Interpersonal and Working Relationships

In general communication should be relatively relaxed and informal but always respectful. All trainees are welcome to address "Dr. Newman" by his first name (Aaron).

Inclusion & Diversity

We strive for a diverse and inclusive working environment in which everyone is welcome and respected, regardless of gender, sexuality, racial/ethnic background, country of origin, language, or culture. All lab members are expected to show respect for each other, and not discriminate based on differences in identity or background. And always remember that it is not enough to be non-racist, non-discriminatory, etc. — we should all strive to be actively inclusive and anti-racist, anti-oppressive, and anti-discriminatory. This includes being attentive to our individual biases — conscious or unconscious — and addressing issues you see in others' behaviour. However, this should be done with caution and sensitivity, and without making assumptions about an individual's underlying motivations or beliefs. This sensitivity and awareness is also important in mentoring relationships — our expectations about what is appropriate or expected may vary between individuals and cultures, and we should not assume that everyone has the same experiences, views, or opportunities. In NCIL we strive to provide people with training opportunities regardless of barriers they may face (including systemic and historical barriers), and to consider such challenges in evaluating trainees.

Aaron and NCIL will take action to combat any instances of discrimination, hateful or derogatory language or actions, or inappropriate behaviours. If you have experienced anything of this sort, please bring the issue to Aaron's attention — I am committed to handling it professionally and protecting your privacy.

Respectful Research Environment

Every person at Dalhousie has a right to be respected and safe. We believe inclusiveness is fundamental to education. We stand for equality. Dalhousie is strengthened in our diversity. We are a respectful and inclusive community. We are committed to being a place where everyone feels welcome and supported.

Romantic/sexual advances merit special comment here. The lab is a place for intellectual exchange and work, not for finding romance. Making advances on another lab member may well make them feel uncomfortable, both at the time, and on an ongoing basis thereafter — which is the opposite of the safe, inclusive environment we strive for. This is not a theoretical problem — it has been a real problem for some lab members at various times in the past. Please refrain from making romantic/sexual advances on other lab members.

All lab members are expected to show respect for others, including other lab members, other members of the Dalhousie community, and research participants. Please remember that research participants are volunteering their time, for relatively minimal compensation, for the benefit of your research and academic progress. Also note that making romantic/sexual advances on research participants (including asking for their contact information, or using information they provided as part of the study for purposes unrelated to the research) is absolutely unacceptable.

Conflict Resolution

As noted, all trainees are bound by university policies including the Dalhousie Code of Student Conduct. If Aaron observes behaviours by lab members that cause concern, he will raise these, generally in private, with the person in question. Likewise, if a lab member has concerns about the behaviour of another lab member, and does not feel comfortable addressing these with the person directly, they should raise those concerns with me and not with other (uninvolved) lab members. Aaron may provide advice, and/or discuss the issue with the other party involved, and/or advise consulting other units on campus. However, it is not Aaron's role to mediate or police interpersonal interactions between lab members, and indeed the power differential that he has could create conflicts of interest if heI attempted to intervene in lab members' interpersonal relationships.

Response to Feedback from Supervisor or Committee

Feedback is meant to improve the quality of your work, and your abilities as an expert in your field and a critical thinker in general. Always keep in mind that, if your supervisor and committee had no questions, criticisms, or concerns about your work, there would be very little point in your being supervised by them. Always try to separate your ideas from your sense of self and self-worth.

In academia, and from Aaron, you can expect frank and direct critical feedback of your work. Again, always keep in mind that this feedback is about your work, and not about you as an individual. It is provided because it is expected that you will be able to use the feedback to improve the quality of your work, and ultimately your suitability for professional training and employment. The principle of Radical Candor describes our philosophy perfectly.

Your responses to feedback should always be respectful. This does not mean you are obliged to agree with all feedback, but when you do not agree, you should express this respectfully and politely. If you disagree with feedback you have been provided, you should not ignore this feedback but explain why you disagree. Please keep in mind the difference between responding to feedback in a defensive way, and defending your ideas. Defending your ideas means providing rational, reasoned responses to criticism; in contrast, defensiveness means taking criticism personally and responding as if personally attacked.