Boston University Mentoring Training Program
Role Play Scenarios
Quitting
Mentee Perspective
My name is Angela. I am a graduate student in Industrial Engineering. But I am leaving. I’ve decided to
drop out of graduate school – for so many reasons. To begin with, my advisor, Professor Hernandez,
told me that I would have to take lower-level courses because my preparation at a historically black
institution was not up to par. I found out that none of the other students had to do this. I also had a
series of very discouraging in-class experiences. I was hoping for rapport with the faculty, but none of
my professors ever calls on me or asks me to answer a question. They seem surprised when I raise my
hand to participate. I was even accused of cheating once when I got an A on an exam. And my grades
are mostly lower than average, even though I work as hard as my peers. Also, I was always left out of
social events with the other students in the department. It’s hard to be black around here. I feel very
isolated. Maybe in a few decades things will change, but I’m not going to stay around and be treated
this way. I’m going to work in industry for a while. I’ll be more welcome there.
I let my advisor know by email that I was leaving, and he asked me to meet with him first to talk about it.
I am about to see him now…
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
1
Boston University Mentoring Training Program
Role Play Scenarios
Quitting
Mentor Perspective
My name is Professor Hernandez. I teach in the Industrial Engineering department at X University. One
of my graduate students, Angela, sent me an email telling me she was dropping out of graduate school.
I was surprised – this was the first I’ve heard that she was having problems and she always struck me as
a bright student. I asked her to talk with me before she did anything official. Maybe we can work it out,
whatever the problem is.
In the meantime, I took a look at her academic records. I was surprised to find that her performance
was not outstanding. She took a course with me and did very well. But she received a number of B’s in
important subjects. I had her take some lower-level courses, too, to bolster her skills for the more
challenging classes. She came from a historically black undergraduate college with a science program
less rigorous than ours. I figured the additional foundation classes might help her succeed in our
program.
I want her to succeed! I don’t think our environment on campus is discriminatory. I’m Latin American,
myself, and have never experienced discrimination here. But I imagine she might wish there were more
women and African Americans in our department. I think it can feel lonely sometimes.
She’s at my door now…
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
2
Boston University Mentoring Training Program
Role Play Scenarios
Gender Bias?
Mentee Perspective
My name is Gisele. I am a PhD student in Chemistry. I am having a hard time with my advisor, Prof.
Smith. I feel like he responds to me very minimally. He is politely indifferent toward me. At first I
thought maybe it was because I was new. But I’ve been here almost a year now and things are not
getting better. In the lab, he picks clear favorites – and I am not one of them. I have never been given
major responsibilities in the lab, and I feel like he treats me with kid gloves. He seems to interact more
freely and easily with other students. I don’t understand why he treats me differently.
By contrast, when I was an undergraduate, I got a lot of encouragement from my advisor. She supported
my research and was genuinely interested in helping me grow as a scientist. My relationship with her
was completely different – positive and transformative – which is probably what caused me to think that
maybe I am not the problem here.
Last week I cautiously talked with the only other female graduate student in our lab. I learned that she
also feels marginalized by the mentor – sort of invisible. We both feel passed over in terms of
responsibilities and opportunities, and we’re concerned about the long term impact this may have on
our careers.
Maybe I should say something? I am about to have my monthly meeting with Prof Smith…
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
3
Boston University Mentoring Training Program
Role Play Scenarios
Gender Bias?
Mentor Perspective
My name is Professor Smith. In addition to my teaching responsibilities, I run a chemistry lab at the
university. This year I have ten grad students in my lab. They’re excellent. Most have been with me for
several years, so we know each other and I can trust their work. I took on one first year graduate
student this year, Gisele. I don’t know her very well yet. Unfortunately I’ve been too busy this year to
spend as much time with her as I would like. I don’t like to rely on her for major projects, since I’m not
sure yet about her skills, so I tend to fall back on the students I know best, who’ve have been in the lab
longest and consistently demonstrated strong skills. It’s also a plus that my more senior students don’t
need much instruction -- I know they’ll understand without my having to spend a lot of time going over
the basics.
I meet with each student monthly. Gisele is next…
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
4
Boston University Mentoring Training Program
Role Play Scenarios
Race and Culture Shock
Mentee Perspective
My name is Shaun. I came to this university because I got a full merit scholarship. I was looking forward
to starting college in a new city, meeting new friends, learning. I ignored the fact that I would be among
only 3% of black undergrads at this institution – that didn’t sink in until I arrived.
