Academic literature on the topic 'College supervisors'
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Journal articles on the topic "College supervisors"
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Chur-Hansen, Anna, and Steve McLean. "Supervisors’ Views about their Trainees and Supervision." Australasian Psychiatry 15, no. 4 (August 2007): 273–75. http://dx.doi.org/10.1080/10398560701441695.
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Objectives: Supervision is central to psychiatry training, yet it has been poorly defined and has attracted little research attention. In this study we explore supervisors’ perceptions of their role. This paper is the second of two, with the first exploring trainees’ perceptions of supervisors and supervision. Methods: Using qualitative methods, 21 supervisors were interviewed, and the data subjected to thematic analysis. Results: Participants identified a number of aspects characteristic of the role of supervisor. There was some confusion, however, about the role, and some disparity between supervisors around what can be reasonably expected by a trainee in supervision. Conclusions: Supervisors need a clear definition of their role and responsibilities, and should be monitored and mentored. This is particularly important, given the central role that supervisors are expected to perform at College level.
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Song, Chang. "Supervisors' paternalistic leadership influences college English teachers' teaching efficacy in China." Social Behavior and Personality: an international journal 44, no. 8 (September 15, 2016): 1315–28. http://dx.doi.org/10.2224/sbp.2016.44.8.1315.
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Using social exchange theory and the social constructivist theory of emotion, I examined the relationship between supervisors' paternalistic leadership and college English teachers' teaching efficacy in China, as well as the roles emotional creativity and professional identity played in this relationship. Participants were 674 teachers of English at 30 colleges in China. Results of factor and correlation analyses, structural equation modeling, and regression analysis revealed that supervisors' paternalistic leadership had significantly positive effects on teachers' teaching efficacy, and that teachers' professional identity had a meditating effect in the relationship between paternalistic leadership and teaching efficacy. In addition, teachers' emotional creativity positively moderated the relationship between supervisors' paternalistic leadership and teachers' teaching efficacy, and emotional creativity acted as a mediated moderator of the link between these two variables. My findings contribute to comprehension of the effect mechanism of supervisors' paternalistic leadership on teachers' teaching efficacy.
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Ho, Hilda, and Pauline McConville. "Who's happy with supervision?" Psychiatric Bulletin 28, no. 3 (March 2004): 87–90. http://dx.doi.org/10.1192/pb.28.3.87.
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Aims and MethodAll psychiatry trainees and supervisors on the Southeast Scotland scheme were invited to complete a questionnaire about the regularity, responsibility, structure, content and value of supervision.ResultsSignificantly more supervisors (87%) than trainees (69%) reported regular supervision. Some trainees still find it difficult to obtain regular supervision. Although it is seen as a joint responsibility, there is uncertainty about the role and responsibility of each trainee and supervisor. Most trainees and supervisors feel that supervision is useful, but supervisors are likely to rate their quality of supervision better than their trainees. Guidelines for the structure, content and boundaries of supervision might be useful. Supervision is viewed as useful for discussing clinical management, including the trainee's own case-load.Clinical ImplicationsTraining in the use of supervision should be available to all trainees and supervisors. Regular supervision should be a priority, and it is a joint responsibility to ensure that it happens. There should be greater accountability to the College and Trusts. Discussion of the trainee's clinical case-load during supervision is a necessary part of training and the supervision process.
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Bing, John R., and Andrew L. Cherry. "Assessment of Student Teachers by College Supervisors." Psychological Reports 61, no. 1 (August 1987): 275–83. http://dx.doi.org/10.2466/pr0.1987.61.1.275.
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This study examined a subset of 46 variables on a 52-item form for evaluating student teachers to determine the underlying dimensions tapped by the instrument. 482 evaluations completed by 33 college supervisors were analyzed using the principal components factorial method. Five factors with factorial loadings of at least .50 on the item variables were identified in 34 iterations using oblimin rotation. Five factors were interpreted as: I. Management of the Instructional Environment, II. Professional Responsibilities, III. Human Relationships, IV. Planning of Instruction, and V. Communication Skills.
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Castanelli, Damian J., Jennifer M. Weller, Anusha R. Chander, Elizabeth K. Molloy, and Margaret L. Bearman. "A balancing act: The Supervisor of Training role in anaesthesia education." Anaesthesia and Intensive Care 47, no. 4 (July 2019): 349–56. http://dx.doi.org/10.1177/0310057x19853593.
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In this qualitative study, we report how Supervisors of Training, educational supervisors overseeing the learning of anaesthesia trainees, experience their role in practice. Using purposive sampling, we interviewed Supervisors of Training from across Australia and New Zealand. The interviews began by asking ‘what do you see as your role as a Supervisor of Training?’ then explored the response in detail. Following the technique of thematic analysis, inductive analysis occurred as data were collected until we generated a thematic structure sufficient to address our research question after 19 interviews. In the first three of the four identified themes, Supervisors of Training perceived themselves as the fulcrum of the learning environment, ‘the something in between’. These three themes were: guiding and assessing trainees; identifying, supporting, and adjudicating trainee underperformance; and mediating trainees’ relationship with the hospital. Participants perceived themselves as a broker between trainees, their colleagues, their hospital, the Australian and New Zealand College of Anaesthetists and the community to varying degrees at different times. Negotiating these competing responsibilities required Supervisors of Training to manage multiple different relationships and entailed significant emotional work. Our fourth theme, scarcity, described the imbalance between these demands and the time and resources available. The complexity of the Supervisor of Training role and the tensions between these competing demands is underappreciated. Our findings would support strategies to mitigate the administrative load and share the decision-making burden of the role and to enhance the capability of Supervisors of Training by requiring formal training for the role.
