Bystander Intervention

Need for discussion

Being a welcoming and engaging place to work and learn is deeply embedded in the EMS ethos. But we don’t always know what to do if we witness someone experiencing problematic or intimidating behavior, and we may not even realize what is happening until it is too late to intervene. That may leave us frustrated and wishing we had done something, but not knowing what to do.

This discussion program grew out of specific interest from several groups who requested adapting the Bystander Intervention model to EMS faculty, staff, post-docs, and graduate students. These discussions extend our earlier discussions about inclusion and building a stronger more welcoming and collegial environment. The discussions also address themes that arose from the ALLWE Survey results, the Status of EMS Women Faculty report, and other input, which suggested that instances of exclusionary behavior are a prevalent concern for graduate students, post-docs, staff, and faculty.

The program was developed by Diversity Council, Faculty Advisory Council, FT Faculty Advisory Council, Staff Advisory Council, Graduate Student Council, Office of the Associate Dean for Educational Equity, Faculty and Staff Ombudspersons, EMS HR, and our expert facilitators from Stand For State and the Office of Equal Opportunity and Access Professional Development. We have built upon a similar initiative in Eberly College of Science and have developed scenarios which acknowledge potential responses from a variety of perspectives (e.g., a bystander in a position of power, vs. a peer, vs. someone who is supervised by the offending party), provide ideas and resources for intervening and/or following up, and acknowledge concerns about retaliation.

Goals of Discussions

The goals of the lively, thought provoking, expertly facilitated, scenario-based discussions are:

Build awareness of situations that are problematic
Build awareness of our own biases
Reflect on obstacles that get in the way of interrupting problematic situations
Apply three simple strategies to interrupt problematic behavior
Learn phrases and tactics that can help to interrupt problematic situations
Recognize when to go beyond interruption and get others involved, where to turn, and additional resources
Brainstorm proactive choices that lead towards creating a more inclusive and supportive environment for all

Who is facilitating these discussions?

EMS partnered with Penn State’s Stand for State Bystander Intervention Program and discussions were expertly facilitated by Katie (Tenny) Marshall, M.Ed., LPC, NCC, Assistant Director, Center for Character, Conscience, and Public Purpose and Coordinator of Stand for State, and Shakoor Ward, Ph.D. Professional Development Coordinator in the Office of Equal Opportunity and Access.

Note: Participation counts toward staff EMS diversity and inclusion professional development goals.

Handouts

Scenarios

Inappropriate question to candidate in interview

Dr. Harris is interviewing for an assistant faculty position in an EMS department. He has made it past the phone interview stage and is now on his three-day on-site interview. His first meeting of the day is a casual breakfast with the search committee which includes one of the most prominent names in his field, Prof. Smith. During the conversation, you overhear Prof. Smith ask Dr. Harris what his wife does for a living. Dr. Harris, politely corrects Prof. Smith and says his husband works in Student Affairs. Prof. Smith immediately disengages from the conversation. After completion of the interview, the search committee meets to discuss all three candidates. Before anyone else gets a chance to comment on Dr. Harris, Prof. Smith jumps in and says, “We can rule out Dr. Harris. He will probably just make everyone else feel uncomfortable. He’s just not a good fit.” What do you say?

Consider Context:

How may your role impact how you choose to interrupt? If you were…

Another faculty member on the search committee
- Without tenure
- With tenure
Graduate student involved with the search
Post-doctoral researcher involved with the search
Staff member providing staff support to the search

In the moment and/or after:

