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Promoting Integrity in the Research Promoting Integrity in the Research Enterprise – MentoringEnterprise – Mentoring

Paul Braunschweiger Ph.D.Paul Braunschweiger Ph.D.

Professor, Radiation OncologyProfessor, Radiation Oncology

University of MiamiUniversity of Miami

PBRAUNSC@MED.MIAMI.EDU

SRA 2009, T35 , 10-20-09

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Talking PointsTalking Points

• IntegrityIntegrity• What is mentoringWhat is mentoring• Why is mentoring important.Why is mentoring important.• Characteristics of mentorsCharacteristics of mentors• Mentors vs. research advisorsMentors vs. research advisors• Toxic mentoringToxic mentoring• Research on mentoring practicesResearch on mentoring practices• Case Study (Lisa Gray)Case Study (Lisa Gray)

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A personal and steadfast commitment A personal and steadfast commitment to a set of moral or ethical standards to a set of moral or ethical standards defined by your religion, community or defined by your religion, community or professional discipline. professional discipline.

"Integrity" by Canneto, Columbus, OH "Integrity" by Canneto, Columbus, OH

IntegrityIntegrity

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Why Does Integrity Matter in Why Does Integrity Matter in Research?Research?

• Puts subjects at risk.Puts subjects at risk.• Injures careersInjures careers• Wastes ResourcesWastes Resources• Wastes TimeWastes Time• Undermines the Public Trust.Undermines the Public Trust.

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Integrity in the research enterpriseIntegrity in the research enterprise

• Starts with Institutional CommitmentStarts with Institutional Commitment• Promoted and nurtured by the IRB, IACUC, IBC, ESCROPromoted and nurtured by the IRB, IACUC, IBC, ESCRO• Embraced by the investigators, staff and students as Embraced by the investigators, staff and students as

““The right thing to do”The right thing to do”• How do students and young investigators learn “The right thing to do” in their How do students and young investigators learn “The right thing to do” in their

profession?profession?

"Integrity Protecting the Works of Man." John Quincy Adams Ward, 1903 "Integrity Protecting the Works of Man." John Quincy Adams Ward, 1903 

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Promoting integrity in the Promoting integrity in the Research EnterpriseResearch Enterprise

• Teaching the Responsible Conduct of Teaching the Responsible Conduct of ResearchResearch– Books, Journal articlesBooks, Journal articles– Classroom experienceClassroom experience– Seminars and conferencesSeminars and conferences

• Professional SocietiesProfessional Societies

– Web based courses and tutorials.Web based courses and tutorials.– Mentoring Mentoring

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MentoringMentoring

The social fabric of scienceThe social fabric of science

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Mentor and Telemachusby Pablo E. Fabisch, from Les Adventures de Telemaque, 1699

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In More recent times, Mentoring was part of In More recent times, Mentoring was part of the “Guild” approach to learning an the “Guild” approach to learning an

occupation.occupation.

• The apprentice worked for years in the master craftsman’s The apprentice worked for years in the master craftsman’s employ.employ.

• More than just learning the skills of the trade.More than just learning the skills of the trade.– ““Socialization, acquiring the norms and standards, the values, Socialization, acquiring the norms and standards, the values,

attitudes, and behavior patterns associated with particular attitudes, and behavior patterns associated with particular statuses and roles." statuses and roles." ZuckermanZuckerman

• The masters generally served as role models, teaching The masters generally served as role models, teaching less by precept than by example. less by precept than by example.

• The Masters gained the moral authority to pass severe The Masters gained the moral authority to pass severe judgments on work that failed to meet comparable judgments on work that failed to meet comparable standards." standards."

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Andrea del VerrecchioAndrea del Verrecchio

(1435-1488) (1452-1519)

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Mentoring is the social foundation Mentoring is the social foundation of research.of research.

• Mentoring is one of the primary means for one generation of Mentoring is one of the primary means for one generation of scientists to impart their knowledge to succeeding generations. scientists to impart their knowledge to succeeding generations. The relationship between mentor and trainee, prepare the The relationship between mentor and trainee, prepare the next generation of science professionals. next generation of science professionals.

• It is the mentor who has the potential to draw the best from the It is the mentor who has the potential to draw the best from the junior person by acting as an junior person by acting as an adviser, teacher, role model, adviser, teacher, role model, motivational friend and supportive advocatemotivational friend and supportive advocate. .