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Frock, David. "Identifying mentors for student employees on campus." European Journal of Training and Development 39, no. 1 (January 5, 2015): 43–58. http://dx.doi.org/10.1108/ejtd-09-2013-0099.
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Purpose – This exploratory research project aims to seek an effective process for identifying supervisors of part-time student employees who also serve in a mentoring capacity. Design/methodology/approach – This paper is based on a review of literature and an evaluation process focused on established traits and functions of mentoring as applied to supervisors of student employees on a college campus. Findings – Supervisors of student employees may have the desire and capacity to engage students on a higher level but are not viewed and supported to meet this need based on their position within the organization. Untapped resources are being overlooked that would develop the supervisor and the student while advancing the overall institutional mission. Research limitations/implications – A study identifying mentors for part-time undergraduate student employees in higher education settings was necessary as a precursor to future research on the human resource development needs of professional staff in higher education. Practical implications – The results of this study confirmed that the approach utilized for identifying mentors through specific traits is effective and that common barriers exist across the institution that negatively impact supervisors from serving as mentors. These results will be used to address future research related to the value of training and educating the supervisors of undergraduate student employees on college campuses. Originality/value – Research exists on 360 evaluative processes, mentoring and the benefits of student development outside the classroom, but no research could be identified that addressed the opportunities of using this approach to potentially resolve organizational issues.
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Al-Doubi, Suzan Hasan, Hala Fawzi, and JoDee Walters. "Undergraduate Research Supervision: A Case Study of Supervisors' Perceptions at Yanbu University College." Higher Education Studies 9, no. 4 (October 9, 2019): 112. http://dx.doi.org/10.5539/hes.v9n4p112.
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This exploratory case study examined supervisors' perceptions of supervision of undergraduate research projects, and whether the level of experience affects the quality of the supervision process. Data were collected through questionnaires and interviews. Participants were three supervisors with varying levels of experience in the supervision process at Yanbu University College in Saudi Arabia. Obtained themes were used with the whole data-set. The data were rearranged according to the emerged common themes among the three participants. Findings revealed that the level of experience affected the supervision process in relation to the supervisors‘ perceptions. It also suggested that the level of expereince of the supervisors influnced the process of supervision and the feedback given to the undergraduate students. An implication of these findings is that providing novice supervisors with training and guidance should be considered. Departments should create a discussion platform between experienced and novice supervisors to ensure that the supervision expereince is well delivered to undergraduates during their research projects. The study recommends supervisors to revisit all phases of their practice.
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Kummerfeldt, V. D. "Developing The Next Generation Of Clinical Laboratory Scientist Supervisors: A Study Of Supervisory Competencies In Clinical Laboratory." American Journal of Clinical Pathology 154, Supplement_1 (October 2020): S120. http://dx.doi.org/10.1093/ajcp/aqaa161.263.
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Abstract Introduction/Objective Developing the next generation of clinical laboratory scientist (CLS) supervisors who are competent and comprehensively prepared to meet the industry’s healthcare demands can be challenging. When a CLS is promoted to a supervisory position and then found to be incompetent due to the lack of experience, skills, knowledge and/or abilities. To identify the root cause of this phenomena a comprehensive review of the literature explored management competency theories and concepts (Katz’s three-skills approach, the Peter principle, Sandwith’s competency domain model, and National Center for Healthcare Leadership’s health leadership competency model). The management competency theories provided the foundational theoretical framework for this study. Methods Quantitative and qualitative data was used to address the research questions. A modified Tipton’s instrument/survey was used. The survey used demographic, open-ended, and Likert-type questions. Results This study had a total of 247 participants, who self-identified as CLS supervisor or manager, and completed an online survey. The results showed an increased competency level due to experience, continuous learning, mentors, formal education, leadership programs and delegation of tasks. The majority of the participants did not feel that the College of American Pathologists regulatory standard of a general CLS supervisor was sufficient to produce a competent CLS supervisor. Training and education was recommended to help transition CLS practitioner into the role of CLS supervisor. Other recommendations include mentors, succession planning, career ladder/leadership programs, experience, and support. Conclusion In order to develop the next generation of CLS supervisors, who are comprehensively prepared to meet the industry’s healthcare demands, healthcare organizations are going to need to employ evidence-based human resource management strategies. Human resource management strategies, such as training and development programs, leadership programs, mentor programs, and succession planning, should include administrative and interpersonal domain knowledge, skills, abilities and experience
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Spector, Anya Y., and Krimili Infante. "Community college field placement internships: supervisors’ perspectives and recommendations." Social Work Education 39, no. 4 (August 13, 2019): 462–80. http://dx.doi.org/10.1080/02615479.2019.1654990.
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Stehlik, Paulina, Christy Noble, Caitlin Brandenburg, Peter Fawzy, Isaac Narouz, David Henry, and Paul Glasziou. "How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula." BMJ Open 10, no. 3 (March 2020): e034962. http://dx.doi.org/10.1136/bmjopen-2019-034962.