Direct:
- At the breakfast, cut in before Dr. Harris answers and apologize for Professor Smith’s inappropriate question.
- You could also respond to this in a joking tone: Yikes! Please don’t answer that inappropriate question you were just asked!
- In the committee deliberation, respond by asking a question: “I think considering sexual orientation violates PSU nondiscrimination policy to base a hiring decision on that? We should check into that.”
- In the committee deliberation, say “actually, I wouldn’t be uncomfortable with Dr. Harris, and others probably feel the same. Let’s focus on a genuine discussion of Dr. Harris’s merits as a candidate, according to the evaluation criteria that we developed at the start of the search, which should be the only factors considered in evaluating the candidate.”
- If other members of the committee have a similar reaction, all of you can speak up.
Distract:
- At the breakfast, change the topic/ask a different question, before Dr. Harris can answer Professor Smith. Then follow up in the search committee, ask what is meant by “fit” (because “fit” is usually code for avoiding diversity), note that the evaluation criteria that the search committee developed at the start of the search is focused on more objective criteria, and open a discussion of how diversity and inclusion in hiring practices is equitable, valuable, and productive.
Delegate:
- Talk with the search committee chair. It is the chair’s responsibility to communicate the rules for hiring practices at the first meeting of the group and to ensure that inappropriate questions and comments are not part of the discussion and process. Even in “casual” discussions, all of the rules apply.
- Talk with the Department Head.
- Talk with EMS HR. Prof. Smith’s question to the candidate and statement in committee discussion are counter to Penn State’s non-discrimination policy, Penn State’s search process and protocols.
- Talk with the Office of Equal Opportunity and Access. Prof. Smith’s question to the candidate and statement in committee discussion are counter to Penn State’s non-discrimination policy, and Penn State’s search process protocols.

What if the person experiencing this behavior was...

A woman interviewing for the job (still an inappropriate question)
A straight black man interviewing for the job (still an inappropriate question)

What if this was a staff search? (still an inappropriate question)

Assumptions about family priorities

Betty is a third-year Ph.D. student in Prof. Smith’s lab. Betty has taken her comprehensive exams – and did well!-- but during the closed session part of deliberation when Betty was out of the room, Prof. Smith remarks to the dissertation committee that Betty had recently gotten married and he thinks she must want to start a family pretty soon. He is concerned how this would impact her work as a scientist and if it would make more sense for her to just receive her master’s degree so she can just focus on her family.

Consider Context:

How may your role impact how you choose to interrupt? If you were...

Tenured faculty member?
Junior tenure track faculty member, and Professor Smith serves on the P&T committee
Research or Teaching Faculty?
Staff member providing staff support to the committee?

In the moment and/or after:

Direct:
- Note that an individual's family status or plans are not to be considered when evaluating their academic career; Betty should be evaluated on her performance so far and not on conjecture about her future plans.
- Shake your head no to express your disapproval. If no one else speaks up, address your concern.
Distract:
- Chime in without responding to Prof. Smith’s comment and about Betty’s research and how she’s been exploring new areas that could tie into other faculty members’ research needs/goals. If Prof. Smith re-iterates their comment, then address it directly using a statement above.
- Change the subject to a different topic and then follow up with a delegate for it to be addressed later. If Prof. Smith brings it up again, address your concern with a direct response.
Delegate:
- Talk with the committee chair
- Talk with the Department Graduate Associate Chair
- Talk with the Department Head

What if the person experiencing this kind of behavior was...

A female staff member up for promotion
A junior tenure track faculty member up for tenure
A fixed-term faculty member up for renewal
A post-doctoral researcher asking for a recommendation for a faculty position at Professor Smith’s alma-mater
A male graduate student who recently got married

Mansplaining

It’s the same thing at the roundtable meeting every time. Whenever Dr. Jones, a woman administrator, speaks up in the meeting, one of the male administrators in the room, Prof. Smith, seems to feel it is necessary to reexplain what she just said. It is becoming very aggravating because it seems like you are the only person who is noticing this. And on top of that, it seems like Prof. Smith keeps getting credit for Dr. Jones’s ideas. What do you do?

1. Pay attention.

What do you notice?
What concerns you?
What obstacles are coming up for you?

2. Decide: should someone intervene?

Yes or no? Why?
What are the tipping points?
Consider context.

