TRAINING PHYLOSOPHY AND EXPECTATIONS

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The training of highly qualified personnel (HQP) is a major priority in our lab, and I find it the most rewarding part of my daily activities. I strive to stimulate my student’s curiosity, promote freedom to ask questions, set goals and offer suitable conditions for them to succeed. From the onset, I carefully discuss our lab’s principles, values, and mutual expectations at different stages (i.e., from undergraduate to postdoc), which are defined in a mutual expectations document.

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Research training environment and training philosophy

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In my lab I create a culture of research and promote career reediness adjusted to individual HQP. While HQP grow to be well equipped to pursue a career in academia, increasingly, there is a demand for HQP with expertise in ecology and conservation, forest restoration and the services provided by a forest ecosystem. In particular, expertise that bridges ecosystem functioning with soil ecology and biogeochemistry is in demand by the industry, governments and consulting companies. Companies that implement restoration projects require personnel with broad expertise in ecology, microbiology and soil biology and biochemistry. Furthermore, there is increasing demand for individuals with expertise in molecular techniques due to their large potential for commercial applications. HQP in the Plant and Soil Ecology Lab work in a modern and well equipped laboratory. In addition, they have access to worldclass plant growth facilities within walking distance at the Ontario Forestry Research Institute (OFRI). I expect my students to be independent, ask questions freely and write their research proposals while working integrated in a team of postdocs, fellow graduate students, undergraduates and technical staff. Irrespective of where HQP are located, they benefit from weekly group meetings, journal club and individual meetings. Individual weekly meetings are important to discuss progress, any specific new developments in the field or to consider any challenges that students may be facing. Students also have an opportunity to interact with research collaborators at other

institutions and theyhave the unique opportunity to work at and interact with researchers and staff from OFRI through established collaborations. HQP in my lab are expected to publish their research as first authors in high ranking

journals in the field. I also encourage HQP pursuing a career in academia to be cocorresponding authors, so they can become familiar with the peer-review process. I create additional opportunities for HQP to improve their communication and other skills. They are encouraged to attend training workshops as needed. I provide thorough feedback and

short turnaround times on research proposals, including grant applications, media interviews, community

outreach and blog posts. HQP also have ample opportunities to present their work at scientific meetings; I offer opportunities for every student to present their work at a minimum of one conference.

 

Co-Supervision or Collaborative Training Environment

For the past 12 years, I consistently trained HQP at the graduate level by becoming Adjunct Professor and Graduate Faculty at various other universities where I have amazing collaborators who agreed to co-supervise my graduate students. These arrangements were possible at the University of Guelph (collaboration with Dr. Kari Dunfield and Dr. Joshua Nasielski), Queen’s University (collaboration with Dr. Robert Colautti), McGill University (collaboration with Dr. Cynthia Kallembach), University of Waterloo (collaboration with Dr. Maren Oelberman), Wilfrid Laurier University (collaboration with Dr. Frederique Guinel), University of Lisbon (collaboration with Dr. Cristina Cruz),  University of Blumenau, Brazil (collaboration with Dr. Sidney Stürmer), and University of Alberta (collaboration with Dr. Justine Karst). In addition, I have been able to circumvent challenges associated with the ability of graduate students to work in the lab at AU by working with colleagues on online alternatives for their course work and by finding local teaching opportunities. While I find that having two supervisors at different universities can be beneficial as students have access to more (human and equipment) resources and learn how to better coordinate projects and communicate effectively with the team, I am extremely happy that AU will be offering a M.Sc. in Biology starting in September of 2023.

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Equity, Diversity and Inclusion

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I am actively committed to create a more equitable, diverse and inclusive (EDI) training environment. Since the onset, my team has included mostly female students, and several students from other underrepresented groups in science, including 2SLGBTQQIPA+, racialized and ethnic communities. In our lab we make it a priority to participate in EDI training opportunities and to improve EDI. I use our weekly laboratory meetings to identify challenges and barriers associated with biases, gender inequalities, and racism in science and to discuss how we can actively contribute to eliminate such challenges and barriers. To this effect, we have created a publically available charter including goals and actions we must undertake individually and as a group; e.g., including tangible EDI actions as part of research projects (e.g., completing unconscious bias training, organize an outreach activity in partnership with organizations responsible for defending the interests of underrepresented groups). In addition, our physical space and work schedules are adjusted to any members who may have a disability or who may be going through a phase in their life requiring worklife balance readjustments. Personnel in my laboratory must learn about the history of Algoma University, which is on the site of a former ‘Indian Residential School’ and gain an understanding of how trauma, abuse and racism continues to limit representation of marginalized groups in science. We have actively advocated for more research grants for underrepresented groups, and we are humble to recognize that science has much to gain from the weaving of other ways of knowing. I am proud to say that this EDI work, also including tangible inclusive hiring practices and training opportunities (e.g., diverse hiring committees or no volunteers because not everyone can afford to start in science this way), is contributing to creating a ‘a collaborative, equitable diverse and inclusive group of creative, independent critical thinkers’, which is the motto of our research group. I will continue to actively seek to provide training to HQP from underrepresented groups.

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We want to actively contribute to eliminate any biases, gender inequalities and racism in science by taking the following goals and actions:

 

1.     Increase access by under-represented groups (pre-university)

a.     Partner with organizations responsible for defending the interests of under-represented groups in science

b.     Students are expected to include tangible EDI actions as part of their research projects (e.g., organize an outreach activity)

c.     Undertake regular outreach activities in coordination with partner organizations

 

2.     Increase access by under-represented groups (during graduation)

a.     Communicate research employment opportunities to all student groups

b.     Ensure that all lab members are involved in the recruitment process

c.     Advocate for more funding opportunities specific to under-represented groups

d.     Communicate that weaving indigenous ways of knowing with science is welcomed

 

3.     Eliminate biases and increase career readiness in science (during graduation)’

a.     All members of the lab must complete unconscious bias training

b.     The lab group works as a team in a safe space environment where we meet at least twice weekly (journal club and lab meeting)

c.     EDI barriers, strategy and action items are discussed regularly

 

4.     Increase retention in science and ensure career success (pos-graduation)

a.     Lab alumni are continuously supported post-graduation (e.g., letters of recommendation, opportunities to collaborate, etc.)