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ObjectivesPatients do better in research-intense environments. The importance of research is reflected in the accreditation requirements of Australian clinical specialist colleges. The nature of college-mandated research training has not been systematically explored. We examined the intended research curricula of Australian trainee doctors described by specialist colleges, their constructive alignment and the nature of scholarly project requirements.DesignWe undertook content analysis of publicly available documents to characterise college research training curricula.SettingWe reviewed all publicly accessible information from the websites of Australian specialist colleges and their subspecialty divisions. We retrieved curricula, handbooks and assessment-related documents.ParticipantsFifty-eight Australian specialist colleges and their subspecialty divisions.Primary and secondary outcome measuresTwo reviewers extracted and coded research-related activities as learning outcomes, activities or assessments, by research stage (using, participating in or leading research) and competency based on Bloom’s taxonomy (remembering, understanding, applying, analysing, evaluating, creating). We coded learning and assessment activities by type (eg, formal research training, publication) and whether it was linked to a scholarly project. Requirements related to project supervisors’ research experience were noted.ResultsFifty-five of 58 Australian college subspecialty divisions had a scholarly project requirement. Only 11 required formal research training; two required an experienced research supervisor. Colleges emphasised a role for trainees in leading research in their learning outcomes and assessments, but not learning activities. Less emphasis was placed on using research, and almost no emphasis on participation. Most learning activities and assessments mapped to the ‘creating’ domain of Bloom’s taxonomy, whereas most learning outcomes mapped to the ‘evaluating’ domain. Overall, most research learning and assessment activities were related to leading a scholarly project.ConclusionsAustralian specialist college research curricula appear to emphasise a role for trainees in leading research and producing research deliverables, but do not mandate formal research training and supervision by experienced researchers.
Dissertations / Theses on the topic "College supervisors"
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Tabart, Michael J., and n/a. "Role expectations for college supervisors in a field experience programme : a study of the perceptions of the participants at a catholic college of education." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.120104.
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The main purpose of this study was to examine the roles that college
supervisors perform in the Field Experience programme with particular
reference to the Field Experience programme in a Catholic College of
Education. Through clarification of the roles it was expected that
the effectiveness of college supervisors would be improved resulting
in a more efficient and productive Field Experience programme at the
institution concerned.
The overall aims of the study were:
(1) to clarify the roles of college supervisors
(2) to improve the quality of the Field Experience programme
(3) to give the programme more meaning in the teacher education
course at the College concerned and
(4) to make it clear to participants in such a programme that
there is an important role for college supervisors to play.
The study involved the co-operation of 62 student teachers, 45
classroom teachers (country and city) and 10 college lecturers
(totalling 117). A questionnaire was designed on the basis of
discussions with Field Experience participants, on a survey conducted
the previous year, and on an open-ended survey conducted immediately
after the mid-year Block Practicum. The final questionnaire was then
distributed to 82 student teachers (75.5% return), 76 classroom
teachers (58.5% return) and 11 college lecturers (90% return).
The study made use of earlier work by Waters (1973) and also by Duck
and Cunningham (1985). In the study, student teachers, classroom
teachers and college lecturers were surveyed by means of a
questionnaire to rate the frequency with which specific supervisory
tasks (already identified in a pilot study) were performed.
This involved rating each of the supervisory tasks twice; firstly
rating , the 'actual' occurrence of the task and secondly by rating
the 'ideal' occurrence of the task.
Results of the study showed that there are differences of
perception surrounding role expectations for college supervisors and
that these roles require clarification. What were perceived to be
the roles for and the behaviour of college supervisors contrasted
with what was actually exhibited. Students and teachers (country and
city) perceived college supervisors to be actually performing an
Evaluator role; while lecturers perceived a Manager role. The 'ideal'
role for college supervisors was perceived by all respondent groups
to involve the functions and tasks of Manager. The degree of role
conflict present indicates that follow-up measures deserve
consideration and clarification and that orientation and learning
programmes need to be conducted for all Field Experience participants
in order to give the Field Experience programme more significance and
to improve its overall effectiveness.
A result of the study and one which could be emphasised in
order to improve the quality of the programme was the indication
of 'desirable' and 'undesirable' characteristics of college
supervisors who were involved in the Field Experience programme at
the College concerned. These results were similar to the earlier
work of Beer et al. (1983) and were indicated by' the use of openended
comments being included at the conclusion of the
questionnaire. These comments concerned the personal and
professional characteristics of college supervisors and together
with this author's work could form the basis of further study as a
step towards increasing the efficiency of Field Experience programmes.
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Byrd, Anna. "A Study of State College Faculty Trust in Immediate Supervisors." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/849.
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This quantitative study investigated faculty trust in their immediate supervisors (academic deans and faculty chairs) in a state college setting. A survey instrument created for this study was based on existing research on trust in schools by Bryk and Schneider (2002) and Tschannen-Moran and Hoy (1998), as well as research on trust in corporate setting. The study’s purpose was to determine the types and frequencies of interactions between community college faculty and deans/faculty chairs – i.e., faculty immediate supervisors – that are related to higher levels of faculty trust. Also investigated were the relationships between faculty trust and demographic characteristics including age, gender, ethnicity, length of employment, and number of faculty in department. The study’s findings suggest policies and practices for creating more trusting environments in community and state college settings, thereby leading to higher faculty retention levels. These, in turn, can contribute to increased levels of student success, higher graduation rates, and financial savings for schools.
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Doepker, Gina Marie. "A study to determine the status of the roles, responsibilities, and practices of university supervisors who serve middle childhood preservice teacher candidates in the state of Ohio." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1173125185.
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Trapp, Richard M. "A collected comparison between art department chairpersons and their supervisors in selected midwestern four-year colleges and universities." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/558366.
