SuperVisible Encounters with Great Graduate Supervision:
Dr. Sharon Friesen

Sharon Friesen

I chose two images to represent supervision. One is for my own supervision, which involves two people working hand-in-hand, as I view my supervision as a commitment to walk with the student throughout their entire journey. The other illustrates how the supervisor, along with the supervisory committee, commits to supporting an individual throughout their doctoral journey as a scholarly community that welcomes a new scholar into its midst. Together, these images hold two truths at once: supervision is deeply personal, and it is also sustained by a community.

Looking Back and Lessons Learned

If I could go back to when I was a new supervisor, I would advise myself on the importance of establishing a relationship. When I first meet with a student, before we discuss their research, I try to get to know them as a person—what brought them graduate studies and what they hope for. Frequently, I supervise students with whom I’ve already developed a relationship before becoming their supervisor; however, I still prioritize that relationship regardless of how the graduate student comes under my supervision. The process is straightforward at the Werklund School of Education because we have a required supervision form that must be filled out by the end of the first week. However, I don’t go through this as a checklist. Rather, I use this form as a conversation guide so the student has a clear sense of how we will work together. Building that trust early pays huge long-term dividends. When I need to give difficult advice, this trust makes it easier for the student to receive critiques as supportive rather than as criticism.

I would also advise new supervisors to trust their previous experiences and draw on their existing knowledge. I was a practicing teacher for many years, and I had published extensively in academic journals before joining the university. I led the Galileo Educational Network, located on the university campus, and supported several doctoral students during that time. My experiences mentoring teachers, principals, graduate students, and student teachers helped prepare me for my role as a graduate supervisor. Those years taught me to listen for what a learner is ready to do next, and to remember that confidence is built through steady, honest encouragement.

Actions for Effective Supervision

The three things new supervisors should do to set themselves up for effective practice are (1) get to know their students, (2) meet with them regularly, and (3) establish strong communication channels and expectations.

Building a strong relationship with students is essential. One way that new supervisors can achieve this is by establishing regular meeting times with their students. While students may have professors teaching their various courses, once I am their supervisor, I’m there to support their entire journey. I schedule monthly meetings with each of my students during their first year; however, rather than waiting for our scheduled meetings, I encourage them to contact me whenever they have a question. Consequently, we may meet bi-weekly or weekly and then use our set meeting times as touchpoints. I also give students my cell number and allow them to text me if they have coursework questions. I also set boundaries regarding my availability. I’ll take their calls, and students can expect a response from me anytime between 7:00 a.m. and 10:00 p.m. I also hold student meetings on Saturdays, Sundays and evenings, because accommodating students’ employment schedules is sometimes necessary; working around my schedule wouldn’t work for them.

I also encourage my students to work on papers or proposals in a shared Google Doc, allowing me to provide them with continuous feedback as they write. If there’s a time when they don’t want me to review the document, they send a text letting me know. I don’t expect my students to master APA 7 in their first year; some have been out of graduate school for a while, and their first papers might not meet the standard of academic work. However, I’m here to support and help them improve as writers, and to make the expectation of academic writing feel learnable rather than intimidating.

Knowledge for Effective Supervision

One way I set myself up for effective mentoring is by creating a well-organized, automated spreadsheet workbook. When I enter student data into the spreadsheet, it automatically populates my main page as well as my Gantt chart. It’s just a bit of spreadsheet finesse and learning a few macros, but it keeps me organized by allowing me to know exactly where every student is at any point in time. Supervisors must also document the advice they give to each student. I sometimes make voice recording notes and put them into the spreadsheet so I can quickly listen. For me, this kind of organization is not separate from care; rather, it is how I make sure no one become invisible in the busy-ness of the semesters.

Supervisors must also be aware of their position of power in their relationships with students. I address power and equity by co-presenting and co-publishing with my graduate students and using this as an opportunity to scaffold them into authorship. To me, establishing transparent authorship criteria is really important. From the beginning, I establish that the student is the first author in any project they initiate, even if I’ve played the supporting role. I’m a full professor, and I usually defer to them as they are building their scholarship, because I want my students to take ownership of their work. If it’s my work, and they’re supporting me, then I’m the first author. Ethically attending to authorship is an aspect that supervisors should understand to be an effective mentor.

Supervisors should also communicate their expectations regarding methods, rigour, academic integrity, writing, and publishing. My students know I’ll support them in whatever methods they want to use; all I expect is that they give their best effort. I don’t accept sloppy academic work; if their writing is full of typos, it becomes distracting, and I’ll return it to them to do a cursory edit before I review it. I am committed to a very rigorous and frequent review process. I tell them, “I’m okay with drafty drafts, but I’m not okay with sloppy drafty drafts.” Students need to know it takes time to develop their thinking, and to expect that frequent revisions are part of the writing process.

I’m a stickler for deadlines, and I expect students to meet the timelines we set. I’m also very aware that circumstances may alter a deadline, but I expect students to show an effort to meet timelines. When students aren’t meeting deadlines, then I’ll assess whether they are struggling, require more scaffolding, or another set of actions is needed. My goal is not to monitor time, rather, it is to understand what the delay is telling me, and to formulate an appropriate response.

You need to know your students really well to develop a good relationship so that you can trust each other. Once you’re in that position, you also need to know when things are beyond what you can provide and where to get extra help. I’ve had my share of students with difficult circumstances, from divorces to surgeries to one of my students passing away. In terms of supporting students’ well-being, I recognize when the situation requires additional assistance. With their permission, I’ve contacted student services to seek support on behalf of my students. I can help with academics, but I’m not a trained counsellor. Supervisors need to realize their own limitations; they can’t be everything to all their students.

Innovation and Reflection

I’m not sure if this is innovative, but if my student is struggling, I’ll write along with them. If they’re having problems formulating their ideas, then I’ll say, “Why don’t the two of us write this together. You’re the one who’s got the keyboard, but let’s just talk this through together.” Instead of leaving them on their own and saying, “I’ll see you when you’ve finished the next five pages,” it is my role to recognize and confirm that they are struggling, and then not being afraid to write alongside them. I think a supervisor needs to be confident in their own writing ability to write alongside their student.

When I’m talking to teachers about learning how to teach a student as the student is learning—I call that responsive pedagogy. I consider supervision to be similar: responsive supervision means paying close attention to what a student can do independently today, and then providing just enough structure, feedback, and presence to help them do what they can’t do independently at this point.

I believe this concept could also apply to collegial mentorships between experienced and new supervisors who may require additional guidance as they transition into the complex role and responsibilities of supervision. Helping a new colleague become a good supervisor is rewarding, as their graduate students will be our colleagues one day. I’m very proud of my supervision and mentoring practice. I worked very hard at it, and I feel strongly committed to the graduate students I have the privilege of supervising. For me, the invitation is simple: find (or be) the trusted colleague who will walk alongside a new supervisor the way we walk alongside our students to navigate this ongoing learning process.

Learn More about:

Dr. Sharon Friesen, Professor, Werklund School of Education, University of Calgary [profile]

Recipient, 2021 Distinguished Graduate Supervision Award, Werklund School of Education