{"id":33,"date":"2024-05-21T13:35:01","date_gmt":"2024-05-21T17:35:01","guid":{"rendered":"https:\/\/opentextbc.ca\/isvgraduate\/chapter\/scenarios\/"},"modified":"2024-05-28T12:33:13","modified_gmt":"2024-05-28T16:33:13","slug":"scenarios","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/isvgraduate\/chapter\/scenarios\/","title":{"raw":"Scenarios","rendered":"Scenarios"},"content":{"raw":"Below are scenarios exploring boundary violations in different academic environments and involving different power dynamics. These scenarios were created by graduate students based on their experiences and observations. Careful consideration was made to ensure that the scenarios include ample diversity of individuals, incidents, and possible responses.\r\n\r\nPrior to the session, you should review the scenarios to determine which one(s) are best suited for the participant group.\r\n\r\nAfter selecting one or more scenarios, you can copy and paste the text into slide 24 (Practice Scenario) and slide 31 (Small Group Activity: Scenario) in the PowerPoint presentation. Alternatively, you can create a handout with the scenario(s) to distribute to participants. If presenting online, you might want to copy the text into the chat.\r\n\r\nAfter participants have completed discussing the scenario(s), you could provide them with Handout 3: Scenarios with Suggested Responses (see Appendix 1: Handouts<\/a>), which includes a discussion and suggested responses for each scenario.\r\n\r\nNote: Appendix 2: Additional Scenarios<\/a> has more scenarios created by graduate students that you could use. You could also create your own scenarios or develop scenarios in collaboration with students at your institution. You\u2019ll find more information in Appendix 3: Create Your Own Scenarios<\/a>.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Scenario 1<\/th>\r\nInappropriate Comment Between Students in a Lab<\/td>\r\n<\/tr>\r\n
Scenario 2<\/th>\r\nProfessor Asks Out Post-Doc Researcher at Conference<\/td>\r\n<\/tr>\r\n
Scenario 3<\/th>\r\nInappropriate Comment by a Professor<\/td>\r\n<\/tr>\r\n
Scenario 4<\/th>\r\nSupervisory Committee Member Comes On to Student<\/td>\r\n<\/tr>\r\n
Scenario 5<\/th>\r\nUndermining Behaviour by a Research Team Member<\/td>\r\n<\/tr>\r\n
Scenario 6<\/th>\r\nProfessor Outing a Student Online<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

Scenario 1: Inappropriate Comment Between Students in a Lab<\/h1>\r\nCedar is a master\u2019s student taking a research course that involves 10 hours of lab work. The lab is supervised by Cedar\u2019s instructor Dr. Blake, and the lab coordinator is Alex, a PhD student. Alex is well-liked in the department and is known to be very friendly and welcoming. One day when Cedar is preparing various solutions for a reaction, Alex comes over to observe and chat. After some small talk, Alex comments, \u201cWow, you have really steady hands! It took me years to develop such great technique. Those hands must be good at a lot of other things, too.\u201d Alex then laughs and winks at Cedar.\r\n

Scenario 2: Professor Asks Out Post-Doc Researcher at Conference<\/h1>\r\nSam is a post-doctoral researcher who hopes to become a research professor in engineering. She has been looking forward to the annual engineering conference, where she will give a presentation and have an opportunity to network and engage with global colleagues. She is especially excited to hear Professor Alex, who is renowned for their contributions to the field. At the conference, Professor Alex introduces the speakers, including Sam, and then he stays and watches Sam\u2019s presentation. After Sam\u2019s presentation, Professor Alex congratulates Sam and praises her work. Professor Alex asks Sam, \u201cWould you like to have dinner at my place afterward? We can continue discussing as I cook a mean steak.\u201d Despite feeling initially enthusiastic, Sam hesitates, experiencing uncertainty about Professor Alex\u2019s intentions.\r\n

Scenario 3: Inappropriate Comment by a Professor<\/h1>\r\nTylor is completing a master\u2019s degree in biochemistry. Her supervisor, Professor Edwards, often makes uncomfortable comments during their one-on-one meetings. During one meeting, Professor Edwards says, \u201cYou know, if you do well and I\u2019m happy with your performance, you can transfer to the PhD program.\u201d Tylor responds, \u201cI think I\u2019m not quite ready to do a PhD at this point.\u201d Professor Edwards responds, \u201cOh? Well, what are your plans after graduation, then? Going back to your country and finding a rich husband? It shouldn\u2019t be hard for you.\u201d Tylor feels uncomfortable but stays quiet. Noticing her silence, Professor Edwards says, \u201cI\u2019m just joking! Lighten up!\u201d\r\n

