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Thank you for participating in our evaluation of the CareerWISE communication skills scripts. Please be aware that these are written versions of dialogues that will become videotaped scenarios to practice and demonstrate specific communication concepts. The final versions will include additional instructional elements such as feedback, hints, and written modules more fully explaining the concepts.

During this evaluation you will be asked to read a dialogue or internal conversation. After you have read the dialogue you will be presented with three possible options for the next response. Depending on your selection(s), you may be routed back to the same dialogue to practice further or you may be presented with subsequent dialogues and more options. Ultimately, good choices will route you to the end of each chapter and eventually the end of the evaluation. After you have completed the evaluation, you will be given a chance to tell us what you think of the experience and any suggestions you may have to improve it.

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Expressing Yourself

Chapter 1

Rebecca’s advisor, Dr. Maya Rodriguez, held a meeting with Rebecca earlier today to tell her that she had accepted a job at another institution and would be leaving in the next couple of months. She asked Rebecca to follow her to the new institution, as they’ve had a good working relationship and have been developing a program of promising research for three years. Rebecca now needs to have a conversation with Mark, her long-term boyfriend, about whether she would follow Dr. Rodriguez and what impact her going would have on their relationship. What complicates this is that Mark is in a doctoral program in sociology at Rebecca’s current university.

REBECCA: Hey, there you are! I’ve been trying to reach you. I have something big to talk to you about.

MARK: Oh, sorry, I left my phone in the car… Something big? What is it?

REBECCA: Dr. Rodriguez is leaving.

MARK: Leaving? Seriously?

REBECCA: She took a job in Montana.

MARK: What are you going to do? How does your department handle these things?

REBECCA: Well, that’s why I wanted to talk to you. Dr. Rodriguez wants me to go with her.

* From the following options, which is the best example of the way in which Rebecca could best express to Mark that she is worried about meeting both her commitments to him and to her work?

a) My mind has been racing all day with the different scenarios and just I keep coming back to the fact that it makes the most sense for me to follow Dr. Rodriguez. …

b) I feel like this is forcing me to choose between our relationship and my career… I really don’t want to lose you… but I just can’t afford to lose three years worth of work…

c) Obviously moving is not ideal for you. But do you think you could make it work? What would happen with us if I moved and you couldn’t come?

If you have reached this point, you will be routed back to the beginning of the dialogue.

REBECCA: My mind has been racing all day with the different scenarios and just I keep coming back to the fact that it makes the most sense for me to follow Dr. Rodriguez.

MARK: The same thing happened to Jake when his advisor left our program

REBECCA: Really, you never told me about that.

MARK: I guess I just forgot. It never hit me that it might be something that we’d have to deal with

REBECCA: Apparently it’s pretty common “the two body problem”. People have to live apart because they can’t find work in the same place.

MARK: That’s right… Wait… what about Dr. Gupta? Doesn’t she research similar stuff

REBECCA: Her work is similar but not similar enough. Montana would be a better option for me on so many levels. Do you think you could transfer to the program there?

MARK: Oh, man, I don’t know the first thing about the program in Montana… Plus, it would probably cost me at least a year to switch programs. But, I don’t want to live across the country from you either.

* What would be the best way for Rebecca to express her herself to Mark?

a) I figured you wouldn’t want to move but I really don’t see how I can stay. Worst case: I’ll go and you’ll stay here and then later we can get a postdoc in the same city somewhere.

b) Mark, I’m really stuck here. Do you think you could help me figure out what’s best for us? I’m pretty sure the best thing for me is to move but I know that it would be asking a lot for you to switch programs and move with me…

c) Obviously moving is not ideal for you. But do you think you could make it work? What would happen with us if I moved and you couldn’t come?

If you have reached this point, you will be routed back to the beginning of the dialogue.

REBECCA: Obviously moving is not ideal for you. But do you think you could make it work? What would happen with us if I moved and you couldn’t come?

MARK: Whoooooa, Rebecca! This is a looot to process…

REBECCA: Obviously, I want you to come but I realize that it may not be realistic for you to transfer.

MARK: I don’t think I could even apply to the program in Montana until next year.

* What would be the best way for Rebecca to express her herself to Mark?

a) Mark, I feel like you’re not being supportive right now. This is really difficult for me and you seem like you’re already making up your mind.

b) I feel like this is forcing me to choose between our relationship and my career… I really don’t want to lose you… but I just can’t afford to lose three years worth of work…

c) I really don’t know what to do. If I go, I’m worried I’ll lose you. What do you think I should do?