3. Make a plan.

Direct-Distract-Delegate or a combo?
What are the opportunities for action? Who? What? When? How?
What would success look like?
What do you need to be careful about?

4. Make It Happen.

Stay calm. Follow your plan. Be ready to get help if you need it.
Look for allies. Be alert for others trying to help, too
Start by using the lightest touch you can
Act even if you feel awkward or nervous

Consider Context:

How may your role impact how you choose to interrupt? If you were…

Another faculty member in the meeting
- In Professor Smith’s department?
- In another department?
- Without tenure?
- With tenure?
- Another department head?
Post-doctoral researcher
Staff member
- In Professor Smith’s department?
- From another department?

In the moment and/or after:

Direct:
- Share that you’ve noticed that at times people in the meeting are not letting people finish their thoughts and ask if the group can be more mindful of that; then re-direct back to Dr. Jones to complete her comment.
- After the meeting pull Prof. Smith aside and ask if he has noticed his tendency to do this and the impact it has. Ask how you can be helpful in holding him accountable to be more aware of this tendency.
Distract:
- Say, Professor Smith has nicely summarized Dr. Jones’s comments thus far; Dr. Jones, would you have anything further to add to your thoughts on this topic?
Delegate:
- Look for others in the room who may be feeling the same and give them a look to say something especially if they have more power to do so.
- Since this is a recurring situation, follow up after the meeting by asking around with more trusted colleagues to see if they are feeling the same way; agree to speak up together when it happens again.
- Talk to a peer of Professor Smith who may be able to discuss the impact of his behavior with him.
- Talk to the chair of the committee/organizer of the program to alert them to the behavior and the need for better moderation/facilitation of discussion.
- Talk with the Faculty Ombudsperson about what you’ve noticed.

What if the person experiencing this behavior was...

A junior tenure track faculty member
A fixed-term faculty member
A post-doctoral researcher
A faculty member of color

Not being taken seriously in a meeting

In the departmental strategic planning and priorities meeting, Gabriella, a newer staff member participating on the committee speaks up to add her opinions, suggestions, and ideas. Professor Smith doesn’t seem to even hear that she is speaking and begins to talk over her. Others turn to him, ignoring her completely. Feeling that her input was valuable, Gabriella tries again to make her point. Professor Smith tells her that given the level of her position, there is nothing of importance she can add to the conversation about departmental priorities.

Consider Context:

How may your role impact how you choose to interrupt? If you were…

Faculty member on the committee
Post-doctoral researcher on the committee
Another Staff member
- Participating on the committee
- Providing staff support to the committee
Graduate student participating on the committee

In the moment and/or after:

Direct: Speak up to say that every committee member’s input is valuable, and you’d like to hear Gabriella’s point because a staff person’s point of view in the academic department is critical to success in the areas of functions, services, and best practices.
Distract: Make a comment in follow up to Gabriella’s point, then direct the floor back to her for her follow-up.
Delegate: Talk to the committee chair to point out the behavior and ask that they talk to Professor Smith about it and that they better facilitate the discussion in the next meeting so that all committee members and their contributions are treated with respect.

What if the person experiencing this behavior was...

A Graduate student
A post-doctoral researcher
A male staff member
A junior tenure track faculty member
A fixed-term faculty member
A committee member who is black
A committee member who has a disability

Spousal Hire

Sandra, a female faculty member in your department, is concerned about her position. Distraught, she confides in you. She feels like some of her colleagues are dismissive of her because she was a spousal hire. Worse, when she talked to her Department Head, Professor Smith, he told her “you are only here because of your husband” and “we want to keep you here so you husband doesn’t leave.”

