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endstream endobj 1 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 2 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 534 35.76 6 13.68 re W n BT /TT0 1 Tf 12 0 0 12 534 38.4 Tm (2)Tj ( )Tj ET Q BT /TT1 1 Tf 12 0 0 12 99.1963 708.72 Tm [(A Good Place to Do Science: An Ex)1(ploratory Case Study of an Academic Science )]TJ 14.651 -1.14 Td (Depar)Tj (tment)Tj ( )Tj 2.583 -1.16 Td ( )Tj -4.318 -1.14 Td [(Ex)1(ecutive Summary)]TJ ( )Tj /TT0 1 Tf -15.182 -1.16 Td ( )Tj 0 -1.14 TD (Purpose)Tj ( )Tj ET 72 637.92 38.64 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 625.92 Tm (We studied an academic science )Tj 13.188 0 Td (work environment that has been conducive to the advancement )Tj -13.188 -1.14 Td (of female and male scientists to identify factors that have facilitated \ cooperation, high quality )Tj 0 -1.16 TD (science, and inclusion. )Tj ( )Tj /TT1 1 Tf 0 -1.14 TD ( )Tj /TT0 1 Tf 0 -1.16 TD (Method)Tj (s)Tj ( )Tj ET 72 568.8 42 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 557.04 Tm (We conducted this study using several qualitative methods including docu\ ment & archival )Tj T* (research, direct observation, and 29 interviews of departmental members \ \(faculty, staff, post)Tj 36.905 0 Td (-)Tj -36.905 -1.14 Td (docs, and doctoral students\).)Tj ( )Tj /TT1 1 Tf T* ( )Tj /TT0 1 Tf 0 -1.14 TD (Findings )Tj ( )Tj ET 72 499.92 42 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 487.92 Tm (The basis of the cooperative, i)Tj (nclusive productive aspects of this department\222s culture appears to )Tj T* (be a set of values and beliefs about scientists and the goals of science\ that are reflected in the )Tj 0 -1.16 TD (types of interactions that occur within the department. Most scientists\ in the Science D)Tj 34.909 0 Td (epartment )Tj -34.909 -1.14 Td (valued doing high quality science and valued doing science in an interac\ tive way. Three widely )Tj T* (held beliefs included:)Tj ( )Tj 3 -1.14 Td ( )Tj T* (1.)Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (Good science is the pursuit of meaningful, significant advancements of )Tj 0 -1.14 TD (knowledge.)Tj ( )Tj -1.8 -1.16 Td (2.)Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (Scientists achieve good science through inte)Tj (ractions that provide and )Tj T* (generate resources. )Tj ( )Tj -1.8 -1.16 Td (3.)Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (Anyone can do high quality science if they can learn quickly, are well )Tj T* (trained, can communicate their ideas, are creative and willing to work h\ ard.)Tj 30.21 0 Td ( )Tj -35.01 -1.16 Td ( )Tj /TT3 1 Tf T* (Constructive interactions)Tj /TT0 1 Tf ( )Tj (support processes that foster coo)Tj (peration and produce high quality )Tj 0 -1.16 TD (science and inclusion. We list them here in increasing order of complex\ ity, trust level required, )Tj 0 -1.14 TD (and work impact: )Tj ( )Tj /C2_0 1 Tf 0.6 -1.24 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (Collegial Interactions)Tj 8.636 0 Td ( )Tj (\226)Tj ( )Tj (extending respectful, civil and congenial behaviors towards others )Tj 28.242 0 Td ( )Tj ET 90 264.24 103.68 0.24 re f BT /C2_0 1 Tf 12 0 0 12 79.2 251.52 Tm <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (Tacit Lear)Tj (ning Interactions)Tj ( )Tj (\226)Tj ( )Tj (information sharing and modeling behaviors that convey work )Tj ET 90 249.6 130.56 0.24 re f BT /TT0 1 Tf 12 0 0 12 90 237.84 Tm (norms, processes, practices, and other undocumented knowledge about work\ .)Tj 30.936 0 Td ( )Tj /C2_0 1 Tf -31.836 -1.24 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (Relational Interactions)Tj 9.08 0 Td ( )Tj (\226)Tj ( )Tj (taking personal interest in others, expressing concern and caring for )Tj ET 90 221.04 108.96 0.24 re f BT /TT0 1 Tf 12 0 0 12 90 209.28 Tm (others)Tj ( )Tj (emotionally and in support of their work)Tj ( )Tj /C2_0 1 Tf -0.9 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (Generative Interactions)Tj 9.356 0 Td ( )Tj (\226)Tj ( )Tj (Interactions, through which important resources are provided, )Tj ET 90 192.72 112.32 0.24 re f BT /TT0 1 Tf 12 0 0 12 90 180.96 Tm (received and or generated between individuals and for the group.)Tj 25.99 0 Td ( )Tj -27.49 -1.16 Td ( )Tj /TT3 1 Tf 0.6 -1.14 Td (P)Tj (articipative departmental activities)Tj /TT0 1 Tf 14.663 0 Td ( )Tj (initiated or explicitl)Tj (y supported by the chair, facilitated )Tj -14.663 -1.16 Td (constructive interactions:)Tj ( )Tj /C2_0 1 Tf 0 -1.22 TD <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (Team teaching with participation across faculty ranks. )Tj 21.937 0 Td ( )Tj /C2_0 1 Tf -22.837 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (A variety of department social events, some of which occur after hours a\ nd others, which are )Tj 0 -1.14 TD (family friendly. )Tj ( )Tj ET endstream endobj 3 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 4 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 534 35.76 6 13.68 re W n BT /TT0 1 Tf 12 0 0 12 534 38.4 Tm (3)Tj ( )Tj ET Q BT /C2_0 1 Tf 12 0 0 12 79.2 707.76 Tm <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (Participative faculty me)Tj (etings in which information important to all faculty members is )Tj 0 -1.14 TD (shared and the opportunity for decision)Tj (-)Tj (making input is provided.)Tj ( )Tj /C2_0 1 Tf -0.9 -1.24 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (Participative faculty recruiting through which all faculty members have \ input into the )Tj T* (selection of new faculty. Broad suppor)Tj (t for the new faculty member is established through )Tj T* (this activity. )Tj ( )Tj /C2_0 1 Tf -0.9 -1.24 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (Regular applicable research presentations and seminars that stimulate id\ eas and provide )Tj T* (feedback and modeling of approaches to research and effective presentati\ on of ideas.)Tj 33.987 0 Td ( )Tj /TT2 1 Tf -35.487 -1.14 Td ( )Tj /TT3 1 Tf 0 -1.16 TD (Department wi)Tj (de learning and inclusion processes)Tj /TT0 1 Tf ( )Tj (stimulated and supported wide influence in )Tj 0 -1.14 TD (decision)Tj (-)Tj (making, engagement, learning about one another, and disseminating, compa\ ring and )Tj 0 -1.16 TD (creating a shared understanding of the external environmental factors su\ rrounding the )Tj 0 -1.14 TD (d)Tj (epartment. These processes also play an important role in embedding nor\ ms, behaviors, values, )Tj 0 -1.16 TD (and beliefs into the culture of the department. These processes include\ d:)Tj 29.158 0 Td ( )Tj ( )Tj /C2_0 1 Tf -28.558 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (Transparent decision)Tj (-)Tj (making )Tj ( )Tj /C2_0 1 Tf -0.9 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (Engagement of faculty across ranks)Tj 14.273 0 Td ( )Tj /C2_0 1 Tf -15.173 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (Dissemination of in)Tj (formation important to work)Tj ( )Tj /C2_0 1 Tf -0.9 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (Creation and or sharing of resources important to work)Tj ( )Tj /C2_0 1 Tf -0.9 -1.24 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 0.9 0 Td (An open faculty selection process )Tj ( )Tj -1.5 -1.14 Td ( )Tj /TT3 1 Tf 0 -1.14 TD (Cooperative )Tj (leadership practices)Tj /TT0 1 Tf ( )Tj (of the)Tj ( )Tj (chairs facilitated the development of the culture of the )Tj 0 -1.16 TD (department. Most of these practices wer)Tj (e also evident among faculty.)Tj ( )Tj /C2_1 1 Tf 0.5 -1.2 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1 0 Td (Supporting the creation and advancement of good science, regardless of w\ ho is developing it.)Tj 37.407 0 Td ( )Tj /C2_1 1 Tf -38.407 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1 0 Td (Seeking input from all affected in decision)Tj 17.052 0 Td (-)Tj (making)Tj ( )Tj /C2_1 1 Tf -18.052 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1 0 Td (Promoting meaningful opportunities for interaction)Tj 20.497 0 Td ( )Tj /C2_1 1 Tf -21.497 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1 0 Td (Treating everyone fairly and eq)Tj 12.605 0 Td (uitability )Tj ( )Tj /C2_1 1 Tf -13.605 -1.2 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1 0 Td (Using the role of chair in service of the scientific community within th\ e department )Tj 33.658 0 Td ( )Tj -35.158 -1.16 Td ( )Tj T* (Conclusions)Tj ( )Tj ( )Tj ET 72 323.28 59.28 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 311.52 Tm (This study identifies conditions and factors that facilitate the develop\ ment of a cooperative )Tj T* (inclusive and productive work culture. The founda)Tj (tion of such a culture is values and beliefs )Tj 0 -1.14 TD (that support high quality science, )Tj (inclusive, productive )Tj (interaction)Tj (s)Tj ( )Tj (and outcome focused criteria )Tj 0 -1.16 TD (for who)Tj (m)Tj ( )Tj (can do science. These values and beliefs foster constructive interactio\ ns and )Tj 0 -1.14 TD (participation in a range)Tj ( )Tj (of department activities. Several of these activities provide the conte\ xt )Tj 0 -1.16 TD (for constructive interactions. Leadership practices influence the creat\ ion of some department )Tj 0 -1.14 TD (level activities and or provide sponsorship of others. The chair may in\ itiate these )Tj 32.797 0 Td (practices, but )Tj -32.797 -1.16 Td (support and ongoing leadership can come from the faculty. Leadership pr\ actices are also )Tj T* (important facilitators of department learning and inclusion processes. \ With the context provided )Tj 0 -1.16 TD (by activities and behaviors derived from constructive )Tj 21.521 0 Td (interactions, department learning, and )Tj -21.521 -1.14 Td (inclusion processes support norms, practices and processes supportive of\ a cooperative, )Tj T* (inclusive, productive department culture. 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endobj 12 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 534 35.76 6 13.68 re W n BT /TT0 1 Tf 12 0 0 12 534 38.4 Tm (5)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 306 708.72 Tm ( )Tj /TT1 1 Tf -6.154 -1.14 Td (PURPOSE OF THE STUDY)Tj ( )Tj /TT0 1 Tf -13.346 -1.16 Td ( )Tj 0 -1.14 TD (This case study of a sci)Tj (ence department at a Tier 1 research institution is a component of the )Tj 0 -1.16 TD (NSF ADVANCE program with the objective of institutional transformation t\ hat will effect )Tj 0 -1.14 TD (tangible change for women in science and engineering. The proposed case\ study description )Tj 0 -1.16 TD (from t)Tj (he NSF ACES \(Academic Careers in Engineering and Science\) grant propos\ al document is )Tj 0 -1.14 TD (as follows:)Tj /TT1 1 Tf ( )Tj 0 -1.16 TD ( )Tj /TT2 1 Tf 0 -1.14 TD [(\223[)5(Conduct])-24( a case study examination of the [)5(Science Department])]TJ 7.92 0 0 7.92 392.4 590.16 Tm (1)Tj 12 0 0 12 396.3906 584.64 Tm ( )Tj (as an example of a )Tj -27.033 -1.16 Td (department with a history of strong participation and advancement of wom\ en)Tj ( )Tj (faculty. The goal )Tj T* (will be to identify the departmental conditions that foster full partici\ pation of women at all )Tj 0 -1.16 TD (academic ranks. The Science Department is nationally ranked in the 7)Tj 0.003 Tc -0.003 Tw 7.92 0 0 7.92 412.5879 548.64 Tm (th)Tj 0 Tc 0 Tw 12 0 0 12 418.8105 543.12 Tm ( )Tj (percentile. It has 19 )Tj -28.901 -1.14 Td (faculty, 5 of whom are women, 2 at the full pr)Tj 18.276 0 Td (ofessor level. The female department chair was )Tj -18.276 -1.16 Td (recently elected to the National Academy of Sciences. Although the depa\ rtment has no defined )Tj 0 -1.14 TD (policies in this area, it provides an excellent case study site for exam\ ining the working )Tj 0 -1.16 TD (environment conducive to)Tj ( )Tj (the advancement of women faculty and students.\224)Tj 30.493 0 Td ( )Tj -30.493 -1.14 Td ( )Tj /TT0 1 Tf T* (Our research questions were: )Tj ( )Tj 3 -1.14 Td ( )Tj /C2_0 1 Tf -2.4 -1.24 Td <0001>Tj /TT3 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (How does a work environment, conducive to the advancement of women at al\ l levels, )Tj 0 -1.14 TD [(work?)1( )]TJ ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT3 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(How do people interact with each other in such an environment?)1( )]TJ 26.074 0 Td ( )Tj /C2_0 1 Tf -27.874 -1.24 Td <0001>Tj /TT3 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What do people do t)Tj [(o create inclusion, productivity, and high quality science?)1( )]TJ 31.685 0 Td ( )Tj /C2_0 1 Tf -33.485 -1.22 Td <0001>Tj /TT3 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(What cultural processes and practices operate in this academic science e\ nvironment?)1( )]TJ 34.179 0 Td ( )Tj -33.579 -1.14 Td ( )Tj /TT2 1 Tf -3 -1.14 Td ( )Tj /TT1 1 Tf 16.944 -1.16 Td (METHODS)Tj ( )Tj /TT0 1 Tf -13.944 -1.14 Td ( )Tj -3 -1.16 Td (We conducted this study using several qualitative methods after obtainin\ g IRB approval. )Tj 35.742 0 Td ( )Tj -35.742 -1.14 Td ( )Tj 0 -1.16 TD (Document)Tj ( )Tj (& Archival Research )Tj ( )Tj ET 72 275.52 154.32 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 263.76 Tm (We collected basic information about the department such as the departme\ nt structure, activities, )Tj T* (and formal policies and processes from the university\222s archive, the \ schools\222 website, and )Tj 0 -1.14 TD (documents provided to me by department member)Tj 20.161 0 Td (s. We also obtained published copies of )Tj -20.161 -1.16 Td (faculty members\222 bios and published department rank data.)Tj 23.715 0 Td ( )Tj -20.715 -1.14 Td ( )Tj -3 -1.16 Td (Direct Observation)Tj ( )Tj ET 72 192.72 91.68 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 180.96 Tm (Observation allows the researcher to collect data on relevant behaviors \ or environmental )Tj 0 -1.16 TD (conditions )Tj (\(Patton, 2002; Yin, 2003\))Tj (. We observed several department)Tj (-)Tj (wide presentations, two )Tj 0 -1.14 TD (candidate job talks, a student\222s dissertation defense, and post)Tj (-)Tj (defense celebration gathering. We )Tj 0 -1.16 TD (also observed a faculty meeting at which faculty mem)Tj 21.604 0 Td (bers discussed a candidate for a tenured )Tj -21.604 -1.14 Td (faculty position. We visited all the primary faculty labs at different \ times of the day and week in )Tj 3 -1.2 Td ( )Tj 10.4 0 Td ( )Tj 1.6 0 Td ( )Tj ET 108 114 144 0.48 re f BT /TT0 1 Tf 6.48 0 0 6.48 108 90.24 Tm (1)Tj 0.004 Tw 9.84 0 0 9.84 111.25 85.68 Tm ( )Tj 0.007 Tc -0.003 Tw [(W)-8(e w)-5(i)3(l)3(l)3( r)2(ef)1(er)2( t)3(o)-1( t)3(h)-1(e d)-1(ep)-1(ar)2(t)3(m)-5(en)-1(t)3( s)1(t)3(u)-1(d)-1(i)3(ed)-1( as)1( t)3(h)-1(e \223S)-2(ci)3(en)-1(ce D)-5(ep)-1(ar)2(t)3(m)-5(en)-1(t)3(\224 