF NEAR PEER MENTORS MAY FREE UP THE TIME OF THE MORE SENIOR LAB MEMBERS OR MAY PROVIDE A LARGER NETWORK OF COLLABORATORS WHEN A NOVICE IS SEEKING IMMEDIATE FEEDBACK OR DIRECTION, THEREBY ELIMINATING THAT COSTLY DOWNTIME WAITING FOR AN ANSWER. PEER AND NEAR PEER MENTORS ALSO MAY BE MORE ACCESSIBLE AND APPROACHABLE THAN THE P.I. THIS IS PARTICULARLY TRUE WITH NOVICE RESEARCHERS WHO DON'T YET REALLY IDENTIFY AS A PERSON OF THE PH.D. LEVEL. NEAR PEER MENTORING CAN BE EFFECTIVE TO MANAGE LABS WHERE YOU HAVE HIGH SCHOOL STUDENTS, UNDERGRADUATES, DOCTORAL STUDENTS, POSTDOCS, ET CETERA. IT ALLOWS FOR THE PERSON WITH THE MOST EXPERIENCE ON A SPECIFIC TOPIC WHO MIGHT NOT BE THE POSTDOC TO SERVE AS A PEER OR NEAR PEER MENTOR FOR THE OTHERS, AND THAT CAN ENRICH THE EXPERIENCE OF BOTH THE MENTORS AND THE MENTEES. PEER MENTORS DO NOT ALWAYS HAVE TO BE IN THE SAME CAREER TRAJECTORY. MAYBE YOU JUST NEED A PEER MENTOR. I SHOULDN'T USE THOSE TERMS. IT'S HARD TO SAY OFTEN. MAYBE YOU SHOULD JUST NEED -- YOU JUST NEED A PEER MENTOR WHO JUST GETS IT. HERE'S MY FAVORITE STORY ABOUT A WONDERFUL MENTORING EXPERIENCE THAT TOOK PLACE BETWEEN ANNA QUINNLIN AND MAUREEN DOWD. AS ANNA QUINNLIN FOR ALMOST ALL OF HER CAREER WAS THE ONLY FEMALE OP ED COLUMNIST AT THE "NEW YORK TIMES," JUST AS SHE WAS LEAVING THE PAPER, SHE LEFT A MENTORING NOTE FOR MAUREEN DOWD, WHO WAS GOING TO SIT AT ANNA'S DESK. DEERDEAR MAUREEN, THE NOTE BEGAN. THE NOTE TALKED ABOUT THE CHILLY CLIMATE AT THE "NEW YORK TIMES," THE CHALLENGES AND HURDLES MAUREEN DOWD WOULD SURELY FACE. DEAR MAUREEN, IT SAID, THERE WILL BE TIMES YOU WILL WANT TO SCREAM, "I CANNOT BELIEVE HE SAID THAT!" [LAUGHTER] BUT INSTEAD OF SCREAMING, ANNA COUNSELED, JUST CALL CAN OR WRITE ME, AND IF YOU BEGIN, "DEAR ANNA," YOU WON'T HAVE TO SAY ANYTHING ELSE. I'LL KNOW WHAT YOU WANT. NOW THAT COMES A GREAT MENTORING. SOMETIMES, THOUGH, A SINGLE MENTOR JUST DOESN'T DO IT. KAY HAS ALREADY MENTIONED THAT. LIFE IS VERY COMPLEX AND EXPERIENCED FOLKS IN ONE ARENA MIGHT JUST NOT HAVE THE EXPERIENCES OR BE ABLE TO TRANSLATE THEIR EXPERIENCES INTO ADVICE AND COUNSEL IN ANOTHER AREA. THEN IT'S TIME TO CALL IN NOT GHOST BUSTERS BUT THE BOARD OF DIRECTORS. AND A BOARD IT IS, WITH PEERS AND NEAR PEERS FROM VARIOUS ASPECTS OF YOUR LIFE. NOW, YEARS, YEARS, LOOKING BACK AT MY OWN PH.D. THESIS COMMITTEE, I REALIZE I REALLY HAD SUCH A BOARD AND DIDN'T EVEN REALIZE IT AT THE TIME. ONE MEMBER WAS MY STATISTICS EXPERT. ONE MEMBER, MY EXPERT ON COMPUTING AND LEARNING. ONE, THE MOST SENIOR PERSON IN THE DEPARTMENT TO GUIDE MY WAY. AND I RELIED ON EACH ONE OF THEM FOR A SPECIFIC -- FOR THEIR SPECIFIC WISDOM. TRANSLATING ALL OF THIS INTO AN ACADEMIC SETTING IN OUR FORWARD ARE TO PROFESSORSHIP GRANT WHICH WAS FUNDED BOTH BY NSF AND NIH, WE WORK WITH PARTICIPANTS TO ESTABLISH THEIR OWN BOARD OF DIRECTORS. WITHIN THE DEPARTMENT WHO'S GONE THROUGH PROMOTION AND TENURE, SOMEONE IN THEIR SCHOOL WHO CAN OFFER INSIGHTS AND HELP YOU REASON THEM OUT, AND FINALLY, AS WAS ALSO POINTED OUT BEFORE, SOMEONE AS FAR REMOVED FROM THE SITUATION THAT WOULD SERVE AS YOUR DEAR ANNA, WITH WHOM YOU CAN ENGAGE IN STRATEGIES AND NOT WORRY THAT YOU ARE SAYING SOMETHING THAT MIGHT COME UP AGAIN IN YOUR DEALINGS WITH PEOPLE WITH WHOM YOU HAVE TO TEACH, OR RESEARCH, OR WRITE GRANTS, AND I DON'T AGREE, KAY, GRANTS ARE NEVER INJOIBL. BUT YOU CAN'T WORK WITH THESE PEOPLE AND THEY CERTAINLY WON'T VOTE ON YOUR PROMOTION AND TENURE. SO HOW BIG IS A BOARD OF DIRECTORS? WELL, BIG ENOUGH, I THINK. THREE, FOUR. MANAGEABLE. BUT, ONCE YOU'VE GOT YOUR MENTORS, WHERE AND HOW AND WHEN DOES MENTORING TAKE PLACE? HOW DOES ONE TRAIN TO BECOME A MENTOR OR A MENTEE? ARE THERE POLICIES TO BE SET? WHAT ABOUT A GROUP OF INDIVIDUALS BEING MENTORED AT ONCE? NOT INLIKE UNLIKE THIS SIM POSE YES, SYMPO SIUM. IS THAT MENTORING? IN STEM, MENTORS ARE VERY HARD TO COME BY DUE TO THE UNDERREPRESENTATION OF WOMEN AND MINORITIES IN THESE HIGHER LEVELS, SO MAYBE GROUP MENTORING IS A VIABLE OPTION UNTIL WE SOLVE THAT PROBLEM. SO IN OUR RESEARCH IN THE FORWARD PROGRAM, WE LEARN THAT THE MENTORING RELATIONSHIP SHOULD BE BUILT UPON A SET OF AGREED-UPON POLICIES AND STRUCTURE. THE MENTEE AND MENTOR SHOULD WORK IT OUT. SHOULD YOU MEET IN SOMEONE'S OFFICE? SOMEWHAT FORMAL. SHOULD YOU MEET FOR COFFEE? SHOULD YOU MEET FACE TO FACE? OR JUST ONLINE BY EMAIL OR PHONE? SHOULD YOU ONLY MEET IN ADVANCE OF A CRISIS? WOULD THAT YOU COULD DO THAT, WOULD THAT YOU KNEW WHEN A CRISIS WAS GOING TO HAPPEN? SHOULD YOU HAVE A REGULARLY SET TIME AND A REGULAR AGENDA AS DESCRIBED IN EVERY OTHER THURSDAY BY ELLEN DANIEL? AND IF YOU DON'T KNOW THAT BOOK, I URGE YOU TO READ IT. SO THE BOTTOM LINE IS ONE SIZE JUST DOESN'T FIT AL. BUT EACH FORMAT DOES REQUIRE A SET OF PRE-AGREED GOALS, STRATEGIES, AND RULES. TOGETHER MENTORS AND MENTEES SHOULD RESOLVE TIMING AND STRUCTURE. HAVING A SET TIME AND A STRUCTURE, THOUGH, DOESN'T MEAN THAT YOU DON'T NEED TRAINING. GOOD MENTORS AND MENTEES NEED TO BE OPEN AND HONEST. READING A BIT ABOUT OTHER