Scenario 4: Supervisory Committee Member Comes on to Student<\/h1>\r\nAddison is a student in the Education department and is studying hard for their upcoming thesis defence. Ezra, a thesis supervisory committee member, invites Addison to their home to discuss Addison\u2019s thesis. Addison arrives and finds Ezra visibly intoxicated, with slurred speech and poor coordination. Ezra says, \u201cSorry, I had a bit too much to drink earlier. Let\u2019s sit down and talk.\u201d Addison is uncomfortable but says, \u201cSo, about my thesis, I am thinking of rewriting chapter five as it doesn\u2019t align with the new studies I have done.\u201d Ezra interrupts, \u201cThat sounds interesting, but you know, I\u2019ve always found you attractive.\u201d Addison replies, \u201cThank you, but let\u2019s stick to discussing my thesis. The deadline for submission is close.\u201d Then Ezra begins to stroke Addison\u2019s hand and puts an arm around them.\r\n

Scenario 5: Undermining Behaviour by a Research Team Member<\/h1>\r\nRobin, a young female astrophysics master\u2019s student in her final year, has been tasked by her supervisor to mentor Greg, an older, male, first-year master\u2019s student who has extensive industry experience. Robin starts to observe distinct behaviours from Greg that appear to be directed solely at her. During their one-on-one fieldwork, for example, Greg becomes inattentive and dismissive. Robin can\u2019t help but wonder whether this is because of the age gap or her being the only female in the group. Despite her uncertainty, she brushes these thoughts aside as mere assumptions. Greg also starts to challenge Robin\u2019s expertise in front of their peers by questioning her techniques, saying, \u201cJust ensuring the accuracy of the data.\u201d When Robin defends her approach by stating, \u201cI extensively used this method for my project and am confident in my teaching,\u201d Greg responds with a dismissive chuckle, replying, \u201cSure.\u201d\r\n

Scenario 6: Professor Outing a Student Online<\/h1>\r\nIt is the first day of the semester, and Blake is attending a required class on health policy that is held virtually. The call is being recorded so it can be posted on the course page following the class. During the session, Professor Smith asks each student in the class to introduce themselves with their name, pronouns, and academic program. Blake is wearing a necklace with beads in the rainbow colours of the pride flag. The professor draws everyone\u2019s attention to the necklace and asks Blake to share their experiences with gender and sexual identity. Blake\u2019s face flushes as they say, \u201cThat is quite a personal and sensitive topic for me. I\u2019m not comfortable going into detail about it.\u201d The professor presses, \u201cSharing your lived experiences would really help your non-LGBTQ+ classmates design social programs that are informed and effective for other people like you.\u201d Blake shakes their head in refusal. Professor Smith expresses disdain for the hypervisibility of rainbow symbols and says LGBTQ+ people are merely attention-seeking.\r\n

Scenario Discussion Questions<\/h1>\r\nQuestions and considerations to guide participants\u2019 discussions are found on slide 25 and below.\r\n
    \r\n \t
  1. The type of boundary violation and possible feelings it could bring up for the impacted person<\/li>\r\n \t
  2. The identities of the people involved including their positionalities, roles within the institution, and the power dynamics between the people. (How power dynamics may influence the impacted person\u2019s decision to respond and the type of response)<\/li>\r\n \t
  3. The various types of responses that the impacted person may take<\/li>\r\n \t
  4. The role the environment plays in the interaction and response. Consider if the interaction is in a private or public setting, on campus or off campus, in person or online<\/li>\r\n \t
  5. The culture within the institution, graduate program, and field of study<\/li>\r\n<\/ol>","rendered":"

    Below are scenarios exploring boundary violations in different academic environments and involving different power dynamics. These scenarios were created by graduate students based on their experiences and observations. Careful consideration was made to ensure that the scenarios include ample diversity of individuals, incidents, and possible responses.<\/p>\n

    Prior to the session, you should review the scenarios to determine which one(s) are best suited for the participant group.<\/p>\n