i)3(n)-1( t)3(h)-1(i)3(s)1( r)2(ep)-1(o)-1(r)2(t)3(.)]TJ 0 Tc 0 Tw 34.146 0 Td ( )Tj ET endstream endobj 13 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 14 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 534 35.76 6 13.68 re W n BT /TT0 1 Tf 12 0 0 12 534 38.4 Tm (6)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 72 708.72 Tm (order to understand the work setting and routines. See direct observati\ on guide in Appendix 1)Tj 37.713 0 Td ( )Tj -37.713 -1.14 Td ( )Tj 0 -1.16 TD (Interviews)Tj ( )Tj ET 72 679.2 50.64 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 667.44 Tm (We cond)Tj (ucted semi)Tj (-)Tj (structured, one)Tj (-)Tj (on)Tj (-)Tj (one interviews )Tj (\(Knight, 2002\))Tj (, of about 1 hour in len)Tj (gth, )Tj T* (with all of the primary faculty and a willing sample of active secondary\ faculty, doctorial )Tj 0 -1.14 TD (students, post)Tj (-)Tj (docs and staff. The focus of these interviews was participants\222 perso\ nal experience )Tj 0 -1.16 TD (within the work environment, their perceptions of the enviro)Tj 24.188 0 Td (nment and the impact of this )Tj -24.188 -1.14 Td (environment on their work and careers in science. See the sample interv\ iew guide in Appendix )Tj T* (1.)Tj ( )Tj 0 -1.14 TD ( )Tj 0 -1.16 TD (Data Collection and Analysis)Tj 11.748 0 Td ( )Tj ET 72 568.8 140.88 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 557.04 Tm (Following Yin \(2003\), we bounded the sampling frame of this case by de\ partment membership )Tj T* (or direct )Tj (affiliation. We conducted interviews with all 16 primary faculty member\ s, three of )Tj 0 -1.14 TD (whom were women. We interviewed four secondary faculty members based on\ willing )Tj 0 -1.16 TD (participants from among the seven who had an active role in the departme\ nt. \223Active\224 secon)Tj 37.209 0 Td (dary )Tj -37.209 -1.14 Td (faculty members were those faculty members who were training students fr\ om the department, )Tj T* (were involved in teaching, supported recruiting and attended department \ presentations. )Tj 0 -1.14 TD (However, secondary faculty members were not directly involved in departm\ )Tj 30.49 0 Td (ent decision)Tj (-)Tj (making. )Tj -30.49 -1.16 Td (The secondary faculty participants consisted of two women at the associa\ te rank and two men, )Tj T* (one at the associate rank and the other at assistant rank. We audio rec\ orded and transcribed all )Tj 0 -1.16 TD (but four of the interviews. Four participa)Tj (nts did not want to be audio recorded, so we took )Tj 0 -1.14 TD (written notes doing their interviews. )Tj ( )Tj 3 -1.16 Td ( )Tj -3 -1.14 Td (Of the administrative staff and laboratory staff within the department, \ we interviewed three staff )Tj 0 -1.16 TD (members. They provided their observations about how the department)Tj 28.326 0 Td ( )Tj (operated and )Tj -28.326 -1.14 Td (observations of faculty behavior and interactions. We also interviewed \ six students and post)Tj 37.047 0 Td (-)Tj -37.047 -1.16 Td (docs.)Tj ( )Tj 0 -1.14 TD ( )Tj 0 -1.16 TD (The interviewer took notes after each interview regarding ideas, emergin\ g concepts and open )Tj 0 -1.14 TD (questions. These notes guided framing of the ope)Tj (n)Tj (-)Tj (ended questions in subsequent interviews. )Tj 0 -1.16 TD (These notes also guided the initial coding of a subset of transcribed in\ terviews into topic areas, )Tj 0 -1.14 TD (ideas and examples or \223analytic categories\224 \(Knight, 2002\). Nex\ t, we analyzed the remaining )Tj 0 -1.16 TD (interviews to elabo)Tj (rate concepts and confirm or test emerging concepts or relationships. W\ e )Tj 0 -1.14 TD (used the direct observation data and archival data to provide examples o\ f concepts and identify )Tj 0 -1.16 TD (relationships. Finally, we provided all quotes used as examples of conc\ epts to partic)Tj 33.854 0 Td (ipants for )Tj -33.854 -1.14 Td (review and comment. This practice increased the accuracy of the partici\ pants\222 comments and )Tj T* (ideas and provided confirmation of the link between examples and concept\ s. )Tj 31.88 0 Td ( )Tj -31.88 -1.14 Td ( )Tj /TT1 1 Tf 3 -1.16 Td ( )Tj 6.832 -1.14 Td (BACKGROUND )Tj (\226)Tj ( )Tj (CASE STUDY SETTING)Tj 19.337 0 Td ( )Tj /TT0 1 Tf -26.168 -1.16 Td ( )Tj -3 -1.14 Td (The focus of this case study was a bas)Tj (ic science research department at a Tier 1 research )Tj T* (university in the United States. The Science Department was about 15 ye\ ars old at the time of )Tj 0 -1.14 TD (the study. The department formed in the late 1980\222s during a time wh\ en an unprecedented )Tj 0 -1.16 TD (number of women were)Tj ( )Tj (entering the science programs and the science workforce. The women\222s\ )Tj 0 -1.14 TD (movement had made its mark on U.S. culture. Thus, for the first time in\ U.S. history, women )Tj ET endstream endobj 15 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 16 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 534 35.76 6 13.68 re W n BT /TT0 1 Tf 12 0 0 12 534 38.4 Tm (7)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 72 708.72 Tm (were becoming visible in fields that had been dominated by men. Amid th\ ese societal changes)Tj 37.934 0 Td (, )Tj -37.934 -1.14 Td (the Science Department developed in response to the emergence of a fast \ growing area of )Tj 0 -1.16 TD (scientific inquiry. )Tj ( )Tj 3 -1.14 Td ( )Tj -3 -1.16 Td (There have been two chairs of the Science Department over the course of \ its history, both )Tj 0 -1.14 TD (female. The Science Department achieved top program )Tj 22.574 0 Td (and NIH funding rankings among )Tj -22.574 -1.16 Td (departments in its field during the tenure of the first chair. It maint\ ained its high rankings as it )Tj T* (continued to grow in size under the second chair. )Tj 20.133 0 Td (\(An)Tj (nual Report, 2000\))Tj ( )Tj -17.133 -1.16 Td ( )Tj -3 -1.14 Td (The department was ranked above average in terms of number of women facu\ lty and number of )Tj 0 -1.16 TD (female students )Tj (\(Department Presentation, 2004\))Tj (. Two women faculty members joined the )Tj 0 -1.14 TD (department at tenure ranks. One woman has advanced from assistant \(jun\ ior\) to associate rank. )Tj 0 -1.16 TD (Of eight faculty members who joined the department as )Tj 22.522 0 Td (junior faculty, including one woman, )Tj -22.522 -1.14 Td (only one male did not advance to tenure. Women comprise about 56% of th\ e students in the )Tj T* (graduate program, which awards masters or PhD degrees. The department a\ ttracts top students )Tj 0 -1.14 TD (as indicated by higher than average )Tj 14.383 0 Td (student GRE scores for the field. )Tj (\(Department Presentation, )Tj -14.383 -1.16 Td (2004\))Tj ( )Tj 3 -1.14 Td ( )Tj /TT1 1 Tf 14.055 -2.3 Td (FINDINGS )Tj 5.14 0 Td ( )Tj /TT0 1 Tf -22.195 -1.16 Td ( )Tj /TT1 1 Tf T* [(V)-1(alues and B)]TJ [(eliefs w)-1(hich Support Cooperation and Inclusion)]TJ ( )Tj /TT0 1 Tf 0 -2.3 TD (Members of the Science Department professed and acted consistently with \ several values and )Tj 0 -1.16 TD (beliefs that appear to support cooperative and inclusive behaviors. )Tj 26.714 0 Td ( )Tj -23.714 -1.14 Td ( )Tj -3 -1.16 Td (The two core values mentioned consistently are h)Tj 19.799 0 Td (igh quality science and interaction. )Tj -19.799 -1.14 Td (Department members often stated that doing good science or high quality \ science was )Tj T* (the main goal of their work.)Tj ( )Tj 3 -1.14 Td ( )Tj ( )Tj T* (\223I cared more about just doing good science and I figured if I was ab\ le to )Tj 0 -1.14 TD (do good science I\222d probabl)Tj (y get tenure, so the main goal was to do good )Tj 0 -1.16 TD (science, and I figured everything else would flow from that.\224 \(male\ )Tj 0 -1.14 TD (associate professor\) )Tj ( )Tj 0 -1.16 TD ( )Tj -3 -1.14 Td (Departmental members also valued a work environment rich in high quality\ peers who were )Tj T* (willing to contribute to the p)Tj (ool of available resources to do science. For most department )Tj 0 -1.14 TD (members, a scientist is not a \223lone wolf\224, \223in his or her own w\ orld competing with the outside )Tj 0 -1.16 TD (world to get a paper published or get more money\224 \(female associate \ professor\). Interaction is )Tj 0 -1.14 TD (im)Tj (portant to creating the resource rich environment that enables member to\ produce high quality )Tj 0 -1.16 TD (science.)Tj ( )Tj 3 -1.14 Td ( )Tj T* (\223You know, I think the environment is really important throughout one\ \222s entire career, )Tj 0 -1.14 TD (especially these days where it takes many different methodologies)Tj 26.492 0 Td ( )Tj (to complete a research )Tj -26.492 -1.16 Td (project. For example, there are certain methodologies that I don\222t k\ now how to do, but )Tj T* (my research would benefit from it. 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You know \ )Tj 0 -1.16 TD [(they can')-1(t just sit in their labs and be great scientists and never talk to other\ people. It is )]TJ 0 -1.14 TD (good scientists that participate in group activities that have a broader\ impact on the)Tj 33.184 0 Td ( )Tj -33.184 -1.16 Td (department and university, because they transmit their ideas to students\ , post)Tj 30.715 0 Td (-)Tj (docs, and )Tj -30.715 -1.14 Td (other faculty members in the department.\224 \(female associate profess\ or\))Tj 28.656 0 Td ( )Tj -31.656 -1.16 Td ( )Tj T* (In the Science Department, women were included in social networks that s\ upport the )Tj 0 -1.16 TD (work of sc)Tj (ientists. Every female professor recounted multiple stories of networki\ ng )Tj 0 -1.14 TD (with men or men mentioned cases of networking with women in their storie\ s. This, )Tj 0 -1.16 TD (indicated that a range of scientific resources, from knowledge and ideas\ to research and )Tj 0 -1.14 TD (cross)Tj (-)Tj (lab )Tj (collaboration were available to women and men. The founding members of \ )Tj 0 -1.16 TD (the department valued cooperation and high quality science. )Tj 24.297 0 Td ( )Tj -21.297 -1.14 Td ( )Tj -3 -1.16 Td (Thus, most scientists in the Science Department valued doing high qualit\ y science and valued )Tj 0 -1.14 TD (doing science in an interacti)Tj (ve way.)Tj ( )Tj 6 -1.16 Td ( )Tj -6 -1.14 Td (In addition to shared values, the interviews with members of the Science\ Department )Tj 0 -1.16 TD (point to three widely held beliefs. )Tj ( )Tj 3 -1.14 Td ( )Tj T* (4.)Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (Good science is the pursuit of meaningful, significant advancements of )Tj 0 -1.14 TD (knowledge.)Tj ( )Tj -1.8 -1.16 Td (5.)Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (Scientists achieve good science through in)Tj 16.968 0 Td (teractions that provide and )Tj -16.968 -1.14 Td (generate resources. )Tj ( )Tj -1.8 -1.16 Td (6.)Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (Anyone can do high quality science if they can learn quickly, are well )Tj T* (trained, can present their ideas, are creative and willing to work hard.\ )Tj 27.711 0 Td ( )Tj -32.511 -1.16 Td ( )Tj T* ( )Tj /TT2 1 Tf 0 -1.16 TD (Constructive Interactions )Tj ( )Tj /TT0 1 Tf 3 -1.14 Td ( )Tj -3 -1.16 Td (We identified four types of inte)Tj (ractions that appeared to support the development and )Tj 0 -1.14 TD (maintenance of a cooperative, collegial work environment. Regardless of\ gender, tenure, rank, )Tj 0 -1.16 TD (or nationality, participants reported a variety of supportive, useful, a\ nd/or instructional )Tj 0 -1.14 TD (interactions wi)Tj (th peers, post)Tj (-)Tj (docs, and students. These interactions led to positive feelings about )Tj 0 -1.16 TD (faculty peers and/or advanced people\222s work in some way. We used the\ term \223constructive )Tj 0 -1.14 TD (interactions\224 to identify the interactions related to these positive \ experiences.)Tj 30.823 0 Td ( )Tj (Constructive )Tj -30.823 -1.16 Td (interactions are interactions \(both emotional and task related\) that f\ acilitate doing high quality )Tj T* (science in a cooperative work environment. )Tj 17.687 0 Td ( )Tj -17.687 -1.16 Td ( )Tj ( )Tj T* (Constructive interactions involve exchanges of resources starting with w\ hat Isabelle Bouty )Tj 0 -1.16 TD (terme)Tj (d \223common resources\224. Common resources include information on pub\ lished papers, )Tj 0 -1.14 TD (general scientific/technical information, or \223non committing services\ \224 such as the giving of )Tj ET endstream endobj 19 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 20 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 534 35.76 6 13.68 re W n BT /TT0 1 Tf 12 0 0 12 534 38.4 Tm (9)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 72 708.72 Tm (names or addresses of other contacts. They require little effort to pro\ vide and a)Tj 31.795 0 Td (re a very small )Tj -31.795 -1.14 Td (part of what a person can offer another. Exchange of common resources m\ ay mark the )Tj 0 -1.16 TD (beginning of interactions leading to the exchange of \223strategic resou\ rces\224. Strategic resources )Tj 0 -1.14 TD (consist of tools, techniques, samples, specimens or persona)Tj (l services that directly assist a )Tj 0 -1.16 TD (scientist in advancing his or her work. Both common and strategic resou\ rces are instrumental in )Tj 0 -1.14 TD (nature. They facilitate or directly support work outcomes )Tj /C2_0 1 Tf 23.326 0 Td <0006001B004300490048004D00080001000E0000000C000C0007>Tj /TT0 1 Tf (. )Tj ( )Tj -23.326 -1.16 Td ( )Tj T* (However, other interactions in the department occurred a)Tj 22.824 0 Td (round another key resource, emotional )Tj -22.824 -1.16 Td (support. Emotional support consists of \223counseling, friendship, and \ role modeling \(Kram, 1988\), )Tj T* (that helps participants develop self)Tj 13.885 0 Td (-)Tj (esteem and professional identity )Tj (\(Thomas, 1993 p. 170\))Tj (\224 )Tj -13.885 -1.16 Td (\(Gersick, Bartunek, & Dutton, 2)Tj (000, p. 1028\))Tj (. These interactions are \223characterized by minimal )Tj T* (hierarchy, ease and freedom to be one\222s offstage self, and mutuality\224\ )Tj 27.796 0 Td (\(Gersick et al., 2000, p. )Tj -27.796 -1.16 Td (1037\))Tj ( )Tj (These interactions make work more enjoyable and the environ)Tj 28.019 0 Td (ment more congenial. )Tj -28.019 -1.14 Td (These interactions also build strong ties between colleagues )Tj 24.16 0 Td (\(Gersick et al., 2000\))Tj (. )Tj ( )Tj -24.16 -1.16 Td ( )Tj T* (Faculty members exchanged both instrumental and emotional resources, thr\ ough constructive )Tj 0 -1.16 TD (interactions. We will describe the four types of constr)Tj 21.716 0 Td (uctive interactions in the following )Tj -21.716 -1.14 Td (sections.)Tj ( )Tj T* ( )Tj 0 -1.14 TD (Collegial Interactions)Tj 8.636 0 Td ( )Tj ET 72 444.72 103.68 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 432.72 Tm (Collegial interactions are congenial, social civilities that occur betwe\ en scientific peers in formal )Tj T* (or informal settings. These interactions indirectly relate to work outc\ omes. In t)Tj 31.964 0 Td (he Science )Tj -31.964 -1.16 Td (Department, collegial interactions included polite exchanges of greeting\ s and courtesies, )Tj T* (providing general information or \223common resources\224 and or getting\ )Tj 27.604 0 Td (-)Tj (to)Tj (-)Tj (know)Tj (-)Tj (you type )Tj -27.604 -1.16 Td (conversations that could lead to instrumental and emotional exchanges. )Tj 28.77 0 Td ( )Tj (These interactions took )Tj -28.77 -1.14 Td (place during day)Tj (-)Tj (to)Tj (-)Tj [(day encounters in passing, and at social venues such as bef)-1(ore academic )]TJ 0 -1.16 TD (presentations or faculty meetings. They also occurred at scheduled soci\ al events such as the )Tj 0 -1.14 TD (department\222s beer hour or the department picn)Tj 18.548 0 Td (ic. Faculty mentioned their initial experience of )Tj -18.548 -1.16 Td (the collegial interactions during their early visits to the department.)Tj 26.881 0 Td ( )Tj -26.881 -1.14 Td ( )Tj 3 -1.16 Td (\223There was no one that had some sort of negative agenda going on, and\ people were )Tj T* (friendly. People were collegial.