If you have reached this point, you will be routed back to the beginning of the dialogue.

REBECCA: I feel like this is forcing me to choose between our relationship and my career… I really don’t want to lose you… but I just can’t afford to lose three years worth of work…

MARK: I totally get it. How do you finish a degree without an advisor who does the same research? It’s just so sudden and I’m trying to figure out how we’re going to make this all work.

REBECCA: I don’t know… that’s what we need to talk about, right?

MARK Well, I know we’ll make it work no matter what you choose. I think you should do what’s best for you… it’s freaking me out but it sounds like the best choice for you is Montana.

* Which of the following options would be the best example of how Rebecca could better express her concerns to Mark?

a) How will we make it work long-distance if you can’t come? Those flights would be reeeally expensive.

b) But what if you can’t come with me, how often would we see each other? It’s going to put a strain on our relationship. [pause] Would you be willing to switch programs if it worked out for you?

c) Thanks for making me feel better; you’re always so supportive. I think Montana is best too and I think we’ll make it work…

If you have reached this point, you will be routed back to the beginning of the dialogue.

REBECCA: But what if you can’t come with me, how often would we see each other? It’s going to put a strain on our relationship. Would you be willing to switch programs if it worked out for you?

MARK: I’ll look into it but, I’m pretty sure it will set me back a year.

* Which is the best way for Rebecca to express herself to Mark?

a) I know it would set you back right now but it would mean so much to me if you were there. And when we’re both applying for postdocs in a couple of years, I’ll follow you to the place that works best for you.

b) I’m sure you’ll do your best. We’ll see what happens…

c) Look, I know it’s a tough situation. I really wish you would just say that you’d come with me. I know it’s a lot to think about. Can we just look at the Sociology program in Montana to see if it would work?

REBECCA Look, I know it’s a tough situation. I really wish you would just say that you’d come with me. I know it’s a lot to think about. Can we just look at the Sociology program in Montana to see if it would work?

MARK: sure

Chapter 2

Rebecca has decided to follow Dr. Rodriguez to Montana even though Mark is not going to move with her. Here she is meeting with Dr. Rodriguez to state her needs for flexibility in their new work setting. She hopes to negotiate time for travel and visits with Mark prior to committing to the move.

REBECCA: [connecting via Skype.] Hi, Dr. Rodriguez! Thanks for meeting with me.

DR. RODRIGUEZ: Of course. Have you made a decision about what you want to do? I know it’s a really tough choice to make.

REBECCA: Well, my partner and I spoke about it and I’m seriously considering switching to Montana, but I would like to talk to you about some things before I make a final decision.

DR. RODRIGUEZ: Sure, what’s on your mind?

REBECCA: Well, Mark has decided to stay here and I understand his position since he is in his own doctoral program and it would be setting him back if he switched schools midway. My work with you is really important to me, and so is my relationship with Mark, so I’m sure you understand I need to figure out how to make these two things work before I can make any commitments to move.

DR. RODRIGUEZ: Of course, I can understand that. My husband Carlos and I had to deal with a long distance relationship in grad school too, so I know absolutely how challenging that can be. Tell me how I can help.

* Which response best brings attention to Rebecca’s needs?

a) Well, you know, I may need to see Mark since he can’t move with me. Also, he’ll probably come to visit and I would like to spend time with him while he’s in town… is there anything we can do so I can see him?

b) Well, I know data collection periods are sporadic throughout the year and I was wondering if I can put in extra hours during the peak times and work from home or Skype in to meetings during off-season so I can travel to see Mark and spend more time with him when he comes to see me.

c) Well, I’ve never done this before and I’m not exactly sure what I’ll need yet. I plan on working really hard but, when Mark comes to see me I’ll want to spend time with him. I’m not sure how that’s going to affect our work, but I need to do this to keep my relationship, so I feel kind of stuck.

If you have reached this point, you will be routed back to the beginning of the dialogue.

REBECCA: Well, I’ve never done this before and I’m not exactly sure what I’ll need yet. I plan on working really hard but, when Mark comes to see me I’ll want to spend time with him. I’m not sure how that’s going to affect our work, but I need to do this to keep my relationship, so I feel kind of stuck.

DR. RODRIGUEZ: Hmm… it’s sounding like you are asking to work a lot less in Montana, and I’m not sure I’m comfortable with lowering my standards. I understand you’re making a tough decision…but if you choose to switch departments with me, I will still expect the same caliber of work from you that I always have. Maybe you need some more time to think about this before making a decision...

