13 Association of Research Libraries Research Library Issues 292 — 2017 me to dive more deeply into discipline-specific data services and allow a greater breadth of voices to be heard. However, attendees did not select the workshop specific to their area. Only 44% of the biomedical workshop registrants were from that area. The best composition was the social science and humanities workshop, where 80% of attendees were from target areas. Additionally, overall registration and attendance was remarkably low for all three workshops, ranging from 5 to 11 attendees. Not only did my customized educational material not resonate for the majority of attendees, but fewer attendees meant sparse questions and awkward discussion sessions. In fact, during one workshop, an attendee noticed my search methods when answering a data security question. I explained domain searching with Google and this became the highlight of the workshop, despite not being related to research data management at all. So what went wrong? Did attendees not identify with the discipline areas? Was it too confusing to choose? Simple bad timing? There are so many variables that it is hard to know. The lesson I learned is that researchers may think they want a particular type of educational experience, but experimentation is the only way to know if they are correct. I went back to the general data management plan workshop and our most recent one had 41 attendees that engaged in lively discussion. © 2017 Amanda Rinehart. This content is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. Lorelei Rutledge, Assistant Librarian, and Lis Pankl, Associate Librarian, The University of Utah We were invited to teach a two-hour class on cultural competence in the classroom. We spoke to the coordinator of the event and prepared an interactive presentation aimed at new teaching assistants from the College of Education. Aware of the demographics at our institution and in the College of Education, we aimed many of our examples toward white teachers. We sent our presentation to the coordinator for the