• It is an ideal way to pass ethical and professional values to the It is an ideal way to pass ethical and professional values to the next generation following, but, most research organizations do next generation following, but, most research organizations do not directly address it as a core responsibility. not directly address it as a core responsibility.

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Role of Mentoring in Promoting IntegrityRole of Mentoring in Promoting Integrity

• Wocial, LD et al. 1995 “Importance of mentoring Wocial, LD et al. 1995 “Importance of mentoring in promoting integrity in research.” in promoting integrity in research.”

• Anderson MS et. al. 2007… “Mentoring may be Anderson MS et. al. 2007… “Mentoring may be best preventive measure for research best preventive measure for research misconduct and questionable research misconduct and questionable research practices.”practices.”

• Wight, DE et al. 2008. Poor mentoring may have Wight, DE et al. 2008. Poor mentoring may have played a role in research misconduct cases. played a role in research misconduct cases.

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Responsible Conduct of ResearchResponsible Conduct of Research

• Research MisconductResearch Misconduct• Data ManagementData Management• Conflict of InterestConflict of Interest• Collaborative ScienceCollaborative Science• Responsible AuthorshipResponsible Authorship• MentoringMentoring• Peer ReviewPeer Review• Lab Animal Welfare Lab Animal Welfare • Human Subjects ProtectionHuman Subjects Protection

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Mentor / Trainee RelationshipMentor / Trainee Relationship

• A faculty adviser, A faculty adviser, • A laboratory director, A laboratory director, • A fellow student, A fellow student, • Another faculty member, Another faculty member, • A wise / experienced A wise / experienced

friend friend • An administratorAn administrator

• Anyone in a junior or Anyone in a junior or apprentice position, apprentice position,

• An undergraduate An undergraduate studentstudent

• graduate student, graduate student, • A postdoctoral fellow, A postdoctoral fellow, • A junior research or A junior research or

faculty member . faculty member .

Mentor TraineeMentor Trainee

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The Ideal MentorThe Ideal Mentor

• ““The truly complete mentor." This is "a The truly complete mentor." This is "a single individual who is able to serve as an single individual who is able to serve as an advisor/guide, developer of talent/coach, advisor/guide, developer of talent/coach, opener of doors/advocate, role model, opener of doors/advocate, role model, interpreter of organizational or professional interpreter of organizational or professional rules, protector, rule setter/boss - and rules, protector, rule setter/boss - and carries on all of these functions on a long carries on all of these functions on a long term basis." term basis."

Silen, "In Search of the Complete Mentor," in Mentations, Volume 5-Fall Silen, "In Search of the Complete Mentor," in Mentations, Volume 5-Fall 1998,at 1998,at http://www.hms.harvard.edu/dcp/mentations/fall_98/searchofmentor.html

Ideal mentoring may require input from more than one person!

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Mentoring ResponsibilitiesMentoring Responsibilities

• First and foremost, mentors in the sciences should help trainees First and foremost, mentors in the sciences should help trainees develop as capable researchers. develop as capable researchers.

• Mentors need to be available.Mentors need to be available.

• Should be free of conflicts of interest so that they can be Should be free of conflicts of interest so that they can be objective with the student or mentee.objective with the student or mentee.

• Need to be willing to help trainees solve problems and provide Need to be willing to help trainees solve problems and provide advice.advice.

• Let trainee make their own decisions about their careers.Let trainee make their own decisions about their careers.

• A particularly important mentoring role is that of advocate. A particularly important mentoring role is that of advocate.

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Responsibilities of The TraineesResponsibilities of The Trainees

• Locate Prospective MentorsLocate Prospective Mentors - - Having identified general career interests, a trainee Having identified general career interests, a trainee should look for someone who has been successful in this should look for someone who has been successful in this area area

• Characteristics to look for in potential mentors Characteristics to look for in potential mentors include:include:

– Experience in the relevant area. Experience in the relevant area. – An interest in the trainee and his or her career.An interest in the trainee and his or her career.– A willingness to make the time to meet with the trainee. A willingness to make the time to meet with the trainee. – An ability to provide the trainee with useful advice, not a An ability to provide the trainee with useful advice, not a

rigid set of demands. rigid set of demands.

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Responsibilities of the TraineesResponsibilities of the Trainees

• Distinguish between Supervisors and Distinguish between Supervisors and Mentors Mentors – "mentor," "thesis adviser," and "research supervisor" "mentor," "thesis adviser," and "research supervisor" – Mentors, Mentors,

• Information that is essential for professional success. Information that is essential for professional success.