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This comparative study examined the leadership role of art department chairpersons in selected midwestern four-year colleges and universities. It compared the leadership role of the art department chairperson to his/her immediate supervisor's perception of that same role.Literature relating to leadership and leader behavior for chairpersons in administration and art education administration was reviewed. The Leadership Behavior Description Questionnaire-Ideal (LBDQ-Ideal) and a demographic data survey were used. A one-way analysis of variance (ANOVA) was used to measure statistical significance in Initiating Structure and Consideration.The population comprised forty-one colleges and universities with enrollments of 3500 or more students in eight midwestern states. Responses were needed from each art department chairperson and his/her immediate supervisor to have matched pairs for the study. Art department chairpersons were sent a demographic data survey to identify their specific environment and background.CONCLUSIONSThere is no significant statistical difference in the leadership role of art department chairpersons and their immediate supervisors' perceptions of that same role using the LBDQ-Ideal in the subscale areas of Initiating Structure and Consideration.RECOMMENDATIONS(1) A study is needed to develop and incorporate into existing art education specific programs for art department chairpersons and/or or art administrators and for those interested in becoming an art department chairperson.(2) A study is needed to develop strategies to increase the awareness of fellow staff and immediate supervisors as to the role and responsibilities of art department chairpersons.(3) A study is needed to develop in-service and pre-service training programs to emphasize the importance of skill development in both task-related (Initiating Structure) and people-related (Consideration) dimensions of effective educational leadership.(4) A study is needed to more fully examine the leadership differences between art department chairpersons with M.F.A. degrees and those with Ed.D/Ph.D. Degrees.(5) A study is needed to assess the leadership differences between art department chairpersons with prior public/private school experience and those with no prior public/private school experience.(6) A study is needed to determine the leadership role of art departments as a part of the total Fine Arts curriculum and program in most colleges and universities.Department of Art
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Yang, Ji-Chyuan. "The Expectations of Pre-Student Teachers, Cooperating Teachers, and College Supervisors for Early Field Experiences at Teachers Colleges in Taiwan." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc278010/.
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The first purpose of this study was to identify the expectations of pre-student teachers, cooperating teachers, and college supervisors regarding early field experiences. A second purpose was to determine the respective roles of cooperating teachers and college supervisors for providing guidance of early field experiences. The third purpose was to determine alikenesses and differences among the respective participants' perceptions regarding early field experiences.
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Shumba, A., and J. Shumba. "Mentorship of student teachers on teaching practice : perceptions of teacher mentors in Zimbabwean schools." Journal for New Generation Sciences, Vol 10, Issue 1: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/604.
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Published ArticleMentorship as a concept in teacher training is vital in developing full professionals. It becomes even more effective if the mentors are adequately prepared for their mentorship roles. This study sought to determine: (a) the nature of training mentors had received in mentorship; (b) the extent to which they understood their role as mentors; (c) the mentors' views on the assistance they rendered to mentees; (d) the relationship between parent colleges and mentors; and (e) assess implications for teacher training in Zimbabwe. The study followed a descriptive survey design which utilized both quantitative and qualitative approaches. A comprehensive questionnaire was administered on a purposeful and information-rich sample of 120 mentors in two provinces in Zimbabwe. Interviews were also held with some of the mentors to triangulate findings from the questionnaire. The study revealed that many mentors had not been given any formal training in mentorship; they were not really sure of their roles and while they stated that they assisted mentees to the best of their abilities assistance given to mentees differed from mentor to mentor. College supervisors did not consult mentors for mentees' progress checks and mentors had no input in the final assessment of students under their tutelage. College supervisors and mentors' input should be incorporated in the final assessment of students.
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Hunn, Lorie L. "Field experience supervision a comparison of cooperating teachers' and college supervisors' evaluations of student teachers /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1940057821&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Mibeck, Bryce Michael. "Veteran police officers field training supervisors in ethics and integrity." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2406.
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This project developed a course that could be used by any police agency under the training umbrella of the California Commission on Peace Officer Standards and Training (P.O.S.T.). Specifically, the project was developed to be used by the San Bernardino Sheriff's Department and San Bernardino Valley College working with veteran police officers, police training officers, and police supervisors. The course included information from Josephson's Six Pillars of Character, Vicchio's Five Personality Types Lacking Integrity, and an ethical dilemma exercise.
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Searle, Ruth Lesley. "The supervisor’s tale: postgraduate supervisors’ experiences in a changing Higher Education environment." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019952.
