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Dear Participant,

We are inviting you to participate in a research study being conducted by CareerWISE, a research group at Arizona State University (ASU) that is funded by the National Science Foundation (NSF). Now in its fourth year, the CareerWISE research team has developed an internet based educational resource to support women as they survive and thrive in graduate programs in math, technology, engineering, and the sciences.

The purpose of this evaluation is to review the content and design of the CareerWISE materials for teaching the critical skills we’re targeting. Participants will explore portions of the CareerWISE material online and will be required to respond to some questionnaires upon completion.

There are no foreseeable risks to your participation in this study, and your participation is voluntary. If you choose not to participate or to withdraw from the study at any time, there will be no penalty. You must be 18 or older to participate in the study. All responses to questionnaires will be confidential. The results of this study may be used in reports, presentations, or publications but neither your name nor any identifying information will be disclosed. After you agree to participate in the study, we will assign a random number to identify you throughout the study.

If you wish to participate in this evaluation, please check the box below. Thank you in advance for volunteering for this study.

If you have any questions concerning the research study, please contact Caroline Harrison, the CareerWISE Program Manager, at [email protected]. If you have any questions about your rights as a subject/participant in this research, or if you feel you have been placed at risk, you can contact the Chair of the Human Subjects Institutional Review Board, through the ASU Office of Research Integrity and Assurance, at (480) 965-6788.

Sincerely,
Caroline J. Harrison, Ph.D.
Kerrie Wilkins, M.A.
School of Letters and Sciences
ASU Tempe
 
 
 
 
Section A
 
 
INSTRUCTIONS: Each of the statements below begins with, "When communicating with others..." Please indicate your level of agreement with each of the following statements.


When communicating with others...
Strongly Disagree Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Agree Strongly Agree
I know how to recognize the non-verbal behaviors that hinder effective communication.
I know how to ask for clarification when I am unsure about the feedback received.
I know how to recognize when my perception of feedback contributes to the problem and/or solution.
I know how to recognize when I am sending conflicting verbal and non-verbal messages.
I know how to identify the objective of my message.
I know how to deflect the questions that I would rather not answer.
I know how to focus my attention on the feedback being received.
I know how to check the accuracy of my interpretation.
I know how to communicate a difficult message to my advisor.
I know how to ask a question that will encourage the other person to elaborate.
Strongly Disagree Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Agree Strongly Agree
I know how to interpret feedback I have received.
I know how to express my views in a way that would improve the likelihood of getting my desired outcome.
I know how to nonverbally convey my interest in a conversation.
I know how to identify the central message when the speaker is being long winded.
I know how to plan a well crafted message.
I know how to find out more about the other person’s perspective.
I know how to ensure that I have understood the speaker’s point of view.
 
 
Please make sure you have answered all the questions on the page.
 
 
 
Section B
 
 
 
INSTRUCTIONS: For the next several pages you will be presented with a scenario followed by a number of responses. For each response, please indicate how likely it is to achieve the specified outcome.
 
 
Suzanne has sent her advisor, Dr. Sanju, three drafts of her dissertation proposal and has yet to receive feedback on her work. If she does not get some feedback soon she will have to postpone her dissertation defense and possibly graduate the following semester. She has decided to drop into his office to communicate the importance of receiving his feedback.

For each of the following opening expressions, indicate how likely it is to assist Suzanne in getting his feedback promptly.

Very Unlikely Unlikely Likely Very Likely
“Dr. Sanju, I understand that you have competing demands on your time. I really value your opinions, though, and would appreciate it if you could offer some feedback on my dissertation.”
“Dr. Sanju, I recognize that these last several months have been rather hectic for you. It’s just that I really need some feedback on my dissertation proposal in order to graduate on time.”
“Dr. Sanju, as you know, I need to defend my dissertation before I can graduate. With the defense date approaching, I feel unprepared because I have not received any feedback from you.”
“Dr. Sanju, I know that you’ve been busy, but I am worried about graduating on time because you still haven’t given me any feedback on my dissertation.”
 
 
Please make sure you have answered all the questions on the page.
 