MENTORING SITUATIONS OR TEXTS SUCH AS DIFFICULT CONVERSATIONS ARE MENTORING TRAINING TOOLS, AS MUCH AS THIS SHORT TALK IS A MENTORING TRAINING TOOL. AND BECAUSE WE CHANGE AND OUR CIRCUMSTANCES CHANGE, THE MENTORING PAIR SHOULD HAVE AGREED UPON REVIEW WHEN THE MENTORING RELATIONSHIP IS STARTING TO FRAY OR HAS GONE ON FOR ABOUT A YEAR . SOMETIMES NEW MENTORING RELATIONSHIPS ARE JUST THE MEDICINE, PARDON THE PUN, JUST THE MEDICINE TO HELP BOTH PARTNERS MOVE AHEAD. WELL, WHAT ABOUT FORMAL MENTORING PROGRAMS? THEY'RE RARE, BUT THEY EXIST. IN A FORMAL MENTORING PROGRAM, AN OFFICIAL WITHIN THE INSTITUTE OR DEPARTMENT WILL PAIR THE MENTORS AND MENTEES. TOGETHER WITH THE MENTEE, THE MENTOR OUTLINES THE IMPLEMENTATION PLAN SO THAT SPECIFIC GOALS CAN BE SET AND PROGRESS MEASURED TOWARDS THEM. MEPMENTORING BECOMES PART OF A CAREER ASSESSMENT. THIS IS BECAUSE BOTH THE INSTITUTE AND THE MENTOR BENEFIT FROM MENTORING, JUST AS THE MENTEE. SHOULD WE EVALUATE THE MENTOR IN A FORMAL SETTING? THAT'S A HOT BUTTON OPEN QUESTION. MENTORING FUTURE SCIENTISTS IS AN ESSENTIAL PART OF THE SCIENCE SYSTEM, BUT SCIENCE LEADERS ARE BUSY PEOPLE, AND MAY ONLY SEE MENTORING AS AN ADD BURDEN. ADD BURDEN. IN AN INSTITUTIONAL FORMAL MENTORING PROGRAM, IT'S IMPORTANT, I THINK, TO PROVIDE INCENTIVES FOR THE MENTORS. WHATEVER THEY MIGHT BE. PERHAPS IT'S JUST INCLUDING IT IN YOUR ANNUAL REVIEW. FOR MANY, ESPECIALLY JUNIOR FACULTY MEMBERS, THE NUMBER ONE THING THAT THEY WANT IN A MENTOR BESIDES GENERAL CAREER ADVICE IS ACCESS TO THE MENTOR'S NETWORK. FOR EXAMPLE, A YOUNG FACULTY MEMBER MAY NOT KNOW THE BEST PERSON TO CONTACT WITH A SPECIFIC PROBLEM. BUT THE MENTOR, A MORE ESTABLISHED FACULTY MEMBER, WILL BE ABLE TO POINT TO JUST THE RIGHT CONTACT. NO MATTER THE LEVEL OF FORMALITY, MOST PROGRAMS START OFF WITH ENTHUSIASTIC MENTORS AND MENTEES, AND THEN THEY FAIL. THEY FAIL FOR A VARIETY OF REASONS. SOMETIMES THE MENTORS LACK CHEMISTRY. THEY JUST DON'T FEEL LIKE THEY HAVE MUCH IN COMMON. THEY DON'T WORK TOGETHER REGULARLY. THEY DIDN'T FALL INTO A NATURAL FRIENDSHIP. BOTH MENTORS AND MENTEES HAVE LOTS OF DEMANDS ON THEIR TIME, AND THEY FIND, OFTEN, THAT DESPITE THEIR BEST INTENTIONS, THE SESSIONS BECOME FURTHER AND FURTHER APART. UNTIL THEY EVENTUALLY STOP ALL TOGETHER. SOMETIMES IT'S UNCLEAR WHAT THE EXPECTATIONS ARE. JUST WHAT ARE WE SUPPOSED TO BE DOING HERE ANYWAY? AND SOMETIMES IT'S THE RELATIONSHIP THAT FAILS BECAUSE LACK OF CANDOR. THE MENTEE DOES NOT FEEL COMFORTABLE RAISING PROBLEMS OR CONCERNS FOR FEAR THAT THEY WILL BE PASSED ON TO HIS OR HER DETRIMENT. AND STUDIES SHOW THAT WOMEN, WOMEN OF COLOR, AND LGBT WOMEN, ARE MOST FREQUENTLY THE ONES LEFT OUT WHEN THIS HAPPEN BECAUSE THEIR NATURAL NETWORK IS SO SMALL. SOME INSTITUTIONS AND INDIVIDUALS HAVE RESPONDED TO THESE FAILURES BY GIVING UP, FORMAL OR INFORMAL MENTORING. THEY CONCLUDE THAT SUCCESSFULLY MENTORING RELATIONSHIPS JUST HAVE TO DEVELOP NATURALLY OR NOT AT ALL. BUT MENTORING DOES AND CAN WORK. WHAT WILL WORK BEST FOR ANY PARTICULAR SITUATION VARIES, BUT I'D LIKE TO LEAVE YOU WITH SEVEN, RESEARCH SAYS YOU CAN REMEMBER FIVE PLUS OR MINUS TWO, SO WE'RE GOING TO SEVEN, OKAY? SEVEN ITEMS. ONE, GOOD MENTORING HAS STRUCTURE. TWO, MENTORS AND MENTEES ARE TRAINED. THREE, MENTORS AND MENTEES ARE MATCHED WITH CARE. FOUR, COMMUNICATION BETWEEN THE MENTOR AND THE MENTEE IS CONFIDENTIAL. FOR FOLLOW MALL FORMAL PROGRAMS, THE PROGR AM ACTIVELY EP GAUGES IN MONITORING THE PROGRAM. THE MENTEE GETS TO SET THE AGENDA FOR THE MEETINGS. AND FINALLY, AS I MENTIONED BEFORE, THESE MENTORING RELATIONSHIPS SHOULD BE SET FOR A FIXED TIME. NO LONGER THAN A YEAR, AND THEN RENEWABLE. SO WHO'S A MENTOR? I AM A MENTOR, AND THE BOTTOM LINE IS THAT WE ARE ALL MENTORS AND WE ARE ALL MENTEES. THE QUESTION IS, WHAT FRAME AND WHAT FRAMEWORK WORKS FOR US? THANKS. [APPLAUSE] >> WE'RE GOING TO MOVE RIGHT IN TO OUR MODERATED PANEL DISCUSSION AND WHILE I INVITE THE SPEAKERS AND OUR MODERATOR TO COME TO THE FRONT, EVERYONE CAN STAND FOR A MINUTE AND STRETCH, BUT PLEASE STAY SEATED, UNLESS YOU NEED TO TAKE A BIO BREAK. BUT WE WERE HAVING A MINDFUL MOVEMENT BUT WE WILL BE SKIPPING THAT. OUR LEADER FOR THAT IS NOT -- WILL NOT BE HERE TO LEAD US, SO JUST TAKE A MINUTE TO STRETCH WHILE I INTRODUCE THE MODERATOR. AND OUR DISTINGUISHED -- WE CAN ALSO GIVE OUR DISTINGUISHED SPEAKERS ONE LAST HAND OF APPLAUSE. [APPLAUSE] IF YOU WOULD LIKE TO HAVE A SEAT, I CAN INTRODUCE THE MODERATOR. I ALSO WANT TO REMIND YOU TO PLEASE PASS YOUR CARDS WITH YOUR QUESTIONS TO THE END OF YOUR AISLES AND WE'RE GOING TO HAVE ORWH STAFF MEMBERS, MS. TIARA HOLMES AND MS. ELIZABETH COME AROUND AND COLLECT THOSE CARDS FOR OUR PANEL DISCUSSION. I'D LIKE TO DUES OUR MODERATOR, MS. JANET BANDOWS KOSTER. >> LET'S GET EVERYONE TO STAND UP. >> TIME TO STRETCH. MISS KOSTER HAS MASTER'S DEGREE IN BUSINESS ADMINISTRATION, AND SHE HAS SERVED AS THE EXECUTIVE DIRECTOR AND CEO FOR THE ASSOCIATION FOR WOMEN IN SCIENCE. SHE HAS OVER 25 YEARS OF EXPERIENCE LEADING ORGANIZATIONS IN BOTH