Consider Context:

How may your role impact how you choose to interrupt? If you were…

Another faculty member in the department
- Without tenure?
- With tenure?
A faculty member in another department
Post-doctoral researcher
A staff member
Graduate student in Sandra’s group

In the moment and/or after:

Direct:
- Thank her for confiding in you, let her know you believe her and that it’s not okay. Ask her how you can be supportive.
- Let Sandra know you are available to go to lunch or coffee with her when things are getting stressful and she needs some space.
- Be a supportive mentor and advocate for Sandra. Show an interest in her research and/or teaching, invite her to sit on committees or join focus groups, encourage others to invite her to participate on visible projects, offer to help Sandra with her CV to highlight the important work she’s done and discuss with her how her work has furthered the department’s strategic goals, to help reinforce her self-confidence and awareness of her important contributions.
Distract:
- Talk to some of your peer faculty members in the department and highlight to them how important you feel everyone is to the unit, including Sandra, and help to create a potentially new view of her and her work within the department.
Delegate:
- Let Sandra know about resources available to her and offer to go with her if she needs support.
- Talk with EMS HR.
- Talk with the Office of Equal Opportunity and Access.
- Talk to the Department Head, Prof. Smith about what you’ve seen and heard from colleagues and let him know you don’t appreciate how they are viewing a valued colleague; point out some of Sandra’s research successes and contributions to departmental and college strategic priorities.
- Talk with the Dean. Ask that he speak with the department head about the very inappropriate and team-destroying behavior, keeping your report confidential.

What if the person experiencing this behavior was...

A male spousal hire
A faculty member of color who was told “you’re only here because of Affirmative Action”

Staff Member Bullied

You are in the department administrative staff offices when Prof. Smith comes in and says hello to all the staff assistants. He then turns to Carla, the staff assistant who processes his travel expenses. Their conversation soon becomes heated and you can’t help but overhear him yelling at her. He is not happy about the questions Carla is asking him about his travel expenses. Carla tries to explain that she has the follow the policies about travel so that she can submit his expense report. He starts yelling that asking for all of this information is just a way to look busy and justify her position because neither the PI nor the sponsor cares about any of these details.

Consider Context:

How may your role impact how you choose to interrupt? If you were…

Staff member who works in the office
Graduate student who happened to be in the office
Faculty member who happened to be in the office
- In Professor Smith’s department?
- In another department?
- Without tenure?
- With tenure?
Post-doctoral researcher
- In Professor Smith’s department?
- From another department?

In the moment and/or after:

Direct:
- Interrupt Professor Smith to say that everyone is struggling with the many new systems and procedures. Finance has rules and policies that direct how travel is reported, because the University has to be transparent to the State. Note that Carla is just trying to keep him out of trouble. Ask Carla if she is ok.
Distract:
- Clear your throat loudly to alert Professor Smith that someone else is overhearing the tirade.
- Approach the staff member and compliment her on work she has done for you and ask her if she has a moment to walk away with you to talk about something, anything.

Delegate:
- Talk to Department Head about this behavior so that the Department Head can reinforce to Professor Smith that it is inappropriate to treat others so disrespectfully and that policies and processes change, and staff are trained to keep up with those changes.
- Talk to the Staff Ombudspersons.
- Talk to EMS HR about the behavior you witnessed.

What if the person doing this kind of behavior was...

Another staff member to whom Carla reports
Another staff member from another area who has been doing the job much longer

A graduate student

Ostracized

Joanne notices that most of the staff members in her unit and even many with whom she works in other College departments and committee meetings are avoiding her, and all interactions that aren’t avoidable are strained. In addition, she is no longer being invited to go to lunch or coffee with the others. She overhears Barbara telling Brenda that heard that Joanne has a mental health issue and that she’s uncomfortable working with Joanne now, even though they’ve worked together in the same department for five years. Joanne confides in you about the pain this is causing her. She feels socially isolated, and it is getting to the point that it is hard for her to accomplish her work.

1. Pay attention.

What do you notice?
What concerns you?
What obstacles are coming up for you?

2. Decide: should someone intervene?

Yes or no? Why?
What are the tipping points?
Consider context.

