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Development and Initial Validation of the Science Technology Engineering and Mathematics Communication Skills Assessment (STEM-CSA)
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.
As an incentive for your time, you will receive a $25 gift card redeemable at the ASU Bookstore. 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 |
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| Overview of Active Listening |
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In regular or passive listening, we often become so preoccupied with getting our own message across and thinking about what we will say next in an exchange that we forget to listen to what our conversation partners are saying.
Active listening involves:
* Identifying the critical message being conveyed.
* Paying as much attention to how it is said as to what is said.
* Seeking clarification about differences in perception.
* Asking questions in a way that encourages elaboration.
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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...
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| Please make sure you have answered all the questions on the page. |
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| 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. |
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| Nicole is interested in getting some teaching experience before going out on the academic 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 opening question, indicate how likely it is to assist Nicole in having an in-depth discussion with Dr. Brown.
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| Please make sure you have answered all the questions on the page. |
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| Dr. Begay called a meeting with Carrie to discuss priorities for the next month. He stated the following, “our main focus is the project that we are currently working on, but I’m also getting a lot of pressure from the editors to make revisions to our book chapter. I think we are going to have to make this a priority. I also know that you are in the midst of data collection for your dissertation so I feel really bad telling you that I need your attention to be on the project we’re currently working on.” Carrie wants to ensure that she understand which of these projects is the main priority. For each of the following responses, indicate how likely it is to assist Carrie in identifying the main point.
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| Please make sure you have answered all the questions on the page. |
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| A month ago, Dr. Simpson asked Sarah to organize an informal bi-weekly meeting at which graduate students from the department would present their research to each other. Today is the first of those meetings, and Sarah is presenting her own research to kick things off. During her presentation, she notices that Dr. Simpson appears to be falling asleep and is not paying attention to what she is saying. For each action, indicate how likely it is to assist Sarah in getting his attention.
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| Please make sure you have answered all the questions on the page. |
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| Dr. Chung, Isabella’s advisor, recently asked her to mentor Collin, a first year 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 if he is going to be a good fit as an undergrad researcher for our lab past this semester, though.” Isabella feels confused by her advisor’s mixed message. For each statement, indicate how likely it is to assist Isabella in ensuring that she understands Dr. Chung’s comment.
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| Please make sure you have answered all the questions on the page. |
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| Andrea schedules a meeting with her advisor, Dr. Johnson, to discuss a grant proposal that they have been working on. Andrea often feels rushed when she meets with Dr. Johnson, which results in many of her questions going unanswered. In this instance, Andrea would like Dr. Johnson to give more extensive feedback about the experimental section of the proposal that she is helping him to write. For each opening sentence, indicate how likely it will be to elicit the more elaborate feedback from Dr. Johnson that Andrea wants?
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| Please make sure you have answered all the questions on the page. |
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| Sue schedules a meeting with Dr. Benjamin, her advisor. While there, he states “I strongly recommend that you make a number of revisions to improve your dissertation proposal. A major improvement would be expanding your literature review to more clearly explain how what you’re doing provides a contribution to the field. The plans you have for future data collection don’t seem to be complete, so you’ll need to expand that section as well. Finally, the results you present from your preliminary experiments also seem insufficient, so I’d suggest either re-running those or presenting the analysis in a better way.” For each of the following actions, indicate how likely it is to assist Sue in identifying the main point.
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Please make sure you have answered all the questions on the page.
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| 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.
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| Please make sure you have answered all the questions on the page. |
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| While Sherese is in the lab, Dr. Gupta enters, takes a look at her experiment and asks her to “rerun the experiment using an alternative procedure.” He then leaves abruptly. Sherese is confused and often feels frustrated by the vagueness of Dr. Gupta’s suggestions. In order to ensure that she has interpreted his feedback correctly she walks to his office to have a discussion. For each statement, indicate how likely it is to assist Sherese in getting some clarity regarding his comments.
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| Please make sure you have answered all the questions on the page. |
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INSTRUCTIONS: Each of the statements below begins with, "When communicating with others..." Please rate your level of confidence in completing the following tasks.
When communicating with others...
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| Please make sure you have answered all the questions on the page. |
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| INSTRUCTIONS: Please indicate the degree to which you agree with the following items.
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| Please make sure you have answered all the questions on the page. |
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| INSTRUCTIONS: Please indicate the degree to which you agree with the following items.
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| Please make sure you have answered all the questions on the page. |
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| Please share any additional comments about your experience in the space below: | | |
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| * What is your age? Write your age in the space below: | | |
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| * What is your racial/ethnic identification?(Select all that apply)? |
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| * Which best describes you? |
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| * What is your country of origin? | | |
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| * What is your first or primary language? | | |
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| * What is your current Major? | | |
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| * In what year did you begin your current program ? | | |
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| * What is your classification? |
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| * Do you currently have an advisor? |
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| What is the gender of your advisor (if you answered "yes" to the previous question)? |
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| What is the academic status of your advisor (if you answered "yes" to the previous question)? |
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| * On a scale of 1 to 100 (1 = very dissatisfied and 100 = very satisfied), how do you rate your current satisfaction with your program? | | |
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| * Using a percentage (1% = very improbable and 100% = absolute certainty), what is the probability that you will complete your degree requirements? | | |
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