REBECCA: I think we had a miscommunication. I didn’t mean to sound like I’m picking my relationship over my work or that you should compromise your standards of work for me. I guess what I was trying to request was some flexibility in my work schedule.

DR. RODRIGUEZ: So what exactly are you asking?

* Which response best brings attention to Rebecca’s needs?

a) You’re right, I’m sorry for sounding like that Dr. Rodriguez. It’s going to be hard, but my schoolwork comes first. I’ll just see Mark over the holidays. I’m sure we could still make this work. He’ll understand.

b) You seem really frustrated with me. Maybe I do need to think about this some more and see whether I’m going to be able to do move to Montana after all.

c) Well, you know, I may need to see Mark since he can’t move with me. Also, he’ll probably come to visit and I would like to spend time with him while he’s in town… is there anything we can do so I can see him?

If you have reached this point, you will be routed back to the beginning of the dialogue.

REBECCA: Well, you know, I may need to see Mark since he can’t move with me. Also, he’ll probably come to visit and I would like to spend time with him while he’s in town… is there anything we can do so I can see him?

DR. RODRIGUEZ: It seems like you’re really confused about the move. I do understand the difficulty of your position, but I’m hearing that your relationship with Mark may be more important than the quality of your work right now…

* Which option best brings attention to Rebecca’s needs?

a) Dr. Rodriguez, you know me. I would never disregard our work for my relationship. Work does always come first and I’m not going to do anything that would put that at risk. This is my future and I’ve already worked so hard for this.

b) I understand where you’re coming from. But I guess I just don’t know what to expect so you’re hearing my confusion. You probably know more about this since you’ve been through it before. How do you think I should handle this?

c) Well, I know data collection periods are sporadic throughout the year and I was wondering if I can put in extra hours during the peak times and work from home or Skype in to meetings during off-season so I can travel to see Mark and spend more time with him when he comes to see me.

If you have reached this point, you will be routed back to the beginning of the dialogue.

REBECCA: Well, I know data collection periods are sporadic throughout the year and I was wondering if I can put in extra hours during the peak times and work from home or Skype in to meetings during off-season so I can travel to see Mark and spend more time with him when he comes to see me.

DR. RODRIGUEZ: Those sound like reasonable requests and I’m sure we can find a way to make it work. It seems like you’ve really put a lot of thought into this –Is there anything else you need to talk to me about to help make your decision?

* Which response best brings attention to Rebecca’s needs?

a) Well, I’m really glad to hear that you’re comfortable with working out a flexible schedule with me. It helps to have an advisor who understands how big of a decision this is for me. I was actually hoping to talk to you about hiring an undergraduate to help with our research

b) Well, I guess I’m also stressed about the financial part of moving out there. Moving costs can get pretty expensive and since I’m not going to be living with Mark anymore, I’ll probably have to get my own place. Plus, I’ll have to spend extra money traveling to go see him…

c) No, I think I’m good. I guess we can work out the details of our arrangements later on after I get to Montana and get a sense of what to expect there. Unless there is anything else you wanted to talk about...?

If you have reached this point, you will be routed back to the beginning of the dialogue.

REBECCA: Well, I’m really glad to hear that you’re comfortable with working out a flexible schedule with me. It helps to have an advisor who understands how big of a decision this is for me. I was actually hoping to talk to you about hiring an undergraduate to help with our research

DR. RODRIGUEZ: Well, it depends… What do you have in mind for the student?

* Which response best brings attention to Rebecca’s needs?

a) Well, I don’t know…I was just hoping that there would be some unique opportunities in Montana maybe that I haven’t had here so far…[softer] since I’m moving all the way out there.

b) Well, I anticipate the student would help me with my research and help to provide coverage while I am out of town. It would also help me to get some mentoring experience to put on my CV.

c) I’m just looking for some unique opportunities to advance my career. I’m not really sure what if teaching or supervising RA’s is even really that helpful. What do you think?

REBECCA Well, I anticipate the student would help me with my research and help to provide coverage while I am out of town. It would also help me to get some mentoring experience to put on my CV.

Chapter 3

Rebecca has begun her new graduate program in Montana. While she has enjoyed some aspects of the new program, she has had difficulty fitting in with her colleagues. She works long hours has not had much personal time, even to speak with Mark. Additionally, Rebecca must decide how to handle a strained relationship with another faculty member in her department. Dr. Rodriguez has been traveling frequently and has not had much time to meet. Here, Dr. Rodriguez has initiated a meeting with Rebecca, who must now decide which concerns to address and how to approach the topics while maintaining her academic image.