\224 \(male associat)Tj 19.409 0 Td (e professor\))Tj ( )Tj -22.409 -1.16 Td ( )Tj T* (Generally, collegial interactions are introductory interactions that for\ m the basis for more )Tj 0 -1.16 TD (complex and productive interactions. They also maintain connections bet\ ween departmental )Tj 0 -1.14 TD (members, who may not otherwise have a need to interact. Bo)Tj 24.687 0 Td (th men and women in the )Tj -24.687 -1.16 Td (department reported these social interactions. We also observed such in\ teractions at department )Tj T* (meetings and events. A female student observed:)Tj ( )Tj 0 -1.16 TD ( )Tj 3 -1.14 Td (\223I kind of got the feeling that people here at least spoke to each ot\ her as opposed t)Tj 32.796 0 Td (o being )Tj -32.796 -1.16 Td (locked up in their labs all day and not getting along or having time to \ socialize." )Tj 32.317 0 Td ( )Tj -32.317 -1.14 Td ( )Tj T* ( )Tj 0 -1.14 TD ( )Tj -3 -1.16 Td ( )Tj ET endstream endobj 21 0 obj <>stream Hj0 endstream endobj 22 0 obj <>stream H\U tW9ěxMHVn-!"M=VQz!jL荖iXU% 0e}̴9owJ a\Pf!`[Wj}rn);?ǝݴ\-gf#>?ќy|<g4]^Ҝ]j-`~ˍ+^w~f-ԗeg/M؁0ܣ>82c#F$>B;,0`Gv#! )lLG)2Kԉqo7{phb"͞O&mu uHH,ztB!O|a" 5n!4 = g)[cH5އ"lԠ Joa3ދ[:{00n\G&H=\oKieXsOh;2jbn\'9{5\6alio8EA tXV80EZҙf(m؃ eFL}&Gm8FqxC,Sn}W@L4=qT-Vm3ql=׮]ڋz9#@K)& tAXD+nK<.3+x@`vLE> n1 `%NKr\gPF/ Hyb9c8%Ή)e*_^0`V})RX[)֬V_?ӌvڻ{{COы8bЛd[p%Ǘ['A+>\ ޵a4F2Fc*Mc)KiE6w[ci?S:8KݦXHp)b )Fqb"#OaRwF|,s 1-ʭr<"pcg'FxK*uoIZX>ܴ⪋4%%q,,k*.,.,942%\Z緡<7,nQ>sSX|Ni#(W7q ujGe,DfU%aEg4^)6oDDZ*VQ/yƨui{U2ībղ>CsQB">De mx<- 3>!h'!)ُU[,&Iq\;y'`dMsfC>VMlt`"8>X85 qb eͺ?S K6涔@Z8>bU?52d5 YmX2Y+x{۰O8*sw7 ; 6Ym$2V8 Μ9on҅aQN<N޻\Wbީ#nz/cST{TɺGی= yaz>G(g(ok(][lޱN'1A`C.b=jbYkq̷')G&'Ґ /ž}b{8{=~ս[l]:wء}mZZ!'gLaOInpl cP/m8mphaqN:w/gXG̖%wr~rVy` ch}UtvM']zFf(fIKmb#Ѩ9%Gs׾ydڥPs?8Ao7_8RlɝG{Px+$btGaҴQkFoe}1-meejg$F9 d027cѬ"b9ˈH8j̖۬a+:4;]S>bYuRc{$!QmmFAA{q_ DfJ`lֹP@9 LnI.郊E#'Y\r^wv6m;'}P)0ԽqS%`'6 25%0Zf6"AaUT=yxPX9袨 S<75~Wڛ;<*iIdiWY|j[|or'_v7>8^1(u7;2^F^e,# Oҽ'WK)y_= M>a4qӻ;Xd܎bʻ0]ʿcƞS? WM\B,G(CnzQQ׫g\g*p:}zbgXk߄W\, q(*ef.+-7#5 xOQ+AnO|> ec.Wk}'p8LLuחJ#҄uջW!c]>%38<+Cc!VdiRbS1][=;|+)׽3>K߿||Bk,s\C>DA= 򪦚U[^UVj:SR$ߴȹa{#V_W6jc|~˝w߅H].![9@x) aj\SQZPdPҔ QT*uEH m JڭkJYJ=iR`L,Zl.q.mǿ~9?ǫQbtEYtc$-yJt^3gx\_]Wno)oGڊXciRnfAyfai\Չ]}{ga{DaY)l= HB S+V({9 }(h| Z,bҔK 5űnQ Z'ؠaE=P؟'ѶaY+zCaGQߨ2%@{^YT*p,\%,LmhO\>xy>Px|ص>sș_}o:6 i75ҬB(E أ#:Nr *C""4Xa+J%?۾:%BEarbcrs$(FA~wix91³E{(~=.Gnd\ T5#4>]!3_.| 9h[ [U |#4 :0H&BNcRh˘FKRftrZc;4]$NN֔Sq i6x ̼*:MeՁ飮&k]{ ƺ:CTW-@ECe7[8tHh]oL dRck5}[K7ʥ_ݞNLvO TQ`UUC0G`H=G$ r3J 2uH;e7Apt,?]5w;žTaCHBF'2z?>Zľޡlc=.o|>QX 5tqlU>ٝ3U)F-`4G-1D VI+7 rC97Axڳ ؊-28YM6kj4sHa%kZ|-"K0WS-o7>y˘Eo" pN2$@z۞,r:okzoP+c)>o7vfG''{Hp4z;4>yζMMVZBE\)B 93M s9I1*R<!ʹ:0&1|M)P @ |~+~qX%l1Ke_&vuޙL]ygǚbou^LGf۷_tHD$byKuq] 6YJj2/U͵iAUv!lL $|:lYZ%ظjѹg|w&;ĺ dTV&;K^,&}3kMeim}sJ%!u{g{6L8"=~ D.`=jQ~bJlckBWT{1G `"WbCeu:+Ề,ʅ>lqǘ:MsF^WP; s&j{(۠|D>&k1 ͕* T,O3YvV;={ؚ73C툍tt y?$ɭᠧSM!vN6`#tim(9/mմm ZS[SSum7ٶ(Ph iCmIiF{ 7 nDܭר!PdGߧND(8㰎c#0/jKtϤbFgXn\7V[~򮩚ɚ 5]BMx'7މuxUoX0e lp tE?}9ɍH[ֶl[9]Fے&UD2:Q6P |UT&hG=zM/fY7y\R%"d'8ΰik=sxxbٗ-.5Ʋ%}W5uƈ1j-(7Fjt>cp}v:|D®M@.`:8x> q5XyQcP<7ܨs#Fԍ(eh:Yߙ6~\ff K g3ᙨ> =|*6`׀r|+`ʅe[#%,QJX_ C@}m1o+ !o* e2_Yq٠.'Šތގh{'+pViy@iOk@;\]!еa."zы -. Xs2ޯrҒy3y`-[/ AUOZ*x,]?<Նעs-Zo86߄?Mg:a@-86ME 64s&2G=`s_Q|XqHqQ8|PgUgTg·S ®y9b"fIDoS޴f(6$Sg ̏ ̏ n]SVN(S'*^b!(%R>qWMecś%|{}=ۑ82٩p| 6K֕$koshwz%ꩾ*QQZOlH,-O8cGKhJ1jڌ *CrY6_#ɕuȖ->1'4R,5 Ԛ2&eIed臬Xbe(.(uH$IuR}ZiM.cѹ'}8?\4肾FU1ffX(C" IJs!X跒Ce%UH: ׬c7 *-kۯ[^۩;'^y;P:yuSh.y9Wҕ^Σwftռ|{0Cs.o1STwF /jYRT% sH>T::0b"bI>stream H\j0{b%Z킇~P& b<ٖ~L!3EUVZ9v5:haᆝ,N@*Vø谯t;,ዣ3lp-oVUgQoד1أvAҘצG!+7|wu6IpL4m;dYWů꾑⫱yPEID:N#L: R_sϤ$(~ JI>p!)ǔt&=J94xiO~TyŒ(4Z>#@ߍ endstream endobj 24 0 obj <>stream htR]k0+Q4HDP0u2Qj_~I {ϹܛP B\@0CwN$b䈅U7LS۶J./&p(dG *`FH֢}FY#R=xdjjRj嶺,I*+apl*QkK#@Ȁ1+i{Q!yٮ퓥i%E$Cu}UhԣJ򲬋Dafthb$lUӑǀ2VG_߬huӸh |l*fG;ђՓddItT0دErhy̧y\ׅ032óY<6,cdc&_,2Mb- endstream endobj 25 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 26 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (10)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 72 708.72 Tm (Tacit Learning Interactions)Tj 10.884 0 Td ( )Tj ET 72 706.8 130.56 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 695.04 Tm (Tacit learning interactions occur around formal work roles and activitie\ s associated with faculty )Tj 0 -1.16 TD (obligations. These reported inte)Tj (ractions include formal mentoring of junior faculty to the extent )Tj 0 -1.14 TD (that it occurs, serving on student committees, and activities that are a\ part of the graduate )Tj 0 -1.16 TD (program such as teaching, advising, and weekly scientific presentations.\ Tacit learning )Tj 0 -1.14 TD (interac)Tj (tions provide important opportunities for faculty to observe and learn f\ rom each other. )Tj 0 -1.16 TD (Faculty in the Science Department modeled and reinforced cooperative nor\ ms and behavior )Tj 0 -1.14 TD (through these interactions. This was particularly important for junior \ faculty)Tj 30.743 0 Td ( )Tj (since there was )Tj -30.743 -1.16 Td (little formal ongoing mentoring that occurs in the department. The part\ icipation of faculty in )Tj T* (tacit learning interactions across ranks also distributes the department\ \222s teaching workload, )Tj 0 -1.16 TD (which is important to junior scientists trying to)Tj ( )Tj (establish their labs.)Tj ( )Tj 0 -1.14 TD ( )Tj 0 -1.16 TD (Participants also reported that the way people went about these interact\ ions made the required )Tj 0 -1.14 TD (tasks more pleasant. One male professor noted that even as a small grou\ p of faculty wrestled )Tj 0 -1.16 TD (with a difficult workload obligation, they )Tj 16.748 0 Td (maintained open and honest communication about the )Tj -16.748 -1.14 Td (situation, concern about the welfare of all involved, and awareness of t\ he potential impact on the )Tj T* (department as a whole. )Tj ( )Tj 0 -1.14 TD ( )Tj 0 -1.16 TD (Relational Interactions)Tj 9.08 0 Td ( )Tj ET 72 458.4 108.96 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 446.64 Tm (Relational interactions are interactions that help form, )Tj 21.826 0 Td (maintain, or strengthen professional and or )Tj -21.826 -1.16 Td (personal relationships. These interactions consist of taking interest i\ n others, providing care and )Tj 0 -1.14 TD (providing emotional support in the context of professional or personal f\ riendship or )Tj 0 -1.16 TD (colleagueship. )Tj ( )Tj 0 -1.14 TD ( )Tj 3 -1.16 Td (\223He [A ma)Tj (le full professor] genuinely sounded interested in his research, which i\ s usually )Tj T* (the case, but he was also interested in what I had to say. And, he aske\ d me how I felt )Tj 0 -1.16 TD (about the idea of coming to work in the lab. I thought he seemed very i\ nterested in m)Tj 34.297 0 Td (e )Tj -34.297 -1.14 Td (and how I was, not just telling me what the lab is about, and finding ou\ t about my )Tj T* (resume. He was just very upbeat, and overall just gave me the sense tha\ t it was a happy )Tj 0 -1.14 TD [(lab. You can tell, if you')-1(re paying attention, if somebody')-1(s really got a happy l)]TJ 31.41 0 Td (ab going )Tj -31.41 -1.16 Td (on.\224 \(female staff researcher\))Tj ( )Tj T* ( )Tj 0 -1.16 TD (\223But this environment is so much more like family than it is like wor\ k)Tj 28.08 0 Td (-)Tj (mates who you )Tj -28.08 -1.14 Td (don\222t talk to or care about or see much outside of the work space.\224\ \(female post)Tj 32.073 0 Td (-)Tj (doc\))Tj ( )Tj -35.073 -1.16 Td ( )Tj 0 -1.14 TD (There are several faculty members, both m)Tj (ale and female, who came into the Science )Tj 0 -1.16 TD (Department with prior knowledge of or established relationships with fac\ ulty in the department. )Tj 0 -1.14 TD (However, other faculty members, for whom relational interactions began i\ n the department, )Tj 0 -1.16 TD (initiated relational intera)Tj (ctions around shared, similar, or related research interests. Such )Tj 0 -1.14 TD (relational interactions appeared to be an outgrowth of collegial and tac\ it learning interactions.)Tj 37.459 0 Td ( )Tj -37.459 -1.16 Td ( )Tj T* (We gathered reports and observations of several events of emotional supp\ ort. We observed)Tj 36.655 0 Td ( )Tj (at a )Tj -36.655 -1.16 Td (meeting as faculty members offered condolences to a colleague about a re\ search setback. The )Tj T* (other was a story around support as a group of faculty grappled with a d\ ifficult administrative )Tj 0 -1.16 TD (situation. )Tj ( )Tj 3 -1.14 Td ( )Tj ET endstream endobj 27 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 28 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (11)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 108 708.72 Tm (\223It\222s been interesting to me that many of the fa)Tj 18.689 0 Td (culty have come up to me and said, \223I\222m )Tj -18.689 -1.14 Td (really sorry this is a situation and if we can help, let us know\224. T\ hat\222s community.\224 )Tj 0 -1.16 TD (\(male full professor\))Tj ( )Tj 0 -1.14 TD ( )Tj -3 -1.16 Td (A male faculty member, who at the time was junior faculty member, report\ ed how the )Tj T* (encouragement of a mor)Tj (e senior professor in the department sustained him through rejection of \ )Tj 0 -1.16 TD (his first grant. A female faculty member reported how the interest of m\ ore senior faculty in her )Tj 0 -1.14 TD (ideas and their willingness to share their ideas made the department a s\ timulating, en)Tj 33.935 0 Td (joyable )Tj -33.935 -1.16 Td (environment for her.)Tj ( )Tj 3 -1.14 Td ( )Tj ( )Tj -3 -1.16 Td (Several faculty members perceived that, as a whole, people were interest\ ed in each other\222s )Tj T* (success in doing good science. Several faculty provided examples of cel\ ebrations that )Tj 0 -1.16 TD (highlighted the separate accomplishments of a m)Tj 19.55 0 Td (ale and a female peer. )Tj ( )Tj -13.55 -1.14 Td ( )Tj -6 -1.16 Td (Men reported personal informal relational interactions that occurred aft\ er hours over beer. These )Tj 0 -1.14 TD (informal personal talks are reportedly open to all faculty members. How\ ever, only men reported )Tj 0 -1.16 TD (attending these gatherings. Women )Tj (did not report attending these meetings nor did they report )Tj 0 -1.14 TD (feelings of exclusion from any informal gatherings. )Tj 21.08 0 Td ( )Tj -21.08 -1.16 Td ( )Tj T* [(The majority of reported relational interactions, f)-1(or both men and women, consisted of informal, )]TJ 0 -1.16 TD (sometimes lengthy conversations about scienc)Tj (e. Most female faculty and two male faculty )Tj 0 -1.14 TD (members reported relational interactions, involving discussions of work)Tj 28.716 0 Td (-)Tj (life balance, with )Tj -28.716 -1.16 Td (students and or post)Tj (-)Tj (docs, in the context of mentoring relationships. )Tj 27.635 0 Td ( )Tj -27.635 -1.14 Td ( )Tj 0 -1.16 TD (Social, role, and relational interactions suppo)Tj 18.078 0 Td (rt more complex, riskier, and high yielding )Tj -18.078 -1.14 Td (interactions that we will discuss in the next section. )Tj 21.329 0 Td ( )Tj -21.329 -1.16 Td ( )Tj 0 -1.14 TD (Generative Interactions)Tj 9.356 0 Td ( )Tj ET 72 334.32 112.32 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 322.32 Tm (Generative interactions are the most overtly interdependent and complex \ of all interactions. )Tj T* (These interactions fill the pool of)Tj 13.303 0 Td ( )Tj (resources available within the group. Generative interactions )Tj -13.303 -1.16 Td (may start with a one)Tj (-)Tj (way provision of resources in response to a request from a peer. Howeve\ r, )Tj T* (as people respond to receiving a resource by providing a different resou\ rce to the giver, )Tj 0 -1.16 TD (respon)Tj (ding generously to others, or joining together to secure resources for t\ he group, more )Tj 0 -1.14 TD (resources become available to the department. The more resources are sh\ ared and passed along, )Tj 0 -1.16 TD (the more resource rich the environment, thus the term generative. )Tj 26.379 0 Td ( )Tj -26.379 -1.14 Td ( )Tj T* (Genera)Tj (tive interactions appeared to occur in the Science Department as part of\ ongoing )Tj 0 -1.14 TD (relationships within groups. They require trust that a peer will not us\ e these resources to directly )Tj 0 -1.16 TD (compete with or \223scoop\224 each other. A male associate professor re\ ported )Tj 29.684 0 Td (that this kind of )Tj -29.684 -1.14 Td (competition was \223not a factor\224 within the Science Department. )Tj 25.881 0 Td ( )Tj -25.881 -1.16 Td ( )Tj 0 -1.14 TD (While most reported generative interactions were directly related to wor\ k outcomes, two faculty )Tj 0 -1.16 TD (members, one male and one female, retold the \223ladder story\224 that e\ xemplified)Tj 31.128 0 Td ( )Tj (the relational and )Tj -31.128 -1.14 Td (productive nature of generative interactions:)Tj 17.715 0 Td ( )Tj -17.715 -1.16 Td ( )Tj ET endstream endobj 29 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 30 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (12)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 108 708.72 Tm (\223So when I came here, when I interviewed here )Tj 19.27 0 Td (\226)Tj ( )Tj (a professor told me a story of the )Tj -19.27 -1.14 Td (department\222s ladder. It turns out, that three or four of the faculty\ got together and bought )Tj 0 -1.16 TD (an extension)Tj ( )Tj (ladder for cleaning their gutters. And every fall they\222d drive it ar\ ound to )Tj 0 -1.14 TD (their different homes and help each other do their gutters.