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Healthy, Safe & Well

Healthy, Safe & Well

June Updates


National organizations sponsor monthly observances throughout the year to bring awareness to a variety of topics. Highlighted below are just a few health, safety, and wellness related topic for awareness in June.

HEalthy: Alzheimer's and Brain Awareness Month


Join the Alzheimer's Association to raise awareness to end Alzheimer's and other dementias. Take action by wearing purple, the official color of the Alzheimer's movement and join the conversation using the hashtag #ENDALZ. It is estimated 50 million people worldwide are living with this condition. Learn the 10 signs that indicate when memory loss is differing from the typical part of memory changes of aging.

 

SAfe:  June is safety month


The National Safety Council observes Safety Month each June and themes each week to bring awareness and provide resources on specific topics to keep you safe at work, at home and on the road.

Week 1 - Prevent Incidents Before They Start: Identify risks, take proactive measures, and reduce the potential for hazardous exposure to keep your workplace as safe as possible. EHS has a few tools to help you assess your need for Personal Protective Equipment (PPE), analyze the safety of each job task, and some training on risk assessments.

Week 2 - Address Ongoing COVID-19 Safety Concerns: As we navigate the new normal and begin to return to a more occupied campus, the University continues to provide resources through the main COVID-19 webpage and be sure to visit Human Resources Work Reimagined.

Week 3 - It's Vital to Feel Safe on the Job: Feeling safe at work is vital to inclusive culture of safety. The U has several offices and departments dedicated to providing a workplace that is as safe, inclusive, and secure as possible. Visit #SAFEU to learn where you can receive support, get help, review policies, and/or report concerns.

Week 4 - Advance Your Safety Journey: Safety is a journey of continuous improvement. Talk to your safety committee about your ideas for improvement in your area.

 

Well:  PTSD Awareness Month


The U.S. Department of Veterans Affairs observes PTSD Awareness Month because although treatment has been found to be effective, most people who have PTSD don't get the help they need. It is their goal to raise awareness so everyone with PTSD - Veterans and civilians, survivors of assault, accidents, disasters or other trauma - knows treatments do work and can lead to a better quality of life.

Addressing Covid-19 Impacts in Faculty Review Materials

Addressing COVID-19 Impacts in Faculty Review Materials


The COVID-19 pandemic has likely impacted your professional life in many ways.  As you come up for informal or formal review, it may be important to contextualize your productivity and performance in research, teaching, and/or service for your colleagues and any external evaluators.  Impacts may include changes to your workload distribution, specific changes to duties, difficulties or delays due to COVID-19-related safety protocols, or the effects of increased care-giving obligations on your ability to complete professional obligations or projects.  

Alerting reviewers and colleagues about particular pandemic-related issues and how they have affected you is optional.  Should you choose to do so, here are two possibilities:

  • COVID-19 Impact Statement.  This is a brief statement enumerating specific consequences of the COVID-19 pandemic for your research, teaching, and/or service.
  • Addressing impacts within existing written materials.  Examples include mentioning delays in data collection within your research statement or discussing the shift to online instruction in your teaching statement.

It is recommended that discussions of COVID impacts be brief and specific.  Consider what you would like a reviewer to know that is relevant for evaluating your progress and productivity.  The consequences of the pandemic will be felt for many years, so consider documenting relevant impacts now if you haven’t already.  If you are uncertain about what to include in your review materials, you are encouraged to consult with mentors, your chair/director, or the Associate Dean for Faculty Affairs.

For reference, below is a non-exhaustive list of possible ways that one might document the impacts of COVID-19 on the work of a faculty member (from M. Subramaniam, 2020).

