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
2011 NASPA Annual Conference s Philadelphia, Pennsylvania s 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
Poll the Audience
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
Models for
Graduate Preparation
Programs
Integrated Student Affairs Practitioner
Model
(Creamer, Winston, & Miller, 2001)
Theoretical
Knowledge
Applied
Knowledge
Social &
Interpersonal
Skills
Attitudes &
Values
Life
Experiences
Practical &
Technical
Skills
Integrated
Student
Affairs
Professional
Professional
Ethics
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 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.
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)
Direct
Experience
Translation
Supervision
Apply Ethics
Reflection
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
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
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 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
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)
Concrete Experience
Active
Experimentation
Accommodating
Diverging
•Action-oriented
•Prefers trial and error
problem solving
•Open to new
experiences
•Easily adapts to change
•Feeling-and peopleoriented
•Known for imagination
•Good at analyzing
alternatives
•Is aware of values and
meaning
Converging
Assimilating
•Prefers technical tasks
over interpersonal
environments
•Excels at problem
solving and decisionmaking
•Emphasizes ideas over
people
•Good at inductive
reason, creating
theories, and integrating
observations
Abstract Conceptualization
Reflective
Observation
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 expectations
Allowing moments to give and receive feedback
Reflecting on one’s 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).
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
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.