I came from a high school that was diverse, and I’m really laid back and cool with whites, blacks, Asians,
Latinos, etc. So this place was a shock. My major is mechanical engineering – it’s full of white dudes.
But what’s weird is being in a lecture hall or a crowded dining hall and being the only African American
in the room.
And it seems like white people here ignore blacks. I get the feeling that they avoid hooking up or being
friends with a black guy or girl because that would make them an outcast with other whites. So on the
one hand, I am ignored, which makes me feel sort of invisible. But on the other hand, I also feel
conspicuous, like I stand out because I am different and out of place here. I feel like faculty treat me
differently from white kids, and because there’s so few of us here, so I feel pressure to represent all
African Americans.
Since being at this college for a year and not seeing as many black girls as I would like, I realized that I’m
also attracted to white girls, but it seems like white girls are not attracted to me. I’m 6’ and fit, I’m not
ugly. But here at college, I have yet to go to a party, out to a bar, or on a date. I usually go to the dining
hall alone, get my food and come back to my dorm.
I’ve never felt as isolated as I do here. I miss hanging out with friends, and I miss diversity. It’s lucky
schoolwork comes easy to me, because my motivation has gone down the tubes. I don’t know but it
seems like I’m wasting my time at this school.
Through my program, I was assigned to work with a peer mentor. He’s supposed to help me adjust
academically and socially. I’m headed to meet with him now, and I’m not looking forward to it. What
am I supposed to tell him? He can’t really help me…
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to…. And I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
5
Boston University Mentoring Training Program
Role Play Scenarios
Race and Culture Shock
Mentor Perspective
My name is Troy. I am a peer mentor for the First Year Experience program at my college. Each
freshman in the program is assigned a peer mentor. I mentor five freshmen – I help them with time
management and study strategies. I’m also supposed to help them adjust socially.
I try to do a good job. In some ways, I think I do. But I am concerned about one mentee in particular:
Shaun. I’ve seen him a few times so far, and each time I see him he seems less happy. He’s smart and
likeable. His classes seem to be going okay. But it’s like something is bothering him, and he doesn’t
open up to me.
Shaun is African-American, and I get the feeling he’s used to a different environment. Our college is
diverse in some ways, but the percentage of African-American students is low. I’ve thought about
asking Shaun how he feels about this, but I worried that it might be insensitive or politically incorrect.
Still, I can’t help but wonder how this is affecting his “first year experience.”
I am about to meet with Shaun. I want this meeting to go differently from our others. I want him to
know that even though I don’t share his experiences, I can empathize. I want him to know he can trust
me.
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
6
Boston University Mentoring Training Program
Role Play Scenarios
Foreign vs. Domestic
Mentee Perspective
My name is Weili. I am a graduate student in Professor K’s lab. I applied to work for Professor K while I
was still at a major foreign University. Professor K is top in the field, and I feel fortunate to be accepted
to his lab and to be learning with his graduate students and postdocs.
But now I am worried. There have been a couple times he has asked me to run some tests or follow a
particular research track and I got behind and didn’t complete them on time. When he asked me if I’d
run them, I told him I had, and just needed to put the results in a format for the group meeting. I was
embarrassed and angry with myself for not getting done what my professor had asked and I figured I
would catch up and finish them soon. He kept after me, though, and tried to get me to admit that I
hadn’t run the tests and talked about my culture and American culture and scientific integrity. Then I
felt even worse. I really want to impress him. I’ve never had trouble with academics or lab work before.
I don’t understand why this experience turning out to be a problem.
Now Prof. K wants a meeting to talk about why I didn’t complete [insert task], even though I said I did.
This time, I just didn’t understand what I was supposed to do. I didn’t want to tell him I didn’t
understand, partly because he explained it already and I should have understood, and partly because I
don’t want to displease him – again.
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
7
Boston University Mentoring Training Program
Role Play Scenarios
Foreign vs. Domestic
Mentor Perspective
I am Professor K and I lead a research group that develops new imaging technology. The group is
productive and everyone seems to get along well – but I have trouble with one graduate student, Weili.
If I ask Weili to do a task, he usually simply nods in the affirmative. And usually, things go along fine, but
sometimes the task doesn’t get done. I follow up, asking whether he ran into obstacles, or needs help,
but he generally evades the question, gives some information about something else he has done, or
even flat out tells me that he has, in fact, performed the task and will get me the results right away.