REBECCA: Thanks for inviting me out to breakfast Dr. Rodriguez.

DR. RODRIGUEZ: I’ve seen how hard you’ve been working on our research and I know we haven’t had much time to catch up. How have you been adjusting to the program and to living in Montana?

* What is the best way for Rebecca to proceed?

a) …The truth is it’s been really hard. I feel like all I do is work. I haven’t made any friends here and I barely even get a chance to talk to Mark. The stress has just been getting to me…

b) I’ve been wanting to tell you that I love our lab space and all the new equipment! Classes have been good and I’m learning a lot. I’ve even been working with Dr. Thompson to learn some new modeling techniques!

c) Well, Mark is coming to visit next week and I’ve been doing my best to get ahead on all my work so I can spend some time with him while he’s here. There have just been a couple of bumps on the road with getting our latest experiment going…

If you have reached this point, you will be routed back to the beginning of the dialogue.

REBECCA: …The truth is it’s been really hard. I feel like all I do is work. I haven’t made any friends here and I barely even get a chance to talk to Mark. The stress has just been getting to me…

DR. RODRIGUEZ: You’re right, our work can get pretty stressful - and I can’t say that it gets easier after becoming a professor…[thinking] Are you sure you’re going to be able to handle running our next experiment? I could always train Jacob to take over if you need a little break…

REBECCA: No, no I think I can handle it. I was just sharing some of the harder parts of adjusting because you asked, but there have been good things too!

DR. RODRIGUEZ: [looking slightly skeptical and still not convinced]

* What is the best way for Rebecca to proceed?

a) Being away from home and having to adjust to all these changes has been really hard, but I do really want to run this next experiment.

c) It’s just that I’ve been working so hard to learn new techniques from Dr. Thompson in preparation for this experiment. I really need this project more than Jacob – he’s got so many others.

If you have reached this point, you will be routed back to the beginning of the dialogue.

REBECCA: I’ve been wanting to tell you that I love our lab space and all the new equipment! Classes have been good and I’m learning a lot. I’ve even been working with Dr. Thompson to learn some new modeling techniques!

DR. RODRIGUEZ: Good! Well, I’m glad to hear things are going well for you. I probably won’t be able to meet next week because I’m flying out Friday for a conference in Chicago. Is there anything else you need to talk about before I get back?

* What is the best way for Rebecca to proceed?

a) Nope, I think I’m good! I just have to get some things done before Mark comes into town next week. Thanks again for breakfast! I hope you have a great trip. I should be fine…

b) Well, I probably should mention that I’ve been having some problems with Dr. Thompson lately and it’s beginning to affect our research. He has been so dismissive of me over the past couple of weeks and keeps cancelling our scheduled meetings.

If you have reached this point, you will be routed back to the beginning of the dialogue.

REBECCA: Well, Mark is coming to visit next week and I’ve been doing my best to get ahead on all my work so I can spend some time with him while he’s here. There have just been a couple of bumps on the road with getting our latest experiment going…

DR. RODRIGUEZ: That’s nice that he’s coming to visit. Hope you guys have a nice time…What kinds of problems are you having with the experiment?

REBECCA: Well, I’ve set up the appropriate conditions and done the preliminary research, but I wanted to be clear about which modeling techniques we’re going to use before we start the experiment.

DR. RODRIGUEZ: I thought you were working with Dr. Thompson on that?

REBECCA: Yeah.

DR. RODRIGUEZ: Isn’t he great?

* What is the best way for Rebecca to proceed?

a) Yeah… He is really brilliant…I just think he and I may have had a miscommunication about something.

b) Yeah, that’s what I’ve heard most people say. I’m not sure why he acts differently towards me though. I always try so hard…

c) Yes, you’re right. Dr. Thompson is such an expert in the field. I’ll figure it out with him and we should be good to go pretty soon.

If you have reached this point, you will be routed back to the beginning of the dialogue.

REBECCA: Yeah… He is really brilliant…I just think he and I may have had a miscommunication about something.

DR. RODRIGUEZ: Hmm, what happened?

REBECCA: Well, the first couple of weeks I was really learning a lot from him. I enjoyed working in his lab because he taught me techniques as we went along. Two weeks ago, I asked him for some advice on our experiment.—he was pretty helpful. Then all of a sudden he started taking calls in the middle of our meetings. And then he started canceling the meetings and not rescheduling.