• Research ethics.Research ethics.

• How to obtain funding, How to obtain funding,

• Manage a research lab or group, Manage a research lab or group,

• Use time effectively, and Use time effectively, and

• Understand departmental politics and institutional Understand departmental politics and institutional committees committees

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Responsibilities of the TraineesResponsibilities of the Trainees

• Distinguish between Supervisors and Distinguish between Supervisors and Mentors Mentors – "mentor“, "thesis adviser“, and "research supervisor" "mentor“, "thesis adviser“, and "research supervisor" – Research Advisors Research Advisors

• Research projectsResearch projects

• Research methodology. Research methodology.

• Technical experts.Technical experts.

• Data managementData management

• Authorship issuesAuthorship issues

Is it a good idea for the Research Advisor and Research Supervisor to be the same person? Yes?, No? Why?

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Responsibilities of the TraineeResponsibilities of the Trainee

• Be Clear about Needs and ExpectationsBe Clear about Needs and Expectations - - A mentoring relationship should not be a passive one for A mentoring relationship should not be a passive one for either the mentor or the trainee. either the mentor or the trainee. – take an active role in identifying and communicating needs take an active role in identifying and communicating needs

and expectations as a professional-in-training.and expectations as a professional-in-training.

– The mentor's advice should not be accepted without The mentor's advice should not be accepted without reflection. reflection.

– Ask questions Ask questions

– The trainee has the responsibility to evaluate the mentor's The trainee has the responsibility to evaluate the mentor's advice in light of his or her own values, goals, and experience advice in light of his or her own values, goals, and experience

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International trainees and International trainees and particularly vulnerableparticularly vulnerable

• Most international graduate and postgraduate students Most international graduate and postgraduate students come to the United States under very limited visas.come to the United States under very limited visas.

• Dependent on maintaining a satisfactory relationship with Dependent on maintaining a satisfactory relationship with the institutions that sponsor them. the institutions that sponsor them.

• Place them in particularly vulnerable situations.Place them in particularly vulnerable situations.• E.g., a foreign trainee might be hesitant to report a case of E.g., a foreign trainee might be hesitant to report a case of

suspected research misconduct for fear of jeopardizing suspected research misconduct for fear of jeopardizing visa status. visa status.

• Exploitation, by advisors / mentors. Exploitation, by advisors / mentors. • There might be reluctance to speak out about issues that There might be reluctance to speak out about issues that

are not directly related to research, such as harassment or are not directly related to research, such as harassment or landlord problems, but which can seriously affect their landlord problems, but which can seriously affect their development, performance, and quality of life . development, performance, and quality of life .

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Toxic mentoringToxic mentoring

• The mentor-trainee relationship can be abused in The mentor-trainee relationship can be abused in many ways as a result of the inherent imbalance of many ways as a result of the inherent imbalance of power.power.– Mentors have more knowledge, experience, and status, and Mentors have more knowledge, experience, and status, and

in most cases are in a position of authority over the trainee. in most cases are in a position of authority over the trainee. – Even a mentor who is not very senior has a great deal of Even a mentor who is not very senior has a great deal of

power relative to a trainee. power relative to a trainee. – The trainee has much to gain from the mentor's support and The trainee has much to gain from the mentor's support and

advocacy, and fear of jeopardizing that support makes the advocacy, and fear of jeopardizing that support makes the relationship especially imbalanced. relationship especially imbalanced.

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Toxic mentoringToxic mentoring

• A mentor can use this power to exploit the trainee – A mentor can use this power to exploit the trainee – – Refusing to give proper credit for the trainee's Refusing to give proper credit for the trainee's

contributions.contributions.– Personal or even sexual favors. Personal or even sexual favors.

• A common complaint of trainees is that they are A common complaint of trainees is that they are required to spend so much time working on the required to spend so much time working on the advisor / mentor's research that there is little time advisor / mentor's research that there is little time left for their own . left for their own .

• Toxic publication practices.Toxic publication practices.• Exploiting the trainee to perform work that they will Exploiting the trainee to perform work that they will

not be able to publish due to restrictions imposed not be able to publish due to restrictions imposed by sponsors.by sponsors.

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Mentoring and the Research AdministratorMentoring and the Research Administrator

• Everyone can benefit from the advice and Everyone can benefit from the advice and council of more experienced colleagues.council of more experienced colleagues.