\224 \(male \ associate professor\))Tj 34.377 0 Td ( )Tj -34.377 -1.16 Td ( )Tj -3 -1.14 Td (The message that he took away from this story was that we have our separ\ ate labs, but in)Tj 35.546 0 Td ( )Tj (this )Tj -35.546 -1.16 Td (department, we gather and share resources that support the success of ev\ eryone\222s lab. He )Tj T* (reported this was a very different orientation to department life than h\ e had experienced in )Tj 0 -1.16 TD (graduate school.)Tj ( )Tj 0 -1.14 TD ( )Tj 0 -1.58 TD (Faculty members provided many other examples of g)Tj 21.356 0 Td (enerative interactions. One reported )Tj -21.356 -1.14 Td (example was between a female faculty member, who was an assistant profes\ sor at the time, and a )Tj 0 -1.16 TD (senior male faculty member. A mutual question about a particular organi\ sm led an exchange of )Tj 0 -1.14 TD (a specimen and knowledge, whi)Tj [(ch supported the male prof)-1(essor\222s research and lead to a funded )]TJ 0 -1.16 TD (stream of research for the female professor and subsequent employment of\ a graduate student )Tj 0 -1.14 TD (from the male professor\222s lab. In another example, a female full pro\ fessor requested and )Tj 0 -1.16 TD (received t)Tj (echnical and material assistance from a male associate professor. She t\ hen provided )Tj 0 -1.14 TD (him with useful data from her use of the resources he provided her. In \ a third example, three )Tj 0 -1.16 TD (junior faculty members cooperatively secured a shared equipment grant ne\ cess)Tj 31.517 0 Td (ary to replace a )Tj -31.517 -1.14 Td (vital but outdated piece of equipment which provided a resource to the e\ ntire department. There )Tj T* (were also several examples of cross)Tj 14.3 0 Td (-)Tj (lab research exchanges that stimulated ideas across research )Tj -14.3 -1.14 Td (areas and provided a forum for student and po)Tj (st)Tj (-)Tj (doc development.)Tj ( )Tj 0 -1.58 TD (Faculty members talked about how important this access to resources was \ to their scientific )Tj 0 -1.14 TD (work, as exemplified by this statement:)Tj ( )Tj 0 -1.16 TD ( )Tj 3 -1.14 Td (\223Here in the Department, everybody is working on completely different\ projects and )Tj T* (topics. I think whe)Tj (re we try to help each other is with the techniques. So if I see )Tj 0 -1.14 TD (somebody is doing, let\222s say [name of a technique] and I can\222t do \ this. I go to him, and I )Tj 0 -1.16 TD (try to learn it there. There are a lot of techniques in the Department,\ which are available, )Tj 0 -1.14 TD (\(and)Tj (\) that you could use and gather. That\222s what a Department is for.\224\ \(male assistant )Tj 0 -1.16 TD (professor\))Tj ( )Tj 0 -1.14 TD ( )Tj -3 -1.16 Td (Other types of generative interactions involved steering funding opportu\ nities to other labs, and )Tj T* (helping peers, even those in other departments, to obtain fun)Tj 24.188 0 Td (ding. One female professor referred )Tj -24.188 -1.16 Td (to these activities as \223looking out for each other\224. Being \223lo\ oked out for\224 appears to promote a )Tj T* (kind of reciprocity in the receiver that encourages her or him to pass a\ long resources to others )Tj T* (who are seen as part of )Tj (the Science Department community. Since these interactions generate )Tj 0 -1.16 TD (new capacities and capacities for work and people do not limit sharing o\ f these resources to a )Tj 0 -1.14 TD (single individual or group, the resources available to all department me\ mbers grow.)Tj 33.462 0 Td ( )Tj -33.462 -1.16 Td ( )Tj ( )Tj T* ( )Tj 0 -1.16 TD (Some )Tj (scientists had also come to believe that going it alone was a bad idea c\ ompetitively. They )Tj 0 -1.14 TD (actively supported interactions that maintained the autonomy of labs whi\ le leveraging different )Tj 0 -1.16 TD (resources available across labs to create new resources. Some facul)Tj 27.127 0 Td (ty members viewed these )Tj -27.127 -1.14 Td (interdependent interactions as central to survival and success in the in\ creasingly competitive )Tj 0 -1.16 TD (environment of science.)Tj ( )Tj ET endstream endobj 31 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 32 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (13)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 108 708.72 Tm ( )Tj 0 -1.14 TD (\223The thing that makes the department different from being 16 independ\ ent entities is that )Tj 0 -1.16 TD (there\222s interaction an)Tj (d there can be guidance. There can be support between these self)Tj 34.624 0 Td (-)Tj -34.624 -1.14 Td (contained laboratories. To some degree, that\222s forced by the system,\ because you have to )Tj T* (have other faculty involved with training your students. Usually you ha\ ve other faculty )Tj 0 -1.14 TD (involved in)Tj ( )Tj (teaching courses\205 and there are more and more cases. I think the bet\ ter the )Tj 0 -1.16 TD (department is, the more cases there are of faculty working together on t\ hings that benefit )Tj 0 -1.14 TD (the department but not necessarily an individual faculty member exclusiv\ ely.\224 \(male )Tj 0 -1.16 TD (as)Tj (sociate professor\))Tj ( )Tj 0 -1.14 TD ( )Tj 0 -1.16 TD (\223Also, right now, the way the NIH is funding things, I think it becom\ es more important to )Tj 0 -1.14 TD (have these cross interactions. They\222re [NIH] really pushing these in\ teractions. It\222s going )Tj 0 -1.16 TD (to be hard for any lab to survive for a long period o)Tj (f time all by itself, without interacting )Tj 0 -1.14 TD (with other labs, because no lab can do every technique or has expertise \ in all areas of a )Tj 0 -1.16 TD (particular field. It just doesn\222t work anymore\205. They\222re goin\ g to have to find their )Tj 0 -1.14 TD (interactions among their colleagues. )Tj 14.689 0 Td ( )Tj (\(female full professor\))Tj ( )Tj -14.689 -1.16 Td ( )Tj -3 -1.14 Td (Many faculty members recognize that these generative interactions are im\ portant to providing )Tj 0 -1.16 TD (the knowledge and resources needed to compete with larger labs, while st\ ill maintaining their )Tj 0 -1.14 TD (own laboratories and pursuing their unique )Tj (ideas. )Tj ( )Tj 0 -1.16 TD ( )Tj 0 -1.14 TD (The congenial environment of this department depends on the first three \ types of )Tj 0 -1.16 TD (interactions we have presented here. However, generative interactions s\ pecifically help )Tj 0 -1.14 TD (advance a scientist\222s work and career. These generative interactions\ increa)Tj 30.068 0 Td (se the )Tj -30.068 -1.16 Td (knowledge, resources, and capabilities of scientists across labs, and ev\ en across )Tj T* (departments. While it is possible to develop these interactions outside\ of the university, )Tj 0 -1.16 TD (like many scientists do, when they occur in a department or within an in\ sti)Tj 29.771 0 Td (tution, the )Tj -29.771 -1.14 Td (efficiency of interactions is improved \(walking down the hall vs. phone\ calls, emails, )Tj T* (and papers sent across country\), and the capabilities of that departmen\ t are improved as )Tj 0 -1.14 TD (a whole. )Tj ( )Tj 0 -1.16 TD ( )Tj 0 -1.14 TD (Over the years, both chairs of the Science Department, w)Tj 22.853 0 Td (ith the support of faculty, )Tj -22.853 -1.16 Td (introduced several department level activities appear that appear to pro\ mote )Tj T* (constructive interactions. We will discuss these activities in the foll\ owing section. )Tj 33.271 0 Td ( )Tj -30.271 -1.16 Td ( )Tj T* ( )Tj /TT1 1 Tf -3 -1.16 Td (Participative Departmental Activities )Tj 16.189 0 Td ( )Tj /TT0 1 Tf -16.189 -2.3 Td (Several types of depar)Tj (tment activities were conducted in the Science Department. Departmental\ )Tj T* (activities provided the context for constructive interactions. These ac\ tivities also supported ways )Tj 0 -1.16 TD (of doing work and running the department that promoted inclusion of the \ entire fac)Tj 33.242 0 Td (ulty. All )Tj -33.242 -1.14 Td (activities required the support, involvement, and leadership from the fa\ culty. Some activities )Tj T* (were also open to and supported by students, post)Tj (-)Tj (docs, and staff. We will discuss these )Tj 0 -1.14 TD (activities in more detail in this section.)Tj 15.469 0 Td ( )Tj -15.469 -1.16 Td ( )Tj ET endstream endobj 33 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 34 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (14)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 72 708.72 Tm (Team Teaching a)Tj (cross Faculty Ranks)Tj ( )Tj ET 72 706.8 180 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 695.04 Tm (Team teaching of courses within the graduate program has been part of de\ partment practice since )Tj 0 -1.16 TD (the days of the first chair. A senior faculty member provided leadershi\ p of this activity. Various )Tj 0 -1.14 TD (faculty members, across ranks, particip)Tj (ated in teaching parts of the graduate program. )Tj 34.821 0 Td ( )Tj -34.821 -1.16 Td ( )Tj 3 -1.14 Td (\223So I give some of the lectures in the course [graduate level science\ course], but I also )Tj 0 -1.16 TD (organize everything like the exams and the handouts and grading, etc. Q\ uite a few )Tj 0 -1.14 TD (people in the Department coopera)Tj (te. About six different people give lectures that have to )Tj 0 -1.16 TD (be coordinated. It\222s a very positive experience. People are very wi\ lling to do it and they )Tj 0 -1.14 TD (meet deadlines that I set for them and do their best. And the students \ seem to like the )Tj 0 -1.16 TD (course.\224 \(male)Tj ( )Tj (full professor\))Tj ( )Tj -3 -1.14 Td ( )Tj T* (Advantages of this approach mentioned by faculty included:)Tj 24.133 0 Td ( )Tj -24.133 -1.14 Td ( )Tj /C2_0 1 Tf 3 -1.24 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (A manageable teaching load for all faculty)Tj 17.049 0 Td ( )Tj /C2_0 1 Tf -18.849 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (A lower load for junior faculty, thus giving them time to devote to lab \ start up)Tj 31.217 0 Td ( )Tj /C2_0 1 Tf -33.017 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (Opportunities for junior faculty to learn from more se)Tj (nior faculty)Tj ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (Opportunities to interact with faculty that one might not normally inter\ act with)Tj 31.521 0 Td ( )Tj -33.321 -1.14 Td ( )Tj -3 -1.16 Td (A junior faculty member discussed the advantages of team teaching as fol\ lows:)Tj 31.687 0 Td ( )Tj -28.687 -1.14 Td ( )Tj T* (\223Doing the teaching, I found to be quite a lot of fun, because it was\ a team)Tj 29.77 0 Td (-)Tj (taugh)Tj (t course. )Tj -29.77 -1.14 Td (So I actually interacted with people that I wouldn\222t normally have in\ teracted with. )Tj T* (Getting an insight into what they do every day was interesting. I hadn\222\ t had that )Tj 0 -1.14 TD (perspective before\205It was just good to actually talk to them in a set\ ting tha)Tj 30.298 0 Td (t was more of )Tj -30.298 -1.16 Td (a work environment, rather than necessarily say a social environment bec\ ause sometimes )Tj T* (you discuss things that are more work related if it\222s a teaching envi\ ronment. Where if it )Tj 0 -1.16 TD (tends to be a social environment, then you don\222t always find out)Tj ( )Tj (as much about the work )Tj 0 -1.14 TD (they\222re doing at that time.\224 \(male assistant professor\))Tj 21.521 0 Td ( )Tj -21.521 -1.16 Td ( )Tj -3 -1.14 Td (Since the department does not provide ongoing formal mentoring of junior\ faculty, these built)Tj 37.549 0 Td (-)Tj (in )Tj -37.549 -1.16 Td (interactions like team)Tj (-)Tj (teaching provide an important means of informal social)Tj 31.129 0 Td (ization and )Tj -31.129 -1.14 Td (development of junior faculty.)Tj ( )Tj 0 -1.16 TD ( )Tj 0 -1.14 TD (Department Level Social Events )Tj 13.718 0 Td ( )Tj ET 72 234.24 155.52 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 222.24 Tm (As the department has grown, the opportunities for spontaneous, informal\ social exchanges have )Tj T* (diminished. The current chair initiated department wide activities to a\ fford facul)Tj 32.378 0 Td (ty, students and )Tj -32.378 -1.16 Td (post)Tj (-)Tj (docs opportunities to interact outside of their labs. Faculty members h\ ave supported these )Tj T* (initiatives by participating in and rotating the leadership of activitie\ s. These activities include a )Tj 0 -1.16 TD (weekly beer hour, which is sort of a \223s)Tj (cience happy hour\224. Beer hour rotates between labs, the )Tj 0 -1.14 TD (faculty, and students. Rotating beer hour between laboratories gives ea\ ch lab visibility and )Tj 0 -1.16 TD (enables different labs to put their own twist on the event. For example\ , one laboratory used a )Tj 0 -1.14 TD (chili the)Tj (me thus focusing the event more on tasty food. Thus, all of the laborat\ ories are involved. )Tj 0 -1.16 TD (The chair also introduced a department picnic and retreat. The picnic i\ n particular provides a )Tj 0 -1.14 TD (more family friendly context for interactions. These events provid)Tj 26.66 0 Td (e opportunities for a range of )Tj -26.66 -1.16 Td (constructive interactions between faculty members, students, post)Tj 26.271 0 Td (-)Tj (docs, and staff. )Tj ( )Tj ET endstream endobj 35 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 36 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (15)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 108 708.72 Tm ( )Tj -3 -1.14 Td (Participative Faculty Meetings)Tj 12.275 0 Td ( )Tj ET 72 693.12 147.36 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 681.12 Tm (The current chair used faculty meetings to keep faculty informed and eng\ aged in decisions that )Tj 0 -1.14 TD (could affect t)Tj (heir work. The participative style of the chair, the interpersonal skil\ ls of the )Tj 0 -1.16 TD (faculty, and mutual respect demonstrated by all participants kept these \ meetings constructive and )Tj 0 -1.14 TD (on task. We noted that participants took the time to elicit and conside\ r mu)Tj 29.798 0 Td (ltiple views and )Tj -29.798 -1.16 Td (information in decision)Tj (-)Tj (making. A faculty member later commented on a meeting we observed )Tj T* (as follows: )Tj ( )Tj 3 -1.16 Td ( )Tj T* (\223But you have to have the respect for each other. When you get that,\ then you listen to )Tj 0 -1.16 TD (what other people say in the meeting...You ma)Tj (y not agree with them because you realize )Tj 0 -1.14 TD (they\222re looking at something in a different way than you would look a\ t it, but you can\222t )Tj 0 -1.16 TD (just say, \223Well, that doesn\222t count.\224 Or \223That\222s not imp\ ortant.