 
Dr. Chung, Isabella’s advisor, recently asked her to mentor Collin, a senior undergraduate student who joined their research lab. Isabella decides to meet with Dr. Chung to discuss Collin’s progress. Dr. Chung shares the following with Isabella, “It would be great for Collin to handle the upcoming data collection. I’m not sure, though, if he is going to be as good a fit as the undergraduate researcher in our lab past this semester.” Isabella feels confused by her advisor’s comment.

For each of the following statements, indicate how likely it is to assist Isabella in clarifying her understanding of Dr. Chung’s comment, so she understands what she should do as a result.
Very Unlikely Unlikely Likely Very Likely
“So am I correct in understanding that you are deciding between two action plans: whether to have Collin lead the data collection or not? But, either way, we should begin looking for a new undergrad researcher??”
"Dr. Chung, I’m not sure whether you’d like Collin to handle the upcoming data collection or not. Can you clarify for me so that I’m sure I understand what you prefer?”
“It sounds like you may be disappointed with Collin. Is that correct?”
“I noticed that you made two different points. You want Collin to handle the upcoming data collection but you also want to start looking for a replacement for him. Did I get that right?”
 
 
Please make sure you have answered all the questions on the page.
 
 
Nicole is interested in getting some teaching experience before going out on the job market. She’s concerned that Dr. Brown, her advisor, will not be happy about it, as teaching will take time away from her research. She decides to schedule a meeting with Dr. Brown to discuss her concerns.

For each of the following opening statements, indicate how likely it is to assist Nicole in having an in-depth discussion with Dr. Brown.
Very Unlikely Unlikely Likely Very Likely
“Are there any teaching possibilities in the department right now?”
"Dr. Brown, what are your thoughts about me getting some teaching experience prior to going on the job market?”
"Do you think that I could take on some teaching responsibilities in the upcoming semester?”
“How can I get teaching experience to prepare for the job market without sacrificing my research progress?”
 
 
Please make sure you have answered all the questions on the page.
 
 
Dr. Phillips, Sandra’s advisor, asked her to meet with him regarding the method in which she analyzed the data from their research project. Sandra feels belittled by his feedback and doesn’t agree with what was said.

For each of the following actions, indicate how likely it is to assist Sandra in remaining professional while receiving Dr. Phillips’ feedback?

Very Unlikely Unlikely Likely Very Likely
Encourage him to share his feedback by nodding your head and intermittently saying “yes” or “I see”.
Concentrate on his feedback, not on your response.
Interrupt him and ask him to elaborate when you are unclear about specific parts of his feedback.
Nonverbally display your dissatisfaction with his feedback.
 
 
Please make sure you have answered all the questions on the page.
 
 
Krishna’s advisor recently gave her some suggestions on improving her time management skills. She now feels conflicted about the feedback. On the one hand, she is appreciative of the information. But, since the feedback was unsolicited, she’s now unsure about how it was intended.

For each of the following thoughts, indicate how likely it is to assist Krishna in effectively thinking through her supervisor’s feedback.
Very Unlikely Unlikely Likely Very Likely
“She must think that I am unable to balance the work load and am producing low quality work because of my lack of time management skills.”
“Although I didn’t ask her for suggestions, it wouldn’t hurt to incorporate them into my routine. It will only make me better, I guess.”
“I thought I was working rather diligently, but I guess I have not been producing results in a timely enough manner.”
“It’s interesting that she said that because the post-doc in the lab recently commented on my ability to balance my varied demands.”
 
 
Please make sure you have answered all the questions on the page.
 
 
Elisabeth met with her advisor, Dr. Sampson, a week ago and received some feedback about her academic performance over the last year. At the time, he stated that “she made excellent progress in her classes and in her statistics course in particular. However, when compared to her colleagues, he thinks that her research abilities are subpar.” She responded by stating that she would take some time to think about his feedback and discuss it further in their next weekly meeting.

For each of the following statements, indicate how likely it is to assist Elisabeth in getting clarification from her advisor about his feedback.
Very Unlikely Unlikely Likely Very Likely
“I appreciated your feedback, Dr. Sampson. Could you tell me more about the qualities that you are looking for in a researcher?”
“Dr. Sampson, I sincerely valued your feedback. However, I’m confused by your statement that my research abilities are subpar. Could you tell me more about how you came to that conclusion?”
“Dr. Sampson, thank you for sharing your thoughts about my research capabilities. However, I am not sure I am in agreement with your feedback. Please offer some examples of why you think that way?”
“Dr. Sampson, can you elaborate on your views about my research capabilities, please?
 