THE UNITED STATES AND OVERSEAS WITH A FOCUS ON GENDER AND WORKFORCE ISSUES. SHE IS AUTHOR OF A RECENTLY PUBLISHED BOOK ENTITLED EQUITABLE SOLUTIONS FOR RETAINING A ROBUST STEM WORKFORCE, WHICH EXAMINES SYSTEMIC FACTORS LEADING TO THE DEARTH OF WOMEN IN STEM. AND ITS IMPACT ON THE WORKFORCE. MS. KOSTER HAS ALSO AUTHORED NUMEROUS REPORTS RELATED TO THE ISSUES OF THE INTERSECTION OF GENDER IN STEM. IN 2016, SHE WAS NAMED ONE OF THE 100 MOST INSPIRING WOMEN IN STEM BY INSIGHT INTO DIVERSITY. PLEASE WELCOME MS. JANET BANDOWS KOSTER AS A MODERATOR OF THE PANEL DISCUSSION. [APPLAUSE] >> I WOULD LIKE TO SAY IT'S TRULY AN HONOR TO BE INCLUDED IN TODAY'S EVENTS. DR. PINN WAS ONE OF THE FIRST AMAZING WOMEN I MET WHEN I STARTED 12 YEARS AGO SO I'M SO PLEASED TO BE ABLE TO BE HERE. THANK YOU VERY MUCH. I WOULD ALSO LIKE TO AGAIN REITERATE, YOU HAVE CARDS IN YOUR INDEX CARDS, IN YOUR PACKETS. PLEASE WRITE YOUR QUESTIONS AND PASS THEM TO THE END OF THE AISLE AND THEABL PICKED UP. BECAUSE IT'S REALLY IMPORTANT TO IS A DIALOGUE, AND I KNOW THAT ALL OF OUR SPEAKERS TODAY ARE VERY INTERESTED IN HEARING FROM YOU AND ANSWERING THOSE VERY SPECIFIC QUESTIONS THAT YOU MAY HAVE. WHILE WE'RE DOING THAT, IT'S MY PREROGATIVE AS MODERATOR TO ASK MAYBE, I THINK, A FEW QUESTIONS, TO ADDRESS MAYBE NOT THE INDIVIDUAL BUSY STE MIBG ISSUES, AND I APPRECIATE, DR. CLAYTON, THAT YOU'VE TALKED ABOUT THAT TODAY. I THINK ONE OF THE THINGS THAT WE OFTEN SEE THAT PARTICULARLY ADDRESS ISSUES OF GENDER AND WOMEN IN THE STEM ARENA, WE OFTEN ADDRESS THE INDIVIDUAL ISSUES. AND WE DON'T ALWAYS LOOK AT SYSTEMIC ISSUES. AND I THINK IT NEEDS TO BE A COMBINATION OF BOTH. CERTAINLY I APPRECIATE THE COMMENTS ON RESILIENCE, I THINK THAT IS A TOPIC RIGHT NOW THAT WE'RE SPENDING A LOT OF TIME LOOKING AT. WHEN WE LOOK AT THE INDIVIDUAL. BUT I THINK WE ALSO REALLY NEED TO LOOK AT THE SYSTEM SO LET ME ASK, IF YOU DON'T MIND, MY FIRST QUESTION. AND I THINK I'LL ADDRESS THIS TO CHELLE. YOU MENTIONED THAT THERE WAS SOME SENSITIVITY OR CONCERN ABOUT TRAINING MENTORS. WE DO KNOW IN MANY GRANTS, A MENTORING PLAN IS REQUIRED. THAT IS OFTEN NOT MAYBE TAKEN AS SERIOUSLY AS IT SHOULD BE, AND KIND OF BECOMES A BOILERPLATE. SO WHAT DO YOU SEE, CHELLE, THAT WE COULD MAYBE DO TO CHANGE THAT? >> SORRY. I DON'T DO HARDWARE. [LAUGHTER] SO I THINK THAT YOU HAVE -- ACTUALLY I FIND IT INTERESTING, AT LEAST I KNOW IT FROM THE NSF APPLICATIONS THAT MENTORING -- AND I BELIEVE YOU'RE RIGHT, IN FACT I KNOW YOU'RE RIGHT, THAT A TEMPLATE FLOATS AROUND JUST THE SAME WAY FINAL EXAM SOLUTIONS FLOAT AROUND. I THINK THAT -- I SHOULD TAKE OUT THAT WORD -- I KNOW THAT THERE ARE IMPORTANT WAYS TO BUILD A SYSTEMIC SOLUTION TO THAT TRAINING OF GOOD MENTORS. AND THE FIRST WAY IS TO BRING IT UP AS A TRAINING ISSUE BECAUSE MANY PEOPLE REALLY DO SEE IT AS JUST THAT NATURAL FRIENDSHIP THAT WILL HAPPEN OR SOMETHING SORT OF -- WHEN THEY USE THAT WORD ORGANIC, IT WILL ORGANICALLY APPEAR THAT YOU'LL FIND SOMEBODY IN THE LAB TO ASK, AND I THINK THE MORE THAT THE LEADERSHIP TALKS ABOUT THE NEED FOR MENTORS, THE PATHWAY TO MENTORING, THAT MENTORING DOES NEED TRAINING, THAT YOU REALLY NEED TO PRACTICE THESE SKILLS. RUNNING A LAB IS VERY DIFFICULT TO MENTOR, LET'S SAY, A POSTDOC IF YOU'RE NOT WILLING TO ENGAGE IN VERY DIFFICULT QUESTIONS. THAT'S A MAJOR ISSUE TO SAY TO A POSTDOC SOMETHING AS MILD AS YOU NEED TO IMPROVE YOUR WORK ETHIC TO SOMETHING AS SERIOUS AS YOU NEED TO HAVE A GOOD LOOK AT YOUR ABILITY TO BE RESILIENT OVER FAILURE. OR RESILIENT OVER SURK SUCCESS. THERE'S A GOOD WAY TO HANDLE THAT AS WELL. SO I THINK THAT THE SYSTEMIC SOLUTION BEGINS WITH LEADERSHIP INSTITUTING MENTORING BUT INSTITUTING IT WITH THIS AVENUE OF TRAINING. GREAT. THANK YOU, CHELLE. SO WE HAVE QUITE A NUMBER OF QUESTIONS FROM THE AUDIENCE. THINK THE FIRST ONE I RECEIVED WAS FOR DR. FORD. DO YOU FIND GENDER DIFFERENCES IN THE THE HELP SEEKING THAT YOU HIGHLIGHTED IN YOUR TALKS OR OTHER ASPECTS OF RESILIENCE? >> YEAH, ARE THERE DIFFERENT -- GENDER DIFFERENCES IN HELP SEEKING. I'M NOT GOING TO OVERGENERALIZE. I MEAN, YOU KNOW, EVERYBODY'S DIFFERENT. I DO THINK THAT -- I WOULD SAY THIS: SOMETIMES I THINK WOMEN SCIENTISTS DON'T FEEL COMFORTABLE LETTING THEIR NATURAL WAY OF SOLVING PROBLEMS AND FORMING RELATIONSHIPS TO OCCUR. THEY'RE GOOD AT IT. WHAT HEAR REALLYAND THEY SOMEHOW FEEL REIC H IN LIKE IN THE WORKPLACE OR THE ACADEMIC PLACE, THEY HAVE TO CREATE SOMETHING WHICH I DON'T THINK IS REALLY AUTHENTIC TO THEM. AND THAT CREATES A PROBLEM, BECAUSE WE HAVE TO BE WILLING -- THIS IS WHERE -- I MEAN, I WOULD REALLY LIKE TO SEE, YOU KNOW, IN THE FUTURE THAT WOMEN WOULD LEAD THAT WAY AND HOW TO SUPPORT OTHER FACULTY MEMBERS TO SHOW THEIR RESILIENCE. I'LL TELL YOU ANOTHER ONE, SO I THINK THAT SOME OF OUR JUNIOR SCIENTISTS, THE WORLD IS GETTING SO COMPLICATED AND THEY SPEND MORE TIME MANAGING PEOPLE AND MANAGING DATA MANAGEMENT AND ALL THAT, AND NOT REALLY ON THE SCIENCE PART. THEY MOVE DOWN, OKAY, SO I THINK TO MYSELF, I'VE TRIED THIS OUT, I SAID, WELL, YOU