Does Weili think he is being polite or respectful by telling me he has performed a task that he has not in
fact performed? Or did he not know how to do the task but thought it was unacceptable to ask me the
appropriate questions to learn? I don’t know. When I ask, all I get is more evasive but generally polite,
affirmative answers. I've also tried explaining to Weili that here, in America, it is much worse to say
something that is untrue and that I and other faculty welcome well-considered objections or questions.
I’m not prejudiced! I have had other students from Weili’s country who were excellent scientists and did
not shy away from stating their honest opinion. In fact, my first PhD graduate was a young woman from
the same country, and she was absolutely brilliant, forthright, and assertive.
Despite all my efforts at openness, I don’t feel like I can get honest answers from Weili. How can I trust
him if every question I ask is answered with "yes," and if he won’t tell me truthfully whether he has
actually performed a given task?
Weili has been in my lab for a year now. I’ve have asked him to meet me after lab meeting today, to talk
about why the latest research activity he was asked to complete is not done.
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
8
Boston University Mentoring Training Program
Role Play Scenarios
Pub Nights
Mentee Perspective
My name is Isabel. I'm a postdoc in Professor S’s lab, and I've recently realized how weak my
bond is with Professor S. compared to the bond he shares with other (mostly male) postdocs
and grad students in the lab. They joke throughout the day and banter about many outsidework interests. They also go out eating/drinking on a regular basis, watch sports and talk about
typical male-oriented subjects. Then there are these annual outings to ski or canoe, with a large
group of spouses and girlfriends. I went once and hated it. For the pub nights, they used to
invite me to join them, but I hardly ever accepted and now they’ve stopped asking me. That’s
not how I want to spend my small amount spare time. But now I feel like this is hurting my
future career.
Intellectually, I believe I have more in common with my mentor than his other postdocs and
grad students, but that doesn't seem to make a difference. He’s more likely to discuss science
ideas and new papers with them. He helps them write grant proposals to advance their
careers. He introduces them to colleagues and involves them in discussions. Even if it is not his
intention to exclude some of us, that’s what is happening to me. I don't see how this could not
translate into fewer opportunities for me. It’s beginning to feel like it’s a popularity contest
here -- and I’m losing.
Last week a few of us attended a local conference with Professor S. Every step of the way, I felt
like I was on the periphery. When I needed to be introduced to people at meeting following
talks or in the hallway, I was not. I became upset, and returned to the lab. He’s asked me to
meet with him in his office now to discuss my actions. And I’m not sure what to say.
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to…. And I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
9
Boston University Mentoring Training Program
Role Play Scenarios
Pub Nights
Mentor Perspective
My name is Professor S. I head a physics/engineering lab at a major research university. I like to
be available to my grad students and postdocs, so I have an open-door policy and I also try to
get into the lab at least once a day for an hour or so. I’m really happy with my current team,
they’re a great group – talented and hard working. I like to build camaraderie by having
everyone over for a barbecue twice a year. I also tag along on pub nights with the group when I
have time – it’s a good way to connect with and get to know each other. Not everyone in the
lab comes along, of course, but most do -- and everyone is welcome! Once a year, the lab
organizes a weekend outing. We’ve been to Cape Cod, New Hampshire and Maine; we’ve gone
hiking, canoeing and skiing. These outings are all social, with some science discussion, but not
much. Most attend, and most bring significant others.
I really enjoy hanging out with my students. I make an effort to be equally accessible and
supportive of all my students, or so I thought.
Last week I took a several students and a post doc to a local conference. I made a point of
including Isabel. She’s a good researcher, but reluctant to socialize, so I don’t know her as well
as most of my group. I knew she would get a lot out of the conference. But the next thing I
knew she was sulking – and then she was gone! I figured she’d gone off by herself, but then I
found out she had returned to the lab, having left the conference. I was really annoyed. I set
up an appointment to find out why she took off – this meeting starts in a few minutes…
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
10
Boston University Mentoring Training Program
Role Play Scenarios
Ethical Dilemma
Mentee Perspective
My name is Jane. My mentor, Prof. H, is a well-known researcher in primate behavior and animal
cognition. He has published more than 200 journal articles and has won numerous awards for his work.
I was ecstatic when I learned that I was accepted to work with him and very eager to do a good job.
A couple months after I started, Prof. H asked me to watch a primate behavior video and code the
behavior, meaning quantitatively score the action of the primates that I observed according to criteria
provided by him. Independently from me, Prof. H would also code the primate behavior shown on the
video.
