Educational Development for Quality Graduate Supervision

Authors

  • Hawazen Alharbi University of Calgary/King Abdulaziz University
  • Michele Jacobsen University of Calgary

DOI:

https://doi.org/10.11575/pplt.v1i.30327

Abstract

Graduate supervisors need ongoing educational development to enhance and develop their supervisory skills. From new supervisors to the experienced ones, faculty members all benefit from gathering to discuss and exchange their experiences and supervision practices. Increasingly, research is focusing on the study of best practices for graduate supervision given the need to enhance the student/supervisor relationship and students’ satisfaction with the quality of supervision. Offering educational development opportunities for graduate supervisors is complicated and needs more attention from universities. This paper aims to shed some light on the role of graduate supervisors, the factors that contribute to a successful graduate supervision experience, the factors that contribute to the complexity of graduate supervision with a discussion of different types of support for a successful graduate supervision and lastly, by introducing the design of a MOOC that focuses on Quality Graduate Supervision to be offered at the University of Calgary. 

Author Biographies

Hawazen Alharbi, University of Calgary/King Abdulaziz University

Hawazen is a PhD candidate in Educational Technology at University of Calgary and a lecturer at the Educational Technology Department, King Abdulaziz University. She holds a Master of science in Instructional Technology, Wilkes University. Hawazen is interested in MOOCs research, educational technology integration and faculty professional development.

Michele Jacobsen, University of Calgary

Michele Jacobsen is the Associate Dean, Graduate Programs, Werklund School of Education, University of Calgary. Michele uses design-based research to study technology-enabled learning in school and post-secondary classrooms. Michele draws upon the learning sciences to study how teachers design participatory learning environments that sponsor knowledge building, intellectual engagement and assessment as learning.

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Published

2016-12-31

Issue

Vol. 1 (2016)

Section

Articles

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