[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599389-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-599389-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","exploring-best-practices-in-supervision-of-graduate-students-abstract","Exploring Best Practices in Supervision of Graduate Students - Abstract","","A qualitative study examines graduate assistant supervisors’ practices at two large research institutions, focusing on how supervisors support graduate assistant learning and development. Six best-practice themes emerged: adopting a student-centered approach, delivering thorough training, creating a learning-focused experience, using effective communication, building strong relationships, and reflecting on supervision style and experience to apply a situational approach. Nineteen semi-structured interviews informed recommendations and strategies for graduate programs and supervisors.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/exploring-best-practices-in-supervision-of-graduate-students-abstract/599389/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/exploring-best-practices-in-supervision-of-graduate-students-abstract/599389.png","ImageObject",300,407,{"name":42,"@type":43},"WPS_1790064749","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What research question does the study address?","Question",{"text":62,"@type":63},"The study investigates supervision practices of graduate assistant supervisors and the strategies that can be recommended for graduate-student-supervised practice.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which best practices did the study identify?",{"text":67,"@type":63},"It identified six best practices: a student-centered approach, thorough training, a learning-focused experience, effective communication, strong relationships with supervised students, and reflection on supervision style to use a situational approach.",{"name":69,"@type":60,"acceptedAnswer":70},"How was the study conducted and what data were analyzed?",{"text":71,"@type":63},"The study used qualitative methods and analyzed data from 19 semi-structured interviews with participants supervising graduate assistants and graduate student interns.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},599389,1792170885,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","EXPLORING BEST PRACTICES IN SUPERVISION OF GRADUATE STUDENTS  \nKrista J. Bailey Kelli Peck Parrott  \nTexas A&M University University of Louisville  \nMaryanne Long Erin Brannan  \nNew Mexico State University Yale University  \nTaylor Burtch  \nUniversity of Florida  \nAbstract  \nThis qualitative study explored the supervision practices of graduate assistant supervisorsat two large research institutions. Six themes emerged as best practices: graduate assistant supervisors took a student-centered approach, provided thorough training, cultivated a learning-focused experience, established effective communication, built strong relationships with the supervised students, and reflected upon and invested in their own supervision style and supervisory experience in order to practice a situational approach.  \nKeywords: graduate assistant, graduate student, supervision, student affairs  \nPlease direct inquires about this manuscript to: Krista Bailey, [kristabailey@tamu.edu](kristabailey@tamu.edu)  \nCollege Student Affairs Journal, Volume 40(2), pp. 94-106 ISSN 2381-2338  \nCopyright 2022 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n95 College Student Affairs Journal Vol. 40, No. 3, 2022  \nly, not all graduate student supervisors approach their role from a learning-centered perspective, and many have not received formal supervision training (Davis & Cooper, 2017; Hirt et al., 2017; Waple, 2006). Though the potential for experiential learning through the graduate assistantship is great, this is likely not typical.  \nOften, the supervisor will “make or break”the experience (Janosik et al., 2015), yet supervision is not a skill taught to many professionals (Peck Parrott, 2017) . Entry-level supervisors are often charged with supervising graduate assistants, and supervision has been identified as a deficiency in entry-level student affairs professionals (Cooper et al., 2016). While demonstrating supervision skills is fundamental to their success, it is not often taught in graduate preparation programs. Instead of developing an approach based on formal training, supervisors may learn how to supervise based on how they have been supervised and their personal supervision preferences (Davis & Cooper, 2017; Peck Parrott, 2017) . For example, if someone had a supervisor invested in their learning, they may be very invested in their graduate assistant’s learning. However, if they had a less-invested supervisor, they might not actively engage in their learning.  \nStudies have explored different dimensions of supervision, considering the supervisee’s experience and the supervisor’s approach, which has resulted in models and approaches to supervision. Studies have explored the perspectives of both supervisors and new professionals (Davis & Cooper, 2017; Magolda & Carnaghi, 2004; Shupp & Arminio, 2012; Tull, 2006) . In addition to the literature exploring the experience of supervision there are multiple models of supervision: the applied model for supervision (Pace et al., 2019), strategic supervision (Romsa & Romsa, 2016), synergistic supervision (Winston & Creamer, 1997), conscious identity supervision (Brown et al., 2019), and inclusive supervision (Wilson et al., 2020), to name a few. Despite the models and current research, there is little exploring the supervision of graduate  \nExploring Best Practices in Supervision of Graduate Students  \nstudents.  \nGiven the importance of supervision and the gap in the research and training of professionals (Hirt et al., 2017), it is imperative to understand how good supervisors support the learning and development of their graduate assistants. This qualitative study explored the supervision practices of graduate student supervisors at two large research institutions. Participants supervised both graduate assistants and graduate student interns. Data from 19 semi-structured interviews were examined to identify the supervision practices of graduate student supervi","cbCaipzXLKAInqg9","https://ap.wps.com/l/cbCaipzXLKAInqg9","pdf",296098,13,"English","# Abstract\n# Literature Review\n## Background on supervision and training needs\n## Models and dimensions of supervision\n## Experiential learning in graduate preparation","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study investigates supervision practices of graduate assistant supervisors and the strategies that can be recommended for graduate-student-supervised practice.\"},{\"question\":\"Which best practices did the study identify?\",\"answer\":\"It identified six best practices: a student-centered approach, thorough training, a learning-focused experience, effective communication, strong relationships with supervised students, and reflection on supervision style to use a situational approach.\"},{\"question\":\"How was the study conducted and what data were analyzed?\",\"answer\":\"The study used qualitative methods and analyzed data from 19 semi-structured interviews with participants supervising graduate assistants and graduate student interns.\"}]","Exploring Best Practices in Supervision of Graduate Students - Abstract | PDF",1792088679,33]