As always, I was very conscientious and careful. So I was surprised when it turned out that my coding of
the same behavior was very different from Prof. H’s coding, and led to quite different conclusions. I
reviewed the video again to check my work and see how I had messed up. But, the more I checked, the
more convinced I became that I had followed the protocol and applied the criteria correctly. I finally
concluded that Prof H must have coded the data incorrectly. I tactfully suggested this, and offered that
perhaps a third researcher should also code the results before Prof. H published this research. But Prof.
H resisted. He argued against having a third researcher, and said that we should simply go with the data
as he had coded it. (If Prof. H’s coding was correct, the experiment was a big success.)
I sent him a couple more cautious emails – because I feared that he was making a mistake – and then he
became clearly annoyed. "I am getting a bit pissed here," he wrote in an e-mail to me. Now I have a
meeting scheduled to discuss this situation. What do I say?
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
11
Boston University Mentoring Training Program
Role Play Scenarios
Ethical Dilemma
Mentor Perspective
I am Prof. H, a renowned researcher in primate behavior and animal cognition at one of the world’s
leading institutions at a prestigious university. Many students would like an opportunity to work in my
group and I interviewed several before choosing Jane, who showed the most promise. I had Jane work
with some of my other graduate students and post-docs, who taught her how to watch and code
primate behavior. Then about a month after she started, I asked her to watch a primate behavior video
on her own and code the behavior that she observed according to criteria developed by me.
Independently from Jane, I also watched and coded the primate behavior shown in the video. I’ve done
this hundreds of times for more than two decades.
My results and Jane’s were completely different. And then Jane started getting curious. I told her I’ve
been doing this a lot longer than she has and she must have made a mistake -- and we’ll go with my
results. It’s my research. But Jane’s got some crazy idea in her head that I’ve somehow missed
something. She thinks we should have a third researcher code the data, too. Who is this student? Why
is she questioning my results?
Jane won’t let this drop, and I’m starting to get angry. We’re having a meeting to discuss this in few
minutes. What am I going to do?
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
12
Boston University Mentoring Training Program
Role Play Scenarios
The Resourceful Mentee
Mentee Perspective
My name is Eric. I work in Prof. M’s lab. Things are going well. I like the people I work with and I’m a
good researcher.
I’ve been collecting data for Prof. M’s research project for the past month. When I started, I found that
whenever I tried to collect data at the higher voltage ranges, the power supply fuse blew. I replaced it a
few times, but it kept happening, so I looked for a different power supply, but I couldn‘t find one.
Everyone’s pretty busy so I came up with a solution on my own: I stopped taking data a point or two
just below the one that caused the fuse to blow.
At our last group meeting, Prof. M realized that the instrument I use was not taking data over the full
range of operation. He asked me why. I explained. He didn’t seem happy and the whole group got
quiet.
I don’t know what’s the big deal. I thought I was pretty resourceful. Now it’s following group meeting,
and Prof. M has asked me to stay behind and chat for a few minutes.
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
13
Boston University Mentoring Training Program
Role Play Scenarios
The Resourceful Mentee
Mentor Perspective
My name is Prof M. Like most successful faculty doing research and teaching, I’m stretched for time.
Between teaching and traveling and administration, I can’t be in the lab as much as I would like. I’ve got
a good group of grad student and post-doc researchers, though, so I feel pretty confident letting them
run with the projects.
We have a new graduate student researcher, Eric. Eric seemed to know what he was doing from day
one, very natural and confident around equipment and the experiment. He started out doing various
things, but soon we had him collecting data for our project. We thought it would be a good job for him –
not too complicated but challenging enough for someone new to the lab. Every time I saw him over the
last month or so, I asked him, ”How is the data coming? Do you have any questions?” He always
replied that everything was great, no problems.
So I was surprised to find out today in our weekly group meeting that he hasn’t been collecting data
over the full range of voltage operation that we had decided upon at the outset of the experiment.
Apparently the power supply fuse blew every time he tried to take data at the higher voltage ranges, so
he decided on his own to stop taking data a point just below the one that caused the fuse to blow -without asking me or anyone in the lab if that was a good idea. Now we could be missing important
data, and I am really frustrated. If I had known, I could have had the instrument repaired.
He didn’t even understand that he shouldn’t have made that decision on his own. I’ve asked him to
remain behind, so we can talk about this some more.
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
14
Boston University Mentoring Training Program
Role Play Scenarios
Group Dynamics
Mentee Perspective
My name is Richard. I am a researcher in Prof. R’s lab, and I was really excited when I learned I got this
position.