 
Please make sure you have answered all the questions on the page.
 
 
Since Jane has begun working with Dr. Samuel, she often feels like he dismisses her opinions in front of her peers in their research team meetings. This has resulted in her becoming more reluctant to express herself in these team meetings. She has decided to meet with him individually to ask that her views be acknowledged.

For each of the following opening expressions, indicate how likely it is to assist Jane in getting her views acknowledged.
Very Unlikely Unlikely Likely Very Likely
“Dr. Samuel, to feel like a contributing member of our research team, it is really important for my views to be at least acknowledged in our team meetings.”
“Dr. Samuel, in our research team meetings I often feel like my views are put down.”
“Dr. Samuel, I would really appreciate it if my views were at least acknowledged in our team meetings. Could we discuss how that would be possible?”
“Dr. Samuel, I feel like you hardly acknowledge me in the team meetings, and I think that’s unfair.”
 
 
Please make sure you have answered all the questions on the page.
 
 
Marina was asked by her fellow colleagues to discuss confidential information shared with her by another colleague. She feels uncomfortable with the request, but wants to maintain their friendship.

For each of the following opening expressions, indicate how likely it is to assist Marina in deflecting her colleagues’ questions while still maintaining their friendships.
Very Unlikely Unlikely Likely Very Likely
“You know that’s confidential information. So, I would rather not discuss it.”
“I don’t think that’s appropriate to discuss. How about we concentrate on the task at hand?”
“That was shared with me in confidence, everyone. So, I’m not comfortable talking about it. Please respect that.”
“Ahh…How about we change the subject?”
 
 
Please make sure you have answered all the questions on the page.
 
 
Rebecca is struggling to understand some confusing experimental results. Coincidentally, she runs into Dr. Smith, an expert in her field. When she mentions her dilemma, he gladly offers to assist. However, while talking to him the next day, he appears preoccupied and offers little in the way of guidance. She’s confused and offended by his mixed messages.

For each of the following actions, indicate how likely it is to assist Rebecca in getting Dr. Smith’s help with her project.
Very Unlikely Unlikely Likely Very Likely
Interpret his distraction as disinterest, and ask him about it.
Thank him for taking the time to meet with you seeing that he is very pressed for time.
Assume that he would rather not meet with you at that time and try to reschedule.
Notice when he becomes interested, and encourage more discussion in those instances.
 
 
Please make sure you have answered all the questions on the page.
 
 
 
Section C
 
 
INSTRUCTIONS: Each of the statements below begins with, "How confident are you that you could..." Please indicate your level of confidence in your ability to cope with each of the following situations using a 10-point scale from 0 = no confidence to 10 = complete confidence

How confident are you that you could...
0 - No confidence at all 1 2 3 4 5 6 7 8 9 10 - Complete confidence
Bring attention to your needs even if you might get an unwanted response.
Use direct language in expressing your views even if you feel nervous about it.
Plan out the content of your message even if you have limited time.
Pay attention to feedback being given even if it is being said in an aggressive manner.
Communicate your expectations with others even if they perceive you as unreasonable.
Challenge feedback that doesn’t fit even if you feel intimidated by the other person.
Stay focused when being given feedback even if you are having a reaction to the feedback.
Remain committed to your request even if the other person seems frustrated.
Share your perspective with your colleagues even if they attempt to put down your ideas.
Identify the main point of a speaker’s message even if he/she is being long-winded.
0 - No confidence at all 1 2 3 4 5 6 7 8 9 10 - Complete confidence
Encourage someone to elaborate on their feedback about you even if you disagree with their opinion.
Separate the core message of the feedback from how it was said even if you feel put down by the other person.
Ask for clarification about feedback you received even if it feels like you’re being judged.
Communicate your interest nonverbally even if you feel pressed for time.
Ask questions that end the flow of the conversation even if the speaker is talkative.
Communicate your discomfort in answering someone’s question even if you feel pressure.
Check the accuracy of your interpretation even if the other person seems annoyed.
Consider different ways to interpret feedback even if it is said harshly.
 