COULD REALLY REALLY -- YOU COULD REALLY LEAD THE WAY AND IT WOULD BE VERY MUCH PART OF YOU, HOW YOU WOULD DO WELL IN STRESSFUL SITUATIONS TO SAY, LEARN HOW TO MANAGE THAT TEAM. YOU DON'T HAVE DO IT ALL YOURSELF, YOU CONTRACT OUT, YOU KNOW, TO YOUR CORE SES OR WHATEVER TO DO THIS. THEN THERE'S A LITTLE BIT, AND I'M PROBABLY NOT TOO SURPRISED, SOME WOMEN ARE REALLY GOOD AT IT BECAUSE THEY LIKE TO MANAGE EVERYTHING. SO THE NOTION ABOUT GIVING UP THAT CONTROL AS A MANAGEMENT GOES AGAINST KIND OF THE VIEW LIKE, WELL, FOR ME TO BE SUCCESSFUL, I'VE GOT TO BE A MICRO MANAGER, I HAVE TO BE INVOLVED IN EVERYTHING. I DON'T KNOW, YOU'LL HAVE TO -- BUT THOSE ARE THE TYPE OF THINGS THAT I TRY TO GET PEOPLE TO THINK ABOUT. IT'S PART OF HOW YOU -- YOU KNOW, HOW YOU WORK, AND YOU DO HAVE TO BE -- THAT'S WHAT I SAY, THERE'S SOMETHING ABOUT BEING AUTHENTIC AND HOW YOU COMMUNICATE TO SOMEBODY. EVEN LIKE WHEN YOU CAN'T -- WHEN YOU DON'T -- WHEN YOU'RE A LITTLE BIT MORE AGGRESSIVE THAN IT MIGHT SEEM ABOUT I NEED TO GET CREDIT FOR THIS BEFORE I GET STARTED IN THAT SITUATION, RIGHT? YOU CAN'T BELIEVE HOW MUCH IT HELPS IF YOU SAY, I HAD A LITTLE PROBLEM WITH THIS LAST TIME, AND SO THIS TIME I MAY SEEM A LITTLE BIT MORE'S GRES IF BUT I MORE AGGRESSIVE B UT I JUST WON'T WANT TO HAPPEN AGAIN OR MY MENTOR TOLD ME I SHOULD GET THIS CLARIFIED AHEAD OF TIME, AS OPPOSED TO IT SEEMS TO IN THE OTHER PERSON'S HEAD JUST COME OUT OF THE BLUE AND THIS IS SOMEBODY THAT'S JUST LIKE YOU KNOW, WE'RE HAVING A GOOD CONVERSATION UNTIL -- AND NOW ALL OF A SUDDEN, WHO GETS CREDIT GETS RIGHT IN THERE. SO THERE ARE WAYS TO DO THAT AND I THINK YOU'VE WORKED THROUGH IT. >> GREAT. THANK YOU. I THINK WE'LL TOSS THIS ONE TO DR. LUND. TALK ABOUT HOW TO IDENTIFY IF AND WHEN YOU NEED TO TRANSITION. WHAT GOES INTO THAT DECISION-MAKING? AND HOW FAR IN ADVANCE SHOULD YOU BE PLANNING A TRANSITION IN AN ACADEMIC CAREER? >> THAT'S A GOOD ONE. SO I THINK IT GETS BACK TO MENTORING ACTUALLY. SO WHEN YOU'RE IN A PARTICULAR POSITION AS A POSTDOC OR IF YOU HAVE A K AWARD OR A FELLOWSHIP, THEN IT'S REALLY IMPORTANT THAT YOU TALK WITH YOUR LAB P.I., THE CHAIR, THE OTHER MENTORS TO SAY, YOU KNOW, WHAT DO YOU RECOMMEND AS THE NEXT STEP? WHAT DO YOU THINK I NEED TO GO ON TO THE NEXT STEP? SO I DON'T THINK THERE'S ANY CLEAR INDICATOR. THE SECOND IS WHEN YOU'RE READY, SO IF YOU'VE BEEN IN A PARTICULAR LAB, YOU'VE BEEN DOING A PARTICULAR SET OF RESEARCH FOR A WHILE, AND YOU REALLY ARE READY, YOU HAVE YOUR OWN IDEAS, YOU KNOW WHAT YOU WANT TO DO, THAT'S THE TIME TO SAY I REALLY WANT TO BE ABLE TO GO ON TO THIS NEXT INDEPENDENT TRANSITION, I WANT TO WRITE THE GRANT MYSELF, CAN YOU GIVE ME ADVICE AS TO WHO I SHOULD HAVE AS COLLABORATORS. THIS IS MAYBE A LITTLE OFF THE QUESTION BUT ONE OF THE THINGS THAT I DID SEE WHEN I WAS ON REVIEW PANELS WAS GRANTS WOULD COME IN AND PEOPLE WOULD HAVE EXPERTS IN THAT AREA ON THE CAMPUS. AND THEY WOULD NOT MENTION THEM. SO THEY HAD DONE THEIR OWN WORK, THEY'D WRITTEN THEIR OWN GRANT BUT THEY HADN'T ACTUALLY LOOKED AT WHAT WAS AROUND TO HELP THEM GET TO THE NEXT STAGE. SO AGAIN, THAT IS WHERE GOING AND CONNECTING WITH PEOPLE WHO MAY NOT NECESSARILY BE IN YOUR DEPARTMENT BUT ACTUALLY COULD BE DOING RELATED WORK AND SAY THIS IS WHERE I AM, THIS IS WHERE I SHOULD GO. BUT THERE'S NO FORMULA. IT REALLY DEPENDS ON THE SITUATION, THE PRODUCTIVITY, THE AREA OF SCIENCE, AND THE NETWORK THAT PEOPLE HAVE TO DO THIS. I DID WANT TO SORT OF FOLLOW UP ON ONE OF THE QUESTIONS ABOUT MENTORS, HOW DO YOU IDENTIFY THE BEST MENTOR, AND ONE OF THE THINGS THAT HAS BEEN VERY SUCCESSFUL FOR INDIVIDUALS WHO GOT THE MENTORED CAREER DEVELOPMENT AWARDS, THE K AWARD, AND -- AND I SUGGESTED THIS FOR EVERYONE WHO APPLIED FOR THIS, FOR THEM TO GO TO ANOTHER LAB. PART OF THEIR EXPERIENCE THAT THEY WOULD PUT INTO THAT MENTORED CAREER DEVELOPMENT AWARD WAS TO ACTUALLY VISIT ANOTHER LAB, EITHER IN THEIR INSTITUTION OR AS ANOTHER INSTITUTION, A LEADER IN THE FIELD, AND THAT GAVE THEM TWO THINGS, AN ADDITIONAL NETWORK, BUT ALSO SOMEONE WHO COULD SAY ARE YOU READY TO GO ON TO THIS NEXT STAGE. >> THAT'S AN EXCELLENT RECOMMENATION. THAT WAS GOING TO BE ONE OF MY QUESTIONS ACTUALLY FOR ALL OF YOU, HOW DO YOU FIND MENTORS OUTSIDE YOUR DISCIPLINE, AND EVEN MORE IMPORTANTLY, OUTSIDE YOUR CHOSEN CAREER TRACK. I THINK NOW WHEN WE LOOK AT THE JOB SITUATION, WE NEED TO THINK ABOUT HOW WE CAN MAKE THOSE TRANSITIONS EASILY BETWEEN ACADEMIA, BETWEEN THE CORPORATE SECTOR, HOW DO YOU FIND PEOPLE WHO ARE IN THOSE AREAS WHERE YOU DON'T HAVE A NATURAL -- OR YOU'RE NOT NATURALLY CONNECTED INTO? >> I HAD A LITTLE DIFFERENT TAKE ON THE MENTOR RELATIONSHIP. I THINK IT'S IMPORTANT BUT IT'S NOT LIKE THIS JEDI-TYPE RELATIONSHIP, RIGHT? I MEAN, I SEE THAT WE HAVE PUSHED THIS INTO TRAINEES SO MUCH THAT THEY'RE READY TO LEAVE JOHNS HOPKINS AND THEY'RE SCARED TO DEATH BECAUSE THEY DON'T HAVE A MENTOR IN THE OTHER INSTITUTION WHO IS 100% SIGNED ON TO IT AND THEY BECOME VERY -- LIKE IF I DON'T HAVE A MENTOR, LOST. I HAVE NO CHANCE OF