• Mentoring Relationships are invaluable for Mentoring Relationships are invaluable for administrators who might find themselves in a administrators who might find themselves in a sticky situation.sticky situation.

• Research administrators need to understand the Research administrators need to understand the role of mentors in Academia.role of mentors in Academia.– Students.Students.– Young investigators. Young investigators.

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Plato and Mentor SocratesPlato and Mentor Socrates

Aristotle Aristotle Alexander of MacedoniaAlexander of MacedoniaSocrates Plato

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Experiences of Mentors and MenteesExperiences of Mentors and MenteesSurveySurvey

Paul Braunschweiger, Ph.D.Paul Braunschweiger, Ph.D.

Ken Goodman, Ph.D.Ken Goodman, Ph.D.

Sergio Litewka, MDSergio Litewka, MD

CITI ProgramCITI Program

University of Miami Ethics ProgramUniversity of Miami Ethics Program

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CITI ProgramCITI ProgramWWW.CITIPROGRAM.ORG

• Web based research ethics education program.Web based research ethics education program.– Human subjects protectionHuman subjects protection– GCPGCP– Lab animal welfareLab animal welfare– HIPS - Health Information Privacy and Security HIPS - Health Information Privacy and Security – The RCRThe RCR

• BiomedicalBiomedical• SBRSBR• Physical SciencePhysical Science• HumanitiesHumanities• Research AdministratorsResearch Administrators• EngineeringEngineering

• Satisfaction SurveysSatisfaction Surveys

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The RCR Research SurveyThe RCR Research Survey

• Is provided to learner when the RCR Course Is provided to learner when the RCR Course is passed.is passed.

• Is approved by UM IRB.Is approved by UM IRB.• Is voluntary and anonymousIs voluntary and anonymous

– 2590 CITI RCR course completed per month.2590 CITI RCR course completed per month.– 787 voluntary RCR surveys submitted / month787 voluntary RCR surveys submitted / month– 29% Response rate.29% Response rate.

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Survey StructureSurvey Structure

• Web based survey Web based survey – Multiple choiceMultiple choice– Likert Scale questions Likert Scale questions

• NavigationNavigation• Content and course design.Content and course design.• Value of the course to learner.Value of the course to learner.• Suggestions for improvement.Suggestions for improvement.• Rating course.Rating course.• Mentoring experiences Mentoring experiences

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Working HypothesesWorking Hypotheses

• Although mentoring is crucial to the social and Although mentoring is crucial to the social and professional development of students and young professional development of students and young investigators, mentoring programs are not wide investigators, mentoring programs are not wide spread in academia.spread in academia.

• The role of Mentor and Research advisor is often The role of Mentor and Research advisor is often confused.confused.

• Many people who mentors may be ill prepared Many people who mentors may be ill prepared for the job. for the job.

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Who are the study subjects?Who are the study subjects?

Research Integrity OfficerResearch Integrity Officer 1%1%Compliance CoordinatorCompliance Coordinator 1%1%Faculty MentorFaculty Mentor 2%2%Research AdvisorResearch Advisor 2%2%Research AdministratorResearch Administrator 5%5%Post-Doctoral FellowPost-Doctoral Fellow 5%5%Laboratory Research StaffLaboratory Research Staff 9%9%Ph.D. StudentPh.D. Student 15%15%Faculty InvestigatorFaculty Investigator 17%17%Masters StudentMasters Student 21%21%Undergraduate StudentUndergraduate Student 22%22%n > 8900

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Which course in the Responsible Which course in the Responsible Conduct of Research (RCR) did you Conduct of Research (RCR) did you

complete?complete?

The Social and Behavioral Sciences RCR Course 46%

The Biomedical Sciences RCR Course 37%

The Physical Sciences RCR Course 6%

The Humanities RCR Course. 6%

The RCR Course for Research Administrators 4%

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I now plan to take a more active role in I now plan to take a more active role in promoting ethical research practices by: promoting ethical research practices by:

Add a research ethics module to my course.Add a research ethics module to my course. 9%9%Take an advanced research ethics course.Take an advanced research ethics course. 16%16%Encourage my institution to adopt RCR Encourage my institution to adopt RCR education.education. 16%16%Becoming a mentor.Becoming a mentor. 24%24%Attending more ethics related seminars.Attending more ethics related seminars. 34%34%Status quo – nothing moreStatus quo – nothing more 40%40%

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If you DO NOT have a mentor at this time, If you DO NOT have a mentor at this time, choose all that apply to you.choose all that apply to you.

