Oasis for Learning: supervising students

Good supervisor 2nd edn

Gina Wisker — Mon, 04 Mar 2019 02:39:56 -0800

proposal writing

Gina Wisker — Mon, 04 Mar 2019 02:37:37 -0800

Culturally inflected /cross cultural supervision

Gina Wisker — Thu, 04 Oct 2018 08:16:43 -0700

This ppt was part of a presentation to the SRHE and prior to that to the research supervision conference in Stellenbosch S Africa

conceptual threshold crossings , and supervising the litreview

Gina Wisker — Wed, 18 Feb 2015 22:31:55 -0800

This focuses on research which explored moments when postgraduate studetns make learning lap, cross oneoptul thrsholds in their research learning and begin to work (more) at a conceptual, critical and creative level. There is theory, data from the reearch, incudig quotations from postgraduates and suorvisors and a special focus on the literature review which is a key stage of entering a dialogue with other research, and finding your own voice as a researcher. The ppt should be useful for students and supervisors, and there are chapters in The Good supervisor (2012)and the Postgraduate research handbook( 2007), (Gina wisker, Palgrave Macmillan) which expand on this.(This particular version was used with colleagues at the university of Waikato, NZ in 2014)

good practice supervising postgraduates -marie curie Sweden

Gina Wisker — Sat, 22 Feb 2014 05:36:40 -0800

good practcie supervision of potgraduates ppts (with addtions from Marie curie reseacrh group ,Sweden) these working session ppts look at ground rues, developing rsearch questions,supervsing different learnersin different ays, roles, and writing, and what examiners are looking for. Best to combine with Gina Wisker's book The Good Supervisor, 2012 (2ne edn with research) Palgrave Macmillan

Tips for giving constructive criticism on academic writing | Academicalism

Jon Dron — Tue, 03 Dec 2013 17:43:39 -0800

A straightforward and brief bit of common sense for those having to give feedback on someone else's writing. The key emphasis is on always looking for the good stuff, and always offering constructive ways to improve the bad stuff. I'd add to the 'good news first, bad news next' bullet point that you should always finish on some other good news.

Address of the bookmark: http://academicalism.wordpress.com/2013/12/03/tips-for-giving-constructive-criticism-on-academic-writing/

supervising at a distance

Gina Wisker — Thu, 22 Nov 2012 02:35:57 -0800

sThis ppt was generated while working with pstgraduate supervisors in S Africa,university of Stellenbosch- particularly to be helpful I hope for the UNISA colleagues who work with distance learning- and anyone else working with students at a distance .

Enhancing postgraduates wellbeing -ppts for supervisors

Gina Wisker — Thu, 22 Nov 2012 00:35:18 -0800

These are powerpoints for a workshop for supervisors to support postgraduate student welbeing- arising from our research project (HEA ESCalate)

Supporting wellbeing and emotional resilience among postgraduates

Gina Wisker — Thu, 22 Nov 2012 00:25:02 -0800

This is the final report of the 'Troublesome Encounters' project funded by the Higher Education Academy ESCalate(Education subject centre) looking at ways in which postgraduate students in education (but it is transferable across disciplines) face difficulties of being stuck, of wellbeing, of stress-

and ways in which they and their supervisors can work to support and empower their success- in terms of wellbeing and emotional resilience,and how these relate to cognitive development as well as personal development.

There are workshop materials for both the students and the supervisors, and a toolkit, in separate files.

The report is also available on the HEA website and on the University of Brighton Centre for learning and teaching website since it was work Charlotte Morris and Gina Wisker completed at Brighton and with several other universities in the UK.

doctoral learning journeys report

Gina Wisker — Wed, 21 Nov 2012 03:33:51 -0800

This is the final report of a three year study into doctoral learning journeys - exploring and thinking about students' intellectual and personal development and the ways in which students, supervisors and examiner characterise and help develop a good PhD . The research project was funded by the Uk Higher Education Academy and conducted at the University of Brighton and Anglia Ruskin University with many UK partners. It is based round the theory of conceptual theshold crossing (Wisker et al) which explores when students make 'learning leaps' and work critically, creatively and conceptually- and how supervisors can 'nudge this' .It looks at the learning journeys of doctoral students and at what examiners are looking for.....