BEING SUCCESSFUL. I DO THINK MENTORS IS ONE PART OF IT. I THINK A LOT ABOUT CREATING A SEER EAVES MENTORS. THE OTHER THING IS YOU HAVE ONE MENTOR AND WE MAKE SUCH A BIG DEAL, THE MENTOR LEAVES TO ANOTHER INSTITUTION, I GUESS I'M DONE, I'D BETTER TRY TO FIND ANOTHER PLACE BECAUSE I'M SORT OF -- I'VE SORT OF LOST THIS MAGIC MENTOR. SO TO ME -- AND THEN THERE'S ALSO A LITTLE BIT ABOUT THAT AND I'VE SEEN THIS TOO, IT'S A LITTLE FUNNY TO HAVE SOMEBODY YOU DON'T KNOW COME INTO YOUR OFFICE, I WANT YOU TO BE THE MENTOR, AND THEY PLOP DOWN THE MENTORING CONTRACT. LIKE, REALLY. I WASN'T QUITE READY FOR THIS. AND CAN WE, LIKE, SPEND A LITTLE TIME TOGETHER AND SEE IF THIS IS GOING TO WORK AND BEFORE WE PULL OUT THE EXACT CONTRACT ABOUT WHAT I'M SUPPOSED TO DO? SO I'M JUST -- THERE IS A NATURAL COMPONENT TO IT. YOU MAY NEED A SERIES OF MENTORS. NOT EVERY MENTOR IS GOOD AT EVERYTHING, LET'S BE REAL, SO YOU HAVE TO HAVE THAT SENSE ABOUT YOU, I NEED PEOPLE THAT ARE GOING TO HELP ME WITH MY -- AND I NEED A MENTOR THAT CARES MORE ABOUT ME THAN THEY DO THEMSELVES. THERE'S LOTS OF PEOPLE THAT CAN BE A MENTOR BECAUSE THEY'RE WORKING WITH THAT PERSON FOR WHAT THEY CAN DO FOR THEM. AND IT'S REALLY IMPORTANT TO FIND THAT MENTOR WHO'S GOING TO SUPPORT YOU NO MATTER WHAT YOU DO, IN SOME WAYS. SO IT IS IMPORTANT TO ASK SOMEBODY WHO IS A GOOD MENTOR IN ANOTHER AREA. THERE ARE THE FORMAL PROGRAMS, BOTH OF THOSE WE REALLY HELPED THEM FIND A MENTOR OUTSIDE THEIR DISCIPLINE AND KNOW WHO'S GOOD AT IT. WE HAVE RATINGS FOR EVERYTHING NOW, BUT WE DON'T NECESSARILY HAVE A LOT OF RATINGS OF MENTEES AND MENTORS, YOU KNOW? YOU GO ON YELP, WHATEVER IT IS, AND SAY -- IT'S A LITTLE WORRISOME BUT YOU GET THAT NOTION WHAT'S IN A GRANT AND THERE'S -- PEOPLE HAVE LOTS OF EXPERIENCE, YOU'VE GOT TO BE CAREFUL, THEY'RE NOT ALWAYS RIGHT, BUT WE DON'T HAVE MUCH IN THE WAY OF RATINGS OF HOW YOU ARE AS A MENTOR. SO I JUST THINK, YOU KNOW, JUST CALM DOWN ABOUT THE PROCESS, GIVE IT A LITTLE TIME, DON'T EXPECT -- YOU KNOW, LET IT BE A LITTLE BIT MORE GRADUAL, AND I THINK THAT'S OKAY. >> OKAY, DAN. [LAUGHTER] I'M ABOUT TO TAKE THE GLOVES OFF. BASEBALL GLOVES AND GLOVES. SO FIRST OF ALL, I THINK WE DO HAVE A MENTORING OR A SCALE, AND IT WAS FIRST MENTIONED IN 1964, WHEN A CHIEF JUSTICE WAS TALKING ABOUT PORNOGRAPHY. AND HE SAID, I'LL KNOW IT WHEN I SEE IT. SO WE DO HAVE A GOOD MENTORING SCALE. YOU GET IT? BUT I THINK -- I'M WORKING VERY HARD ON EDITING THAT WORD OUT OF MY VOCABULARY EE. ONE OF THE THINGS THAT WOMEN OFTEN DO IS THEY DIMINISH THEIR POINT OF VIEW BY USING THE PHRASE I THINK. I KNOW. >> I WAS GOING TO SAY, YOU JUST STATE IT AS A FACT. >> RIGHT. THERE ARE MANY INDIVIDUALS MOVING FORWARD IN SCIENCE. SOME ARE STRONG, RESILIENT, HAVE THE NEW YORK MOXIE OR WHATEVER IT IS TO FIND THEIR MENTORS, TO SPEAK UP, TO BE ABLE TO MEET SOMEONE IN AN AIRPLANE, ENGAGE THEM IN CONVERSATION, AND ALL OF A SUDDEN IDENTIFY A MENTOR. THERE ARE MANY ATION WE MOVE INTO THIS VERY DIVERSE CULTURAL SOCIETY WHERE THE IDEA OF PUTTING THEMSELVES FORWARD TO ANYONE WHO IS NOT IN THEIR FAMILY OR AT THEIR STATUS IS JUST A STOPPER. IT'S JUST NOT -- I DON'T WANT TO SAY IT'S NOT IN THEIR DNA BUT IT'S NOT IN THEIR DNA. SO BRINGING THIS DISCUSSION OF MENTORS AND PUTTING TEETH BEHIND PROGRAMS IS VERY IMPORTANT. IT'S IMPORTANT FOR THE PEOPLE IN THE CENTER BUT IT IS MOST IMPORTANT FOR ANY PEOPLE WHO WILL BE MARGINALIZED. THERE'S A FAIR AMOUNT OF WORK, I MENTIONED IT VERY BRIEFLY, ABOUT WOMEN OF COLOR AND NOW WOMEN FROM LGBT COMMUNITIES AND AS WE HAVE MORE AND MORE WOMEN MOVING INTO SCIENCE FROM THE ASIAN CULTURES, AND FROM SOME OF THE MIDDLE EASTERN CULTURES, THIS BECOMES EVEN MORE IMPORTANT THAT THEY FEEL COMFORTABLE COMING INTO YOUR ROOM, WHICH IS GREAT, THEY FEEL, I COULD GO PLUNK MYSELF DOWN IN DAN'S OFFICE, AND I THINK YOU'RE RIGHT TO SAY LET'S TALK ABOUT IT A LITTLE BIT, BUT I FOUND YOUR SENSE OF PUSHING BACK A LITTLE FROM MENTORING UN -- UNEASY. >> RIGHT. >> I THINK TO ME IT'S JUST A QUESTION, AGAIN, ABOUT -- YOU ARE RIGHT, I MEAN, I THINK WHAT YOU NEED TO DO IS FACULTY BOTH NEED TO KNOW THAT IT'S PART OF BEING ON THE FACULTY, SO YOU CAN'T DO -- YOU KNOW, YOU HAVE TO BE CAREFUL YOU DON'T WANT BAD PEOPLE BEING MENTORS BUT BASICALLY IT'S AN EXPECTATION. PEOPLE WILL COME TO YOUR OFFICE, YOU WANT TO HAVE AN OPEN OFFICE, AND YOU KEEP TELLING TRAINEES THAT THAT'S PART OF WHAT YOU WANT TO DO, KEEP KEEP LOOKING TO DO THAT, AND YOU'RE RIGHT, THERE ARE CERTAIN GROUPS WHERE IT'S NOT PART OF THEIR -- IT'S HARDER FOR THEM TO DO THAT. AND DO YOU HAVE TO RECOGNIZE THAT. THAT'S WHERE I KIND OF SEE, THAT'S WHERE IT'S THE WHOEVER IS THE DIVISION DIRECTOR, THE DEPARTMENT DIRECTOR, THE TRAINING DIRECTOR, TO KIND OF RECOGNIZE LIKE, OWE KAI WE HAVE TO FIND YOU A MENTOR, THAT'S AN IMPORTANT PART, LET ME TRY TO DO IT. THE ONE THING I WILL SAY I WAS A LITTLE SURPRISED THAT YOU SAID IS CHANGING MENTORS AFTER A YEAR. BECAUSE THAT'S DIFFERENT, IN FACT, I THINK MOST OF THE MENTORING RELATIONSHIPS THAT I'VE SEEN SUCCESSFUL, SO