Lessons Learned: Tips for Effective Graduate Student Supervision

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Lessons Learned Tips for Effective Graduate
Student Supervision

• Denise Balfour, M.Ed.
• Assistant Director, Office of Student Conduct
  Academic Integrity
• Old Dominion University
• dbalfour_at_odu.edu/[phone]
• Tourgee D. Simpson, Jr., M.Ed.
• Assistant Director, Office of Undergraduate
  Advising
• College of Business and Public Administration,
  Old Dominion University
• tdsimpso_at_odu.edu/[phone]

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Lessons Learned Tips for Effective Graduate
Student Supervision

• Denise Balfour, M.Ed.
• Assistant Director, Office of Student Conduct
  Academic Integrity
• Old Dominion University
• dbalfour_at_odu.edu/[phone]
• Tourgee D. Simpson, Jr., M.Ed.
• Assistant Director, Office of Undergraduate
  Advising
• College of Business and Public Administration,
  Old Dominion University
• tdsimpso_at_odu.edu/[phone]

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Poll the Audience
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Learning Outcomes

• To understand key models of graduate preparation
  programs and how managing graduate students and
  interns through supervised practice is a complex
  process
• To connect student development theory to the
  supervised practice experience
• To gain a better understanding of tools to assess
  graduate student competencies
• To understand the ethical and legal issues
  associated with supervising graduate students and
  interns
• To provide strategies for helping students apply
  information learned in the classroom to their
  practice as graduate students and interns (and
  eventually as new professionals)
• To acquire resources on how one can best manage
  the graduate student supervision process with
  successful results

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Models forGraduate Preparation Programs
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Integrated Student Affairs Practitioner Model
(Creamer, Winston, Miller, 2001)
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Integrated Student Affairs Practitioner Model
(Creamer, Winston, Miller, 2001)

• Life experience what you learn from your
  personal world
• Attitudes and values involve human dignity,
  freedom, equity, and community (Young Elfrink,
  1991) and the way you act and feel
• Theoretical knowledge what you acquire from
  literature and research
• Applied knowledge how you connect theory and
  practice
• Practical and technical skills how you complete
  tasks, projects, and activities
• Social and interpersonal skills how you
  communicate and interact with others
• Professional ethics determining what is right
  within legal and institutional policy

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Scientist Practitioner Model (Schroeder
Pike, 2001)

• Assert that
• student affairs practitioners have dual
  responsibilities to serve the client (our
  students) and to serve the field
• we should base our work on sound, well-tested
  theories
• we are obligated to advance knowledge in the
  field, i.e., to be informed of theoretical
  advancements and to be involved with research
  that tests, modifies, and creates new theories.

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What is Supervised Practice?

• Common definition learn by doing
• Learning is best when it is self-directed, guided
  by theory, and is reflective (Dewey, 1916).
• Learning must be active and engaging, include
  cognitive, emotional, and volitional processes,
  provide self-reflection, and connect experience
  to the curriculum in a systematic way (Hutchings
  and Wutzdorff, 1988).
• Supervised practice is
• different from professional training (McEwen and
  Talbot, 1998)
• comes in many forms assistantships,
  internships, externships, fieldwork, practica,
  work-study programs
• Two common types counseling-based and
  administrative
• Accepted standards for evaluating supervised
  practice experiences come from the CAS (Council
  for the Advancement of Standards in Higher
  Education)

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Supervised Practice Model(Cooper, et. al., 2002)
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Supervised Practice Model(Cooper, et. al., 2002)

• Direct experience doing the work, conducting
  the business
• Translation translating knowledge, subject
  matter (typically from the classroom), and
  worldviews into practice skill development that
  sticks to the ribs (pg. 24)
• Applying Ethics participating in professional
  practice carried out according to the ethics of
  the profession
• Reflection reflect on knowledge and use it in
  practice

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Supervised Practice Model(Examples)

