Graduate Supervision & Examination

“Serving as a supervisor, mentor and guide for the learning and development of talented new scholars in my discipline and profession is the most satisfying part of being a professor in education.”

– Michele Jacobsen, PhD

Michele Jacobsen’s graduate supervision practice is sharply focused on developing relational trust (Jacobsen, Friesen & Becker, 2021) and sponsoring student success as researchers and teachers. The quality of Jacobsen’s supervision and mentorship has been recognized with several Teaching Excellence Awards for Graduate Supervision, Teaching and Leadership. She brings advanced experience and expertise in supporting graduate students’ engagement in a range of educational research methodologies, techniques & theories, from change oriented design-based research, to interpretive-hermeneutic inquiry, to experimental and correlational designs, to using action research and case study research methodologies. As part of her funded program of research, Jacobsen mentors graduate students in diverse research methods (i.e., analysis and exploration, collaborative design and implementation, classroom observations, interviews, online survey development, testing, data analysis, report writing, presentation skills, and so on), and in co-authoring peer reviewed publications and book chapters, and co-presenting conference papers and presentations. Jacobsen supports her students in attracting competitive funding, awards and distinctions that further their own career goals and also bring distinction to the School and the University.

Supervision Completions


Post Doctoral Scholar


Doctoral Supervisory Committees


Master of Education, Capstone Projects


Doctoral Student Supervision and Dissertations


Doctoral Examination Committees


Master of Education – Course Based


Masters Student Supervision and Theses


Masters Theses Exam Committees


Master of Education, Capstone Committees

Mentoring For Diverse Careers

Mentoring Students for Diverse Career Paths. Jacobsen’s mentoring relationships and support of graduate students’ research and career trajectories extends well past convocation. Graduate students bring diverse aspirations and career goals; some want to pursue academic careers in post-secondary, and others aim for professional and research careers in health care, libraries, and the education system. In all cases, Michele cultivates strong research focused relationships with students to understand their goals and aspirations, and to inform and tailor her graduate supervision and mentoring approach to align with their diverse needs. Given their advanced skills as researchers and teachers, Jacobsen’s former doctoral students have been hired as academic staff at several post-secondary institutions. Diverse career paths taken by my doctoral and masters student graduates:

  • Nine in Tenure track positions in universities

  • Thirteen in Research/leadership/teaching/design positions in post-secondary

  • Two in senior leadership roles in Health Care

  • Seven as senior leaders in schools, school jurisdictions and the Ministry of Education

  • Six in industry, corporate, & entrepreneurial leadership

Faculty Development

Jacobsen is leading online professional development and an online community of practice aimed at improving the quality of graduate supervision and practice in Canada (QGS MOOC).

  • Quality Graduate Supervision MOOC: University of Calgary & Athabasca University, University of Lethbridge, University of Regina, Brandon University and Queens University, Sep 27 – Nov 14, 2021 (n=81)
  • Quality Graduate Supervision MOOC, University of Calgary & Athabasca University, Oct 26 – Dec 21, 2020 (n=55)

  • Quality Graduate Supervision MOOC, University of Calgary, February 10 – March 22, 2020 (n=107)

  • Quality Graduate Supervision miniMOOC, University of Calgary, March – April 2017 (n=24)

Graduate And Undergraduate Teaching

Jacobsen’s design of learning experiences and teaching of graduate and undergraduate courses is directly informed by her research on learning and technology.  Jacobsen’s design-based and case study research on learning, whether carried out in a middle school, high school or in post-secondary, is directly related to her on-campus / blended / online course designs and teaching in the B.Ed. program as well as her graduate teaching in educational technology and the learning sciences. In creating conditions for learning, Jacobsen’s emphasis is on knowledge building and intellectual engagement, participatory pedagogies and collaborative design work in the discipline.


  • EDER 700AB – Doctoral Seminar for First Year Students

  • EDER 610/701.05 – Case Study Research in Education

  • EDER 701.07 – Design Based Research Doctoral Research Seminar, multiple sections

  • EDER 708 – Collaboratory of Practice II

  • EDER 771 – Advanced Concepts in Educational Technology PHD Seminar

  • EDER 779.01  – Advanced Concepts in Educational Technology EDD Seminar, multiple sections

  • EDER 779.02  – Inquiry and Technology, EDD Learning Sciences Specialization Seminar, multiple sections

  • EDER 600 – Educational Research Methodology

  • EDER 606 – Writing Educational Research

  • EDER 678.67  – Interdisciplinary Learning and Technology (Leading and Learning in Digital Age Grad Cert)

  • EDER 671 – Conceptualizing Educational Technology

  • EDER 679.02 – Computer Based Learning I

  • EDER 679.12  – Computer Based Learning II

  • EDER 679.27 – User-Centered Designs I

  • EDER 679.28 – User-Centered Designs II

  • EDER 679.35 – Conceptualizing the Learning Sciences

  • EDER 679.31 – Masters Research Seminar in Educational Technology


  • EDIS 553.58 – Homepage Development for Educators

  • EDPS 481 – Computers in Education I

  • EDTP 502/504 – Professional Seminar, Learners and Learning/ Teachers and Teaching

  • EDTP 502/504 – Case Inquiry Seminar, Learners and Learning/ Teachers and Teaching

  • EDTP 506/508 – Professional Seminar, Curriculum Contexts/Curriculum Studies

  • EDTP 510 – Field Seminar: Elementary / Secondary

  • EDTP 510 – Case Seminar: Elementary / Secondary, Semester Three

  • EDTP 512 – Studies in Pedagogy and Schooling: Inquiry & Technology Across the Curriculum

  • EDTP 512 – Professional Seminar – Identity, Diversity and Culture

  • EDTS 421 – Measurement and Evaluation of Classroom Learning

  • EDUC 556 Professional Development and Lifelong Learning

Added Teaching

Independent Study Courses: Graduate Students
  • EDER 703.28 – Design-Based Research for Problems of Practice in Higher Education

  • EDER 619.27 – Alberta Education Leadership Academy

  • EDER 679.95 – Message Design and Doctoral Communication Project

  • EDER 679.91 – Designing a Learning Object Repository

  • EDER 679.91 – Inquiry in High School Chemistry

  • EDER 679.91 – An Applied Inquiry into User-Centered Web Site Design and Development

  • EDER 679.91 – The Adoption of Technology in Higher Education from 1998 to 2003

  • EDER 679.91 – Case Study of Relationship between Literacy and Technology

  • EDER 679.93 – Enablers and Barriers for a Mainstream Faculty Member While Developing Instructional Multimedia: A Case Study

  • EDER 679.93 – Teaching Innovation Through Wireless Computing Integration

  • EDER 679.91 – Online Course Design – A Reflective Analysis That Bridges Theory and Practice

  • EDER 679.91 – Media, Culture and Learning Issues in the Design of Telecollaborative Learning Experiences

  • EDER 679.91 – Leadership and Professional Development Issues in Promoting Engaging Telecollaborative Learning Experiences