3. Make a plan.

Direct-Distract-Delegate or a combo?
What are the opportunities for action? Who? What? When? How?
What would success look like?
What do you need to be careful about?

4. Make It Happen.

Stay calm. Follow your plan. Be ready to get help if you need it.
Look for allies. Be alert for others trying to help, too
Start by using the lightest touch you can
Act even if you feel awkward or nervous

Consider Context:

How may your role impact how you choose to interrupt? If you were…

Staff member who works with Joanne
A faculty member whom Joanne trusts

In the moment and/or after:

Direct:
- Check in with Joanne. Let her know that you’ve overheard some rumors and are not okay with it. Ask Joanne how she wants to be supported and how you can be helpful. Follow her lead. Let Joanne know you are available to go to lunch or coffee with her when things are getting stressful and she needs some space.
- Ideas for if Joanne is okay with you addressing it with others: Speak with Barbara. Don’t drag Joanne’s name into it and certainly don’t comment on Joanne’s mental health, but let Barbara know that rumors are hurtful and that you are concerned not only because you’ve both known Joanne for years but also because it is clearly affecting everyone’s ability to effectively get their work done. Suggest that Barbara could help stop the spread of rumors, and could talk with Joanne directly to clear up any fears she may have.
- If you hear the rumors being discussed, point out that you can’t believe everything you hear and that people’s personal lives are no one else’s business, and change the subject.
Distract:
- Interrupt the conversation in order to cut it off by changing the subject. E.g. “I saw you both whispering over here. Are you talking about all the traffic all the road construction has been causing? My goodness it’s taking me an extra hour to get to work each day. How frustrating. What are your commutes like these days?” Then follow up with Barbara later 1-1 and use a direct option above.
- Be Joanne’s advocate in the workplace and keep the focus on work matters rather than personal matters.
Delegate:
- Support Joanne by following her lead and knowing resources to suggest (and possibly accompany her) to talk with:
  - Her supervisor
  - The lead staff admin in the department
  - Her department head
  - EMS Staff Ombudspersons
  - EMS HR
  - Office of Equal Opportunity and Access
- Speak with the staff supervisor for the department or the department head about what you have noticed
- Talk with the EMS HR about what you have noticed

What if the exclusion was based on...

Joanne’s race
Joanne’s perceived sexual orientation
Joanne’s recently begun transition from male to female

What if the person being ostracized by their peers was...

A graduate student
A faculty member
A Post-doctoral researcher

Victim Blaming

A group of co-workers are engaging in conversation while walking to the mail room. You are enjoying the chance to chat with them until the topic turns to a recent high-profile rape case that has been in the news. Ed remarks that the victim had it coming, and Rachel chimes in that the girl was at a party and dressed promiscuously.

Consider Context:

How may your role impact how you choose to interrupt? If you were…

A faculty member talking with a group of staff members?
A Staff member talking with a group of staff members from your office?
A graduate student talking with a group of classmates?
Direct:
- Speak up to say that regardless of what they think happened that it is never the victim’s fault. Follow up with a brief e-mail with links to resources that explain the realities of domestic and sexual violence.
- Ask them if they actually believe in what they’re saying, and ask them to explain why.
Distract:
- Point out that you can’t believe everything you hear and that people’s personal lives are no one else’s business, and change the subject.
Delegate:
- Contact your Human Resources representative and/or immediate supervisor and ask that the staff receive training on these issues.

What if the case being discussed was based on...

An incident of domestic violence?
An incident of relationship violence that spilled over into the workplace?

The Kitchenette

Six of you share a microwave and a small refrigerator. Messie cooks her own lunch every day and leaves a mess. Her idea of cleaning up is to put a half-eaten plate of food in the refrigerator, not wrapped up. She leaves splatters in the microwave, dirty dishes and food wrappers on the counter, and months-old containers of spoiled yogurt in the back of the fridge. You and the others are getting more and more annoyed.

Consider Context:

How may your role impact how you choose to interrupt?