Prof. R is hardly ever in the lab and he misses most of the group meetings. I report to Alice. She’s the
post-doc who runs the lab for Prof. R. Alice assigned me to help with her own boring project – she has
me synthesizing compounds to make a cell growth medium for her own research. Stuff you could just
buy. Meanwhile, I notice other students are working on more interesting things. After about three
weeks on my project, I figured I had done my time and deserved to work on something more
challenging. So I went to Prof R and asked to be moved to a different project, one “more like
Amanda’s.” Amanda is another grad student in the lab. So why is her project so much better than mine?
Prof. R told me to stay on the project I was originally assigned. Now I’m just biding my time here. I
don’t even know if I want to stay in this lab. Now I have to meet with the postdoc Alice and fill her in on
what I’ve been up to.
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
15
Boston University Mentoring Training Program
Role Play Scenarios
Group Dynamics
Mentor Perspective
My name is Alice. I’m a post-doc in Prof. R’s lab. We also have graduate student researchers in the lab.
I’m the students’ de facto mentor. It’s my job to keep track of graduate students’ progress.
Richard is a new grad student in our lab – and he is new to laboratory research. Because this is his first
research experience, Prof. R and I decided to give him a straightforward project – to synthesize
compounds I needed to make a cell growth medium for my own research.
After three rather unproductive weeks, Richard went to Prof. R’s office and asked to be moved to a
different project, “more like Amanda’s,” he said. Amanda is a graduate student who has been working
in our group for over a year and is finishing up some biological studies that will be the basis for her
master’s thesis. Richard isn’t remotely ready for a project like Amanda’s, so Prof. R told him to stay on
the project we originally assigned him.
After this, Richard became increasingly sulky and unproductive. By the middle of the summer, he’d only
managed to finish one of the syntheses I’d assigned him. It was a real pain to invest so much time
training in a student who seemed not to care about the science or understand why it’s important. Now
we are about to meet to discuss where he he’s gotten over the last few weeks.
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
16
Boston University Mentoring Training Program
Role Play Scenarios
“Everything’s Clear”
Mentee Perspective
My name is Josh. I’m work with Prof X. While I would really like to continue to be involved in his
research, I don’t know if he’s going to keep me on. The reason is that I think he’s really annoyed with
me because I don’t understand his computational technique.
Prof. X explained it to me last week, and though I tried to pay attention, I must have been distracted at
the time, since I couldn’t really follow either the logic or the steps in the technique. Prof. X didn’t know
that it was a bad time to talk, so it’s not his fault. But I wasn’t very interested just then in learning this
technique. I figured I could learn the technique later on. So I sort of let myself tune out what Prof. X was
saying. When he finished explaining, he asked me if I had any questions. I said no, “Everything’s clear.”
Three days later, when Prof X asked me how the work using this technique was going, I had to reply that
I hadn‘t started because I don’t understand the technique. I could tell he wasn’t happy. Now, we are
meeting again…
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
17
Boston University Mentoring Training Program
Role Play Scenarios
“Everything’s Clear”
Mentor Perspective
My name is Prof. X. I hired Josh to assist with my research. I recently explained a computational
technique to him. As I was explaining, Josh nodded the entire time, like he understood every word I was
saying. Since I know most students do this regardless, when I finished, I asked Josh if he had any
questions, and he said, “No.” Just to make sure, I asked Josh if everything was clear. And Josh again
said, “Yes -- everything’s clear.” Three days later I asked Josh how his work using this technique was
going. Josh replied that he hadn‘t started because he doesn’t understand the technique.
I was really annoyed – not because he didn’t get it but because he didn’t tell me that he didn’t
understand when I was explaining it to him! Now, we’re meeting again…
Getting into character…
Describe your character. I am …
What actions has your character taken and why? I have …
What is your character thinking and feeling? I think …
What are you going to try to achieve in the meeting to follow? My goal is to….
I will do this by…
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
18
Boston University Mentoring Training Program
Role Play Scenarios
(This sheet is on the back of every mentor and mentee role-play for self-report following role-play)
Reflecting on Your Role Play Experience
1. From your perspective as a mentor or mentee, report on the three things you were most
concerned or worried about in the role-playing exercise. What were the main problems?
2. From your perspective as a mentor or mentee, report on the main three take-away messages or
lessons learned about your challenging situation. What could you do to solve the problems
developed in your situation? How could you avoid it in the future?
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
19
Boston University Mentoring Training Program
Role Play Scenarios
Boston University Mentoring Training Program Spring 2015
B. B. Goldberg and B. Hugot
20