Mentoring was a rather unproductive experience.Mentoring was a rather unproductive experience. 5%5%I had a mentor early in my career. We don't communicate very much I had a mentor early in my career. We don't communicate very much any more.any more. 8%8%A mentor would be a waste of time at this point.A mentor would be a waste of time at this point. 9%9%I think that I have been missing out on a major resource. I intend to I think that I have been missing out on a major resource. I intend to find someone who can mentor me.find someone who can mentor me. 22%22%The module on mentoring helped me understand importance of The module on mentoring helped me understand importance of mentoring for scientists in training.mentoring for scientists in training. 56%56%

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Please respond to the following statement. "My mentor has been Please respond to the following statement. "My mentor has been instrumental in providing the foundation to conduct research at the instrumental in providing the foundation to conduct research at the

highest ethical standard”.highest ethical standard”.

strongly disagree strongly agree

63%63%

13%13%

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As a student or fellow, what research topics As a student or fellow, what research topics did you and your mentor discuss most did you and your mentor discuss most

frequently?frequently?

Responsible peer reviewResponsible peer review 5%*5%*Conflicts of InterestConflicts of Interest 6%6%Research misconductResearch misconduct 9%9%Responsible authorshipResponsible authorship 9%9%Collaborative ResearchCollaborative Research 14%14%Didn't discuss research ethicsDidn't discuss research ethics 25%25%Data acquisition and managementData acquisition and management 33%***33%***

*% Responders; n=4706; 59% of all responders

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Which Res. ethics topic do you and Which Res. ethics topic do you and your mentor discuss? your mentor discuss? Didn't discuss research ethicsDidn't discuss research ethics

Data acquisition and management most frequent answer.Data acquisition and management most frequent answer.

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As the MENTOR, which research ethics topic do As the MENTOR, which research ethics topic do you discuss most often with your trainees?you discuss most often with your trainees?

Lab animal welfare 4%Financial responsibility 4%Haven't discussed ethics very much. 5%Responsible peer review 9%Conflicts of interest 11%Research misconduct 12%Responsible authorship 12%Collaborative research 12%Human subjects protections 12%Data acquisition and management 19%

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As As mentorsmentors what research ethics topic do what research ethics topic do you talk about most with your mentees? you talk about most with your mentees?

Research ethics were not discussed very much.Research ethics were not discussed very much.Most Frequent - Data Management

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If you are mentoring students and post docs in If you are mentoring students and post docs in research ethics or the responsible conduct of research ethics or the responsible conduct of

research, what background do you have to teach research, what background do you have to teach these topics to students? these topics to students?

I have attended conferences on how to teach research ethics and the RCR to student and fellows. 3%*

I have attended seminars or conferences on research ethics. 12%*

I have taken other courses in research ethics, and/or read about mentoring. 17%*

Many years of experience teaching and advising students. 18%

I am now passing along to my students the wisdom I gained from my mentor. 18%

* = 32%n = 3551

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Background to be a Mentor.Background to be a Mentor.conferences, seminars, courses on mentoringconferences, seminars, courses on mentoring

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Sometimes the research advisor serves a dual role of mentor Sometimes the research advisor serves a dual role of mentor and research supervisorand research supervisor

Which choice most closely describes your situation.Which choice most closely describes your situation.

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Is Your Mentor and res. advisor the same person?Is Your Mentor and res. advisor the same person?

YES!YES!

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Does your institution or organization have an official program Does your institution or organization have an official program specifically designed to match students and new faculty with specifically designed to match students and new faculty with

more senior level faculty interested in mentoring?more senior level faculty interested in mentoring?

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Does your institution or organization have an official program Does your institution or organization have an official program specifically designed to match students and new faculty with specifically designed to match students and new faculty with

more senior level faculty interested in mentoring?more senior level faculty interested in mentoring?

I DON’T KNOW!I DON’T KNOW!

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ConclusionsConclusions

• Data management is the most common research Data management is the most common research ethics topic discussed by mentors and mentees ethics topic discussed by mentors and mentees – Students say many mentors don't talk about research Students say many mentors don't talk about research

ethics at all.ethics at all.– Mentors say not discussing research ethics is a rare event.Mentors say not discussing research ethics is a rare event.