\224 \(female full professor\))Tj 34.937 0 Td ( )Tj -34.937 -1.14 Td ( )Tj -3 -1.16 Td (Participative Faculty Recruiting)Tj 12.774 0 Td ( )Tj ET 72 513.6 153.36 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 501.84 Tm (Group recruiting of new faculty members was an activity initiated by the\ current chair. All )Tj T* (faculty members participated in this process as interviewers, hosts, eva\ luators of presentations, )Tj 0 -1.14 TD (and decision makers \(or advisors if they were secondary faculty )Tj 25.77 0 Td (or had had minimal contact with )Tj -25.77 -1.16 Td (the candidate due to schedule conflicts\). This process not only gave f\ aculty the opportunity to )Tj T* (provide feedback on the candidate, but also encouraged faculty to think \ as a group about how )Tj 0 -1.16 TD (this person fit into the departmen)Tj (t, what the candidate could contribute, what the candidate\222s )Tj 0 -1.14 TD (developmental needs were, and whether department members were able and w\ illing to help that )Tj 0 -1.16 TD (person develop as a scientist. )Tj ( )Tj 3 -1.14 Td ( )Tj ( )Tj -3 -1.16 Td (We observed a seminar, \223chalk talk\224, and faculty meeting surroun)Tj 26.407 0 Td (ding one candidate for a junior )Tj -26.407 -1.14 Td (faculty position in the department. We noted that a significant portion\ of the discussion about a )Tj T* (candidate was about both fit with the department, in terms of the person\ \222s research direction, and )Tj 0 -1.14 TD (his or her ability to inte)Tj (ract with others. Faculty looked at the strengths and weakness of the )Tj 0 -1.16 TD (candidate\222s science. Strengths were areas that the candidate could l\ everage into funded research )Tj 0 -1.14 TD (and capabilities the candidate could provide to departmental peers. Fac\ ulty assessed w)Tj 34.794 0 Td (eakness in )Tj -34.794 -1.16 Td (terms of likelihood that people in the department were willing and able \ to help the candidate )Tj T* (develop as a faculty member and if the candidate might be receptive to t\ hat help. A faculty )Tj 0 -1.16 TD (member referred to the same meeting as follows:)Tj 19.577 0 Td ( )Tj -16.577 -1.14 Td ( )Tj T* (\223You coul)Tj (d listen to the conversation and you could see people were thinking abou\ t how )Tj 0 -1.14 TD (this person would contribute. This was particularly true in the meeting\ that you were )Tj 0 -1.16 TD (sitting in on. But also, \223We have to mentor them\224. So, are they \ [the candidate] in a )Tj 0 -1.14 TD (posi)Tj [(tion where they can be well mentored?)1( Or are they so far back that the f)-1(aculty will )]TJ 0 -1.16 TD [(be spending a lot of time, too much time, doing the mentoring?)1( You want to see that, if )]TJ 0 -1.14 TD (you put in the mentoring, it\222s really going to pay off. So I think e\ verybody sees)Tj 31.94 0 Td ( )Tj (how the )Tj -31.94 -1.16 Td (whole thing affects him or her.\224 \(female full professor\))Tj 22.272 0 Td ( )Tj -25.272 -1.14 Td ( )Tj 0 -1.16 TD (The result of this process was a candidate people felt good about, which\ provides the new person )Tj 0 -1.14 TD (with a cache of social credit needed to weather any initial setbacks tha\ t may be part of th)Tj 35.459 0 Td (e new )Tj -35.459 -1.16 Td (faculty experience. )Tj ( )Tj 3 -1.14 Td ( )Tj ET endstream endobj 37 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 38 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (16)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 108 708.72 Tm (\223And that\222s why I think the recruiting as a group is important bec\ ause you want to bring )Tj 0 -1.14 TD (in people that everybody feels good about.\224 \(female full professor\)\ )Tj 26.965 0 Td ( )Tj -23.965 -1.16 Td ( )Tj -6 -1.14 Td (Feeling good about a person promoted interest in that person\222s succes\ )Tj 27.882 0 Td (s and encouraged )Tj -27.882 -1.16 Td (acts of inclusion. )Tj ( )Tj 6 -1.14 Td ( )Tj -3 -1.16 Td (\223But I think the strength of the department is that it\222s got a lar\ ge group of faculty that has )Tj T* (been involved in hiring the people. [These faculty] are now invested in\ many people in )Tj 0 -1.16 TD (the department because they played )Tj 14.521 0 Td (key roles in their recruitment. And so we\222re trying to )Tj -14.521 -1.14 Td (work on ways, through the infrastructure of the department, to expand th\ e circle. To have )Tj T* (people more interconnected with other labs, so we\222re trying to find w\ ays to have the labs )Tj 0 -1.14 TD (that aren\222t involve)Tj (d in this central cluster of faculty be more involved in having them on \ )Tj 0 -1.16 TD (students committees, having them on exams. Try and reduce the ability o\ f people to be )Tj 0 -1.14 TD (really isolated.\224 \(male associate professor\))Tj 17.271 0 Td ( )Tj -17.271 -1.16 Td ( )Tj -3 -1.14 Td (Regular Meaningful Seminars and Presentations)Tj 19.33 0 Td ( )Tj ET 72 499.92 231.84 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 487.92 Tm (Many)Tj ( )Tj (faculty members mentioned the importance of department seminars and pres\ entations in )Tj T* (stimulating ideas, helping them to fashion their own projects and making\ contact with peers with )Tj 0 -1.16 TD (mutual interests. Two students also indicated that the interactive, int\ e)Tj 27.937 0 Td (resting, and well)Tj (-)Tj (attended )Tj -27.937 -1.14 Td (research seminars attracted them to the department. The faculty emphasi\ zed the importance of )Tj T* (these seminars for the development of young scientists by making the ses\ sions mandatory for )Tj 0 -1.14 TD (graduate students. Faculty, both primary a)Tj (nd secondary, attended the sessions we observed. The )Tj 0 -1.16 TD (room was abuzz with conversation among faculty before the presentation. \ Faculty members )Tj 0 -1.14 TD (were responsive to the presenters. Some faculty nodded their heads in r\ esponse to the speaker. )Tj 0 -1.16 TD (Others asked que)Tj (stions that helped the presenter clarify points or consider new angles o\ r ideas )Tj 0 -1.14 TD (about the research. Afterward, some faculty lingered, talking with peer\ s and students. Thus, )Tj 0 -1.16 TD (seminars and presentations were an important means for constructive inte\ ractions.)Tj 32.823 0 Td ( )Tj -32.823 -1.14 Td ( )Tj 3 -1.16 Td ( )Tj /TT1 1 Tf -3 -1.14 Td (Departmental Learning and Inclusion Processes)Tj ( )Tj /TT0 1 Tf T* ( )Tj 0 -1.14 TD (Department wide learning and inclusion processes stimulated and supporte\ d wide influence in )Tj 0 -1.16 TD (decision)Tj (-)Tj (making, engagement, learning about one another, and disseminating, compa\ ring and )Tj 0 -1.14 TD (creating a shared unders)Tj (tanding of the external environmental factors surrounding the )Tj 0 -1.16 TD (department. These processes also play an important role in embedding no\ rms, behaviors, values, )Tj 0 -1.14 TD (and beliefs into the culture of the department. )Tj 19.217 0 Td ( )Tj -19.217 -1.16 Td ( )Tj T* (Transparent Decision Making Processes )Tj ( )Tj ET 72 196.32 192.96 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 184.32 Tm (All fa)Tj (culty members had the opportunity to be a part of important decision)Tj 29.827 0 Td (-)Tj (making processes. )Tj -29.827 -1.14 Td (The faculty meetings and, in particular, participation of the entire fac\ ulty in recruiting, were the )Tj 0 -1.16 TD (means to transparency. These activities removed the mystery around)Tj 27.657 0 Td ( )Tj (important questions, such )Tj -27.657 -1.14 Td (as who was involved in the selection of a new faculty member or how a ne\ wcomer fit into the )Tj T* (department. Also important was that a single individual or sub)Tj 25.19 0 Td (-)Tj (group \(e.g., senior professors, )Tj -25.19 -1.14 Td (professors of certain status or standing )Tj (in the field, or by age or gender sub)Tj (-)Tj (group\) did not )Tj T* (monopolize decision)Tj (-)Tj (making power. Thus, transparency was an important tool for creating )Tj 0 -1.14 TD (inclusion.)Tj ( )Tj ET endstream endobj 39 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 40 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (17)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 108 708.72 Tm ( )Tj 0 -1.14 TD (\223So in general, for the recruiting, I think that everybody knew their\ input counted. In the )Tj 0 -1.16 TD (end, we d)Tj (id go the way that the group decided for all the positions.\224 \(femal\ e full )Tj 0 -1.14 TD (professor\))Tj ( )Tj 0 -1.16 TD ( )Tj 0 -1.14 TD (\223So there aren\222t any politics, and nobody\222s being forced to do \ things. People are )Tj 0 -1.16 TD (genuinely interested in teaching or are certainly interested in the job \ search. And s)Tj 33.127 0 Td (o it\222s )Tj -33.127 -1.14 Td (sort of a team effort, which makes it rewarding. I think that there is \ not very much of a )Tj T* (hierarchy in the Department, between the junior faculty and the senior f\ aculty. And, to )Tj 0 -1.14 TD (some extent, the students feel like they\222re part of the process. So \ )Tj 26.299 0 Td (people feel empowered. )Tj -26.299 -1.16 Td (People\222s opinions are asked and they receive feedback.\224 \(male fu\ ll professor\))Tj 31.211 0 Td ( )Tj -34.211 -1.14 Td ( )Tj /TT1 1 Tf 0 -1.16 TD (Engagement of Faculty across Ranks)Tj ( )Tj ET 72 541.2 178.56 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 529.44 Tm (Faculty engagement in a variety of activities from team)Tj 22.16 0 Td (-)Tj (teaching to the department picnic )Tj -22.16 -1.16 Td (demonstrated their desire a)Tj (nd ability to interact. This reduced the chances for isolation, and )Tj 0 -1.14 TD (increased the chances of finding opportunities to generate and share new\ resources. )Tj 0 -1.16 TD (Furthermore, by cross rank sharing in the activities of recruiting and t\ eaching, the academic )Tj 0 -1.14 TD (workload)Tj ( )Tj (of the department was more evenly distributed. This non)Tj 26.911 0 Td (-)Tj (hierarchical distribution of )Tj -26.911 -1.16 Td (the service and teaching responsibilities appeared to have a status)Tj 26.185 0 Td (-)Tj (leveling effect within the )Tj -26.185 -1.14 Td (department. Joint recruiting also distributed decision)Tj 21.301 0 Td (-)Tj (making power and r)Tj (esponsibility )Tj -21.301 -1.16 Td (throughout the department. )Tj /TT1 1 Tf ( )Tj ( )Tj T* ( )Tj 0 -1.16 TD (Dissemination of Information Important to Work)Tj (. )Tj ( )Tj ET 72 403.2 234.24 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 391.44 Tm (Faculty meetings, team teaching and high quality research seminars and p\ resentations provide )Tj T* (department members with the knowledge and information they need to ad)Tj 29.547 0 Td (vance their work. )Tj -29.547 -1.14 Td (These activities support the department level process of dissemination o\ f relevant information, )Tj T* (which is strategic resource. )Tj ( )Tj 0 -1.14 TD ( )Tj 3 -1.16 Td (If you had questions, you could go talk to one another very freely. You\ could ask people )Tj T* (for advice, people t)Tj (hat were more senior to me. I found it be very harmonious and )Tj 0 -1.16 TD (productive in a cooperative environment.\224 \(male associate professor\ \))Tj 27.851 0 Td ( )Tj -30.851 -1.14 Td ( )Tj T* ( )Tj /TT1 1 Tf 0 -1.14 TD (Creation and or Sharing of Resources)Tj ( )Tj ET 72 251.52 182.88 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 239.52 Tm (In the Science Department, people reported access to role models for app\ roaches to t)Tj 33.876 0 Td (he work, )Tj -33.876 -1.14 Td (peers they could generate ideas with, and access to important new techni\ ques and methods being )Tj 0 -1.16 TD (available for the asking. Faculty described their peers as \223friendly\ \224, non)Tj 29.019 0 Td (-)Tj (competitive and the )Tj -29.019 -1.14 Td (department as having \223no slackers\224. )Tj ( )Tj 3 -1.16 Td ( )Tj 0 -1.14 TD ( )Tj -3 -1.16 Td (The cooperative e)Tj (nvironment of this department was not a gender)Tj 26.297 0 Td (-)Tj (specific goal. Most faculty )Tj -26.297 -1.14 Td (members regarded a cooperative environment as a valuable and highly effe\ ctive way of doing )Tj 0 -1.16 TD (science.)Tj ( )Tj 3 -1.14 Td ( )Tj T* (\223You know, I think the environment is really important throughout one\ \222s entire )Tj 31.966 0 Td (career, )Tj -31.966 -1.14 Td (especially these days where it takes different expertise, methodologies \ to complete a )Tj ET endstream endobj 41 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 42 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (18)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 108 708.72 Tm (research project. For example, there are certain methodologies that I d\ on\222t know how to )Tj 0 -1.14 TD (do, but my research would benefit from it. If I\222m in an environment \ wher)Tj 29.548 0 Td (e that )Tj -29.548 -1.16 Td (methodology is not available, I\222m out of luck. But if I have a stron\ g environment that\222s )Tj T* (relevant to my research, I may be able to go to go down the hall and ask\ someone to help )Tj 0 -1.16 TD (me interpret data or help me to use a method that I don\222t know how to\ )Tj 28.271 0 Td (use, to help )Tj -28.271 -1.14 Td (advance my research.\224 \(male associate professor\))Tj 20.018 0 Td ( )Tj -20.018 -1.16 Td ( )Tj -3 -1.14 Td (Overall, participant\222s characterized relations in the department as \223\ cooperative\224, \223supportive\224, )Tj T* (and \223smooth\224. )Tj ( )Tj 3 -1.14 Td ( )Tj T* (\223So I would say the one thing that\222s very clear in this Department\ , as opposed)Tj 31.187 0 Td ( )Tj (to some )Tj -31.187 -1.14 Td (places where I\222ve been, is that people get along with each other and \ that makes )Tj T* (everything a lot easier.