MAYBE I'M THINKING OF IT AS DIFFERENT, THIS IS A VERY SHORT TERM, A VERY KIND OF FACT-BASED, IT'S NOT REALLY KIND OF UNDERSTANDING AS MUCH ABOUT WHAT THAT TRAINEE AS A PERSON OR NOT? >> WHAT I HOPE I SAID WAS THAT YOU HAVE TO LOOK AT THE MENTORING RELATIONSHIP AFTER ABOUT A YEAR. BECAUSE ALL THESE OTHER PRESSURES OF OUR LIFE SOMETIMES FRAY THAT RELATIONSHIP, AND SO IT'S TIME TO LOOK AT THAT. IN MY OWN PH.D. ENVIRONMENT, I HAD A MENTOR, I'M A COMPUTER SCIENTIST, I HAD A MENTOR WHO GAVE ME A BOOK TO READ AS THE -- OF OUR RELATIONSHIP WHICH SAID "WHAT COMPUTERS CAN'T DO," AND HERE I WAS AN EMERGING PH.D. THINKING ALL ABOUT WHAT A COMPUTER CAN DO. AND SO IT WAS A LITTLE JARRING, AND YOU HAVE TO LOOK AT THAT RELATIONSHIP AND SAY, OH, ARE WE GOING TO GET ALONG? IS THIS AN HONEST DISCUSSION? SO IT'S NOT THAT YOU HAVE TO END AT THE END OF A YEAR. BUT YOU REALLY NEED TO TAKE THE TIME TO LOOK AT THE RELATIONSHIP AS WELL AND NOT JUST SAY, OH, WELL, THAT'S MY MENTOR AND I'M GOING TO STICK WITH IT FOREVER. >> I WOULD JUST COME IN AND SAY THAT -- GO BACK TO THE PROFESSIONAL SOCIETY PART, THAT IS REALLY ONE OF THE AREAS WHERE YOU CAN NETWORK. IT'S ONE OF THE AREAS WHERE IF YOU HAVE A GOOD MENTOR WHO IS CONNECTED, THEY CAN ACTUALLY INTRODUCE YOU TO PEOPLE WHO ARE IN THE FIELD AND YOU CAN SET UP A RELATIONSHIP. FOR THE FUTURE. SO TAKING ADVANTAGE, NOT GOING, YOU KNOW, TO A CONFERENCE IS PROBABLY NOT A BAD IDEA -- IS PROBABLY A BAD IDEA, GOING TO TOO MANY CONFERENCES IS PROBABLY NOT A GOOD IDEA IF YOU'RE TRYING TO DO YOUR RESEARCH. BUT YOU HAVE TO DO SOME OF THAT TO ACTUALLY BE ABLE TO IDENTIFY THE MENTORS. BUT I WOULD ALSO AGREE, I WOULDN'T SAY THERE'S ANY HARD AND FAST RULE ABOUT WHEN YOU SHOULD CHANGE A MENTOR OR NOT HAVE A MENTOR, BUT I THINK IF YOU HAVE A MENTORING RELATIONSHIP THAT DOESN'T FEEL RIGHT, THEN THAT IS DEFINITELY ONE THAT YOU SHOULDN'T PUSH TO CONTINUE. IT'S NOT THE LIKELY TO BE A GOOD RELATIONSHIP FOR THE FUTURE. THE OTHER OTHER THING I WOULD SAY, ONE OF THE THINGS THAT'S HAPPENED IN RECENT YEARS IN A LOT OF THE T32 TRAINING GROUNDS, I IMAGINE AND HOPE IT'S HAPPENING IN THE K-12 PROGRAMS AS WELL, IS IT USED TO BE PEOPLE WOULD JUST BE APPOINTED AND THEN GO WORK IN THE LAB AND THAT WAS PROBABLY IT. MOST OF THESE MECHANISMS NOW ARE DOING A COUPLE OF THINGS, HAVING REGULAR MEETINGS WITH SESSIONS THAT ARE FOCUSED ON MACHINE INVENTORYING. MANY OF THEM ARE ACTUALLY BRINGING IN EARLY STAGE FACULTY WHO WERE NOT NECESSARILY PEOPLE WHO HAVE BEEN PART OF THOSE TRAINING MECHANISMS FOR A LONG PERIOD OF TIME. AND I THINK THAT'S WORKING. I THINK IT'S REALLY HELPING FOR PEOPLE TO GET TO KNOW PEOPLE AND FIND THE MENTORS THAT THEY HAVE THE RIGHT FEEL FOR. >> GREAT. THANK YOU. I'M GOING TO PUT IN A SHAMELESS PLUG FOR AWIS, THE LARGEST MULTIDISCIPLINARY SOCIETY FOR WOMEN IN STEM ACROSS ALL DISCIPLINES AND ACROSS ALL EMPLOYMENT SECTORS. WE HAVE A GREAT CHAPTER HERE IN BETHESDA, A GREAT CHAPTER IN WASHINGTON, D.C. THAT HAVE MENTORING CIRCLES THAT YOU CAN PARTICIPATE IN. AND THAT IS A WAY TO MEET PEOPLE WHO ARE OUTSIDE YOUR TYPICAL CAREER PATH AND ALSO AT VERY DIFFERENT LEVELS IN THEIR CAREER. SO THANKS FOR THAT OPPORTUNITY. NATIONALLY, ABOUT 16% OF UNDERGRADUATE COMPUTER SCIENCE MAJORS ARE WOMEN. THE NUMBER IS SIMILAR FOR STEM IN GENERAL. THIS GENERAL PERCENTAGE AS REMAINED AT NEARLY THE SAME LEVEL FOR THE LAST THREE DECADES, SO THE BOTTOM LINE IS, HOW DO WE REALLY CHANGE THE DISCUSSION, WHAT NEEDS TO CHANGE CHANGE? >> FINE. THE LACK OF WOMEN IN COMPUTING IS NOT A HEMORRHAGE SPOT. THERE ARE JUNCTURES ALL ALONG OUR CAREER FROM THE TIME WE'RE BORN, MAYBE NOT UNTIL THE TIME WE DIE BUT STARTING WHEN WE'RE BORN, WHERE WOMEN LEAVE STEM, AND THEY LEAVE STEM FOR VARIOUS REASONS, GO OUT AND LOOK AT BABY CARDS FOR BOY BABIES AND GIRL BABIES, AND YOU WILL SEE THAT CARDS FOR YOUNG NEWBORN BOYS ARE ACTIVE, THEY'VE GOT BRIGHT COLORS AND THEY'RE DOING THINGS. AND YOU LOOK AT CARDS FOR LITTLE GIRLS AND THEY'RE VERY SOFT AND REMOVED, SO FROM THE GET-GO, OUR SOCIETY JUST IS TREATING US DIFFERENTLY. LOOK FOR MOTHER'S DAY AND FATHER'S DAY CARDS IF YOU THINK IT'S JUST A BEGINNING THING. FATHER'S DAY CARDS HAVE FISHING AND GOLF AND FOOTBALL, AND MOTHER'S DAY CARDS, I DON'T KNOW WHY, HAVE EMPTY ROCKING CHAIRS WITH FLOWERS ON THEM. [LAUGHTER] SO HOW DO YOU EXACTLY EXPLAIN THAT? BUT TO BE HONEST ABOUT WHERE ARE THE ISSUES, THE ISSUES ARE ALL ALONG, AND THE MORE OPEN WE CAN BE IN PROVIDING OPPORTUNITIES FROM PREKINDERGARTEN ALL THE WAY ON FOR YOUNG GIRLS TO BE TURNED ONTO WHAT'S AVAILABLE IN SCIENCE. I HAVE A GRANT JUST FOR JUNE FROM THE NATIONAL SECURITY AGENCY TO RUN A CYBERSECURITY DAY CAMP FOR MIDDLE SCHOOL GIRLS. THEY'RE NOT GOING TO BE CYBERSECURITY EXPERTS BY THE END OF THE DAYCAMP, BUT THEY'RE GOING TO KNOW ABOUT THIS FIELD IN A WAY THAT SAYS, YOU KNOW, I COULD DO THAT, I COULD START THINKING ABOUT THAT. I COULD STAY OPEN ENOUGH TO MATH AND SCIENCE IN HIGH SCHOOL TO REALLY PURSUE SOMETHING LIKE THAT. OR AT LEAST I CAN BECOME A VERY EDUCATED CITIZEN ABOUT THIS