    After selecting one or more scenarios, you can copy and paste the text into slide 24 (Practice Scenario) and slide 31 (Small Group Activity: Scenario) in the PowerPoint presentation. Alternatively, you can create a handout with the scenario(s) to distribute to participants. If presenting online, you might want to copy the text into the chat.<\/p>\n

    After participants have completed discussing the scenario(s), you could provide them with Handout 3: Scenarios with Suggested Responses (see Appendix 1: Handouts<\/a>), which includes a discussion and suggested responses for each scenario.<\/p>\n

    Note: Appendix 2: Additional Scenarios<\/a> has more scenarios created by graduate students that you could use. You could also create your own scenarios or develop scenarios in collaboration with students at your institution. You\u2019ll find more information in Appendix 3: Create Your Own Scenarios<\/a>.<\/p>\n\n\n\n\n\n\n\n\n
    Scenario 1<\/th>\nInappropriate Comment Between Students in a Lab<\/td>\n<\/tr>\n
    Scenario 2<\/th>\nProfessor Asks Out Post-Doc Researcher at Conference<\/td>\n<\/tr>\n
    Scenario 3<\/th>\nInappropriate Comment by a Professor<\/td>\n<\/tr>\n
    Scenario 4<\/th>\nSupervisory Committee Member Comes On to Student<\/td>\n<\/tr>\n
    Scenario 5<\/th>\nUndermining Behaviour by a Research Team Member<\/td>\n<\/tr>\n
    Scenario 6<\/th>\nProfessor Outing a Student Online<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    Scenario 1: Inappropriate Comment Between Students in a Lab<\/h1>\n

    Cedar is a master\u2019s student taking a research course that involves 10 hours of lab work. The lab is supervised by Cedar\u2019s instructor Dr. Blake, and the lab coordinator is Alex, a PhD student. Alex is well-liked in the department and is known to be very friendly and welcoming. One day when Cedar is preparing various solutions for a reaction, Alex comes over to observe and chat. After some small talk, Alex comments, \u201cWow, you have really steady hands! It took me years to develop such great technique. Those hands must be good at a lot of other things, too.\u201d Alex then laughs and winks at Cedar.<\/p>\n

    Scenario 2: Professor Asks Out Post-Doc Researcher at Conference<\/h1>\n

    Sam is a post-doctoral researcher who hopes to become a research professor in engineering. She has been looking forward to the annual engineering conference, where she will give a presentation and have an opportunity to network and engage with global colleagues. She is especially excited to hear Professor Alex, who is renowned for their contributions to the field. At the conference, Professor Alex introduces the speakers, including Sam, and then he stays and watches Sam\u2019s presentation. After Sam\u2019s presentation, Professor Alex congratulates Sam and praises her work. Professor Alex asks Sam, \u201cWould you like to have dinner at my place afterward? We can continue discussing as I cook a mean steak.\u201d Despite feeling initially enthusiastic, Sam hesitates, experiencing uncertainty about Professor Alex\u2019s intentions.<\/p>\n

    Scenario 3: Inappropriate Comment by a Professor<\/h1>\n

    Tylor is completing a master\u2019s degree in biochemistry. Her supervisor, Professor Edwards, often makes uncomfortable comments during their one-on-one meetings. During one meeting, Professor Edwards says, \u201cYou know, if you do well and I\u2019m happy with your performance, you can transfer to the PhD program.\u201d Tylor responds, \u201cI think I\u2019m not quite ready to do a PhD at this point.\u201d Professor Edwards responds, \u201cOh? Well, what are your plans after graduation, then? Going back to your country and finding a rich husband? It shouldn\u2019t be hard for you.\u201d Tylor feels uncomfortable but stays quiet. Noticing her silence, Professor Edwards says, \u201cI\u2019m just joking! Lighten up!\u201d<\/p>\n

    Scenario 4: Supervisory Committee Member Comes on to Student<\/h1>\n

    Addison is a student in the Education department and is studying hard for their upcoming thesis defence. Ezra, a thesis supervisory committee member, invites Addison to their home to discuss Addison\u2019s thesis. Addison arrives and finds Ezra visibly intoxicated, with slurred speech and poor coordination. Ezra says, \u201cSorry, I had a bit too much to drink earlier. Let\u2019s sit down and talk.\u201d Addison is uncomfortable but says, \u201cSo, about my thesis, I am thinking of rewriting chapter five as it doesn\u2019t align with the new studies I have done.\u201d Ezra interrupts, \u201cThat sounds interesting, but you know, I\u2019ve always found you attractive.\u201d Addison replies, \u201cThank you, but let\u2019s stick to discussing my thesis. The deadline for submission is close.\u201d Then Ezra begins to stroke Addison\u2019s hand and puts an arm around them.<\/p>\n