\224 \(male full professor\))Tj 18.271 0 Td ( )Tj -21.271 -1.14 Td ( )Tj /TT1 1 Tf T* (The Open Faculty Selection Process)Tj /TT0 1 Tf 14.551 0 Td ( )Tj ET 72 513.6 174.72 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 501.84 Tm (The faculty selection process did not always involve significant faculty\ participa)Tj 32.213 0 Td (tion. The first )Tj -32.213 -1.16 Td (chair exercised wide leeway in recruiting new faculty. Many faculty mem\ bers, both primary and )Tj 0 -1.14 TD (secondary, recall being invited to join the department by the first chai\ r. Several participants )Tj 0 -1.16 TD (recall that the chair\222s main criteria, aside fr)Tj 17.214 0 Td (om high quality science, was \223no prima donnas\224 or )Tj -17.214 -1.14 Td (jerks \(several faculty both male and female\). Several faculty members\ reported that they )Tj T* (continue to use this criterion in selection of new faculty. In discussi\ ng this criterion, some )Tj 0 -1.14 TD (faculty acknowledged)Tj ( )Tj (that it is not fool proof. While six males and one female did advance t\ o )Tj 0 -1.16 TD (tenure, one male did not advance due to reported \223style\224 differenc\ es \(anonymous informants\). )Tj 0 -1.14 TD (The second chair opened up the selection process from the recruiting din\ ners and meetin)Tj 35.405 0 Td (gs to the )Tj -35.405 -1.16 Td (decision)Tj (-)Tj (making discussion about the candidate. )Tj (A strategic directive to diversify the research )Tj T* (areas and techniques within the department \(Department Annual Report, 2\ 002\) guided the open )Tj 0 -1.16 TD (process)Tj (. Everyone has the opportunity for input. Both m)Tj (ale and female faculty, )Tj (recruiters,)Tj ( )Tj (and )Tj 0 -1.14 TD (recruit)Tj (s)Tj (, who discussed the open process, expressed satisfaction with the outcom\ es. While still )Tj 0 -1.16 TD (not foolproof, and subject to a final decision by the chair, the process\ does serve to provide a )Tj 0 -1.14 TD (means of influencing t)Tj (he direction of the department, securing peers who support, and or )Tj 0 -1.16 TD (complement, the work and norms of the department.)Tj 20.967 0 Td ( )Tj -14.967 -1.14 Td ( )Tj -6 -1.16 Td ( )Tj /TT2 1 Tf 0 -1.14 TD (Cooperative Leadership Practices)Tj ( )Tj /TT0 1 Tf 0 -2.3 TD (Leadership also played a key role in the development and maintenance of \ the department\222s )Tj 0 -1.16 TD (culture. The c)Tj (urrent and past chairs employed very different leadership styles, but bo\ th shared )Tj 0 -1.14 TD (the goal of a high quality, cooperative science department. First, both\ chairs supported a )Tj 0 -1.16 TD (workplace environment of people energized by the work itself )Tj 25.131 0 Td (\226)Tj ( )Tj (the advancement of )Tj (science. )Tj -25.131 -1.14 Td (They valued good science, regardless of the gender, )Tj 20.992 0 Td (nationality,)Tj ( )Tj [(or age of)-1( the scientist)]TJ (. )Tj (Next, )Tj -20.992 -1.16 Td (faculty perceived both chairs to be fair, equitable, and supportive of t\ he advancement of science )Tj 0 -1.14 TD (regardless of whose lab )Tj (produced )Tj (it)Tj (.)Tj ( )Tj (Several facul)Tj (ty members, both male and female, noted the )Tj 0 -1.16 TD (fairness and forthrightness of the current chair. No one reported eithe\ r chair as having favorites )Tj 0 -1.14 TD (or supporting cliques. Both chairs sought the thoughts and opinions of \ the faculty before making )Tj 0 -1.16 TD (decisions. Wh)Tj (en the department was small, the first chair did so by talking to facult\ y one)Tj 35.825 0 Td (-)Tj (on)Tj (-)Tj -35.825 -1.14 Td (one. The second chair employed more group)Tj 18.105 0 Td (-)Tj (level activities. Both provided the faculty with a )Tj ET endstream endobj 43 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 44 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (19)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 72 708.72 Tm (sense that a wide range of opinions mattered, not just the desires of th\ e chair )Tj 30.826 0 Td (or a privileged )Tj -30.826 -1.14 Td (subgroup. Both chairs created opportunities for faculty members to enga\ ge meaningfully across )Tj 0 -1.16 TD (ranks, through the various activities that we have described in this rep\ ort)Tj 29.047 0 Td (. )Tj (Neither chair treated )Tj -29.047 -1.14 Td (the department as an extension of her self or)Tj 17.717 0 Td ( )Tj (her own work by monopolizing resources and )Tj -17.717 -1.16 Td (recognition for their own ends. They did not use their status to demand\ unwarranted resources, )Tj 0 -1.14 TD (authorship, or access. Instead, they created and shared resources to su\ pport others\222 labs, )Tj 0 -1.16 TD (particularly those of ju)Tj (nior faculty, both among primary and secondary faculty. Participants )Tj 0 -1.14 TD (cited many instances of the chairs securing funding for new faculty, inc\ luding one story of the )Tj 0 -1.16 TD (current chair allowing a junior faculty member primary authorship of wor\ k that the chair\222s)Tj 36.184 0 Td ( )Tj (lab )Tj -36.184 -1.14 Td (had supported. Thus, both chairs viewed their role in terms of doing a \ service to the department )Tj T* (and advancement of a scientific community, not as a reward to leverage.)Tj 28.961 0 Td ( )Tj -28.961 -1.14 Td ( )Tj T* ( )Tj 0 -1.14 TD ( )Tj /TT1 1 Tf 15.833 -1.16 Td (CONCLUSIONS)Tj ( )Tj /TT0 1 Tf -15.833 -2.3 Td (\(Etzkowitz et al., 2000\))Tj ( )Tj (conducted a study to determine the characteristics of graduate )Tj T* (departments that showed the most and least)Tj ( )Tj (improvement in recruitment and retention of women )Tj 0 -1.16 TD (and conferring of the Ph.D. degree. The study employed 1974)Tj 25.022 0 Td (-)Tj (1990 statistical data from the )Tj -25.022 -1.14 Td (National Research Council. They found that the vast majority of science\ and engineering )Tj T* (departments reflected \223n)Tj (egative attitudes towards women in science\224. These departments they \ )Tj 0 -1.14 TD (termed: \223instrumental\224. They also found a few departments with a:\ \223collegial and cooperative )Tj 0 -1.16 TD (atmosphere that provides the safety to take the risks necessary for inno\ vative work and the )Tj 0 -1.14 TD (c)Tj (ollaborations necessary for networking\224 )Tj (\(Etzkowitz et al., 2000, p. 181\))Tj (. They termed these )Tj 0 -1.16 TD (departments \223relational\224. A characteristic of relational departme\ nts was their attractiveness to \223a )Tj 0 -1.14 TD (number of tenured women faculty who had struggle)Tj (d for recognition and status in prestigious )Tj 0 -1.16 TD (graduate schools and post doctoral programs that were highly competitive\ and hierarchal\224 )Tj 0 -1.14 TD (\(Etzkowitz et al., 2000\))Tj (. Other researchers have also suggested that cooperative or collaborati\ ve )Tj 0 -1.16 TD (departments are better environments for the development and advancement \ of women scienti)Tj 37.237 0 Td (sts )Tj -37.237 -1.14 Td (\(Etzkowitz et al., 2000; Rosser, 1999; Sonnert & Holton, 1995\))Tj (. The findings of the present )Tj T* (study support the findings of prior research. In addition, we ident)Tj (ified specific interactions, )Tj 0 -1.14 TD (activities, processes, and practices that facilitate the development of \ a cooperative science culture )Tj 0 -1.16 TD (within a department. Such an environment can be appealing and advantage\ ous to both female )Tj 0 -1.14 TD (and male scientists. )Tj ( )Tj 0 -1.16 TD ( )Tj 0 -1.14 TD (The Figure)Tj ( )Tj (below represents our conceptual modeling of the relationship between the\ major )Tj 0 -1.16 TD (constructs that emerged from the data. )Tj 15.828 0 Td ( )Tj ET endstream endobj 45 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 46 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (20)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 72 708.72 Tm (Figure 1 )Tj /TT1 1 Tf (A Model of a Cooperative, Inclusive, Productive Academic Culture)Tj ( )Tj /TT0 1 Tf 0 -1.14 TD ( )Tj ET 1 1 1 scn 74.88 437.04 463.2 252 re f q 74.88 437.04 463.2 252 re W n 0.286 0.475 0.753 scn /GS1 gs q 1 0 0 1 130.2353 526.0623 cm 0 0 m 50.234 0 l 54.855 0 58.602 3.748 58.602 8.363 c 58.602 36.229 l 58.602 40.85 54.855 44.592 50.234 44.592 c 0 44.592 l -4.624 44.592 -8.372 40.85 -8.372 36.229 c -8.372 8.363 l -8.372 3.748 -4.624 0 0 0 c f* Q Q q 94.32 456.48 424.32 213.12 re 94.32 669.6 m 121.864 534.425 m 121.864 562.291 l 121.864 566.913 125.612 570.655 130.235 570.655 c 130.235 570.655 l 180.469 570.655 l 185.09 570.655 188.838 566.913 188.838 562.291 c 188.838 562.291 l 188.838 534.425 l 188.838 529.811 185.09 526.063 180.469 526.063 c 180.469 526.063 l 130.235 526.063 l 125.612 526.063 121.864 529.811 121.864 534.425 c W n q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.286 0.475 0.753 SCN 2.16 w 1 j 1 J /GS1 gs q 1 0 0 1 193.5943 783.0952 cm 0 0 m 74.672 0 l 81.542 0 87.112 5.58 87.112 12.45 c 87.112 53.93 l 87.112 60.81 81.542 66.38 74.672 66.38 c 0 66.38 l -6.873 66.38 -12.445 60.81 -12.445 53.93 c -12.445 12.45 l -12.445 5.58 -6.873 0 0 0 c h S Q Q Q q 74.88 437.04 463.2 252 re W n 0.918 0.929 0.878 scn q 1 0 0 1 127.2081 529.0853 cm 0 0 m 50.234 0 l 54.855 0 58.602 3.748 58.602 8.364 c 58.602 36.229 l 58.602 40.85 54.855 44.592 50.234 44.592 c 0 44.592 l -4.624 44.592 -8.372 40.85 -8.372 36.229 c -8.372 8.364 l -8.372 3.748 -4.624 0 0 0 c f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS1 CS 0 SCN 2.16 w 1 j 1 J q 1 0 0 1 189.0943 787.5951 cm 0 0 m 74.672 0 l 81.542 0 87.112 5.58 87.112 12.45 c 87.112 53.93 l 87.112 60.81 81.542 66.38 74.672 66.38 c 0 66.38 l -6.873 66.38 -12.445 60.81 -12.445 53.93 c -12.445 12.45 l -12.445 5.58 -6.873 0 0 0 c h S Q Q BT /CS2 cs 0 scn /TT2 1 Tf 6.7273 0 0 6.7178 127.2673 553.3967 Tm (C)Tj (.)Tj (I)Tj (.)Tj (P)Tj (.)Tj ( )Tj (s)Tj (u)Tj (p)Tj (p)Tj (o)Tj (r)Tj (t)Tj (i)Tj (n)Tj (g)Tj ( )Tj 0.083 -1.2 Td (V)Tj (a)Tj (l)Tj (u)Tj (e)Tj (s)Tj ( )Tj (&)Tj ( )Tj (B)Tj (e)Tj (l)Tj (i)Tj (e)Tj (f)Tj (s)Tj ( )Tj ET /CS0 cs 0.286 0.475 0.753 scn /GS1 gs q 1 0 0 1 218.4104 474.8409 cm 0 0 m 48.389 0 l 52.842 0 56.448 3.605 56.448 8.053 c 56.448 34.897 l 56.448 39.345 52.842 42.95 48.389 42.95 c 0 42.95 l -4.453 42.95 -8.066 39.345 -8.066 34.897 c -8.066 8.053 l -8.066 3.605 -4.453 0 0 0 c f* Q Q q 94.32 456.48 424.32 213.12 re 94.32 669.6 m 210.344 482.894 m 210.344 509.738 l 210.344 514.186 213.957 517.792 218.41 517.792 c 218.41 517.792 l 266.8 517.792 l 271.253 517.792 274.858 514.186 274.858 509.738 c 274.858 509.738 l 274.858 482.894 l 274.858 478.446 271.253 474.841 266.8 474.841 c 266.8 474.841 l 218.41 474.841 l 213.957 474.841 210.344 478.446 210.344 482.894 c W n q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.286 0.475 0.753 SCN 2.16 w 1 j 1 J /GS1 gs q 1 0 0 1 324.6663 706.8472 cm 0 0 m 71.93 0 l 78.55 0 83.91 5.367 83.91 11.988 c 83.91 51.948 l 83.91 58.569 78.55 63.936 71.93 63.936 c 0 63.936 l -6.62 63.936 -11.99 58.569 -11.99 51.948 c -11.99 11.988 l -11.99 5.367 -6.62 0 0 0 c h S Q Q Q q 74.88 437.04 463.2 252 re W n 0.918 0.929 0.878 scn q 1 0 0 1 215.3832 477.8639 cm 0 0 m 48.389 0 l 52.842 0 56.448 3.605 56.448 8.053 c 56.448 34.897 l 56.448 39.345 52.842 42.951 48.389 42.951 c 0 42.951 l -4.453 42.951 -8.066 39.345 -8.066 34.897 c -8.066 8.053 l -8.066 3.605 -4.453 0 0 0 c f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS1 CS 0 SCN 2.16 w 1 j 1 J q 1 0 0 1 320.1663 711.3472 cm 0 0 m 71.93 0 l 78.55 0 83.91 5.367 83.91 11.988 c 83.91 51.948 l 83.91 58.569 78.55 63.936 71.93 63.936 c 0 63.936 l -6.62 63.936 -11.99 58.569 -11.99 51.948 c -11.99 11.988 l -11.99 5.367 -6.62 0 0 0 c h S Q Q BT /CS2 cs 0 scn /TT2 1 Tf 6.7273 0 0 6.7178 220.8793 501.3544 Tm (C)Tj (o)Tj (n)Tj (s)Tj (t)Tj (r)Tj (u)Tj (c)Tj (t)Tj (i)Tj (v)Tj (e)Tj ( )Tj 0.194 -1.2 Td (I)Tj (n)Tj (t)Tj (e)Tj (r)Tj (a)Tj (c)Tj (t)Tj (i)Tj (o)Tj (n)Tj (s)Tj ET /CS0 cs 0.286 0.475 0.753 scn /GS1 gs q 1 0 0 1 218.4104 569.2103 cm 0 0 m 48.389 0 l 52.842 0 56.448 3.601 56.448 8.048 c 56.448 34.892 l 56.448 39.339 52.842 42.946 48.389 42.946 c 0 42.946 l -4.453 42.946 -8.066 39.339 -8.066 34.892 c -8.066 8.048 l -8.066 3.601 -4.453 0 0 0 c f* Q Q q 94.32 456.48 424.32 213.12 re 94.32 669.6 m 210.344 577.258 m 210.344 604.102 l 210.344 608.549 213.957 612.157 218.41 612.157 c 218.41 612.157 l 266.8 612.157 l 271.253 612.157 274.858 608.549 274.858 604.102 c 274.858 604.102 l 274.858 577.258 l 274.858 572.811 271.253 569.21 266.8 569.21 c 266.8 569.21 l 218.41 569.21 l 213.957 569.21 210.344 572.811 210.344 577.258 c W n q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.286 0.475 0.753 SCN 2.16 w 1 j 1 J /GS1 gs q 1 0 0 1 324.6663 847.3251 cm 0 0 m 71.93 0 l 78.55 0 83.91 5.36 83.91 11.98 c 83.91 51.94 l 83.91 58.56 78.55 63.93 71.93 63.93 c 0 63.93 l -6.62 63.93 -11.99 58.56 -11.99 51.94 c -11.99 11.98 l -11.99 5.36 -6.62 0 0 0 c h S Q Q Q q 74.88 437.04 463.2 252 re W n 0.918 0.929 0.878 scn q 1 0 0 1 215.3832 572.2333 cm 0 0 m 48.389 0 l 52.842 0 56.448 3.601 56.448 8.048 c 56.448 34.892 l 56.448 39.339 52.842 42.946 48.389 42.946 c 0 42.946 l -4.453 42.946 -8.066 39.339 -8.066 34.892 c -8.066 8.048 l -8.066 3.601 -4.453 0 0 0 c f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS1 CS 0 SCN 2.16 w 1 j 1 J q 1 0 0 1 320.1663 851.8252 cm 0 0 m 71.93 0 l 78.55 0 83.91 5.36 83.91 11.98 c 83.91 51.94 l 83.91 58.56 78.55 63.93 71.93 63.93 c 0 63.93 l -6.62 63.93 -11.99 58.56 -11.99 51.94 c -11.99 11.98 l -11.99 5.36 -6.62 0 0 0 c h S Q Q BT /CS2 cs 0 scn /TT2 1 Tf 6.7273 0 0 6.7178 221.2561 595.7184 Tm (P)Tj (a)Tj (r)Tj (t)Tj (i)Tj (c)Tj (i)Tj (p)Tj (a)Tj (t)Tj (i)Tj (v)Tj (e)Tj ( )Tj 0.75 -1.2 Td (A)Tj (c)Tj (t)Tj (i)Tj (v)Tj (i)Tj (t)Tj (i)Tj (e)Tj (s)Tj ET /CS0 cs 0.286 0.475 0.753 scn /GS1 gs q 1 0 0 1 362.0839 527.7014 cm 0 0 m 48.389 0 l 52.842 0 56.448 3.607 56.448 8.055 c 56.448 34.899 l 56.448 39.346 52.842 42.953 48.389 42.953 c 0 42.953 l -4.453 42.953 -8.066 39.346 -8.066 34.899 c -8.066 8.055 l -8.066 3.607 -4.453 0 0 0 c f* Q Q q 94.32 456.48 424.32 213.12 re 94.32 669.6 m 354.018 535.756 m 354.018 562.6 l 354.018 567.047 357.63 570.655 362.083 570.655 c 362.083 570.655 l 410.473 570.655 l 414.926 570.655 418.532 567.047 418.532 562.6 c 418.532 562.6 l 418.532 535.756 l 418.532 531.309 414.926 527.701 410.473 527.701 c 410.473 527.701 l 362.083 527.701 l 357.63 527.701 354.018 531.309 354.018 535.756 c W n q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.286 0.475 0.753 SCN 2.16 w 1 j 1 J /GS1 gs q 1 0 0 1 538.2363 785.5351 cm 0 0 m 71.93 0 l 78.55 0 83.91 5.37 83.91 11.99 c 83.91 51.95 l 83.91 58.57 78.55 63.94 71.93 63.94 c 0 63.94 l -6.62 63.94 -11.99 58.57 -11.99 51.95 c -11.99 11.99 l -11.99 5.37 -6.62 0 0 0 c h S Q Q Q q 74.88 437.04 463.2 252 re W n 0.918 0.929 0.878 scn q 1 0 0 1 359.0566 530.7244 cm 0 0 m 48.389 0 l 52.842 0 56.448 3.607 56.448 8.054 c 56.448 34.899 l 56.448 39.346 52.842 42.953 48.389 42.953 c 0 42.953 l -4.453 42.953 -8.066 39.346 -8.066 34.899 c -8.066 8.054 l -8.066 3.607 -4.453 0 0 0 c f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS1 CS 0 SCN 2.16 w 1 j 1 J q 1 0 0 1 533.7363 790.0351 cm 0 0 m 71.93 0 l 78.55 0 83.91 5.37 83.91 11.99 c 83.91 51.95 l 83.91 58.57 78.55 63.94 71.93 63.94 c 0 63.94 l -6.62 63.94 -11.99 58.57 -11.99 51.95 c -11.99 11.99 l -11.99 5.37 -6.62 0 0 0 c h S Q Q BT /CS2 cs 0 scn /TT2 1 Tf 6.7273 0 0 6.7178 363.0526 558.2469 Tm (D)Tj (e)Tj (p)Tj (a)Tj (r)Tj (t)Tj (m)Tj (e)Tj (n)Tj (t)Tj (a)Tj (l)Tj ( )Tj -1.529 -1.2 Td (L)Tj (e)Tj (a)Tj (r)Tj (n)Tj (i)Tj (n)Tj (g)Tj ( )Tj (&)Tj ( )Tj (I)Tj (n)Tj (c)Tj (l)Tj (u)Tj (s)Tj (i)Tj (o)Tj (n)Tj ( )Tj 2.197 -1.2 Td (P)Tj (r)Tj (o)Tj (c)Tj (e)Tj (s)Tj (s)Tj (e)Tj (s)Tj ET /CS0 cs 0.286 0.475 0.753 scn /GS1 gs q 1 0 0 1 285.3598 621.4205 cm 0 0 m 48.389 0 l 52.842 0 56.455 3.607 56.455 8.055 c 56.455 34.899 l 56.455 39.346 52.842 42.953 48.389 42.953 c 0 42.953 l -4.453 42.953 -8.066 39.346 -8.066 34.899 c -8.066 8.055 l -8.066 3.607 -4.453 0 0 0 c f* Q Q q 94.32 456.48 424.32 213.12 re 94.32 669.6 m 277.294 629.475 m 277.294 656.319 l 277.294 660.766 280.906 664.374 285.359 664.374 c 285.359 664.374 l 333.749 664.374 l 338.202 664.374 341.815 660.766 341.815 656.319 c 341.815 656.319 l 341.815 629.475 l 341.815 