DR. RODRIGUEZ: Hmm, that’s odd. He’s always been so nice when I talk to him.

REBECCA: Oh, he’s always very nice and polite to me too! I’m actually not sure what happened. I tried to ask him about it, but he just says that he’s really busy.

DR. RODRIGUEZ: Well, I guess you’ll just have to find someone else to consult with if he’s busy.

REBECCA: Well, the thing is, he still asks me to help out in his lab a lot - like ordering supplies, cleaning up, running errands. Its taking a lot of time and I’m not sure how to proceed.

DR. RODRIGUEZ: Dr. Thompson is someone you’ll want on your side, Rebecca. I’m not sure what to tell you.

* What is the best way for Rebecca to proceed?

a) Well, he has been really busy consulting with that researcher from University of Michigan on his latest grant. Maybe I was just reading into it too much. Maybe he’ll be more available to help when things wind out a bit in the semester.

b) I’m thinking I just can’t afford the time to volunteer for him right now, since it’s taking time away from our research. I’ll just have to find a nice way to tell him that I can’t help out in his lab anymore.

c) So, I think getting our experiment going will have to be my main priority right now. I was really hoping for some more help from him, but I can start by asking him a couple of specific questions that I’ve been stuck on and see how that goes.

REBECCA: So, I think getting our experiment going will have to be my main priority right now. I was really hoping for some more help from him, but I can start by asking him a couple of specific questions that I’ve been stuck on and see how that goes.

DR. RODRIGUEZ: You’re definitely in a tricky situation, Rebecca and my main advice is that you tread carefully. We may need to ask Dr. Thompson to serve on your committee and you don’t want to burn any bridges.
REBECCA: Yeah, I see your point.

DR. RODRIGUEZ: That being said, I think you’re doing the right thing by approaching him more directly for help on specific questions. He certainly is a busy man and anything you can do to minimize the amount of his time you take up, the better. Sticky situations happen from time to time with faculty and finding ways to work them out is an important skill to develop.

REBECCA: Thanks for your help on this Dr. Rodriguez, and for breakfast. [Both getting up to leave] Have a safe trip!

Receiving and Responding to Feedback

Chapter 1

Margaret is pretty sure that she has a good design for her dissertation. From her assessment, her idea looks extremely promising! She is excited to go over the idea with her advisor, Dr. Jenkins, and she hopes that, based on her new research design, he will start to take her idea topic seriously, and will give her the go-ahead to develop it further.

MARGARET: Dr. Jenkins, I’ve created a new outline for my dissertation, which includes the new literature you asked me to incorporate, would you mind taking a look?

DR. JENKINS: Sure, I don’t mind helping you with conceptualizing once in a while. I know it’s not really your thing.

MARGARET: Oh… well, um, I feel like I have a pretty solid idea now… I guess I was hoping you could tell me if you agree…

DR. JENKINS: Yeah, let’s do that. The last time we had this discussion, it seemed that you needed a lot of guidance.

* From the following options, which is the best way in which Margaret could respond to Dr. Jenkin’s feedback in the moment?

a) Yeah, I guess I did feel a little lost the last time we met. It has taken me a while to start making sense of this but I’m definitely getting there… thanks for being so patient with me.

b) Yeah, I think I’ve got a good sense of the topic now. I’m, seeing some trends that are promising and I think I can make a contribution.

c) Oh, I didn’t realize you saw me as having problems with conceptualizing… I thought all students needed this kind of help.

If you have reached this point, you will be routed back to the beginning of the dialogue.

MARGARET: Oh, I didn’t realize you saw me as having problems with conceptualizing… I thought all students needed this kind of help.

DR. JENKINS: You’re right, all students need some help, but some types of students just need more help than others

MARGARET:… Oh I’m not sure what you mean?

DR. JENKINS: I’m just saying you seemed pretty lost last time we talked… would you agree?

* From the following options, which is the best way Margaret could respond to Dr. Jenkin’s feedback in the moment?

a) I agree; I was a bit lost in our discussion. I hadn’t had much exposure to X literature/approach and I was having some trouble making sense of it.

b) Yeah, I guess I did feel a little lost the last time we met. It has taken me a while to start making sense of this but I’m definitely getting there… thanks for being so patient with me.

c) Sure, but I hadn’t heard of X before then. I think I caught on pretty quickly for being so new to the idea.

If you have reached this point, you will be routed back to the beginning of the dialogue.