• Rather low % of people mentoring students have Rather low % of people mentoring students have specific training.specific training.

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ConclusionsConclusions

• For > 2/3 of students the mentor and res. advisor For > 2/3 of students the mentor and res. advisor are the same person.are the same person.

• Majority of survey subjects didn't know if their Majority of survey subjects didn't know if their institutions had a mentoring program.institutions had a mentoring program.– most pronounced in student groupsmost pronounced in student groups

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SummarySummary

• Mentoring is universally recognized as important for Mentoring is universally recognized as important for the socialization and professional development of the socialization and professional development of future scientists. future scientists.

• Research administrators could realize substantial Research administrators could realize substantial benefits from mentoring and a better understanding of benefits from mentoring and a better understanding of the mentoring process. the mentoring process.

• Research administrators often find themselves in a Research administrators often find themselves in a position of being advisors to students.position of being advisors to students.

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SummarySummary• Mentor and research advisor have separate roles.Mentor and research advisor have separate roles.

– Research advisor: oversight of the research. Research advisor: oversight of the research. – Mentors: The guiding principle of mentoring should be Mentors: The guiding principle of mentoring should be

protecting the interests of the trainee.protecting the interests of the trainee.

• Students should not choose mentors and research Students should not choose mentors and research advisors lightly. advisors lightly.

• Students have the responsibility of doing the due diligence Students have the responsibility of doing the due diligence to determine what they are getting into when they join a to determine what they are getting into when they join a lab to begin their research career.lab to begin their research career.

• Institutions have a vested interest in providing a mentoring Institutions have a vested interest in providing a mentoring program to match students and faculty as well as young program to match students and faculty as well as young faculty and more established faculty.faculty and more established faculty.

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The Nancy Ames Case - A Departmental The Nancy Ames Case - A Departmental Administrator or Grad Student Confidant.Administrator or Grad Student Confidant.

Nancy Ames - Department administratorNancy Ames - Department administrator

Lisa Gray – Needy grad studentLisa Gray – Needy grad student

Professor Young – Lisa’s Research advisorProfessor Young – Lisa’s Research advisor

Professor Oldham – Dir. Grad. Student Program.,Professor Oldham – Dir. Grad. Student Program.,

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Aristotle Alexander of MacedoniaAristotle Alexander of Macedonia

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The Nancy Ames Case - A Departmental The Nancy Ames Case - A Departmental Administrator or Grad Student Administrator or Grad Student

Confidant. Confidant.

One morning, Nancy Ames glances up from her computer screen to see Lisa Gray, a third year graduate student in Dr. Young's lab, coming into the office with a very worried expression. Lisa blurts out,

"Now I'm sure of it! Dr. Young thinks I'm a terrible student. Maybe I should just quit grad school!"

After asking a few questions, it becomes clear to Nancy Ames that the immediate problem has to do with the summary of Lisa's annual meeting with her advisory committee.  As departmental secretary, one of Nancy’s responsibilities is to assist the department’s graduate program director, Prof. Oldham, with the record keeping associated with the graduate program.

S. Erickson Ph.D. and K. Muskavitch Ph.D., Boston College RCR tutorial; ORI web site, CITI Program

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A Departmental Administrator or Grad A Departmental Administrator or Grad Student Confidant.Student Confidant.

• The department requires that all graduate students have a The department requires that all graduate students have a meeting with their advisory committee at least once a year. meeting with their advisory committee at least once a year.

• After the meeting, the student’s advisor is expected to After the meeting, the student’s advisor is expected to write up a summary for the files that write up a summary for the files that NancyNancy keeps, and keeps, and send a copy to the student. send a copy to the student.

• These files are reviewed annually by the faculty on the These files are reviewed annually by the faculty on the graduate program committee to be sure that all grad graduate program committee to be sure that all grad students are making good progress.students are making good progress.

Last week, Nancy Ames sent out reminders to students for whom she did not yet have summaries, about half of those in the department, and to their advisors.   

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A Departmental Administrator or Grad A Departmental Administrator or Grad Student Confidant.Student Confidant.

Lisa reports that she had met with her advisory committee almost a month ago. So, when she got her reminder, she immediately went to Prof. Young's office and asked about the summary.  

Nancy Ames listens to Lisa explain her problems:

"Dr. Young said she was busy getting ready for class, and that she'd talk to me later."