625.027 338.202 621.42 333.749 621.42 c 333.749 621.42 l 285.359 621.42 l 280.906 621.42 277.294 625.027 277.294 629.475 c W n q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.286 0.475 0.753 SCN 2.16 w 1 j 1 J /GS1 gs q 1 0 0 1 424.1863 925.0451 cm 0 0 m 71.93 0 l 78.55 0 83.92 5.37 83.92 11.99 c 83.92 51.95 l 83.92 58.57 78.55 63.94 71.93 63.94 c 0 63.94 l -6.62 63.94 -11.99 58.57 -11.99 51.95 c -11.99 11.99 l -11.99 5.37 -6.62 0 0 0 c h S Q Q Q q 74.88 437.04 463.2 252 re W n 0.918 0.929 0.878 scn q 1 0 0 1 282.3326 624.4434 cm 0 0 m 48.389 0 l 52.842 0 56.455 3.607 56.455 8.055 c 56.455 34.899 l 56.455 39.346 52.842 42.953 48.389 42.953 c 0 42.953 l -4.453 42.953 -8.066 39.346 -8.066 34.899 c -8.066 8.055 l -8.066 3.607 -4.453 0 0 0 c f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS1 CS 0 SCN 2.16 w 1 j 1 J q 1 0 0 1 419.6863 929.5451 cm 0 0 m 71.93 0 l 78.55 0 83.92 5.37 83.92 11.99 c 83.92 51.95 l 83.92 58.57 78.55 63.94 71.93 63.94 c 0 63.94 l -6.62 63.94 -11.99 58.57 -11.99 51.95 c -11.99 11.99 l -11.99 5.37 -6.62 0 0 0 c h S Q Q BT /CS2 cs 0 scn /TT2 1 Tf 6.7273 0 0 6.7178 288.3871 651.9659 Tm (C)Tj (o)Tj (o)Tj (p)Tj (e)Tj (r)Tj (a)Tj (t)Tj (i)Tj (v)Tj (e)Tj ( )Tj 0.222 -1.2 Td (L)Tj (e)Tj (a)Tj (d)Tj (e)Tj (r)Tj (s)Tj (h)Tj (i)Tj (p)Tj ( )Tj 0.418 -1.2 Td (P)Tj (r)Tj (a)Tj (c)Tj (t)Tj (i)Tj (c)Tj (e)Tj (s)Tj ET q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.275 0.467 0.749 SCN 1.2 w 1 j 1 J q 1 0 0 1 308.1763 877.2752 cm 0 0 m 0 -6.99 l -79.919 -6.99 l -79.919 -23.3 l S Q Q /CS0 cs 0.275 0.467 0.749 scn q 1 0 0 1 204.8147 588.7051 cm 0 0 m 2.503 4.998 l 5.005 0 l h f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.275 0.467 0.749 SCN 1.2 w 1 j 1 J q 1 0 0 1 228.2573 790.0351 cm 0 0 m 0 -46.72 l 73.409 -46.72 l S Q Q q 1 0 0 1 202.3122 501.8382 cm 0 0 m 5.005 -2.499 l 0 -4.998 l h f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.275 0.467 0.749 SCN 1.2 w 1 j 1 J q 1 0 0 1 404.0763 743.3152 cm 0 0 m 58.84 0 l 58.84 78.69 l 111.16 78.69 l S Q Q q 1 0 0 1 345.9856 554.7 cm 0 0 m 5.005 -2.499 l 0 -4.998 l h f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.275 0.467 0.749 SCN 1.2 w 1 j 1 J q 1 0 0 1 356.1263 922.2651 cm 0 0 m 0 39.25 l 51.57 39.25 l S Q Q q 1 0 0 1 242.0768 620.1777 cm 0 0 m -2.503 -4.998 l -5.005 0 l h f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.275 0.467 0.749 SCN 1.2 w 1 j 1 J q 1 0 0 1 356.1263 851.8252 cm 0 0 m 0 -70.03 l S Q Q q 1 0 0 1 242.0768 525.8137 cm 0 0 m -2.503 -4.999 l -5.005 0 l h f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.275 0.467 0.749 SCN 1.2 w 1 j 1 J q 1 0 0 1 617.6463 822.0052 cm 0 0 m 29.49 0 l S Q Q q 1 0 0 1 434.7178 554.7 cm 0 0 m 5.005 -2.499 l 0 -4.998 l h f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.275 0.467 0.749 SCN 1.2 w 1 j 1 J q 1 0 0 1 503.6063 961.5152 cm 0 0 m 66.09 0 l 66.09 -101.03 l S Q Q q 1 0 0 1 385.7503 578.6755 cm 0 0 m -2.503 -4.998 l -5.005 0 l h f* Q 0.286 0.475 0.753 scn /GS1 gs q 1 0 0 1 451.8991 524.8128 cm 0 0 m 54.901 0 l 59.96 0 64.057 4.091 64.057 9.136 c 64.057 39.594 l 64.057 44.639 59.96 48.73 54.901 48.73 c 0 48.73 l -5.052 48.73 -9.149 44.639 -9.149 39.594 c -9.149 9.136 l -9.149 4.091 -5.052 0 0 0 c f* Q Q q 94.32 456.48 424.32 213.12 re 94.32 669.6 m 442.75 533.949 m 442.75 564.407 l 442.75 569.452 446.847 573.543 451.899 573.543 c 451.899 573.543 l 506.8 573.543 l 511.859 573.543 515.956 569.452 515.956 564.407 c 515.956 564.407 l 515.956 533.949 l 515.956 528.904 511.859 524.813 506.8 524.813 c 506.8 524.813 l 451.899 524.813 l 446.847 524.813 442.75 528.904 442.75 533.949 c W n q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.286 0.475 0.753 SCN 2.16 w 1 j 1 J /GS1 gs q 1 0 0 1 671.7463 781.2352 cm 0 0 m 81.61 0 l 89.13 0 95.22 6.09 95.22 13.6 c 95.22 58.94 l 95.22 66.45 89.13 72.54 81.61 72.54 c 0 72.54 l -7.51 72.54 -13.6 66.45 -13.6 58.94 c -13.6 13.6 l -13.6 6.09 -7.51 0 0 0 c h S Q Q Q q 74.88 437.04 463.2 252 re W n 0.918 0.929 0.878 scn q 1 0 0 1 448.8719 527.8358 cm 0 0 m 54.901 0 l 59.96 0 64.057 4.091 64.057 9.136 c 64.057 39.594 l 64.057 44.639 59.96 48.73 54.901 48.73 c 0 48.73 l -5.052 48.73 -9.149 44.639 -9.149 39.594 c -9.149 9.136 l -9.149 4.091 -5.052 0 0 0 c f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS1 CS 0 SCN 2.16 w 1 j 1 J q 1 0 0 1 667.2463 785.7351 cm 0 0 m 81.61 0 l 89.13 0 95.22 6.09 95.22 13.6 c 95.22 58.94 l 95.22 66.45 89.13 72.54 81.61 72.54 c 0 72.54 l -7.51 72.54 -13.6 66.45 -13.6 58.94 c -13.6 13.6 l -13.6 6.09 -7.51 0 0 0 c h S Q Q BT /CS2 cs 0 scn /TT2 1 Tf 6.7273 0 0 6.7178 442.2926 558.2469 Tm (C)Tj (o)Tj (o)Tj (p)Tj (e)Tj (r)Tj (a)Tj (t)Tj (i)Tj (v)Tj (e)Tj (,)Tj ( )Tj (I)Tj (n)Tj (c)Tj (l)Tj (u)Tj (s)Tj (i)Tj (v)Tj (e)Tj (,)Tj ( )Tj 1.113 -1.2 Td (P)Tj (r)Tj (o)Tj (d)Tj (u)Tj (c)Tj (t)Tj (i)Tj (v)Tj (e)Tj ( )Tj 5.002 0 Td (\()Tj (C)Tj (.)Tj (I)Tj (.)Tj (P)Tj (\))Tj ( )Tj -4.586 -1.2 Td (S)Tj (c)Tj (i)Tj (e)Tj (n)Tj (c)Tj (e)Tj ( )Tj (C)Tj (u)Tj (l)Tj (t)Tj (u)Tj (r)Tj (e)Tj ET q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.275 0.467 0.749 SCN 1.2 w 1 j 1 J q 1 0 0 1 404.0763 883.7852 cm 0 0 m 59.07 0 l 59.07 -61.78 l 111.16 -61.78 l S Q Q /CS0 cs 0.275 0.467 0.749 scn q 1 0 0 1 345.9856 554.7 cm 0 0 m 5.005 -2.499 l 0 -4.998 l h f* Q q 0.6727295 0 0 0.6717682 0 0 cm /CS0 CS 0.275 0.467 0.749 SCN 1.2 w 1 j 1 J q 1 0 0 1 569.6963 790.0351 cm 0 0 m 0 -99.605 l -420.047 -99.605 l -420.047 30.75 l -399.557 30.75 l S Q Q q 1 0 0 1 113.831 553.8804 cm 0 0 m 5.005 -2.499 l 0 -4.998 l h f* Q Q 0 0 0 scn 73.44 689.04 0.48 1.44 re f 73.44 690 1.44 0.48 re f 74.4 689.04 0.48 0.48 re f 74.4 689.04 0.48 0.48 re f 74.88 690 463.2 0.48 re f 74.88 689.04 463.2 0.48 re f 539.04 689.04 0.48 1.44 re f 538.08 690 1.44 0.48 re f 538.08 689.04 0.48 0.48 re f 538.08 689.04 0.48 0.48 re f 73.44 437.04 0.48 252 re f 74.4 437.04 0.48 252 re f 539.52 437.04 1.44 252 re f 539.04 437.04 0.48 252 re f 538.08 437.04 0.48 252 re f 73.44 435.6 0.48 1.44 re f 73.44 435.6 1.44 0.48 re f 74.4 436.56 0.48 0.48 re f 74.4 436.56 0.48 0.48 re f 74.88 434.16 463.2 1.44 re f 74.88 435.6 463.2 0.48 re f 74.88 436.56 463.2 0.48 re f 539.52 434.16 1.44 2.88 re f 538.08 434.16 2.88 1.44 re f 539.04 435.6 0.48 1.44 re f 538.08 435.6 1.44 0.48 re f 538.08 436.56 0.48 0.48 re f 538.08 436.56 0.48 0.48 re f BT /TT0 1 Tf 12 0 0 12 72 423.12 Tm ( )Tj 0 -1.16 TD ( )Tj 3 -1.14 Td ( )Tj -3 -1.16 Td (The foundation of a coop)Tj (erative, inclusive productive academic culture is values and beliefs tha\ t )Tj 0 -1.14 TD (support high quality science, interaction between scientists and outcome\ focused criteria relating )Tj 0 -1.16 TD (to who can do science. These values and beliefs foster constructive int\ eractions a)Tj 32.656 0 Td (nd participation )Tj -32.656 -1.14 Td (in a range of department activities. )Tj 0 0 1 scn 14.134 0 Td ( )Tj ( )Tj -14.134 -1.16 Td ( )Tj 0 0 0 scn 0 -1.14 TD (The most readily observable factor in the development of the culture was\ constructive )Tj 0 -1.16 TD (interactions between faculty, staff, and students. This day)Tj 23.245 0 Td (-)Tj (to)Tj (-)Tj (day contact helped department )Tj -23.245 -1.14 Td (members build socia)Tj (l connections and trust that supported engagement in more complex giving\ )Tj T* (and exchanges of strategic resources. Constructive interactions ranged \ from collegial )Tj 0 -1.14 TD (departmental interactions to generative interactions that gave rise to s\ ynergistic connections. )Tj 37.209 0 Td ( )Tj (We )Tj -37.209 -1.16 Td (found evidence of constructive interactions across dimensions of diversi\ ty like academic rank, )Tj T* (sex, age, and nationality. This indicates wide spread inclusion of scie\ ntists in these interactions, )Tj 0 -1.16 TD (which are important to work and career advancement )Tj 21.546 0 Td (\(Bouty, 2000; Gersick et al., 2000; )Tj -21.546 -1.14 Td (Zuckerman, Cole, & Bruer, 1991\))Tj (. )Tj ( )Tj T* ( )Tj 0 -1.14 TD (It is through constructive interactions that departmental members contri\ buted and received )Tj 0 -1.16 TD (val)Tj (ued resources to and from colleagues in the work environment. For most \ faculty, giving, )Tj 0 -1.14 TD (receiving and, for an active subgroup, generating these resources throug\ h interactions were )Tj 0 -1.16 TD (viewed as essential to their work, their identity and their feelings of \ eng)Tj 28.687 0 Td (agement in science. )Tj ( )Tj -28.687 -1.14 Td ( )Tj T* (The number and frequency of departmental activities was also readily obs\ ervable. Several of )Tj 0 -1.14 TD (these activities provide the context for constructive interactions. Som\ e of these events were )Tj ET endstream endobj 47 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 48 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (21)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 72 708.72 Tm (social in nature, which helped to establish a)Tj (nd maintain relationships. Other activities directly )Tj 0 -1.14 TD (supported the work and transmission of tacit knowledge to new members. \ )Tj 30.522 0 Td ( )Tj -27.522 -1.16 Td ( )Tj -3 -1.14 Td (The constructive interactions as they occurred in the context of departm\ ental activities, created )Tj 0 -1.16 TD (the ground for departmental )Tj (learning and inclusion processes. These processes )Tj (promoted )Tj 0 -1.14 TD (networks of relationships and access to influence in decision)Tj 24.216 0 Td (-)Tj (making. )Tj (Pelled, Ledford, and )Tj -24.216 -1.16 Td (Mohrman defined inclusion as \223 the degree to which an employee is acc\ epted and treated as an )Tj T* (insider by )Tj (others in a work system\224 )Tj (\(Pelled, Ledford, & Mohrman, 1999, p. 1014\))Tj (. They then )Tj 0 -1.16 TD (identified three indicators of workplace inclusion: decision)Tj 23.549 0 Td (-)Tj (making influence, access to sensitive )Tj -23.549 -1.14 Td (information, and job security )Tj (\(Pelled et al., 1999, p. 10)Tj (15\))Tj (. The departmental processes we )Tj T* (identified from this case appeared to provide members with influence and\ access to information )Tj 0 -1.14 TD (that supported their work and or advancement to tenure. We viewed the d\ epartment\222s success )Tj 0 -1.16 TD (rate at advancing junior faculty)Tj 12.496 0 Td ( )Tj (to associate faculty rank, seven out of eight, including one )Tj -12.496 -1.14 Td (woman, as indicative of high job security. The transparency of decision\ )Tj 28.854 0 Td (-)Tj (making processes, )Tj -28.854 -1.16 Td (participative decision and information dissemination processes and the r\ esulting stake of faculty )Tj 0 -1.14 TD (in th)Tj (e success of others, supported inclusion into existing social networks i\ n the department as )Tj 0 -1.16 TD (well. In other research studies, women have reported feeling excluded f\ rom informal relational )Tj 0 -1.14 TD (interactions. They perceive that men share important information an)Tj 27.491 0 Td (d make important decisions )Tj -27.491 -1.16 Td (during such interactions. Thus, women perceived their influence in dec\ ision)Tj 30.853 0 Td (-)Tj (making and access )Tj -30.853 -1.14 Td (to information to be diminished )Tj (\(Etzkowitz et al., 2000\))Tj (. In the Science Department, there are )Tj 0 -1.16 TD (open channels of communication through inclusive processes like transpar\ ent decision)Tj 34.574 0 Td (-)Tj (making. )Tj -34.574 -1.14 Td (Thus, membe)Tj (rs have access to alternative means of information and influence. This \ may explain )Tj T* (why women in the Science Department did not indicate feelings of exclusi\ on or lack of influence )Tj 0 -1.14 TD (due to gender. Last, d)Tj (epartmental learning and inclusion processes also ser)Tj 30.129 0 Td (ve to )Tj (create and )Tj -30.129 -1.16 Td (embed norms, practices, and processes supportive of a cooperative, inclu\ sive, productive )Tj T* (department culture. )Tj ( )Tj 0 -1.16 TD ( )Tj 0 -1.14 TD (Finally, the leadership practices of the two chairs appear to play a key\ role in promoting and )Tj 0 -1.16 TD (supporting department wide activi)Tj (ties, and processes into the culture as norms, rituals, and )Tj 0 -1.14 TD (shared values. The first chair promoted the idea of a \223strong depart\ ment\224 by recruiting high )Tj 0 -1.16 TD (quality scientists interested in working in a cooperative, collegial env\ ironment. The second chair )Tj 0 -1.14 TD (ad)Tj (ded activities like faculty meetings and wider scale social gatherings t\ hat enhanced workplace )Tj 0 -1.16 TD (inclusion in a growing department. With a core of scientists who valued\ a cooperative )Tj 0 -1.14 TD (environment in place, the team recruiting activity, initiated by the sec\ on)Tj 28.768 0 Td (d chair, became the )Tj -28.768 -1.16 Td (means to continue to bring in scientists with similar goals and values w\ ho were willing to )Tj T* (contribute to the resources of the work environment. )Tj 21.494 0 Td ( )Tj -21.494 -1.16 Td ( )Tj T* (One male faculty member noted that science chairs, in some institutions,\ have the reputat)Tj 35.684 0 Td (ion of )Tj -35.684 -1.16 Td (treating the department as an extension of their own labs and using thei\ r power to advance their )Tj T* (own work or reputations. In contrast, both chairs used the role of chai\ r in service to the )Tj 0 -1.16 TD (department and the surrounding scientific community within t)Tj 24.801 0 Td (he institution. Both chairs were )Tj -24.801 -1.14 Td (active in establishment and or advancement of junior faculty. Both supp\ orted activities that )Tj T* (helped the work of all scientists. Both championed high quality science\ . While the )Tj 0 -1.14 TD (establishment of a cooperative culture cert)Tj 16.965 0 Td (ainly required support of the faculty, leadership has a )Tj -16.965 -1.16 Td (special role in establishing what is important, modeling, allocating res\ ources and bringing in new )Tj T* (members in ways that establish the department culture )Tj 21.994 0 Td (\(Schein, 1992\))Tj (. Faculty also exercised )Tj ET endstream endobj 49 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 50 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (22)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 72 708.72 Tm (cooperative leadership practices, both in their own labs and in assuming\ leadership of department )Tj 0 -1.14 TD (wide activities. Thus, d)Tj (istribution of leadership appears to be important to sustaining activiti\ es )Tj 0 -1.16 TD (and processes important to the work environment of a department. )Tj 26.798 0 Td ( )Tj -26.798 -1.14 Td ( )Tj T* (Academic departments often produce high quality science in competitive, \ isolating, and male)Tj 37.294 0 Td (-)Tj -37.294 -1.14 Td (dominated work environ)Tj (ments. )Tj (However, the academic science department studied for this )Tj T* (report demonstrated that )Tj (scientists could achieve )Tj (high quality science)Tj ( )Tj (in a cooperative, inclusive, )Tj 0 -1.14 TD (and interactive environment that)Tj ( )Tj [(fa)1(c)1(i)1(l)1(i)1(t)1(a)1(t)]TJ 16.271 0 Td (es )Tj (the advancement of all scientists, regardless)Tj 18.633 0 Td ( )Tj (of )Tj -34.904 -1.16 Td (gender. )Tj (In the words of a male associate professor, the cooperative science cult\ ure made the )Tj T* (Science Department simply \223a good place to do science\224.)Tj 22.964 0 Td ( )Tj ET endstream endobj 51 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 52 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (23)Tj ( )Tj ET Q BT /TT1 1 Tf 12 0 0 12 265.6582 708.72 Tm (REFERENCES)Tj ( )Tj /TT0 1 Tf -16.138 -2.3 Td (Annual Report. 