MARGARET: Yeah, I guess I did feel a little lost the last time we met. It has taken me a while to start making sense of this but I’m definitely getting there… thanks for being so patient with me.

DR. JENKINS: Most students have this stuff figured out by now. Hopefully you’re on to something now.

* From the following options, which is the best example of the way in which Margaret could best respond to Dr. Jenkin’s feedback in the moment?

a) I do think I’m on to something. I’m not sure if you’ll agree… although something could always come up that changes the variables included in my design, right?

b) I hope so… we’ll see what you have to say after looking at my new idea. I spent hours going over those articles to make sure I hadn’t missed anything.

c) Yeah, I think I’ve got a good sense of the topic now. I’m seeing some trends that are promising and I think I can make a contribution.

If you have reached this point, you will be routed back to the beginning of the dialogue.

MARGARET: Yeah, I think I’ve got a good sense of the topic now. I’m, seeing some trends that are promising and I think I can make a contribution.

DR. JENKINS: [Interrupting] Margaret, let’s back up a bit. Remind me of your actual hypothesis.

MARGARET: Ok, my hypothesis is that the fast exfoliation of the larger counter-ion requiring more clay to form a percolating structure requires a weaker gel, which is a contradiction attributed to steric effects of the large counter-ion..

DR. JENKINS: That’s right… Now I remember the complexity of the question… are you sure you don’t want to pose an hypothesis with fewer variables to consider? This will take a pretty sophisticated level of understanding.

* From the following options, which is the best example of the way in which Margaret could best respond to Dr. Jenkin’s feedback in the moment?

a) I’m not sure I understand what you’re suggesting… it sounds like you’re saying I should choose a simpler problem, is that right?

b) You’re right, it is a complicated design, but I think I sorted through it. Can I show you what I came up with and get your feedback first?

c) Oh--no need to worry, I’ve got that part down. If I were just learning, I would probably want to keep it simple but I’ve got a good handle on it.

If you have reached this point, you will be routed back to the beginning of the dialogue.

MARGARET: You’re right, it is a complicated design, but I think I sorted through it. Can I show you what I came up with and get your feedback first?

DR. JENKINS: Sure… right…. let’s take a look.

MARGARET: OK, here’s the plot of the data. What I did to assess for _____ is to run the ___ code with the ___syntax. Here, it looks like _____. Etc. Does this sound right to you so far?

DR. JENKINS: So far so good, what do you make of it?

MARGARET: Well, it looks like the hypothesized model fits the data. Even after accounting for _____, and _____ it looks like there is some support for my hypothesis. The results were highly significant… etc..

DR. JENKINS: Huh, maybe you are onto something. But first, you will need to take a look at X and X. Why don’t you read x articles to see if you can simplify your design.

* From the following options, which is the best example of the way in which Margaret could best respond to Dr. Jenkins’s feedback in the moment?

a) How would you go about simplifying my design? I chose all the variables to ensure we would be able to detect a relationship.

b) Ahhhh, yes, all good points. Ok, I’ll run it again with your suggestions and then can we meet again on Friday, say at 3pm?

c) Ok, I’ve actually looked at many of those but I’ll review them again to make sure I am on the right track. I’ll let you know.

MARGARET: [Taking notes] Ok, I’ve actually looked at many of those but I’ll review them again to make sure I am on the right track. I’ll let you know.

DR. JENKINS: Sounds fine.

Chapter 2

Margaret leaves Dr. Jenkins’ office with some clarity about the next steps to keep her project moving forward, but she still feels confused about what to make of some of Dr. Jenkins’s critical comments to her. Margaret is now engaging in an internal dialogue about how to interpret his feedback about her skills in conceptualizing.

MARGARET: That felt awful. Why would Dr. Jenkins say that conceptualization is not my “thing?”

* How might Margaret interpret Dr. Jenkins’s feedback?

a) I don’t know what he meant by that? I should have been more prepared the last time we met. Now he has the wrong impression of me. I should always be as prepared as possible. I’m going to have to work extra hard to change his impression.

b) I’m not sure I agree with him…His feedback doesn’t make any sense… The other faculty said that I’m good at conceptualization. In fact, I’m pretty sure that conceptualization is actually one of my strong suits.

c) I don’t know what he meant by that? He probably didn’t mean anything… in fact, maybe I misheard him… I should focus on my project and not overthink things. Worrying doesn’t help AND what am I going to do anyways, challenge Dr. Jenkins?

If you have reached this point, you will be routed back to the beginning of the dialogue.