• Direct experience serving as a conduct officer,
  overseeing NASCAP assessment, implementing
  programs, co-advising honor council, various
  administrative tasks
• Translation setting goals/objectives, weekly
  readings and discussion topics, connecting
  coursework to the assistantship, providing both
  challenging and supportive opportunities and
  tasks
• Applying Ethics reviewing ethics of the
  profession, ongoing conversations of direct
  experience and translation
• Reflection points of reflection questions,
  weekly one on ones, journal entries, end of year
  portfolio

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HRD Training Process Model(Goldstein, 1974)
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HRD Training Process Model(Goldstein, 1974)

• Assessing the graduate student the learning
  gap, what the student knows, what you want the
  student learn
• Designing the training model define objectives,
  develop the lesson plan, select the trainer or
  leader, select methods of theories/techniques,
  schedule the program/intervention
• Implementing the active participation of the
  learner and the instructor(s)
• Evaluating select the evaluation criteria,
  design, conduct the instrument, and interpret
  results

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HRD Training Process Model (Examples)

• Assessing the graduate student conducted a
  skills-based survey or needs analysis
• Designing the training model developed an
  intern contract
• Implementing advising students, assigned
  readings, research on peer mentoring programs and
  advising themes, attend committee meetings and
  webinars, creating a advising syllabus
• Evaluating weekly one on ones, portfolio,
  reflective assignments, completion of the master
  advisor certification, and faculty evaluations

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Developing the Supervisor/Supervisee Relationship

• Remember, your graduate assistants/interns are
  students first!
• Create a variety of opportunities in each
  component of the supervised practice/HRD training
  and process model
• Set clear expectations early on (from both
  supervisor and student) and revisit often
• Assess skills and modify opportunities based on
  students strengths and areas of growth

• Provide both personal and professional
  development
• Dont forget to challenge AND support
• Check in regularly. Evaluate, evaluate, EVALUATE!
• Be prepared to modify the experience as your
  office workflow changes
• Make time for closure at the end of the
  assistant/internship

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CBPA Intern Learning Contract (Spring 2011)
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CBPA Intern Learning Contract (Spring 2011)
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CBPA Intern Learning Contract (Spring 2011)
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OSCAI Graduate Assistantship Syllabus (Fall 2010)
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OSCAI Graduate Assistantship Syllabus (Fall 2010)
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OSCAI Graduate Assistantship Syllabus (Fall 2010)
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Assessment

• Should be completed prior to or at the beginning
  of the graduate assistant/internship
• Gives student the opportunity to clarify skills
  he/she will bring to the experience as well as
  identify areas for growth
• Helps supervisor to identify key experiences and
  opportunities to incorporate into the graduate
  assistant/internship
• Find an assessment that best fits the needs and
  culture of your office and the position
• Utilize information gathered in the assessment to
  create your learning agreement, contract, or
  syllabus
• Revisit and evaluate often.use the survey as a
  ongoing reflection point

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Assessment Tools(Examples)

• Stewards Skills Analysis Survey (1994)
• Needs Assessment (2002)
• StrengthsQuest (2001)
• Myers-Briggs Type Indicator (1962)
• Vocational Preference Inventory (1984)
• Self-Directed Search (1985)

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Theories Associated with Supervised Practice

• Kolbs Model of Experiential Learning (1984)
• Astins Theory of Student Involvement (1984)
• Kouzes and Posners Model of Exemplary Leadership
  (2003)
• Kitchners Ethical Principles and Ethical
  Decision-Making (1985)
• Schlossbergs Theory of Marginality and Mattering
  (1989)
• Stanfords Theory of Challenge and Support (1966)
• Kohlbergs Theory of Moral Development (1971)
• Chickerings 7 Vectors of Student Development
  (1969)
• Gilligans Theory of Moral Development (1982)
• Tintos Model of Institutional Departure (1993)

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Kolbs Model of Experiential Learning (1984)
Concrete Experience
Active Experimentation
Reflective Observation
Abstract Conceptualization
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Astins Theory of Student Involvement (1984)

• Suggests students learn and are developed the
  most when they are actively involved in the
  experience
• Involvement amount of personal energy and
  thoughts devoted to the experience
• Factors that provide high involvement
• Setting clear expectations
• Allowing moments to give and receive feedback
• Reflecting on ones experience
• Creating opportunities to work collaboratively
  with others
• Developing a professional development plan
• These factors solely provide opportunities to
  foster development they do not create the
  development itself. Supervisors must focus on
  creating opportunities for involvement to occur
  (Evans, et.al., 1998).