TOPIC. SO THERE IS NO MAGIC BULLET BUT THERE ARE A SEQUENCE OF OPPORTUNITIES ALONG THE WAY TO KEEP ENGAGING WOMEN. ONE THING THAT WAS MENTIONED IN DR. CLAYTON'S TALK ABOUT THE CRITICAL MASS. WE AT GW ARE VERY FORTUNATE THAT WE ARE 40% WOMEN, AND THE PROBLEM IS GONE FOR US IN OUR LITTLE SPHERE. SO THERE IS THAT ONCE YOU GET TO THAT NICE CRITICAL MASS, ANOTHER PROBLEM WILL MOVE IN AND WILL HAVE BEGUN. >> GREAT. THANK YOU. I'M GOING TO GO BACK TO SOMETHING THAT DR. LUND MENTIONED AND THAT IS THE TRAINING COMPONENT OF THE T32 GRANTS. AND WE HAVE A QUESTION FROM THE AUDIENCE. NIGMS HAS BUILT TRAINING IN PROFESSIONAL SKILL BUILDING INTO THE T32 TRAINING GRANTS. DO YOU THINK THIS REALLY WILL BE IMPLEMENTED, AND HOW WILL IT BE MONITORED? I'M GOING TO TOSS THAT TO YOU AND TO YOU, DAN. >> CERTAINLY IF THEY'VE BUILT IT IN TO THE TRAINING GRANT APPLICATION, THEN REALLY THE ONUS IS ON THE INSTITUTIONS TO ACTUALLY MAKE SURE THAT IT IS IN THE GRANT. I THINK ACROSS NIH INSTITUTES ACTUALLY, EVERYBODY IS PAYING MORE I A TENSION TO THIS AND ALSO TO THE SKILLS IN COMPUTATIONAL BIOLOGY AND MATH, DATA SCIENCE IS COMING MORE AND MORE INTO WHAT IS BEING REQUESTED FOR THE TRAINING GRANT APPLICATIONS. SO THE ANSWER IS YES, EVERYONE IS ACTUALLY LOOKING AT THIS AS SOMETHING THAT IS REALLY IMPORTANT FOR TRAINING THE NEXT GENERATION OF SCIENTISTS IN WHATEVER CAREER THAT THEY GO TO. WHAT IS ALSO BEING LOOKED AT IS A DIFFERENT MODELS, AND NIGMS HAS PUT OUT A FUNDING ANNOUNCEMENT FOR -- CURRICULUM IN CAREER DEVELOPMENT, AND I THINK THAT SHOWS NIH IS REALLY PAYING ATTENTION TO THIS. I WOULD ALSO SAY THERE ARE SOME INTERAGENCY DISCUSSIONS THAT HAVE BEEN GOING ON ABOUT THIS WHOLE K-12 OR THROUGH THE WHOLE K-12 IN TERMS OF MAPS AND COMPUTATIONAL BIOLOGY AND WHETHER THERE CAN BE INTERAGENCY COOPERATION IDENTIFYING -- A LOT OF IT DOES HAVE DO WITH WHAT EATION BEEN CALLED THE HYPERCOMPETITION FOR THE LOW FUNDING RATE FOR PROPOSALS. , LEARN ABOUT SKILLS THAT ARE NOT DIRECTLY RELEVANT TO WHAT YOUR PROJECT IS RIGHT NOW MAKES A LOT OF SENSE. THERE ARE SO MANY THINGS I COULD POTENTIALLY LEARN ABOUT. I THINK THEY'RE GOING TO MAKE YOUR SCIENCE BETTER BUT THE TENSION IS SO MUCH TO SAY I'VE GOT TO JUST KEEP MY HEAD DOWN EXACTLY WHAT I'M DOING AND GET FUNDED AND I CAN'T DEVIATE AT ALL TO LEARN TO ENGAGE IN THE BROADER UNIVERSITY OR TO THE TRAINING -- IT USED TO BE APPRENTICESHIP MODEL, NOW THERE'S A LOT MORE SKILL BASED, YOU KNOW, LEARNING ACROSS LIKE WE TALK ABOUT CAREER DEVELOPMENT STUFF, BUT THE TENSION IS I DON'T KNOW IF I CAN DO THAT BECAUSE WHAT I REALLY HAVE TO DO IS GET THAT NEXT GRANT IN RIGHT AWAY AND MAKE SURE I GET FUNDED AND IF I DON'T GET FUNDED FOR IT I'M NOT -- WHATEVER I'M DOING, IT DOESN'T MATTER. AND I DON'T KNOW, I MEAN, I THINK WE NEED TO -- WE HAVE TO CONVINCE YOUNG INVESTIGATORS THAT IT'S GOING TO BE OKAY, YOU'RE GOING TO FIND A WAY TO GET FUNDED, WE NEED -- WITH HE WILL COME ALONG, AND PART OF WHAT YOU DO IS LEARNING BEYOND WHAT YOUR SPECIFIC PROJECT IS SO THAT YOUR PROJECTS ARE BETTER IN THE FUTURE, YOU'RE EQUIPPED TO FEEL YOU CAN TALK TO PEOPLE IN OTHER DISCIPLINES, YOUR NEXT PROJECT IS GOING TO BE BETTER AND MORE IMPACTFUL, BUT THAT'S HARD. >> SO I JUST GOT THE DREADED 2 MINUTE SIGN. I'M GOING TO ASK FOR FINAL COMMENTS FROM THE PANELISTS. >> I'M STILL GOING TO SAY THAT EVEN THOUGH GETTING A GRANT IS HARD, THE SCIENCE IS WONDERFUL, AND I KNOW WE HAVE DISAGREEMENT ABOUT WHETHER WRITING A GRANT IS FUN BUT IT REALLY IS SOMETHING THAT YOU CAN IMMERSE YOURSELF IN AND IT'S YOUR THING. FOCUSING ON THE STRESS RATHER THAN ON THE SCIENCE IS PROBABLY NOT THE WAY TO GO. >> I'LL JUST END BY SAYING "DEAR ANNA." >> WELL, JUST TO GO BACK TO THE ISSUE OF THE GRANT, I DO THINK, LIKE THIS IS ONE OF THOSE CONCEPTS OF MINDFULNESS, RIGHT? YOU HAVE TO GET SOMETHING OUT OF WHAT YOU'RE DOING AT THE MOMENT. AND IF IT'S ALL ABOUT -- IT'S ONLY GOING TO BE OF INTEREST TO ME IF IT GETS FUND R FUNDED AND WE GET THE RESULTS, YOU SPENT A LOT OF YOUR TIME KIND OF WISHING, AND THEN THE REALITY IS, RIGHT, ONE OUT OF FIVE GETS FUNDED, SO THAT MEANS IN THAT VIEW OF THE WORLD, YOU'VE WASTED A LOT OF YOUR TIME. AND I DO THINK EVERY -- YOU KNOW, IT SEEMS KIND OF SILLY BUT EVERYTHING YOU DO IS TRYING TO LEARN SOMETHING NEW. WHEN YOU PUT A GRANT IN, MAKE A NEW COLLEAGUE, LEARN -- EXPAND YOURSELF TO LEARN A LITTLE BIT OF A DIFFERENT FEEL THAN IF YOU DON'T FEEL LIKE YOU'RE LEARNING EVERY DAY, I THINK IT'S -- THE FRUSTRATION LEVEL WILL GET TOO HIGH. >> GREAT. THANK YOU ALL FOR THOSE FINAL WORDS OF WISDOM. PLEASE JOIN ME IN THANKING OUR DISTINGUISHED PANELISTS. I THOUGHT WE HAD A GREAT DISCUSSION. [APPLAUSE] >> THANK YOU SO MUCH, PANEL, AND PLEASE JOIN ME IN THANKING OUR MOTD MODERATOR FOR FIELDING THOSE QUESTIONS AND KEEPING THIS MOVING FORWARD. THANK YOU SO MUCH. WE'RE REALLY, REALLY DELIGHTED THAT WE HAD SUCH A FANTASTIC PANEL HERE AND I'D LIKE TO ACKNOWLEDGE THEM BY SHARING A REMEMBRANCE OF THIS EVENT SO I HAVE A FEW THINGS FOR YOU ALL HERE. I DON'T HAVE A PH.D., SO TO BE AT NIH AND