MARGARET: I don’t know what he meant by that? He probably didn’t mean anything… in fact, maybe I misheard him… I should focus on my project and not overthink things. Worrying doesn’t help and what am I going to do anyways, challenge Dr. Jenkins?

* How else might Margaret interpret Dr. Jenkins’s feedback?

a) Dr. Johnson and Dr. Richardson never said anything bad to me, so I’m just going to keep on with what I ‘ve been doing. This must be his issue, not mine.

b) I don’t know what he meant by that. I should have been more prepared the last time we met. Now he has the wrong impression of me. I should always be as prepared as possible. Now, I’m going to have to work extra hard to change his impression.

c) I just want to prove that I know what I am doing. I’m going to keep working hard to show him that I can conceptualize and design complicated research.

If you have reached this point, you will be routed back to the beginning of the dialogue.

MARGARET: I don’t know what he meant by that? I should have been more prepared the last time we met. Now he has the wrong impression of me. I should always be as prepared as possible. I’m going to have to work extra hard to change his impression.

* How else might Margaret interpret Dr. Jenkins’s feedback?

a) If he says conceptualization and research design are not my thing then he must think that I am not a very good researcher.

b) I should probably check to see if other faculty members see me as incompetent too. This certainly isn’t how I want to come across in my program.

c) I’m not sure I agree with him… His feedback doesn’t make any sense… The other faculty said that I’m good at conceptualization. In fact, I’m pretty sure that conceptualization is actually one of my strong suits.

If you have reached this point, you will be routed back to the beginning of the dialogue.

MARGARET: I’m not sure I agree with him… His feedback doesn’t make any sense… The other faculty said that I’m good at conceptualization. In fact, I’m pretty sure that conceptualization is actually one of my strong suits.

* Which of the following interpretations also seems important for Margaret to consider?

a) Dr. Sharma gives me lots of praise and she’s the only female faculty member in my department. Maybe I could ask her if she thinks his criticism stems from the fact that I’m a woman… maybe she could give me some advice for how to handle this?

b) Dr. Jenkins is overly critical of all students, but he seems especially critical of the female students. I’ve seen him treat other women similarly--maybe he lumps me in with other women?

c) Dr. Jenkins is the kind of professor who likes to feel appreciated. If I am extra nice to him and he still won’t acknowledge my strengths as a researcher, then I know that I’ve done everything I could do and it’s him, not me…

If you have reached this point, you will be routed back to the beginning of the dialogue.

MARGARET: Dr. Jenkins is overly critical of all students, but he seems especially critical of the female students. I’ve seen him treat other women similarly--maybe he lumps me in with other women?

* Which of the following interpretations also seems important for Margaret to consider?

a) Maybe there is some bias against women creeping in, even if Dr. Jenkins isn’t aware of it. I should ask my friend Harpreet how she improved his view of her…

b) I may never be able to meet his expectations. I’ll try to work with him some more, but maybe I should look to other faculty for guidance too..

c) He seems to have the wrong impression of my research skills. Other professors I’ve worked with have always said I’m pretty advanced. Especially when I look at what other students are doing, I still think my skills are much better than Dr. Jenkins thinks.

Chapter 3

After carefully considering Dr. Jenkins feedback, Margaret decides that she doesn’t agree that she is weak in the areas of conceptualization and research design. Also, she has some suspicion that Dr. Jenkins may evaluate women’s work differently than men’s; however, even after her friend and colleague Harpreet told her that she feels the same way, she decides it’s best not to talk with him about her suspicion. Margaret instead decides to try to engage Dr. Jenkins in a conversation about his negative assessment of her research skills to see if he can provide her with any specific advice for improvement.

DR. JENKINS: Margaret, come on in.

MARGARET: Hi.

DR. JENKINS: Hi. So, you have a new design to show me?

MARGARET: Yup. There’s some really interesting stuff here…. Before we talk about that, I was hoping I could ask you something else first.

DR. JENKINS: OK. Sure. What would you like to talk about?

MARGARET: I’ve had some time to consider your feedback about me not being strong in the areas of conceptualization and research design. Can we talk about that?

DR. JENKINS: Oh, OK. [dismissive] Well, I think you’re doing much better work now. Maybe it’s too soon to get so emotional about what I said.

MARGARET: I don’t think I’m being emotional…

DR. JENKINS: Well, maybe not … but overly concerned…

MARGARET: OK but I would like to understand what you meant last time.

DR. JENKINS: OK.