    Scenario 5: Undermining Behaviour by a Research Team Member<\/h1>\n

    Robin, a young female astrophysics master\u2019s student in her final year, has been tasked by her supervisor to mentor Greg, an older, male, first-year master\u2019s student who has extensive industry experience. Robin starts to observe distinct behaviours from Greg that appear to be directed solely at her. During their one-on-one fieldwork, for example, Greg becomes inattentive and dismissive. Robin can\u2019t help but wonder whether this is because of the age gap or her being the only female in the group. Despite her uncertainty, she brushes these thoughts aside as mere assumptions. Greg also starts to challenge Robin\u2019s expertise in front of their peers by questioning her techniques, saying, \u201cJust ensuring the accuracy of the data.\u201d When Robin defends her approach by stating, \u201cI extensively used this method for my project and am confident in my teaching,\u201d Greg responds with a dismissive chuckle, replying, \u201cSure.\u201d<\/p>\n

    Scenario 6: Professor Outing a Student Online<\/h1>\n

    It is the first day of the semester, and Blake is attending a required class on health policy that is held virtually. The call is being recorded so it can be posted on the course page following the class. During the session, Professor Smith asks each student in the class to introduce themselves with their name, pronouns, and academic program. Blake is wearing a necklace with beads in the rainbow colours of the pride flag. The professor draws everyone\u2019s attention to the necklace and asks Blake to share their experiences with gender and sexual identity. Blake\u2019s face flushes as they say, \u201cThat is quite a personal and sensitive topic for me. I\u2019m not comfortable going into detail about it.\u201d The professor presses, \u201cSharing your lived experiences would really help your non-LGBTQ+ classmates design social programs that are informed and effective for other people like you.\u201d Blake shakes their head in refusal. Professor Smith expresses disdain for the hypervisibility of rainbow symbols and says LGBTQ+ people are merely attention-seeking.<\/p>\n

    Scenario Discussion Questions<\/h1>\n

    Questions and considerations to guide participants\u2019 discussions are found on slide 25 and below.<\/p>\n

      \n
    1. The type of boundary violation and possible feelings it could bring up for the impacted person<\/li>\n
    2. The identities of the people involved including their positionalities, roles within the institution, and the power dynamics between the people. (How power dynamics may influence the impacted person\u2019s decision to respond and the type of response)<\/li>\n
    3. The various types of responses that the impacted person may take<\/li>\n
    4. The role the environment plays in the interaction and response. Consider if the interaction is in a private or public setting, on campus or off campus, in person or online<\/li>\n
    5. The culture within the institution, graduate program, and field of study<\/li>\n<\/ol>\n","protected":false},"author":123,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-33","chapter","type-chapter","status-publish","hentry"],"part":28,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/isvgraduate\/wp-json\/pressbooks\/v2\/chapters\/33","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/isvgraduate\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/isvgraduate\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/isvgraduate\/wp-json\/wp\/v2\/users\/123"}],"version-history":[{"count":3,"href":"https:\/\/opentextbc.ca\/isvgraduate\/wp-json\/pressbooks\/v2\/chapters\/33\/revisions"}],"predecessor-version":[{"id":137,"href":"https:\/\/opentextbc.ca\/isvgraduate\/wp-json\/pressbooks\/v2\/chapters\/33\/revisions\/137"}],"part":[{"href":"https:\/\/opentextbc.ca\/isvgraduate\/wp-json\/pressbooks\/v2\/parts\/28"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/isvgraduate\/wp-json\/pressbooks\/v2\/chapters\/33\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/isvgraduate\/wp-json\/wp\/v2\/media?parent=33"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/isvgraduate\/wp-json\/pressbooks\/v2\/chapter-type?post=33"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/isvgraduate\/wp-json\/wp\/v2\/contributor?post=33"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/isvgraduate\/wp-json\/wp\/v2\/license?post=33"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}