Direct: Ask to talk with Messie. Explain that while she may not see the dirty dish and food wrappers on the counter and unwrapped plate in the refrigerators as a mess, others do The office area should look professional and others should not have to clean up behind her. Everyone would appreciate if she cleaned up more thoroughly. Build an agreement with Messie that she will wipe down the microwave and wash her dishes, cover her food in the fridge, and discard any unused food in a timely manner. Thank Messie for the candid conversation.
Distract: Put up signs around the kitchenette reading “please wipe down microwave after each use,” “please cover all food in the fridge with plastic wrap,” “all unclaimed items in the fridge will be discarded each Friday at 5p,” “please wash an put away all used dishes and utensils,” etc.
Delegate: If Messie does not respond, talk with Messie’s supervisor.

What if Messie continues leave a mess and you suspect she is tidying up even less than usual out of spite?

Disregard of family policy

Betty is a Ph.D. student in Prof. Smith’s lab with you and she got married last year (of course you attended her wedding, your bench space is right next to hers). She and her husband are excited to start a family. Although she knows graduate school can be very stressful, she recognizes that the flexibility in her schedule actually makes it good time to have children. Betty recently passed her comprehensive exams and the whole lab went out to celebrate. As everyone is ordering drinks, Betty gets just a glass of water. Prof. Smith makes a comment to Betty, “I hope you’re not pregnant; if you want to have children you shouldn’t be a scientist.” Although you recognize this is completely inappropriate, you are hesitant. Betty looks horrified. Another student tells her “relax, he didn’t mean anything by it.”

1. Pay attention.

What do you notice?
What concerns you?
What obstacles are coming up for you?

2. Decide: should someone intervene?

Yes or no? Why?
What are the tipping points?
Consider context.

3. Make a plan.

Direct-Distract-Delegate or a combo?
What are the opportunities for action? Who? What? When? How?
What would success look like?
What do you need to be careful about?

4. Make It Happen.

Stay calm. Follow your plan. Be ready to get help if you need it.
Look for allies. Be alert for others trying to help, too
Start by using the lightest touch you can
Act even if you feel awkward or nervous

Consider Context:

How may your role impact how you choose to interrupt? If you were…

Graduate student and Professor Smith is your advisor and your comprehensive exams are coming up next month.
Research faculty member
Post-doctoral researcher

In the moment and/or after:

Direct:
- Shake your head no while making a disapproving face at Prof. Smith’s comment.
- State that having children has no bearing on how successful a scientist one can be and that individuals have always found a way to successfully manage their personal and professional lives.
- Say in a joking tone that If it weren’t for women having children, there wouldn’t be any scientists. Many of the scientists you know have parents who are also scientists and you’re glad you’re all here now doing the work you’re doing!
Distract: Jokingly say that Betty’s favorite drink has always been water! It’s the best beverage if a person is thirsty!
Delegate:
- Talk to the department associate head for graduate studies
- Talk to the Department Head
- Talk to the Associate Dean for Graduate Education
- Talk to the Dean
- Talk to the Graduate School

What if the person experiencing this behavior was...

A junior tenure track faculty member
A fixed-term faculty member
A post-doctoral researcher

Graduate Students: Inappropriate Behavior at a Conference

You are attending one of the top conferences in your field and are excited for the opportunity to network with a variety of faculty, government agencies, and even corporations that fund graduate fellowships. During the exhibit fair, you meet one of the representatives from BigFunding Company who awards a prestigious graduate fellowship that you are hoping to apply to. That night, you and three other graduate students that you met at the conference decide to have a drink at the hotel bar, and you run into the representative from BigFunding Company who had already had a couple of drinks and all of you start talking. At the end of the night, you and your new friends are about to head back to your separate hotel rooms, when you overhear BigFunding Company rep inviting one of the other graduate students back to his room. When she says no, BigFunding Company rep replies, I guess you don’t want that graduate fellowship then, huh. What do you do?

