TY  - JOUR
T1  - How to communicate effectively in graduate advising
AU  - Wagner, H.H.
AU  - Temple, S.
AU  - Dankert, I.
AU  - Napper, R.
Y1  - 2016/12/21
PY  - 2016
DA  - 2017/01/01
N1  - doi: 10.1139/facets-2015-0014
DO  - 10.1139/facets-2015-0014
T2  - FACETS
JF  - FACETS
SP  - 280
EP  - 299
VL  - 1
PB  - Canadian Science Publishing
N2  - This paper completes a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. The companion paper discussed how to establish a learning-centered working relationship where advisor and graduate student collaborate in different roles to develop the student?s competence and confidence in all aspects of becoming a scientist. To put these ideas into practice, an advisor and a student need to communicate effectively. Here, we focus on the dynamics of day-to-day interactions and discuss (1) how to provide feedback that builds students? competence and confidence, (2) how to choose the way we communicate and avoid a mismatch between verbal and nonverbal communication, and (3) how to prevent and resolve conflict. Miscommunication may happen out of a lack of understanding of the psychological aspects of human interactions. Therefore, we draw on concepts from Educational Transactional Analysis to provide advisors and students with an understanding of the psychological aspects of graduate advising as a basis for effective communication. Case studies illustrate the relevance of the concepts presented, and four worksheets (Supplementary Material) support their practical implementation.
AB  - This paper completes a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. The companion paper discussed how to establish a learning-centered working relationship where advisor and graduate student collaborate in different roles to develop the student?s competence and confidence in all aspects of becoming a scientist. To put these ideas into practice, an advisor and a student need to communicate effectively. Here, we focus on the dynamics of day-to-day interactions and discuss (1) how to provide feedback that builds students? competence and confidence, (2) how to choose the way we communicate and avoid a mismatch between verbal and nonverbal communication, and (3) how to prevent and resolve conflict. Miscommunication may happen out of a lack of understanding of the psychological aspects of human interactions. Therefore, we draw on concepts from Educational Transactional Analysis to provide advisors and students with an understanding of the psychological aspects of graduate advising as a basis for effective communication. Case studies illustrate the relevance of the concepts presented, and four worksheets (Supplementary Material) support their practical implementation.
M3  - doi: 10.1139/facets-2015-0014
UR  - https://doi.org/10.1139/facets-2015-0014
Y2  - 2024/04/24
ER  - 


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