"I tried three more times last week, and each time it was, I'll get to it when I have time", or "I have to get to a meeting or something like that."

"The week before that, I tried to talk to her about whether I should move into this cheaper apartment I found about an hour from campus, and she refused to give me any advice.

I guess she figures I'm not worth her time; that I'm just not cut out for grad school!”

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Case DiscussionCase Discussion

1. What are Nancy's obligations as a departmental staff member?  

The ethical issue here is that Nancy Ames finds herself in is a conflict between her responsibilities to the department, as defined by her job description, and her responsibilities to an individual graduate student.

1. What should Nancy Ames, the departmental secretary, do in this situation?  Should Nancy do nothing and just ignore Lisa's whining?   

Ok, if we agree she needs to do something for the student, what should she do?1. Should Nancy contact Professor Young and attempt to

mediate the problem. 

2. Should Nancy look to others to help resolve Lisa's issues.

Should Nancy look to others to help resolve Should Nancy look to others to help resolve Lisa's issues. Lisa's issues.

What should Nancy, the departmental secretary, do? What should Nancy, the departmental secretary, do?

• If Ames does nothing and brushes aside Lisa’s concerns, it is If Ames does nothing and brushes aside Lisa’s concerns, it is possible that Lisa will become more upset and/or communicate possible that Lisa will become more upset and/or communicate her worries to others in the department. her worries to others in the department.

• This could result in more distress for Lisa and a disruption for the This could result in more distress for Lisa and a disruption for the department as a whole. It could also result in other members of department as a whole. It could also result in other members of the department questioning Nancy's effectiveness and result in the department questioning Nancy's effectiveness and result in their losing trust in Nancy as an administrator on whom they can their losing trust in Nancy as an administrator on whom they can rely.rely.

Should Nancy contact Professor Young and Should Nancy contact Professor Young and attempt to mediate the problem.attempt to mediate the problem.

• If Nancy contacts Prof. Young to mediate the issues with Lisa, it If Nancy contacts Prof. Young to mediate the issues with Lisa, it is possible that the situation will have a good resolution, but this is possible that the situation will have a good resolution, but this is NOT likely. is NOT likely.

• Further, Nancy will most probably have to devote a fair amount of Further, Nancy will most probably have to devote a fair amount of her time to this situation, to the detriment of her other duties. her time to this situation, to the detriment of her other duties.

• What is more likely is that Nancy will be perceived as meddling in What is more likely is that Nancy will be perceived as meddling in an area outside her responsibilities and/or presuming to tell a an area outside her responsibilities and/or presuming to tell a faculty member what to do. This would not be good for Nancy's faculty member what to do. This would not be good for Nancy's continued good relationship with members of the department, and continued good relationship with members of the department, and so could harm her ability to do her real job.so could harm her ability to do her real job.

• Nancy should suggest that Lisa speak with Dr. Young (Research Nancy should suggest that Lisa speak with Dr. Young (Research Advisor) again and then, if this is not effective, talk to Prof. Oldham, Advisor) again and then, if this is not effective, talk to Prof. Oldham, the graduate program director. the graduate program director. Nancy will be acting within her role Nancy will be acting within her role as an administrative staff member.as an administrative staff member.

• Nancy might let Oldham know about the situation so that he can be Nancy might let Oldham know about the situation so that he can be prepared if Lisa does not contact him. prepared if Lisa does not contact him. Nancy is thus,fulfilling her Nancy is thus,fulfilling her obligation as a staff member who works with Oldham on the graduate obligation as a staff member who works with Oldham on the graduate program.program.

• It might also be appropriate for Nancy to refer Lisa Gray to It might also be appropriate for Nancy to refer Lisa Gray to information on the rights and obligations of faculty and graduate information on the rights and obligations of faculty and graduate students. students. The student may have some unreasonable expectations The student may have some unreasonable expectations regarding the role Dr. Young should play in her life.regarding the role Dr. Young should play in her life.

• Nancy might suggest that Lisa find someone other than her research Nancy might suggest that Lisa find someone other than her research advisor to Mentor her.advisor to Mentor her.

?

10-01-09

Promoting Integrity in the Research Promoting Integrity in the Research Enterprise – MentoringEnterprise – Mentoring

Paul Braunschweiger Ph.D.Paul Braunschweiger Ph.D.

Professor, Radiation OncologyProfessor, Radiation Oncology

University of MiamiUniversity of Miami

PBRAUNSC@MED.MIAMI.EDU

T35 , 10-20-09

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What are Nancy’s obligations as a What are Nancy’s obligations as a departmental staff member?departmental staff member?