TO RECEIVE A PLAQUE, I JUST CAN'T TELL YOU. IT'S GOING TO HAVE A REALLY -- THANK YOU VERY MUCH. [APPLAUSE] DR. LUND, THANK YOU FOR SHARING YOUR STORY. >> THANK YOU. IT WAS A LOT OF FUN. [APPLAUSE] >> DR. HELLER. [APPLAUSE] >> LAST BUT NOT LEAST. >> THANK YOU VERY MUCH. [APPLAUSE] BEFORE I DO ONE OTHER REMEMBRANCE, I WANT TO ACKNOWLEDGE SOME OTHER FOLKS THAT JOINED US A LITTLE BIT LATE. DR. ELIZA CHINN JOINED US AS WELL, SO WE HAVE TWO PRESIDENTS AND AN EXECUTIVE DIRECTOR, THANK YOU SO MUCH. DR. REBECCA NEBBEL FROM THE SOCIETY FOR WOMEN'S HEALTH RESEARCH, THERE SHE IS. DR. TRAVIS GEHL, FROM THE MONTGOMERY COUNTY PUBLIC HEALTH SERVICES, THANK YOU FOR BEING HERE. I SAW DR. TRACY BEHL FROM UNIVERSITY OF MARYLAND. THERE SHE IS ALL THE WAY IN THE BACK, FORMER SCORE P.I. AND NEIGHBOR UP THE ROAD. AND I THINK I ALSO SAW DONNA VOGEL. DID I SEE DR. VOGEL? THERE SHE IS. AND I WANTED TO ACKNOWLEDGE THEM. I'D LIKE TO ASK DR. PINN TO COME FORWARD SO THAT WE CAN SHARE A REMEMBRANCE WITH HER, AND WE'RE GOING TO GET READY FOR OUR NEXT LITTLE SESSION AS DR. PINN COMES FORWARD, I'M GOING TO MENTION A FEW THINGS. PLEASE MAKE SURE YOU LOOK IN YOUR FOLDERS AT THE NEW ORWH NEWSLETTER ARE, WOMEN'S HEALTH IN FOCUS. WE'RE TAKING A LITTLE DIFFERENT APPROACH THERE. AND PLEASE CONNECT WITH US THROUGH FACEBOOK, LINKEDIN AND TWITTER. BUT I WANT TO GO AHEAD AND PRESENT THESE TO DR. PINN IN RECOGNITION OF ALL YOUR CONTRIBUTIONS, AND THE INSPIRATION FOR THIS SYMPOSIUM. >> THANK YOU. [APPLAUSE] SO NOW YOU'RE GOING TO BE PART OF AN EXPERIMENT, AND YOU DID NOT SIGN A CONSENT FORM FOR THIS EXPERIMENT. BEING IN THIS BUILDING AND IN THIS ROOM AS PART OF THE VIVIAN PINN SYMPOSIUM, THE THIRD ANNUAL VIVIAN PINN SYMPOSIUM HAS ENTERED YOU INTO THE NEW EXPERIMENT CALLED CATALYTIC CONNECTIONS. SO THIS IS A STRUCTURED NETWORKING OPPORTUNITY. ALL OF US HAVE NETWORKED AT EVENTS AND SO I'M SURE THAT YOU'RE GOING TO ENJOY IT. IN YOUR FOLDER YOU'RE GOING TO HAVE INFORMATION ABOUT THE LOGISTICS OF CATALYTIC CONNECTIONS, SO I'D LIKE YOU TO LOOK IN YOUR FOLDER FOR MORE DETAILS, AND I'M GOING TO INVITE DR. ADAM APOSTOLE UP TO THE PODIUM TO GO OVER THOSE DETAILS. BUT BEFORE I DO THAT, I NEED TO THE INCREDIBLE INDIVIDUALS THAT PUT THIS MEETING TOGETHER, AND OUR CONTRACT SUPPORT AS WELL, SO IF THOSE FOLKS COULD PLEASE STAND SO THAT I COULD ACKNOWLEDGE AND THANK YOU. [APPLAUSE] MR. WILLIAMS, MS. BONN, THE TEAM HERE, UP IN THE PODIUM. THANK YOU VERY MUCH. TEAM ORWH, DR. HUNTER, MS. HOLMES, MS. SPENCER. OKAY. SO I'M JUST GOING TO END MY REMARKS BY SAYING THANK YOU TO EACH OF YOU. YOU'RE PIONEERS AND PARTICIPANTS IN THIS EXPERIMENT. I LOOK FORWARD TO HEARING THE RESULTS OF THAT EXPERIMENT. PLEASE SHARE YOUR EXPERIENCE WITH US, AND SO STAY PUT AND DR. APOSTOLE WILL GO OVER THE DETAILS. >> THANK YOU VERY MUCH, DR. CLAYTON, AND THANK YOU FOR COMING TO WHAT'S BEEN A REALLY FANTASTIC SYMPOSIUM TODAY. I'VE REALLY ENJOYED HEARING EVERYTHING THAT EVERYBODY'S HAD TO SAY. SO I WANT TO JUST GO OVER THE LOGISTICS FOR OUR CATALYTIC CONNECTIONS SESSION, WHICH IS A SPEED NETWORKING SESSION THAT WE SPOKE ABOUT, AND WE WANT THIS TO BE THE START OF A CONVERSATION, NOT THE END. SO DON'T WORRY IF YOU DON'T HAVE EVERYTHING THAT YOU WANTED TO SAY COVERED IN THE CATALYTIC CONNECTIONS. WE HOPE CONVERSATIONS WILL CONTINUE. SO WHAT WE'D LIKE YOU TO DO IS, WHEN YOU FILE OUT FROM THE AUDITORIUM THROUGH THE SIX EXITS THAT WE HAVE, AS YOU ENTER THE ATRIUM, THERE WILL BE FOUR PEOPLE WHO WILL GIVE YOU ONE OF FOUR CARDS. AND ON THOSE FOUR CARDS, WE'VE WRITTEN GROUP A, GROUP B, GROUP C, AND GROUP D. YOU SHOULD HAVE ONE OF THOSE FOUR CARDS. THE IDEA IS NOT TO COLLECT THEM ALL, NOT LIKE POKEMON THIS TIME. ONE OF FOUR CARDS. AND THAT WILL BE YOUR GROUP. AND YOU'LL SEE IN YOUR FOLDER, YOU HAVE WHAT'S TERMED THE GUIDANCE FOR TABLE ATTENDEES. THIS HAS A TABLE ON IT WHICH TELLS YOU WHERE YOUR GROUP IS AND AT WHAT TIME. SO PLEASE DO PAY ATTENTION TO THAT, BECAUSE THAT'S VITALLY IMPORTANT, OTHERWISE WE'LL GET ALL THE WRONG PEOPLE IN ALL THE WRONG PLACES AT ALL THE WRONG TIMES. SO DO TAKE A LOOK AT THAT. I'D LIKE TO -- BEFORE WE MOVE TOWARDS THAT, I'D LIKE TO ACKNOWLEDGE OUR TABLE FACILITATORS. IF YOU COULD ALL PLEASE STAND. THE TABLE FACILITATORS, PLEASE. THANK YOU SO MUCH. [APPLAUSE] SO TABLE FACILITATORS, IF YOU WOULDN'T MIND HEADING OUT TO YOUR STATIONING, TO YOUR TABLES AT THIS TIME, WE'D LIKE TO REALLY THANK YOU FOR DOING THIS AND WE HOPE THAT THE CONVERSATIONS THAT YOU HAVE WILL BE REALLY STIMULATING AND INDEED CATALYTIC. SO THANK YOU VERY MUCH, TABLE FACILITATORS. I WILL HAND OVER THE PODIUM TO DR. CLAYTON. >> THANK YOU, ADAM. SO BY WAY OF THANK YOU, I WANT TO MENTION OUR COLEADS, DR. REBECCA DELL CARMEN WIGGINS, DR. ALANA GORDETS CAN KE, ADAM APOSTOLE, THE ASSOCIATE DIRECTOR WHO OVERSAW THIS PROJECT. DID I LEAVE OUT MS. MARTY BONN, OUR STAKEHOLDER ENGAGEMENT, MR. LEMONT WILLIAMS, I ALREADY ACKNOWLEDGED TEAM ORWH, DID WE LEAVE OUT ANYBODY IN OUR SMALLER GROUP HERE? THANK YOU, EVERYBODY. THANK YOU SO MUCH. [APPLAUSE]