2011 NASPA Annual Conference Philadelphia, Pennsylvania March 12–16, 2011

Lessons Learned: Tips for Effective Graduate Student Supervision

Denise Balfour, M.Ed. Assistant Director, Office of Student Conduct & Academic Integrity

Old Dominion University dbalfour@odu.edu/(757) 683-3431

Tourgee D. Simpson, Jr., M.Ed. Assistant Director, Office of Undergraduate Advising

College of Business and Public Administration, Old Dominion University tdsimpso@odu.edu/(757) 683-5337

Lessons Learned: Tips for Effective Graduate Student SupervisionDenise Balfour, M.Ed.

Assistant Director, Office of Student Conduct & Academic

Integrity

Old Dominion University

dbalfour@odu.edu/(757) 683-3431

Tourgee D. Simpson, Jr., M.Ed.

Assistant Director, Office of Undergraduate Advising

College of Business and Public Administration, Old Dominion

University

tdsimpso@odu.edu/(757) 683-5337

Poll the Audience

Learning OutcomesTo 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

Models forGraduate Preparation Programs

Integrated Student Affairs Practitioner Model

(Creamer, Winston, & Miller, 2001)

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

Scientist – Practitioner Model (Schroeder & Pike, 2001)

Assert thatstudent 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.

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)

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

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

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

HRD Training & Process Model(Goldstein, 1974)

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

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

Developing the Supervisor/Supervisee

RelationshipRemember, 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 student’s strengths and areas of growth

Provide both personal and professional development

Don’t 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

CBPA Intern Learning Contract (Spring 2011)

CBPA Intern Learning Contract (Spring 2011)

CBPA Intern Learning Contract (Spring 2011)

OSCAI Graduate Assistantship Syllabus (Fall 2010)

OSCAI Graduate Assistantship Syllabus (Fall 2010)

OSCAI Graduate Assistantship Syllabus (Fall 2010)

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 growthHelps 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

Assessment Tools(Examples)

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

Theories Associated with Supervised Practice

Kolb’s Model of Experiential Learning (1984) Astin’s Theory of Student Involvement (1984)Kouzes and Posner’s Model of Exemplary Leadership (2003)Kitchner’s Ethical Principles and Ethical Decision-Making (1985)Schlossberg’s Theory of Marginality and Mattering (1989)Stanford’s Theory of Challenge and Support (1966)Kohlberg’s Theory of Moral Development (1971)Chickering’s 7 Vectors of Student Development (1969)Gilligan’s Theory of Moral Development (1982)Tinto’s Model of Institutional Departure (1993)

Kolb’s Model of Experiential Learning (1984)

ActiveExperimentation

ReflectiveObservation

Concrete Experience

Abstract Conceptualization

Astin’s 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 expectationsAllowing moments to give and receive feedbackReflecting on one’s experienceCreating opportunities to work collaboratively with othersDeveloping 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).

Legal Implications

Graduate students effectively supervised willParticipate in activities that carry some level of risk (negligence)Explore issues of authority and responsibilityUnderstand due process, confidentiality, and FERPAKnowledge and understanding of university policy and procedures

Effective graduate student supervisors will notDiscriminate through hiring practicesCreate hostile work environments

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

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.

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?

Don’t forget to end the experience on a positive note!

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.

Don’t forget to have fun!

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.