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The environment in which higher education institutions operate is changing, and these changes are impacting on all aspects of higher education, including postgraduate levels. Changes wrought by globalisation, heralded by rapid advances in technology have inaugurated a new era in which there are long term consequences for higher education. The shift towards more quantitative and measurable "outputs" signifies a fundamental change in the educational ethos in institutions. Effectiveness is now judged primarily on numbers of graduates and publications rather than on other aspects. The drive is to produce a highly educated population, especially through increasing postgraduates who can drive national innovation and improve national economies. This affects academics in a range of ways, not least in the ways in which they engage in teaching, what they are willing to do and how they do it. Such changes influence the kinds of research done, the structures and funding which support research, and thus naturally shapes the kinds of postgraduate programmes and teaching that occurs. This study, situated in the field of Higher Education Studies, adopting a critical realist stance and drawing on the social theory of Margaret Archer and the concepts of expert and novice, explores the experiences of postgraduate supervisors from one South African institution across a range of disciplines. Individual experiences at the level of the Empirical and embodied in practice at the level of the Actual allow for the identification of possible mechanisms at the level of the Real which structure the sector. The research design then allows for an exploration across mezzo, macro and micro levels. Individuals outline their own particular situations, identifying a number of elements which enabled or constrained them and how, in exercising their agency, they develop their strategies for supervision drawing on a range of different resources that they identify and that may be available to them. Student characteristics, discipline status and placement, funding, and the emergent policy environment are all identified as influencing their practice. In some instances supervisors recognise the broader influences on the system that involve them in their undertaking, noting the international trends. Through their narratives and the discourses they engage a number of contradictions that have developed in the system with growing neo-liberal trends and vocationalism highlighting tensions between academic freedom and autonomy, and demands for productivity, efficiency and compliance, and between an educational focus and a training bias in particular along with others. Especially notable is how this contributes to the current ideologies surrounding knowledge and knowledge production. Their individual interests and concerns, and emergent academic identities as they take shape over time, also modifies the process and how individual supervisors influence their own environments in agentic moves becomes apparent. Whilst often individuals highlight the lack of support especially in the early phases of supervision, the emergent policy-constrained environment is also seen as curtailing possibilities and especially in limiting the possibilities for the exercise of agency. Whilst the study has some limitations in the range and number of respondents nevertheless the data provided rich evidence of how individual supervisors are affected, and how they respond in varied conditions. What is highlighted through these experiences are ways pressures are increasing for both supervisors and students and changing how they engage. Concerns in particular are raised about the growing functional and instrumental nature of the process with an emphasis on the effects on the kinds of researchers being developed and the knowledge that is therefore being produced. As costs increase for academics through the environments developed and with the varied roles they take on so they become more selective and reluctant to expand the role. This research has provided insights into ideas, beliefs and values relating to the postgraduate sector and to the process of postgraduate supervision and how it occurs. This includes the structures and cultural conditions that enable or constrain practitioners as they develop in the role in this particular institution. It has explored some of the ways that mechanisms at international, national and institutional levels shape the role and practices of supervisors. The effects of mechanisms are in no way a given or simply understood. In this way the research may contribute to more emancipatory knowledge which could be used in planning and deciding on emergent policies and practices which might create a more supportive and creative postgraduate environment.
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Ocansey, Reginald Tetteh-Ahumad. "The effects of a behavioral model of supervision on the supervisory behavior of cooperating teachers and university supervisors /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726754698126.
Full textBooks on the topic "College supervisors"
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Johnson, Nancy Brabant. Supervisory problem-solving skills: A comparison of commmunity college students to employed expert and novice supervisors. Lexington, KY: University of Kentucky, 1995.
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Nigel, Beasley, ed. A handbook for doctoral supervisors. New York, NY: RoutledgeFalmer, 2005.
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A, Sullivan Deidre, and Eichenbaum Linda S, eds. Inside management training: The career guide to training programs for college graduates. New York: New American Library, 1985.
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A handbook of techniques and strategies for coaching student teachers: A guide for cooperating teachers, mentors, college supervisors, and teacher educators. Boston: Allyn and Bacon, 1995.
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Doctoral education: Research-based strategies for doctoral students, supervisors and administrators. Dordrecht: Springer, 2011.
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George, Brown. Introducing arts and humanities postgraduates to research: Professional development materials for research supervisors. Sheffield: Universities' and Colleges' Staff Development Agency in collaboration with the University of Nottingham, 1996.
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Eley, Adrian R. Effective postgraduate supervision: Improving the student-supervisor relationship. Maidenhead: Open University Press, 2005.
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Phillips, Estelle. How to get a PhD: A handbook for students and their supervisors. Milton Keynes: Open University Press, 1987.
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Salman, Pugh Derek, ed. How to get a PhD: A handbook for students and their supervisors. 4th ed. Maidenhead: Open University Press, 2005.
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Phillips, Estelle. How to get a PhD: A handbook for students and their supervisors. 3rd ed. Buckingham [England]: Open University Press, 2000.
Find full textBook chapters on the topic "College supervisors"
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Neema-Abooki, Peter, and Irene Bisirikirwa. "Supervision of Research at Makerere University." In Advances in Educational Marketing, Administration, and Leadership, 263–80. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8589-5.ch013.
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This chapter envisions research as a formal and supportive process whose success depends upon the commitment of and the relationship of trust between both the supervisor and the supervisee. Hypothesising that supervision should ensure that the research project be completed within the specified time, it accordingly seeks to find out the relationship underlying supervision and completion of research projects among the postgraduate students in the College of Education and External Studies at Makerere University. A close-ended questionnaire and an interview schedule were used. The findings revealed that about 33% of the students completed their research beyond two years of the stipulated time. The chapter concluded that students that are better supervised tend to complete their research within the stipulated time. Recommendation was for the supervisors to exercise more availability and dedicated support to the supervisee; adding that the supervision-partnership should be respected by both the supervisor and the supervisee.
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Harrichand, John J. S., Krista Kirk, and Joy Maweu Mwendwa. "Deepa's Discovery." In Cases on Cross-Cultural Counseling Strategies, 192–218. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0022-4.ch010.
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This chapter seeks to bring awareness to the multiple identities that international (graduate/doctoral counseling) students bring to college and university campuses. The multiple identities are examined through the intersectionality paradigm and the RESPECTFUL model, and apply the Multicultural and Social Justice Counseling Competencies (MSJCC). It is intended to help counselors-in-training, counselor educators, supervisors, and administrators examine current intrapersonal, interpersonal, institutional, community, public, international/global views, and potential roles related to working with clients/students/peers who comprise our growing international student population.
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Singh, Dalvinder. "The EU Home and Home-Host Dilemma." In European Cross-Border Banking and Banking Supervision, 53–92. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198844754.003.0004.