• All members of the department have an interest in avoiding major All members of the department have an interest in avoiding major conflicts, crises, or emotional blowups among those in the conflicts, crises, or emotional blowups among those in the department.department.

• Nancy Ames has an obligation to carry out her duties as a staff Nancy Ames has an obligation to carry out her duties as a staff member. If those duties are unclear, she should seek to clarify them. member. If those duties are unclear, she should seek to clarify them.

• She also has an obligation to the department to balance her time so She also has an obligation to the department to balance her time so that she can carryout all the duties associated with her position as a that she can carryout all the duties associated with her position as a departmental secretary. departmental secretary.

• She has an obligation to all members of the department, faculty, staff She has an obligation to all members of the department, faculty, staff and students, not to speak poorly of anyone to others. At some level, and students, not to speak poorly of anyone to others. At some level, she also has an obligation to help Lisa get past her distress and she also has an obligation to help Lisa get past her distress and insecurity.insecurity.

Back to the discussion

10-01-09

Should Nancy contact Professor Young and Should Nancy contact Professor Young and attempt to mediate the problem.attempt to mediate the problem.

• If Nancy contacts Prof. Young to mediate the issues with Lisa, it If Nancy contacts Prof. Young to mediate the issues with Lisa, it is possible that the situation will have a good resolution, but this is possible that the situation will have a good resolution, but this is NOT likely. is NOT likely.

• Further, Nancy will most probably have to devote a fair amount of Further, Nancy will most probably have to devote a fair amount of her time to this situation, to the detriment of her other duties. her time to this situation, to the detriment of her other duties.

• What is more likely is that Nancy will be perceived as meddling in What is more likely is that Nancy will be perceived as meddling in an area outside her responsibilities and/or presuming to tell a an area outside her responsibilities and/or presuming to tell a faculty member what to do. This would not be good for Nancy's faculty member what to do. This would not be good for Nancy's continued good relationship with members of the department, and continued good relationship with members of the department, and so could harm her ability to do her real job.so could harm her ability to do her real job.

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10-01-09

Should Nancy look to others to help resolve Should Nancy look to others to help resolve Lisa's issues. Lisa's issues.

• Nancy should suggest that Lisa speak with Dr. Young (Research Advisor) Nancy should suggest that Lisa speak with Dr. Young (Research Advisor) again and then, if this is not effective, talk to Prof. Oldham, the graduate again and then, if this is not effective, talk to Prof. Oldham, the graduate program director. program director. Nancy will be acting within her role as an Nancy will be acting within her role as an administrative staff member.administrative staff member.

• Nancy might let Oldham know about the situation so that he can be Nancy might let Oldham know about the situation so that he can be prepared if Lisa does not contact him. prepared if Lisa does not contact him. Nancy is thus,fulfilling her obligation Nancy is thus,fulfilling her obligation as a staff member who works with Oldham on the graduate program.as a staff member who works with Oldham on the graduate program.

• It might also be appropriate for Nancy to refer Lisa Gray to information on It might also be appropriate for Nancy to refer Lisa Gray to information on the rights and obligations of faculty and graduate students. the rights and obligations of faculty and graduate students. The student The student may have some unreasonable expectations regarding the role Dr. Young may have some unreasonable expectations regarding the role Dr. Young should play in her life.should play in her life.

• Nancy might suggest that Lisa find someone other than her research Nancy might suggest that Lisa find someone other than her research advisor to Mentor her.advisor to Mentor her.

Back to the discussion

10-01-09

Should Nancy do something, or justShould Nancy do something, or justignore Lisa‘s whining?ignore Lisa‘s whining?

• If Ames does nothing and brushes aside Lisa’s concerns, it is If Ames does nothing and brushes aside Lisa’s concerns, it is possible that Lisa will become more upset and/or communicate possible that Lisa will become more upset and/or communicate her worries to others in the department. her worries to others in the department.

• This could result in more distress for Lisa and a disruption for the This could result in more distress for Lisa and a disruption for the department as a whole. It could also result in other members of department as a whole. It could also result in other members of the department questioning Nancy's effectiveness and result in the department questioning Nancy's effectiveness and result in their losing trust in Nancy as an administrator on whom they can their losing trust in Nancy as an administrator on whom they can rely.rely.

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