Research and Creative Work: 

  • Access to lab; access to equipment/orders for consumables; limiting work because of space and required rotation/coordination of lab personnel (such as students, postdocs, technicians); repairs or the need to fix systems. 
  • Writing time (plausibly because of care work – self and others; lack of access to books etc. from libraries). 
  • Access to studios and spaces for creative work. 
  • Loss in time due to increased teaching or service responsibilities. 
  • Note canceled fellowships, conference, or speaking engagements. 
  • Challenges in networking virtually versus being physically present at conferences and annual meetings (important especially for assistant and associate professors). 
  • Note canceled sabbatical time, paid/unpaid leave. 
  • Effects on research time due to care work, filing additional paperwork for changing/maintaining immigrant status. 
  • Research group/lab virtual meetings involving challenges such as students not having access to high speed broadband. 
  • Limited home connectivity for many reasons, including leaving WiFi during the day for school-age children. 
  • Disruptions in field-based work because of funding and travel and visa restrictions or overall research restrictions. 
  • Access to animals, cell cultures, inability to gather data/access to human subjects. 
  • Note inability of collaborators to visit and engage; including the disruptions in collaborators locations (domestic and international). 
  • Additional work and time to become familiar with protocol and ensuring research groups/lab groups are aware of and adhere to them. 
  • Access to internal/external funds for research perhaps due to funding being redirected to COVID-19 topics. 
  • Restrictions in use of funds such as discretionary funds and/or additional approvals needed to use funds for regular research activities. 
  • Access to office equipment and workspace environments (reliable internet, ergonomic furniture, professional workspace) for self and/or mentoring students. 
  • Disruptions in access to funds for open access publishing. 
  • Note cancellation of in-person workshops and disruptions in fulfilling grant outcomes. 
  • On a weekly basis, document how much virtual to on-site work is being done (virtual versus on-site spaces have their own challenges; remote work can be isolating, anxiety-producing, and stressful. On-site work can increase fears of bringing the virus home to loved ones and seeing former physical spaces now “look like a ghost town” can cause anxiety). 
  • Limits to collaborative research because of restrictions to travel, access to labs, and so impacts on interdisciplinary/multidisciplinary work. 

Teaching:

  • Time spent to retool and/or redesign curriculum to be used in a virtual format. Document revisions to courses: moving courses online, building skills to handle new technology and new online platform (can note how a typical # of work hours for teaching a particular course changed for that course). 
  • Note trainings attended to retool for teaching in revised modes. 
  • Note lack of resources for faculty and students (internet and broadband access; closure of campus computer labs or limited seats available at campus computer labs). 
  • Identify any additional teaching responsibilities (including new course preps such as due to retirement of a colleague); issues with teaching assistants; assisting others. 
  • Additional workload because of administering high flex, hybrid, and online courses such as, handling emails from students who may be quarantined; suspended; or absent from class including figuring out procedures and who to contact with questions. 
  • Note concerns and disruptions from students’ disregard of instructions in courses (particularly for women and women of color). 
  • Mentoring (faculty and students): 
    • note especially additional work needed to support those experiencing health, economic, and social consequences of COVID-19. 
    • note additional advising time because of physical or mental health concerns. 
    • note disruptions because of concerns of status of international students or newly admitted international students being unable to travel. 
    • concerns due to uncertainty and lag times in communication between when a student raises a concern and when a university response is received. 
  • Note concerns about intellectual property rights questions and posting all materials online. 
  • Note concerns about creating safe spaces for classroom dialogue offline and online. 

Service: 

  • List attending or leading meetings (additional ones) that may typically not have been required. 
  • Challenges of attending meetings virtually and how some inequalities may be further amplified in virtual settings. 
  • Note disruptions in community-based engagement and activities. 
  • Note if committee work is equitable. 
  • List limitations in advising student organizations, if any; and disruptions in those activities. 
  • Note additional workload to support communities and collaborations within which you work particularly during COVID-19. 
  • Note additional hurdles in disseminating or finishing products or services for the scholarship of engagement, especially if the target community does not have regular access to internet. 
  • Note how communities/partners have been disrupted in accessing university labs or services. 

SRI Leaders

Inspire the Next Generation


The Science Research Initiative (SRI) creates opportunities for first-year and transfer students to join a research lab in the College of Science, to begin to learn and master the skills they will need for a successful career in a STEM field.