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This chapter analyses the issues from the perspective of home country control and host responsibilities, and the role of the ECB as a single supervisor to minimize the potential conflicts between home and host participating Member States. From a cross-border dimension, the use of consolidated supervision is traditionally the starting point to configure the relationship between home and host, and in the EU context it is clearly positioned on home country control. However, it is evident that there is a potential threat with the lack of reciprocity within the consolidated supervisory relationship. This is particularly acute for those supervising group subsidiaries where the criteria for cooperation is not as clear as it is for branches. It is argued that this can potentially lead to conflicting interests between the parent and the subsidiary since risks on either side may not be visible to each other. Supervisory colleges and recovery planning are principal mechanisms to form a consensus for group perspectives and host perspectives. However, the level of administrative discretion that exists within the current mechanisms can lead to home country bias. Since the ECB is in the shoes of the group consolidated supervisor, it will really need to demonstrate that it truly reflects both sides.
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Tureen, Amy. "The Role of the Supervisor in Creating and Maintaining an Emotionally Healthy Workplace." In Advances in Higher Education and Professional Development, 246–61. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3519-6.ch014.
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Supervisors, be they employed in higher education or in other industries, operate in capacities that allow them to shape organizational cultures within their departments, divisions, colleges, or broader units. Within the higher educational model, this means that supervisors are uniquely placed to counteract negative elements within the culture of academia, which historically has tended to prioritize individual competitive output, with alternative models that may offer improvements to the emotional health and well-being of higher education employees. This chapter seeks to describe the impact of stress on the health of workers, the employment stressors that are unique to higher education, and the processes by which supervisors in higher education can use their positional power to counteract said stressors and improve academic organizational cultures. The chapter includes practical suggestions for supervisors to enhance wellness and decrease emotional harm in scenarios common to the higher education workplace as identified via social media crowdsourcing.
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Tureen, Amy. "The Role of the Supervisor in Creating and Maintaining an Emotionally Healthy Workplace." In Research Anthology on Changing Dynamics of Diversity and Safety in the Workforce, 1715–30. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2405-6.ch084.
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Supervisors, be they employed in higher education or in other industries, operate in capacities that allow them to shape organizational cultures within their departments, divisions, colleges, or broader units. Within the higher educational model, this means that supervisors are uniquely placed to counteract negative elements within the culture of academia, which historically has tended to prioritize individual competitive output, with alternative models that may offer improvements to the emotional health and well-being of higher education employees. This chapter seeks to describe the impact of stress on the health of workers, the employment stressors that are unique to higher education, and the processes by which supervisors in higher education can use their positional power to counteract said stressors and improve academic organizational cultures. The chapter includes practical suggestions for supervisors to enhance wellness and decrease emotional harm in scenarios common to the higher education workplace as identified via social media crowdsourcing.
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Miheso-O'Connor, Marguerite Khakasa, Adelheid Marie Bwire, and Isaac Minae Mwangis. "Supervisors' Perceptions of Blended Approach for Graduate Thesis Supervision." In Emerging Techniques and Applications for Blended Learning in K-20 Classrooms, 246–67. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0242-6.ch013.
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The uptake of blended supervision remains low in most developing nations. This chapter presents findings from a mini study on the perceptions of Kenyatta University graduate student supervisors and their uptake of blended supervision approach. The study adopted a mixed research design using eight supervisors purposively sampled. Questionnaires and interviews were used to collect data which were analyzed using descriptive statistics. The findings show that several challenges impede a positive orientation of supervisors towards a blended approach to graduate supervision. Findings indicated levels of reluctance in adapting the blended approach to supervision. The authors aver that lack of consistent efforts towards capacity building for supervisors' self-efficacy to enhanced use of the blended approach needs to be addressed. The results of this study will be used to inform supervisors' professional development initiatives in order to foster postgraduate student completion rates and for the university to develop a policy to mainstream blended supervision in its institutional structures.
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"Building a Good Relationship With Your College/University Supervisor." In The Student Teacher's Handbook, 81–102. Routledge, 2001. http://dx.doi.org/10.4324/9781410601865-11.
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Boggess, Carol. "Mentors, Friends, and Patron." In James Still. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813174181.003.0005.
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This chapter follows Still’s return to Lincoln Memorial and notes the positive change in his college experience during his last two years. He began his job as janitor in the library and became attached to his supervisor and mentor Iris Grannis and her husband Frank. Others influences at LMU were professors Lucia Danforth and Harrison Kroll, and fellow students Jesse Stuart and Don West. The most important connection Still made in his last year was the man who would become his patron, Guy Loomis.
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Blumer, Lindsay A. "Service-Learning in Action." In Advances in Educational Marketing, Administration, and Leadership, 104–13. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0874-8.ch005.
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This case study explores a unique service-learning program from inception to evaluation through the in-depth examination of community relationships, outcomes students have attained and the ongoing community benefits. The case study demonstrates specific service-learning implementation techniques and reflection processes that challenge students to apply their experiences to their own educational goals and experiences. At Ripon College the Center for Social Responsibility supervises a successful and innovative service-learning program; the Storybook program. In collaboration with the Green Lake County Correctional Facility (GLCCF) this program has college students meet with inmates to select and practice reading children's books on video. The book and recording are sent to the inmate's child(ren) to maintain familial relationships during incarceration. Based firmly in adult literacy pedagogy this service-learning experience has multiple simultaneous psycho-social outcomes for all involved.
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Kerr, Daniel Basil, and Tom Gore. "Developing Social Emotional Learning Competencies Through Virtual Internships." In Leading Schools With Social, Emotional, and Academic Development (SEAD), 273–96. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6728-9.ch014.