Consider Context:

How may your role impact how you choose to interrupt? If you were…

Graduate student, also hoping to apply to the prestigious fellowship
A faculty member or post-doc attending the conference

In the moment and/or after:

Direct: Walk up to them and say, I overheard that comment and it’s not okay, then invite the other student to leave with you. Follow up with a delegate below.
Distract:
- Walk over and interrupt the interaction to “Sarah! I’ve been looking everywhere for you. Are you ready to go for coffee?” and steer her away from the situation, without letting on to BigFunding Company rep. Follow up with a delegate below.
- Tell the graduate student that you’ve been meaning to discuss something with them in private and ask them to come with you for a moment. You can then discuss how you felt that was totally inappropriate and how those types of interactions never lead to a positive working relationship. Follow up with a delegate below.
Delegate:
- Contact the conference organizers to alert them to the BigFunding Company Rep’s inappropriate behavior. Does the conference or sponsoring organization have an anti-harassment policy, a committee on professional ethics and eonduct, a diversity, equity and inclusion statement, an incident reporting system, an ombudsperson, or something similar?
- Talk to the Department Associate Head for Graduate Studies, the Associate Dean for Graduate Education and Research, the College Dean, and the Graduate School to alert them to BigFunding Company Rep’s inappropriate behavior.
- Contact BigFunding Company’s HR office to report Rep’s inappropriate behavior.

What if the person experiencing this behavior at the conference was...

A junior faculty member
A post-doctoral researcher

What if the graduate student experienced the unwanted sexual advance on campus?

From a faculty member
From a fellow graduate student

International Student with TA Assignment

You are teaching your class section when you overhear a group of four undergrad students in lab talking about their TA in another class. They are extremely upset that their TA, Ayesha Amir, is teaching their section, and were discussing a way to switch into a different section. Besides her having an accent which they say makes it “hard for them to learn,” you hear one student say, “how am I going to get into grad school if I have a terrorist teaching me?” This comment got a response of laughter from the other 3 students. What do you do?

1. Pay attention.

What do you notice?
What concerns you?
What obstacles are coming up for you?

2. Decide: should someone intervene?

Yes or no? Why?
What are the tipping points?
Consider context.

3. Make a plan.

Direct-Distract-Delegate or a combo?
What are the opportunities for action? Who? What? When? How?
What would success look like?
What do you need to be careful about?

4. Make It Happen.

Stay calm. Follow your plan. Be ready to get help if you need it.
Look for allies. Be alert for others trying to help, too
Start by using the lightest touch you can
Act even if you feel awkward or nervous

Consider Context:

How may your role impact how you choose to interrupt? If you were…

Graduate student TAing another section of the course Ayesha is TAing
The instructor for the course
Post-doctoral researcher working with the course instructor
Staff member who overheard the conversation

In the moment and/or after:

Direct:
- Interrupt the conversation to say that their comments are inappropriate, disrespectful, and hurtful.
- Interrupt and say that learning to understand people for whom English is a second language is part of the educational experience, because it will come up a lot in life after college in the STEM fields. Also, assuming all people from the Middle East are terrorists is not accurate and is hurtful.
Distract: *In this situation, the impact has been made, and it is not a situation where a distract would be as effective. Additionally, it is important to address the comments as an instructor within the course.
Delegate:
- Talk to the course instructor if you are the TA to ask them to address the situation and to alert them that Ayesha’s student evaluations may reflect this sentiment. The instructor could talk to the students involved. Additionally, the instructor could incorporate information on stereotypes, microaggressions, and implicit bias into the course.
- Talk to the Ayesha’s advisor to alert them that Ayesha may be experiencing distress because of disrespect from students and may appreciate support.
- Talk to the department Associate Head for Graduate Studies to alert them to the situation.
- Talk to the EMS Associate Dean for Graduate Education and Research to alert them to the situation.