Faculty can lead a stream of SRI students (3-10 students) in their lab on a project of their choosing, that relates to overall research productivity. By participating, faculty can help students gain research skills and mentorship that lead to academic retention, a more positive undergraduate experience and paths to graduate school.

The SRI process:

  1. First-year students, upon accepted to the University of Utah, can apply to the SRI if they intend to declare a major in the College of Science.
  2. Upon admittance to the SRI, students are placed into research streams - a group of fellow students working together in the same lab.
  3. Once in a lab, the stream is taught the necessary lab skills they will need, as well as begin creating community with their fellow students, faculty, and research lab members.
  4. Students work with their stream for an academic year. They will then have the choice to continue with the SRI for a second year, becoming mentors for the next cohort of students, or leaving the lab for new opportunities.

We want you to be involved! Email the SRI Director today.


>> SRI HOME <<

 

 

Prospective Faculty

Why Utah?


 


Utah Recreation

Hiking, biking, running, paddling, skiing, flying, climbing, exploring, and relaxing.

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Explore Salt Lake City

A modern metropolis nestled in the foothills of the Rocky Mountains.

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University Benefits

Medical, dental, retirement, tuition , wellness, and Employee Assistance Program.

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Faculty Stories


Birds of the Philippines

What factors put Philippine birds at risk of extinction?

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Mysteries of the Universe

A five-year quest to map the universe began officially on May 17, 2021.

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Let’s Get Kraken

The Sigman Group launches an open-access tool for chemists.

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Camille-Dreyfus Award

Luisa Whittaker-Brooks receives Teacher-Scholar award.

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NAS Membership

Mary Beckerle receives the significant recognition of NAS membership.

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AAAS Membership

Valeria Molinero joins the prestigious ranks of the American Academy.

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Patterns in Sound

Exciting new math research by Fernando Guevara Vasquez.

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Amanda Cangelosi

Mathematics faculty receives U's Early Career Teaching Award.

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Allergy Season

Climate change is making allergy season last longer.

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Sloan Research Fellow

Luisa Whittaker-Brooks awarded prestigious 2021 Sloan Research Fellowship.

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Cottrell Scholar

Gail Zasowski named a Cottrell Scholar.

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The Science of Sea Ice

Ken Golden brings the principles of mathematics to the Earth’s most remote environments.

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Carsten Rott

Carsten Rott appointed to the Jack W. Keuffel Memorial Chair in Physics & Astronomy.

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Mission Unstoppable

Mixing chemistry and martial arts for CBS television.

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Priyam Patel

Visualizing the Topology of Surfaces

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COVID Connections

Creating opportunity during COVID-19

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Karl Schwede

The latest faculty to be named a Fellow of the American Mathematical Society.

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Giant Poisonous Rats

The secret social lives of giant poisonous rats.

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A Catalyst for Safety

Chemistry labs lead the way in university safety.

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Productivity Resources

Resources for faculty to help during the Covid-19 pandemic.

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Next-Gen Astronomy

The Sloan Digital Sky Survey is providing groundbreaking insight.

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$602 Million in Funding

Research funding passes $602 million for 2020.

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Debate 2020

STEM students least likely of any subject group to vote in U.S. elections.

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Equity, Diversity & Inclusion Committee

Working together for a better tomorrow.

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Presidential Scholar

Pearl Sandick has been named a University of Utah Presidential Scholar.

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11 Billion Years

Kyle Dawson and a global consortium of astrophysicists create a 3-D map of the universe.

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HIV Microscopy

Ipsita Saha is using electron microscopy to reveal the dynamic structure in HIV.

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Forest Futures

William Anderegg explains the risks of investing in forests.

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Karl Gordon Lark

Honoring Karl Gordon Lark, 1930-2020.

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Courtship Condos

Why is Dean Castillo managing the sexual relations of fruit flies?

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Tino Nyawelo

I see myself in those kids who are brought here as refugees.

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Running with Scissors

In gene-targeting, CRISPR makes a really good pair of "scissors".