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Legal Implications

• Graduate students effectively supervised will
• Participate in activities that carry some level
  of risk (negligence)
• Explore issues of authority and responsibility
• Understand due process, confidentiality, and
  FERPA
• Knowledge and understanding of university policy
  and procedures
• Effective graduate student supervisors will not
• Discriminate through hiring practices
• Create hostile work environments

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Types of Authority

• Expressed authority clearly stated or written
• direct supervisors, advisors, etc.
• Implied authority defined by the need
• signing off on paperwork, making reservations,
  chaperones
• Apparent authority authority that does not
  truly exist
• singing off on contracts with budget authority
• Authority to act acting with outside units and
  vendors

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Ethical Implications

• Both supervisors and graduate assistants are
  faced with situations in which they face ethical
  dilemmas
• Adhering (or not adhering to) the ethical
  standards of your department, your institution,
  and/or professional standards
• Developing dual relationships
• Violations of HR standards
• Balancing personal versus professional ethics
• Making decisions among multiple ethical
  principles
• Remember legal issues are taught, ethical
  behavior is modeled.

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Closing Out the Experience

• Provide opportunities for both personal and
  professional closure
• Give students the opportunity for a 360-degree
  performance evaluation
• Discuss opportunities for recommendation letters,
  referrals, ongoing mentoring, etc.
• Assist in planning for the future is your
  student job searching? Looking for another
  assistant/internship? Leaving the field?
• Dont forget to end the experience on a positive
  note!

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Final Thoughts

• Supervising graduate assistants can be a
  rewarding, yet challenging experience.
• There are several models for graduate preparation
  programs tailor your assistant/internship to
  fit the model of the program your student
  attends.
• Supervised practice is just one method of
  graduate student supervision. Incorporate what
  works best for you.
• Establish a job description, set clear
  expectations early on, provide learning
  opportunities, and evaluate often.
• Building connections between the coursework and
  practice is key.
• Provide a variety of opportunities for your
  students to be involved and engaged in their
  experience.
• Dont forget to have fun!

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Any Questions?Thank you for your time ?

• References
• Amey, M.J. Ressor, L.M. (2009). Beginning your
  journey. Washington, DC NASPA.
• Astin, A.W. (1984). Student Involvement A
  developmental theory for higher educational.
  Journal of College Student Personnel, 25,
  297-308.
• Cooper, D.L., et.al. (2002). Learning through
  supervised practice in student affairs. New York
  Routledge.
• Desimon, R.L., Werner, J.M., Harris, D.M. (2002).
  Human resource development third edition.
  Orlando, Harcourt Inc.
• Evans, N.J., et.al. (1998). Student development
  in college theory, research, and practice. San
  Francisco Jossey-Bass.
• Janosik, S.M., et.al. (2003). Supervising new
  professionals in student affairs. New York
  Brunner-Routledge.
• Kolb, D.A. (1981). Learning styles and
  disciplinary differences. In A.W Chickering,
  Modern American college Responding to the new
  realities of diverse students and a changing
  society, 232-255. San Francisco Jossey-Bass.
• Ronnestad, M.H., Skovolt, T.M. (1993).
  Supervision of beginning and advanced graduate
  students of counseling and psychotherapy. Journal
  of Counseling and Development, 71, 396-405.
• Sandeen, A. Barr, M.J. Critical issues for
  student affairs challenges and opportunities.
  San Francisco Jossey-Bass.

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