What if the person the students were talking about was...

A woman faculty member
A gay faculty member
A newly hired faculty member
A faculty member with a disability
An international faculty member

Overbearing Adviser

Prof. Smith is notorious for being hard on graduate students; he believes being very critical of their work helps build their character and makes them a better scientist. One day you happen to witness an incident where Prof. Smith is berating a grad student, John. The professor’s voice was loud enough that it caught the attention of many onlookers including yourself as he tells John that John’s work is sub-standard, John needs to expand the scope of his dissertation, and that he will not schedule John’s defense with such inadequate work John, who has just had a publication accepted from this work, is visibly shaken. At the end of the tirade, Prof. Smith storms out and goes into his office. You know this isn’t the first time this has happened and there is no doubt this won’t be the last time it happens either. What do you do? (adapted from MIT Active Bystander Interactive Scenarios)

Consider Context:

How may your role impact how you choose to interrupt? If you were…

Graduate student
Another faculty member
- In Professor Smith’s department?
- In another department?
- Without tenure?
- With tenure?
Post-doctoral researcher
Staff member
- In Professor Smith’s department?
- From another department?

In the moment and/or after:

Direct:
- Ask John how he is doing, let him know you believe in him and that what you witnessed is not okay. Ask how you can be supportive. Offer to accompany John on a visit to the department’s Graduate Programs Chair and Department Head, to report the behavior. Let him know that if he does not want to confront the situation himself, that you will report it, leaving his identity out of the conversation. Follow up with a Delegate below.
- Interrupt the tirade by walking up to them by saying, “whoa. Let’s a take a break for a moment and come back to this later,” trying to pause the behavior. Then check in on John and delegate.
- Speak directly to Prof. Smith to say that these kinds of demeanor and actions, while perhaps well intended, do not reflect well on him, the program and the department. Prof. Smith may need to find other ways to help build his students’ character that are more socially acceptable and perhaps more effective.
Distract:
- Sorry to interrupt, but… and once you have Prof. Smith alone let him know his behavior is inappropriate:
  - Did you see there are donuts in the breakroom?
  - I have deadline to meet and x program isn’t working, Prof. Smith can you help me real quick?
  - I have a meeting across campus and I need to borrow an umbrella
- Let John know that Prof Smith can be rough, that he honestly believes he’s trying to help his students in this way, and that he treats other students this way, too – not just John. Encourage John (and offer to go with him) to speak with Prof Smith, his Department Graduate Chair, Department Head, and Associate Dean for Graduate Education and Research.
Delegate:
- Department Grad Chair (should be informed of the interaction and of Professor Smith’s reputation)
- Department Head (should be informed of the interaction and of Professor Smith’s reputation and may determine if sanctions are necessary)
- Department Ombudsperson (mediation if the interaction is between two faculty members)
- Dean (could be informed of the interaction and of Professor Smith’s reputation, especially if no other action has been taken to address and/or if Professor Smith is resistant to intervention, and/or to determine if sanctions are necessary)
- EMS HR

What if the person experiencing this behavior was...

A junior tenure track faculty member
A fixed-term faculty member
A post-doctoral researcher
A graduate student with a disability, who has documented accommodations through Penn State’s Office for Student Disability Services

Need for discussion

Goals of Discussions

Who is facilitating these discussions?

Handouts

Scenarios

Inappropriate question to candidate in interview

Consider Context:

Assumptions about family priorities

Consider Context:

Mansplaining

Consider Context:

Not being taken seriously in a meeting

Consider Context:

Spousal Hire

Consider Context:

Staff Member Bullied

Consider Context:

Ostracized

Consider Context:

Victim Blaming

Consider Context:

The Kitchenette

Consider Context:

Disregard of family policy

Consider Context:

Graduate Students: Inappropriate Behavior at a Conference

Consider Context:

International Student with TA Assignment

Consider Context:

Overbearing Adviser

Consider Context:

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