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Electrochemistry

Henry S. White - A positive force in Electrochemistry.

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Commutative Algebra

Can commutative algebra help us solve real-world problems?

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Engaging STEM Students

How can we make STEM education more inclusive and effective?

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TreeTop Barbie

Nalini Nadkarni has created a "Canopy Researcher" version of the popular Barbie doll.

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AMS Fellow

Davar Khoshnevisan, named Fellow of American Mathematical Society.

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Going with the Flow

John Sperry studies how plant hydraulics and xylem tissue influence regional weather.

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Royal Fellow

Christopher Hacon adds another honor of a lifetime to his already stellar resume.

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New Physics

Pearl Sandick discusses Dark Matter and challenging the Standard Model.

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Teaching Excellence

Kelly MacArthur is recognized for her extraordinary dedication to her students.

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Teaching Excellence

Recognizing extraordinary skill in university teaching.

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Distinguished Research

Professor Molinero’s work is a hallmark of what research and scholarship should be about.

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Distinguished Teaching

Gernot Laicher, Professor/Lecturer in the Department of Physics & Astronomy.

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2019 Hatch Prize

Professor Joel Harris has been awarded the 2019 Hatch Prize for outstanding teaching!

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Associate V.P. for Research

Diane Pataki is now Associate Vice President for Research at the University of Utah.

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Insects, Bacteria & Ice

Water doesn’t always freeze at 32 degrees and other chilling facts from Valeria Molinero.

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AMS Fellow

Tommaso de Fernex, Ph.D. Associate Department Chair of Mathematics.

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AMS Fellow

“I was delighted to learn the news from the AMS,” said Peter Trapa.

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Plant Genomics

QUESTION: How does RNA decay contribute to gene expression?

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Breakthrough Prize

Christopher Hacon, has been interested in math for as long as he can remember.

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Under Pressure

Unravelling the mystery of a fundamental property of lithium.

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>> HOME <<


 

 

Strategic Plan

Strategic Plan


As of July 2020, the College of Science has finalized its Strategic Plan. You can view it here:

 

 

Many thanks to all students, faculty, and staff who participated in the process described below to help shape the future of the College of Science.

 

May 7-15, 2020 - Survey

Input from students, faculty, and staff is solicited.

1
May 22, 2020 - Summary

2
May 29, 2020 - Draft

Draft Strategic Plan available to stakeholders (UNID required)

3
May 29-June 5, 2020 - Comments

Comment phase for Draft Strategic Plan

4
June 2020 - Update

  • Summary of comments available to stakeholders
  • Preliminary Strategic Plan available to stakeholders

5
July, 2020 - Finalize

  • Presentation to College Executive Committee for approval
  • Strategic Plan finalized

6

Community Organizations

building COMMUNITY


Scientific discovery is a result of collaboration and support.

You have a place in the College of Science. There are several organizations where students can find community, peer support, and resources. Please contact us if you would like your organization listed on this page.

 

American Indian Science and Engineering Society
AISESUniversity of Utah Chapter

AmericanChemical Society
University of Utah Student Chapter

Association for Women in Mathematics (AWM)
https://www.math.utah.edu/awmchapter/

BioScience Research Club (BSURC)
BioScience Undergraduate Research Club

Curie Club
https://chem.utah.edu/community/curie-club.php

LGBTQ+STEM Interest Group
https://theroglab.org/lgbtq

Latino Medical Students
Latino Medical Student Association

oSTEM: Students interested in STEM fields that are a part of the LGBT community
https://www.facebook.com/oSTEMUtah/

Organization for Women Leaders in Science (OWLS)
Organization for Women Leaders in Science

SACNAS – Advancing Chicanos/Hispanics and Native Americans in Science – University of Utah Chapter

Society of Physics Students (SPS): University of Utah Chapter

Undergraduate Women in Physics and Astronomy (UWomPA)
https://www.facebook.com/undergradwompa

Women in Physics and Astronomy (WomPA)
https://www.physics.utah.edu/~wompa/