2000. Department Annual Report: )Tj (University)Tj ( )Tj (Archives.)Tj ( )Tj 0 -3.14 TD (An)Tj (nual Report. 2002. Department Annual Report: University Archives.)Tj 28.661 0 Td ( )Tj -28.661 -3.16 Td (Bouty, I. 2000. Interpersonal and interaction influences on informal res\ ource exchanges between )Tj 0 -1.14 TD (R&D researchers across organizational boundaries. )Tj /TT2 1 Tf 20.77 0 Td (Academy of Management Journal)Tj /TT0 1 Tf (, 43\(1\): )Tj -20.77 -1.16 Td (50)Tj (-)Tj (65.)Tj ( )Tj 0 -3.14 TD (Department Presentation. 2004. Annual survey: Association of Science Dep\ artments and )Tj 0 -1.16 TD (Programs.)Tj ( )Tj 0 -3.14 TD (Etzkowitz, H., Kemelgor, C., & Uzzi, B. 2000. )Tj /TT2 1 Tf (Athena unbound: the advancement of women in )Tj 0 -1.16 TD (science and technology)Tj /TT0 1 Tf (. Cambridge, U.K. ; New York: Cambridge Universi)Tj (ty Press.)Tj ( )Tj 0 -3.14 TD (Gersick, C., Bartunek, J., & Dutton, J. 2000. Learning from academia: Th\ e importance of )Tj 0 -1.16 TD (relationships in professional life. )Tj /TT2 1 Tf (Academy of Management Journal)Tj /TT0 1 Tf (, 43\(6\): 1026)Tj (-)Tj (1044.)Tj ( )Tj 0 -3.14 TD (Knight, P. T. 2002. )Tj /TT2 1 Tf (Small)Tj (-)Tj (scale research : pragmatic inquiry in social sc)Tj (ience and the caring )Tj 0 -1.16 TD (professions)Tj /TT0 1 Tf (. London ; Thousand Oaks, CA: SAGE.)Tj ( )Tj 0 -3.14 TD (Patton, M. Q. 2002. )Tj /TT2 1 Tf (Qualitative Research & Evaluation Methods)Tj /TT0 1 Tf ( )Tj (\(3 ed.\). Thousand Oaks: Sage )Tj 0 -1.16 TD (Publications.)Tj ( )Tj 0 -3.14 TD (Pelled, L. H., Ledford, G. E., & Mohrman, S. A. 1999. Demographic dissim\ ilarity an)Tj 34.023 0 Td (d workplace )Tj -34.023 -1.16 Td (inclusion. )Tj /TT2 1 Tf (Journal of Management Studies)Tj /TT0 1 Tf (, 36\(7\): 1013)Tj (-)Tj (1031.)Tj ( )Tj T* (Rosser, S. V. 1999. Different Laboratory/Work Climates: Impacts on Women\ in the Workplace. )Tj /TT2 1 Tf 0 -1.16 TD (NY Academy of Science)Tj /TT0 1 Tf (, 869\(1\): 95)Tj (-)Tj (101.)Tj ( )Tj 0 -3.14 TD (Schein, E. H. 1992. )Tj /TT2 1 Tf (Organizational culture and leaders)Tj (hip)Tj /TT0 1 Tf ( )Tj (\(2 ed.\). San Francisco: Jossey)Tj (-)Tj (Bass.)Tj ( )Tj 0 -3.16 TD (Sonnert, G., & Holton, G. J. 1995. )Tj /TT2 1 Tf (Who succeeds in science? : the gender dimension)Tj /TT0 1 Tf (. New )Tj 0 -1.14 TD (Brunswick N. J.: Rutgers University Press.)Tj ( )Tj 0 -3.16 TD (Thomas, D. A. 1993. The dynamics of managing racial diversity in develop\ mental relat)Tj 34.991 0 Td (ionships. )Tj /TT2 1 Tf -34.991 -1.14 Td (Administrative Science Quarterly)Tj /TT0 1 Tf (\(38\): 169)Tj (-)Tj (194.)Tj ( )Tj ET endstream endobj 53 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 54 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (24)Tj ( )Tj ET Q BT /TT0 1 Tf 12 0 0 12 72 708.72 Tm (Yin, R. K. 2003. )Tj /TT1 1 Tf (Case study research: design and methods)Tj /TT0 1 Tf ( )Tj (\(3rd ed.\). Thousand Oaks: Sage.)Tj ( )Tj 0 -3.14 TD (Zuckerman, H., Cole, J. R., & Bruer, J. T. 1991. )Tj /TT1 1 Tf (The outer circle)Tj /TT0 1 Tf (. New Haven: Yale University )Tj 0 -1.16 TD (Press.)Tj ( )Tj 0 -1.14 TD ( )Tj ( )Tj 0 -1.16 TD ( )Tj ET endstream endobj 55 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 56 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (25)Tj ( )Tj ET Q BT /TT1 1 Tf 12 0 0 12 270.501 708.72 Tm (APPE)Tj 2.611 0 Td (NDIX 1 )Tj ( )Tj -3.722 -1.14 Td (Observation Guide)Tj ( )Tj /TT0 1 Tf -15.43 -1.16 Td ( )Tj 0 -1.14 TD (Questions to guide observations of researcher during direct observation \ activities)Tj 32.408 0 Td ( )Tj -32.408 -1.16 Td ( )Tj T* (Physical Space & Equipment)Tj ( )Tj ET 72 637.92 140.4 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 625.92 Tm ( )Tj /C2_0 1 Tf 3 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What is the overall physical space of the department like and where are \ its members )Tj 0 -1.16 TD (located?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What are the workspaces )Tj [(like \(Labs, offices, meeting areas?)1(\) )]TJ 24.572 0 Td ( )Tj /C2_0 1 Tf -26.372 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(What are the differences and similarities in workspaces?)1( \(Labs and offices\) )]TJ 31.1 0 Td ( )Tj -35.9 -1.14 Td ( )Tj T* (The Work in the Department)Tj ( )Tj ET 72 538.56 138.72 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 526.8 Tm ( )Tj /C2_0 1 Tf 3 -1.24 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(What is the work of this department and its members?)1( )]TJ 22.133 0 Td ( )Tj /C2_0 1 Tf -23.933 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(Where do people typically spend their day?)1( )]TJ 18.132 0 Td ( )Tj /C2_0 1 Tf -19.932 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What kin)Tj (ds of work and ways of working appear to be rewarded or acknowledged in \ )Tj 0 -1.14 TD [(the department?)1( )]TJ ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(What is the purpose of this department?)1( What seems to be important based on what )]TJ 0 -1.16 TD (people send their time doing?)Tj ( )Tj -4.8 -1.14 Td ( )Tj T* (Work Norms)Tj ( )Tj ET 72 410.88 62.88 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 399.12 Tm ( )Tj /C2_0 1 Tf 3 -1.24 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (When do people work?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What are norms abou)Tj (t group and one on one time?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(What dynamics occur around equipment?)1( \(Access, how much to use it, who uses )]TJ 0 -1.14 TD (it?\))Tj ( )Tj -4.8 -1.14 Td ( )Tj 0 -1.16 TD (Interpersonal Interactions)Tj 10.246 0 Td ( )Tj ET 72 311.76 122.88 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 300 Tm ( )Tj /C2_0 1 Tf 3 -1.24 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (Are people working with each other or individually?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What kind of work requires interaction?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What interactions are oc)Tj [(curring here?)1( \(tasks, relational, informational\) )]TJ 28.932 0 Td ( )Tj /C2_0 1 Tf -30.732 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(How and when do people interact with and or respond to each other?)1( Who )]TJ 0 -1.14 TD [(participates?)1( Who doesn\222t?)1( How do people respond to non)]TJ (-)Tj (participants?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.24 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What are the styles of interaction?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What kind of access to f)Tj 9.692 0 Td (aculty do students and post)Tj (-)Tj (docs appear to have?)Tj ( )Tj /TT1 1 Tf -14.492 -1.14 Td ( )Tj /TT0 1 Tf T* (Groups)Tj ( )Tj ET 72 168.72 35.28 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 156.72 Tm ( )Tj /C2_0 1 Tf 3 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(What kinds of group meetings take place?)1( )]TJ ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(Where do they take place?)1( )]TJ ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(What are these meetings like?)1( )]TJ ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What is the purpose \(information, idea generation, decision making\) )Tj 27.576 0 Td ( )Tj /C2_0 1 Tf -29.376 -1.24 Td <0001>Tj /TT2 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What kind of decisions made)Tj (, and information conveyed.)Tj ( )Tj ET endstream endobj 57 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 58 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (26)Tj ( )Tj ET Q BT /C2_0 1 Tf 12 0 0 12 108 707.76 Tm <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What is the structure \(formal or informal agenda\) and process \(how is\ the meeting )Tj 0 -1.14 TD [(conducted?)1(\)?)1( )]TJ ( )Tj /C2_0 1 Tf -1.8 -1.24 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(How are agreements reached or disagreements handled?)1( )]TJ 22.989 0 Td ( )Tj /C2_0 1 Tf -24.789 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What are the interactions in such meetings \(norms about speaking, order\ of sp)Tj 31.186 0 Td (eaking, )Tj -31.186 -1.14 Td (who speaks and who does not\)?)Tj 12.691 0 Td ( )Tj /TT2 1 Tf -17.491 -1.14 Td ( )Tj /TT0 1 Tf 0 -1.16 TD (Leadership)Tj ( )Tj ET 72 621.36 53.28 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 609.6 Tm ( )Tj /C2_0 1 Tf 3 -1.24 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(How do people display and respond to leadership?)1( \(Chair, program heads, )]TJ 0 -1.14 TD (committee heads, student leaders \(if any\)\))Tj 16.772 0 Td ( )Tj /C2_0 1 Tf -18.572 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (Are women \223followers\224 or \223leaders\224 in this environment?)Tj ( )Tj -4.8 -1.14 Td ( )Tj 0 -1.16 TD (Climate)Tj ( )Tj ET 72 536.88 37.92 0.24 re f BT /TT2 1 Tf 12 0 0 12 72 525.12 Tm ( )Tj /C2_0 1 Tf 3 -1.24 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What do classes, resear)Tj (ch presentations and other broader group gatherings feel like?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What is the overall tone or emotional feel of the department under vario\ us )Tj 0 -1.14 TD (circumstances?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.24 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (Do people look comfortable?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(Are there indications that people support each other?)1( )]TJ 21.63 0 Td ( )Tj /C2_0 1 Tf -23.43 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (Does the environmen)Tj (t feel non)Tj (-)Tj (threatening?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What do you observe about competitiveness in this environment?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What do you observe about hierarchy?)Tj ( )Tj -4.8 -1.14 Td ( )Tj T* (Integration and Socialization )Tj 11.802 0 Td ( )Tj ET 72 379.2 138.72 0.24 re f BT /TT0 1 Tf 12 0 0 12 72 367.2 Tm ( )Tj /C2_0 1 Tf 3 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(How are new members brought into the department?)1( What are the criteria?)1( How are )]TJ 0 -1.16 TD [(they selected?)1( H)]TJ (ow are they introduced and socialized?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.22 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td [(What is expected of a scientist in this department?)1( What do people appear to expect )]TJ 0 -1.14 TD (of each other?)Tj ( )Tj /C2_0 1 Tf -1.8 -1.24 Td <0001>Tj /TT1 1 Tf ( )Tj /TT0 1 Tf 1.8 0 Td (What are the observable rituals or some habitual behaviors in this depar\ tment?)Tj 31.406 0 Td ( )Tj ET endstream endobj 59 0 obj 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So here is the first question.)Tj 25.137 0 Td ( )Tj /TT0 1 Tf -25.137 -1.14 Td ( )Tj T* [(\(1\) What brought you to this department?)1( \(Secondary faculty: How did you become affiliated )]TJ 0 -1.14 TD [(with this department?)1(\) )]TJ ( )Tj /TT2 1 Tf 3 -1.16 Td (Prompts:)Tj ( )Tj T* (What appealed to you about this )Tj (department before you joined?)Tj ( )Tj 0 -1.16 TD (How has your actual experience matched those observations or impressions\ ?)Tj ( )Tj 0 -1.14 TD (For faculty here since department founding: How is the department the s\ ame now as it )Tj 0 -1.16 TD (was when you joined? 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Not asking for names, just roles)Tj ( )Tj 0 -1.14 TD (What happened?)Tj ( )Tj 0 -1.16 TD (What was the outcome? )Tj ( )Tj 0 -1.14 TD (Aftermath, if any?)Tj ( )Tj /TT3 1 Tf 0 -1.16 TD ( )Tj /TT2 1 Tf 0 -1.14 TD (Closing )Tj (probes:)Tj ( )Tj 0 -1.16 TD (In what ways do you feel you are valued or recognized? )Tj ( )Tj 0 -1.14 TD (For your work in this department? )Tj ( )Tj 0 -1.16 TD (As a person in this department?)Tj ( )Tj -3 -1.14 Td ( )Tj /TT0 1 Tf T* (\(4\) When have you had to make the choice between your career and other\ personal demands or )Tj 0 -1.14 TD (important aspects of your life?)Tj ( )Tj /TT2 1 Tf 3 -1.16 Td (Prompts:)Tj ( )Tj T* (What can you tell me about the situation?)Tj ( )Tj ET endstream endobj 61 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 62 0 obj <>stream BT /CS0 cs 0 0 0 scn /GS0 gs /TT0 1 Tf 12 0 0 12 72 744.72 Tm ( )Tj 37.5 0 Td ( )Tj -37.5 -58.86 Td ( )Tj ET q 528 35.76 12 13.68 re W n BT /TT0 1 Tf 12 0 0 12 528 38.4 Tm (28)Tj ( )Tj ET Q BT /TT1 1 Tf 12 0 0 12 108 708.72 Tm (How was it resolved? \(// phrasing: What was the outcome?\) )Tj ( )Tj 0 -1.14 TD (What did you learn about your priorities through this experience?)Tj ( )Tj 0 -1.16 TD (What did you learn about the department through this experience? )Tj 27.439 0 Td ( )Tj -27.439 -1.14 Td ( )Tj ( )Tj T* (Probes:)Tj ( )Tj 0 -1.14 TD (What kind or forms of support are readily available?)Tj ( )Tj 0 -1.16 TD (What kind or form of support were you offered from department members? \ )Tj ( )Tj 0 -1.14 TD (What kind or form of support did you request?)Tj ( )Tj -3 -1.16 Td ( )Tj /TT2 1 Tf T* (Note: An added question follows:)Tj ( )Tj /TT0 1 Tf 0 -1.16 TD ( )Tj 0 -1.14 TD (\(5\) What has been different about having women, m)Tj (arried students or students of color in the )Tj 0 -1.16 TD (department/lab vs. your experience in other departments/ labs \(as a stu\ dent or post)Tj 32.907 0 Td (-)Tj [(doc\)?)1( )]TJ ( )Tj -32.907 -1.14 Td ( )Tj T* (Follow)Tj (-)Tj (up question:)Tj ( )Tj 0 -1.14 TD (Do you have a sense of how differences like gender, cultural or social b\ ackground, or age have )Tj 0 -1.16 TD (cont)Tj (ributed to either the Science Department or the Institution?)Tj ( )Tj /TT1 1 Tf 3 -1.14 Td (Probe if needed:)Tj ( )Tj T* (What about gender or cultural background?)Tj ( )Tj /TT3 1 Tf -3 -1.14 Td ( )Tj /TT0 1 Tf T* [(\(6\) To sum up: What is a \223good scientist\224?)1( )]TJ ( )Tj /TT1 1 Tf 3 -1.14 Td (Prompts:)Tj ( )Tj T* (Who is this person? \(What characteristics?\))Tj ( )Tj 0 -1.14 TD (What are concrete things this person)Tj ( )Tj (does to be good? 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