 
Please make sure you have answered all the questions on the page.
 
 
 
Section D
 
 
INSTRUCTIONS: Please indicate the degree to which you agree with the following statements.
Strongly Disagree Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Agree Strongly Agree
If my peers discredit my comments during research meetings, I would still continue to offer them in later meetings.
If I start losing interest in my research, I would question my commitment to the field.
If a research grant I applied for did not get funded, I would get discouraged.
If my research capabilities are criticized, I would accept it as true.
If things go wrong with my research, I would keep trying anyway.
If I feel isolated in my program, I would seek relationships elsewhere.
If I am dissatisfied with my advisor, I would consider looking for another advisor who could better meet my needs.
I find it hard to overcome barriers that get in my way.
If my advisor criticizes my research ideas, I would find it hard to recover.
Even when things seem hopeless with my research, I won’t give up.
Strongly Disagree Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Agree Strongly Agree
If my program has a competitive atmosphere, I would be intimidated.
If my advisor appears distracted in our individual meeting, I would blame myself.
If I have interpersonal hassles in my program, I would see them as opportunities to learn and grow.
If my journal article gets rejected, I would be hesitant to submit another article.
If I lost funding for my research, I would be less likely to finish my program.
If I encounter delays and setbacks in my program, I would work to overcome them.
If the demands of my program are too much for me, I would remind myself of the reasons I chose to get this degree in the first place.
 
 
Please make sure you have answered all the questions on the page.
 
 
 
Section E
 
 
INSTRUCTIONS: Describe yourself as you generally are now, not as you wish to be in the future. Describe yourself as you honestly see yourself, in relation to other people you know of the same sex as you are, and roughly your same age. Indicate for each statement whether it is 1 - Very Inaccurate, 2 - Moderately Inaccurate, 3 -Neither Accurate Nor Inaccurate, 4 - Moderately Accurate, or 5 - Very Accurate as a description of you.
Very Inaccurate Moderately Inaccurate Neither Accurate Nor Inaccurate Moderately Accurate Very Accurate
Am not interested in abstract ideas.
Am the life of the party.
Feel others’ emotions.
Like order.
Am not interested in other people’s problems.
Do not have a good imagination.
Talk to a lot of different people at parties.
Have difficulty understanding abstract ideas.
Get upset easily.
Get chores done right away.
Very Inaccurate Moderately Inaccurate Neither Accurate Nor Inaccurate Moderately Accurate Very Accurate
Have a vivid imagination.
Have frequent mood swings.
Am not really interested in others.
Sympathize with others’ feelings.
Keep in the background.
Make a mess of things.
Seldom feel blue.
Often forget to put things back in their proper place.
Am relaxed most of the time.
Don’t talk a lot.
 
 
Please make sure you have answered all the questions on the page.
 
 
 
Section F
 
 
INSTRUCTIONS: For the items below, please indicate from Strongly Disagree to Strongly Agree, how true each item is to you:

Strongly Disagree Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Agree Strongly Agree
I am included in social events that take place among members of my workgroup.
I feel more like an employee who works on other people’s studies than a researcher working on my own studies.
In my degree program, I hear negative stereotypes about women in science and engineering.
I have seen senior researchers snap back from failure.
I receive emotional/personal support from my advisor.
I have access to all the supplies and equipment I need to do my research tasks.
I feel a sense of connection with my advisor.
My advisor supports my personal career goals.
My STEM field has the potential to contribute to society.
There is another faculty member in my department who is my mentor.
Strongly Disagree Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Agree Strongly Agree
My advisor provides frequent feedback.
I am passionate about my research.
I have experienced sexist comments/sexism made in my program.
I have a good overall relationship with my advisor.
I am committed to my research because I believe it has the potential to help people.
I receive career advise from my advisor.
My work is criticized or overlooked more than others in my workplace.
My advisor has established clear expectations of what’s expected of me.
I consider my advisor to be my mentor.
I have encountered delays and setbacks before and found ways to overcome them.
Strongly Disagree Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Agree Strongly Agree
I know of people in STEM who have the career and personal life I would like to have.
I feel a sense of connection with my advisor.
My program is appropriate for my abilities and interests.
I am making measurable progress toward my career goals.
My advisor provides support for my personal research goals and interests.
I can both finish my program and have a satisfying personal life.
I feel isolated from other students in my program.
There is someone whom I consider to be a mentor outside my department or university.
My advisor serves as a role model for me.
I meet with my advisor frequently.
Strongly Disagree Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Agree Strongly Agree
I have positive role models of women scientists/engineers.
My work is criticized or overlooked more than it should be.
My advisor provides useful and quality feedback.
My advisor provides timely feedback.
My research is showing promising results.
My advisor respects my home, family and personal responsibilities.
When conversations occur about science/engineering/research issues, people do not pay much attention to my suggestions and ideas.
My advisor/supervisor expects me to be working on science/engineering every day and at all hours.
My STEM field is NOT too narrow to suit my needs and interests.
My advisor exhibits fairness.
I feel isolated from faculty in my degree program.
I have opportunities to collaborate with my advisor.
I am committed and interested in my field.
 
 
Please make sure you have answered all the questions on the page.
 
 
 
Section G
 
 
INSTRUCTIONS: For the items below, please indicate from Strongly Disagree to Strongly Agree, how true each item is to you:

Strongly Disagree Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Agree Strongly Agree
Faculty in my program area seem to care only about their own research.
In my workplace, low-level tasks like set-up, clean-up and clerical tasks are distributed fairly.
In my degree program, the level of individual competition among students is higher than it should be.
Communication is fair and collegial.
Expectations for students’ progress through the program are clearly spelled out.
Faculty in my program are readily accessible for advising on students’ progress.
In my degree program, women have to perform at a higher level than men to prove they are competent.
The quality of teaching and courses ranges from good to excellent.
The ideas and contributions of women faculty and students are given the same degree of credibility as those of men.
There are not enough women faculty and researchers in my degree program.
Strongly Disagree Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Agree Strongly Agree
Teaching courses is a high priority for program faculty.
Working with students is a high priority for program faculty.
I am satisfied with the overall relationship I have with my advisor.
Sexist comments are not tolerated.
Gender discrimination is not tolerated.
Opportunities for doing research and publishing it are distributed fairly.
Faculty in my program are readily accessible to students to give feedback on students’ research progress.
In my workplace there are actions and comments that I consider sexual harassment.
Faculty in my program play favorites.
My degree program is run by men for men.
There is an adequate degree of collaboration and cooperation in my program.
There are not enough women students in my degree program.
 
 
Please make sure you have answered all the questions on the page.
 
 
 
Please share any additional comments about your experience in the space below:
   
 
 
 
Demographic Questions
 
 
 
What is your age? Write your age in the space below:
   
 
 
 
What is your gender?
 
Female
 
Male
 
 
 
What is your racial/ethnic identification?(Select all that apply)?
 
White
 
Black/African American
 
Hispanic
 
Asian/Pacific Islander
 
Native American/Alaskan Native
 
Other (please specify)
 

 
 
 
Which best describes you?
 
International Student
 
U.S. Citizen/Permanent Resident
 
Other
 
 
 
 
What is your country of origin?
   
 
 
 
What is your first or primary language?
   
 
 
 
What is your current Major?
   
 
 
 
What is your highest degree achieved?
   
 
 
 
What is your classification?
 
Freshman
 
Sophomore
 
Junior
 
Senior
 
Graduate Student (Masters)
 
Graduate Student (PhD)
 
Other
 
 
 
 
Do you currently have an advisor?
 
Yes
 
No
 
 
 
What is the gender of your advisor (if you answered "yes" to the previous question)?
 
Male
 
Female
 
 
 
What is the academic status of your advisor (if you answered "yes" to the previous question)?
 
Academic Advisor
 
Lecturer
 
Professor
 
Other
 
 
 
 
* If you have been approved to get extra credit for your participation, please select yes below. You will be taken to a separate form for providing the information necessary.
 
Yes, I am approved for extra credit
 
No, I am not approved for extra credit
 
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