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This chapter explores the experiences of four virtual interns working with organizations tackling social issues in Ecuador, Morocco, South Africa, and Vietnam. These internships provided a unique opportunity to develop and apply the social, emotional, and academic development (SEAD) competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Schlossberg's transition theory provides a framework for transitioning to another culture and cultural mapping is used as a tool to identify, plan, and mitigate differences in cultural orientations between interns and colleagues in their host countries. The chapter draws upon student narratives and reflections, and supervisor feedback to capture what they learned and the challenges they faced as they completed their virtual internships. The results contribute to the literature related to the development of SEAD competencies through virtual internships for high school and college students.
Conference papers on the topic "College supervisors"
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Tubaishat, Abdallah. "Can E-Portfolio Improve Students’ Readiness to Find an IT Career?" In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2136.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] An E-Portfolio Assessment Management System (EAMS) can be an innovative tool that provides students with flexible opportunities to demonstrate the acquisition of skills and abilities in an outcome-based institution. The system has been developed and used for the past ten years to create, reflect, revise, and structure students’ work. It is a repository management system that facilitates collecting, sharing, and presenting artifacts of student learning outcomes via a digital medium. Therefore, it provides students with flexible opportunities to demonstrate the acquisition of skills and abilities to demonstrate growth of achieving learning outcomes. The rationale of the EAMS is to allow students to demonstrate competences and reflect upon experiences to improve their learning and career readiness; hence, they are accountable for their learning. The system was built around two defined set of learning outcomes: institutionally agreed upon set of learning outcomes, and learning objectives that are related to major requirements. The purpose of this study is to analyze students’ perceptions and attitudes when using an e-portfolio to support their employment opportunities. The participants were 217 students in the College of Technological Innovation. The students reported that the developing of e-portfolios was extremely helpful. The results showed that students have positive opinions about using e-portfolios as a beneficial tool to support their readiness for employment; they believe an e-portfolio increases their confidence to find a job in the IT field because it can allow them to showcase artifacts that demonstrate competencies and reflect upon experiences, and they can provide their supervisors during their industrial training with an e-resume that includes views of their actual work of what they have learned and are able to do when they complete their degree. Employers then can review e-portfolios to select prospective employees work readiness skills; hence, graduates are more likely to obtain a job in their workplaces. In conclusion, students do like the idea of e-portfolios when it is presented to them as a career showcase rather than a process for documenting learning. A career center can use e-portfolios as a tool to help students find a job. Furthermore, our analysis and evaluation uncovered learning issues involved in moving from the traditional approach of learning toward an integrated learning system that can be used after graduation.
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Wei, Xiaozhuo, Jie Yang, Ailu Guo, and Anyu Wang. "Research on Innovation of Management System for “Supervisor of Major” in Colleges and Universities Under the Construction of “First-class Major”." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.118.
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Cerqueira de Santana, Jose´ Paulo, and Ose´ias Boettcher Fonseca. "Pilot Project for Acquisition System of Chromatograph Signals and Custody Measurements Via Web." In 2004 International Pipeline Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ipc2004-0169.
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This article defines a very cheap alternative for acquisition of chromatograph signals and/or custody measurements in the process plants of oil and gas pipelines. The devices possess standards and diverse communication ports, demanding a modular architecture to acquire the values of the devices and provide the signals by Web/Intranet, using corporative network, dial-up PSTN line, leased line or cellular phone. This solution is applicable to sets of field devices that need to collect data in real time or in periods of time pre-configured and provide the information for visualization by a browser, load in a database or monitor the devices remotely by the supervision central. The architecture has the following characteristics: • Modularity; • Conversion of the out signal of the devices into standard Ethernet; • The Modbus-rtu is a network protocol; • Provide the signals by Web/Intranet; • Visualization of the signals in Browser; • Historical register of the data read in web Server devices; • Operational environment Windows 2000, Windows CE; • Configuration of the time of frequency of the equipments signals; • Allow integration with supervisory system; • Allow integration with corporative Data Base. To validate the architecture, we made tests in a Pilot Project, carried through in a PETROBRAS receiving station of Natural Gas, using the hardware and software components described in the article.
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Tiku, Sanjay, Aaron Dinovitzer, and Scott Ironside. "Effect of Pressure Loading on Integrity Management." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64618.
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Integrity assessment or life predictions for in-service pipelines are sensitive to the assumptions they rely upon. One significant source of uncertainty is the pipeline operating pressure data often captured and archived using a Supervisory Control and Data Acquisition (SCADA) system. SCADA systems may be programmed to collect and archive data differently from one pipeline to another and the resulting pressure records can be significantly different on the basis of the sampling techniques, data processing and the distance from pump and compressor stations. This paper illustrates some of the issues involved in pressure load characterization and is based upon work sponsored by the Pipeline Research Council International (PRCI). A series of sensitivity studies using fatigue crack growth calculations have been carried out to evaluate several factors that can influence crack stability and growth predictions that are often employed in pipeline integrity planning and repair programs. The results presented will highlight the issues related to performing integrity management based upon pump/compressor discharge or suction SCADA data to characterize the potential severity of pressure fluctuation or peak pressure dependent defects, illustrate the differences in fatigue crack growth rates along a pipeline segment and demonstrate the complexity of pressure cycle severity characterization, based upon distance from discharge, elevation, hydraulic gradient, for different sites along the pipeline route.
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Morandi, Alberto C., and John K. Galiotos. "Integrity Management of Deep Water Floating Production Facilities: Towards Better and Safer Workforce Personnel." In ASME 2005 24th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2005. http://dx.doi.org/10.1115/omae2005-67572.
