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I would love to participate-Erinn Rankin

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I would love to participate-Erinn Rankin

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This has been a super useful and enlightening discussion and it *needs* to continue.

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Thank you Grace for all your hard work!

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How do we ensure accountability for misconduct within the program?

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What is a student services officer/ I didn't know we had access to this 

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What is a student services officer/ I didn't know we had access to this 

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Pointers to these resources exist, but even that it’s being brought up means that we can do more to draw attention to these resources.

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Even if our power to affect reporting is limited, can we come up with ways to bolster support for students besides a gossip network for misbehaving faculty?

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In addition to the pledge, is there a way to protect students from faculty who want to control how much service and what kind of service a student does? Ie.. if a faculty member wants students to do only the minimum number of hours and no more?

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This seems like a great idea to integrate service and social awareness into our degree. I already personally feel overwhelmed by the amount of  work I have left to do in my degree. Can this be optional, for those who do feel re-energized and uplifted?

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This seems like a great idea to integrate service and social awareness into our degree. I already personally feel overwhelmed by the amount of  work I have left to do in my degree. Can this be optional, for those who do feel re-energized and uplifted?

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Without a formalized service requirement, students who already voluntarily and actively prioritize service are often penalized for it

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this can be formalized too through the IDP

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Cancer Bio is a small program and it is hard to keep things completely anonymous. Also when things are anonymous, they cannot be acted upon - Biosciences (and stanford) in general suffers from lack of a standardized reporting mechanism; this point needs a lot of work w/in the system

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I think a training such as this is most effective when 'live,' i.e. as a workshop or panel as opposed to a deck of impersonal slides

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re:This should be an ongoing conversation

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re:This should be an ongoing conversation

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totally agreed - this is a important part of all program policies and actions

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Many of these initiatives, though born of necessary outrage and certainly well-intentioned, ring as an attempt to correct for early educational flaws. Children learn empathy at a young age, and though history can be taught later, trying to change one's heart with bias training feels a bit futile and performative. Additionally, are bioscience doctoral programs really the right place to try to remedy the gaping holes in what children were taught in 5th grade U.S. history?

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Certainly - we should ensure it ISN'T extracurricular, and full recognition is given to student

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The idea isn't to burden students, but to make training more holistic. It is important for graduates to be involved in the community as we become future leaders. This will be flexible - and will not hinder graduation.

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The direction of workshops and training are usually well-intentioned, but cannot be seen as the ~only~ action a program takes. we should strive to welcome these actions and questions in *all* conversations as a program

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I’m ambivalent wrt  a service requirement per se, but I’m certain there should be explicit support for those who serve in order to incentivize and energize service. There should be money given from CBIO and SCI to programs serving URMs and to students who supply labor in the form of mentorship in these programs.

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...which directly benefits the future of our university and the direction and equitability of the research that we do. This is emotionally and physically taxing work. Students do this out of their own free time - these are important actions and work, and shouldn't be perceived solely as "extracurricular"

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learning about the systemic & institutionalized exclusion and exploitation of racial/ethnic/gender minorities in cancer research is also NECESSARY for a basic understanding of cancer biology

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If not a requirement, then what is the compromise?

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If not a requirement, then what is the compromise?

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For those that are more inclined to giving back to their communities, how can we ensure that they do so without risk of retribution? If a requirement is not a solution, pressing the student to talk to their PI should also not be a solution. There should be a clause that protects those that want to do service for their communities universally, without the added pressure and conversation needed. At the end of the day 'Broader Impacts' gets pressed hard on students, and will be ideal to all feel comfortable doing so.

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Even a quick glance at the work of prominent consortia working in cancer biology should show how little their work relates to the 242 curriculum. This will always be the case— coursework is a lagging indicators of what’s important. Fortunately, inequity and how we address it is perennially important in research, making its inclusion necessary and its omission inexcusable.

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Bias training has been demonstrated to have little to no sustainable effects on beliefs or behavior

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these lessons are integral to the "hard science" and advances in cancer biology research 

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these lessons are integral to the "hard science" and advances in cancer biology research 

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the study of biology and cancer biology in particular are built atop of institutionalized racist history. It's important that we, as students, faculty, and educators who hope to create a future that benefits all people, understand this and *actively* learn about this.

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Retreat sounds like a very appropriate place to have this discussion/training as it's one of the few events where all of cancer bio students and faculty attend.

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These classes are already packed with a load of material that has to be covered and are necessary for a basic understanding of cancer biology. Adding a full week of material to these classes means something else has to be dropped.

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We're already looking at longer time to graduation because of the COVID-19 pandemic and adding more requirements for graduation would have detrimental effects on students already hit hard by university closures and the pandemic.