* Which is the best way for Margaret to respond to Dr. Jenkins?

a) I was just surprised…and I guess…confused, by what you said last time. I thought I was generally viewed as a good researcher but it still seems like you think I’m behind and I’m taking on too much. [after a pause] Is that how you see it?

b) Well, I’m not sure if the feedback you gave me fits. I know I have lots to learn—we all do—but I feel like I’ve received feedback from you and others in the past that indicates that I’m pretty good at conceptualization and research design.

c) I’m wondering if you have the wrong impression of me. It seemed last time like you think I am much further behind than I am. You were remembering that I got confused, and I did but that was just once. I’d like to find a way to change your impression of me.

If you have reached this point, you will be routed back to the beginning of the dialogue.

MARGARET: I’m wondering if you have the wrong impression of me. It seemed last time like you think I am much further behind than I am. You were remembering that I got confused, and I did but that was just once. I’d like to find a way to change your impression of me.

DR. JENKINS: Well, I don’t know if my impression is wrong… also, I said a moment ago that you seem to be doing much better recently.

MARGARET: maybe “wrong impression” isn’t the best way to say what I’m trying to get across…

DR. JENKINS: Well, what do you mean to say?

* Which is the best way for Margaret to respond to Dr. Jenkins?

a) I wonder if there’s something about me—as a person—which you find difficult. I feel like sometimes you think I’m not cut out for this. I guess I wished you could see me as more confident and able to perform.

b) I was just surprised…and I guess…confused, by what you said last time. I thought I was generally viewed as a good researcher but it still seems like you think I’m behind and I’m taking on too much. [after a pause] Is that how you see it?

c) I mean to say, I wish I had started off on a better foot. I worry that you think I’m falling behind. I hate being in that position and I guess I was hoping you could tell me how to fix that.

If you have reached this point, you will be routed back to the beginning of the dialogue.

MARGARET: I was just surprised…and I guess…confused, by what you said last time. I thought I was generally viewed as a good researcher but it still seems like you think I’m behind and I’m taking on too much. Is that how you see it?

DR. JENKINS: Yes, I do think you’re not where you should be and I’m surprised you’re that bothered by it. At this level, you need to be able to receive criticism and not be so affected by it personally.

* Which is the best way for Margaret to respond to Dr. Jenkins?

a) Well, then I guess I don’t know how to take it personally. It feels like you are saying that I’m not any good, not that I don’t have good ideas. Does that make sense?

b) Dr. Sharma said she thinks I’m advanced for my year, so this is confusing feedback to receive. I’m sure you could understand that, right?

c) Well, I’m not sure if the feedback you gave me fits. I know I have lots to learn—we all do—but I feel like I’ve received feedback from you and others in the past that indicates that I’m pretty good at conceptualization and research design.

If you have reached this point, you will be routed back to the beginning of the dialogue.

MARGARET: Well, I’m not sure if the feedback you gave me fits. I know I have lots to learn—we all do—but I feel like I’ve received feedback from you and others in the past that indicates that I’m pretty good at conceptualization and research design.

DR. JENKINS: Yes, you are but, like you said, we all have lots to learn… it’s the nature of what we do.

* Which is the best way for Margaret to respond to Dr. Jenkins?

a) That’s really confusing. Can you tell me which is more in-line with what you think? Do you see me as needing lots of guidance as compared with your other students?

b) OK, It was helpful to review the material you suggested because it reinforced that I have chosen the right variables.

c) OK, so, it’s both: I have lots to learn but I’m also good at conceptualization. Well how do I change so you don’t see me as needing so much guidance all the time?

IIf you have reached this point, you will be routed back to the beginning of the dialogue.

MARGARET: OK, It was helpful to review the material you suggested because it reinforced that I have chosen the right variables.

DR. JENKINS: Oh yeah? You didn’t listen to my advice to simplify your design?

* Which is the best way for Margaret to respond to Dr. Jenkins?

a) I did hear your suggestion but I decided to keep all the variables. I feel like I had some great success with these new analyses… maybe we should change to that topic?

b) I felt like I was on the right path since things seemed to be coming together. I think I could probably learn more by working that set of questions anyway.

c) I did hear your suggestion but I feel strongly that I’ve chosen the correct variables for my design based on prior studies and my own work in this area. Do you mind if I show you my latest conclusions?

MARGARET: I did hear your suggestion but I feel strongly that I’ve chosen the correct variables for my design based on prior studies and my own work in this area. Do you mind if I show you my latest conclusions?

DR. JENKINS: Sure. Proceed. I’m intrigued.

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