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The oil and gas industry has, over the recent years, invested heavily in multi-billion dollar projects aimed at developing an exploration and production infrastructure in the deepwater Gulf of Mexico. The integrity management of such facilities will be critical for the industry in the coming years. Competency of Personnel stands out as the most important of these areas. Although office-based personnel plays an important part, the personnel working offshore such as OIMs, supervisors, ballast operators and topsides operators will make critical decisions that may affect the safety of an entire production unit. Alliances between offshore industries, contractors and community colleges generate curricula exclusively tailored to provide specific training and retraining to new hires on the duties and tasks performed by the oil and gas production technician and encumbered workers of the offshore industry. Offshore oil and gas extraction organizations are faced with unique challenges, when needing competent, skillful, safe, and well trained workers. Liabilities from non-trained personnel, and the understanding that safety is priority #1 on the platform, are paramount in concepts of the offshore workforce. Unlike other areas of the world, production in the Gulf of Mexico has been predominantly on the shallow water continental shelf and many organizations are faced with the challenges of developing new sets of skills for different types of production facilities used in deep water. Training of technicians, who will be operating an offshore deepwater platform, should cover topics that include ballast control and stability management, vessel station-keeping, riser management, response to hurricanes and loop currents, hydrocarbon and operations safety, process equipment and systems, troubleshooting, sub-surface geology, petroleum engineering and drilling technology. This paper discusses collaborative initiatives and discusses specific solutions. Based on a multi-year experience generating of such curricula, recommendations are provided to industries that want to establish such training programs for their technical personnel.
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"Change the way of discipline, Fulfilling peer supervision - Exploration and Reflection on the Implementation of the Supervisory Function of the College Discipline Inspection Commission under the New Normal." In 2018 1st International Conference on Education, Art, Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/eamss.2018.069.
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King, Alex, Matt Del Buono, Jonathan Marolf, Michael Dop, and Richard S. Stansbury. "An Intelligent System for Improving the Efficiency of a PHEV for the EcoCar Challenge." In ASME 2009 3rd International Conference on Energy Sustainability collocated with the Heat Transfer and InterPACK09 Conferences. ASMEDC, 2009. http://dx.doi.org/10.1115/es2009-90309.
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Globally, significant efforts are being made to reduce green-house gases and decrease the demand of fossil fuels. Automotive manufacturers are offering significantly more “green” versions of their popular automobiles in order to combat the negative impact of rising fuel prices. The EcoCar Challenge is a college-level competition primarily sponsored by General Motors and the United States Department of Energy in an effort to provide global awareness of this effort and educate future engineers in the processes and technologies used to construct fuel economic hybrid vehicles. The program consists of 17 teams with a wide variety of hybrid vehicle types. Embry-Riddle Aeronautical University (ERAU) is implementing a plug-in hybrid electric vehicle (PHEV) through the modification of a stock 2009 Saturn Vue as described in [1]. This paper presents the Intelligent Drive Efficiency Assistant (IDEA) system a hardware/software component being added to ERAU’s EcoCar vehicle. The IDEA system uses artificial intelligence techniques to analyze the driving conditions ahead (terrain, traffic, and anticipated torque requirements) to select the best operating mode for the hybrid vehicle. The IDEA system submits its recommendation to a hybrid or supervisory control unit, presented in [2], which does the necessary work to transition the vehicle into that operating mode (so long as it deems the request safe). This preemptive strategy is believed to provide two key benefits. First, through learning algorithms, new control strategies may be developed based on the driving conditions and past experience. Second, by preemptively making recommendations ahead of a driving event such as an uphill climb, or a frequent stop in rush-hour traffic, it is believed that there will be less energy wasted by not waiting until the need arises to start making the transition between hybrid modes. Within this paper, the initial design of the IDEA system is be presented, and the evaluation plan using hardware-in-the-loop and software-in-the-loop simulation is discussed.
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Shahin, Sarkis, and Celso Duran. "Robotics for Long-Term Monitoring." In 10th International Conference on Nuclear Engineering. ASMEDC, 2002. http://dx.doi.org/10.1115/icone10-22780.
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While long-term monitoring and stewardship means many things to many people, DOE has defined it as: “The physical controls, institutions, information, and other mechanisms needed to ensure protection of people and the environment at sites where DOE has completed or plans to complete cleanup (e.g., landfill closures, remedial actions, and facility stabilization).” Across the United States, there are thousands of contaminated sites with multiple contaminants released from multiple sources where contaminants have transported and commingled. The U.S. government and U.S. industry are responsible for most of the contamination and are landowners of many of these contaminated properties. These sites must be surveyed periodically for various criteria including structural deterioration, water intrusion, integrity of storage containers, atmospheric conditions, and hazardous substance release. The surveys, however, are intrusive, time-consuming, and expensive and expose survey personnel to radioactive contamination. In long-term monitoring, there’s a need for an automated system that will gather and report data from sensors without costly human labor. In most cases, a SCADA (Supervisory Control and Data Acquisition) unit is used to collect and report data from a remote location. A SCADA unit consists of an embedded computer with data acquisition capabilities. The unit can be configured with various sensors placed in different areas of the site to be monitored. A system of this type is static, i.e., the sensors, once placed, cannot be moved to other locations within the site. For those applications where the number of sampling locations would require too many sensors, or where exact location of future problems is unknown, a mobile sensing platform is an ideal solution. In many facilities that undergo regular inspections, the number of video cameras and air monitors required to eliminate the need for human inspections is very large and far too costly. HCET’s remote harsh-environment surveyor (RHES) is a robotic platform with SCADA capabilities equipped with a sonar-imaging scanner, a high-resolution color CCD camera, and various combinations of sensors. The RHES is controlled remotely via a PC. This paper will discuss the development and application of this system.
Reports on the topic "College supervisors"
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.
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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.
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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.