Overskrift her Navn på oplægsholder Navn på KU- enhed For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Department of Science Education Building relationships Between supervisors and supervisees Aim of session: Understanding of how to build a working relationship with PhD students and how this affects success

Supervisor’s toolbox Enhedens navn Approaches / styles Adapting style Co-creating style Gatfield situational leadership Talk about the talk (Gurr’s toolkit) Practice triangle Power relations authentic you Meta-communication Markers, control unit, levels of communication, progression within dialogue Perspectives and Caps The evil-minded reviewer someone outside of the room Themes and progression Not only lab practice and results, but also aligning expectations, career, research competences The whole three-year process Feedback and Assessment (Written) feed-back on written work – formative Balance between formative and summative assessment Role as assessor

Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Sofie Kobayashi CRS-NR Advice to doctoral students... Some classic ways to undermine your relationship with your supervisor  Hiding (yourself or real or imagined problems)  Ignoring (advice you don’t understand or don’t like)  Mixing (business with personal issues)  Gossiping (about your supervisor or colleagues)  Bypassing (your supervisor, by making decisions on your own)  Assuming (what something meant, what you’re entitled to do)  Sinning (illegal or unethical acts) Translate into advice for supervisors...  Do some points only apply to PhD students?  Are other points relevant for supervisors? Rugg, G. and M. Petre (2004) The unwritten rules of PhD research. Pp Open University Press. Exercise

Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Sofie Kobayashi CRS-NR Building relationships  Clarify mutual expectations  Regular feedback between supervisor and PhD  Reviewing progress  Reviewing supervision – talk about the talk  Resolving conflict – before it becomes a conflict! When the trust account is high, communication is easy, instant, and effective When trust is low, even the most simple communications can feel strained

Sofie Kobayashi - Graduate School of Life Sciences Different approaches to start a new PhD Student 1) State-of-the-art description read this and find out what you want to do get acquainted with the research field 3) Find out who this person is and how we can work together 2) Discuss experimental design and consult a statistician 25 June 2012 Department of Science Education What do you do?

Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Sofie Kobayashi CRS-NR Build trust in the relationship Nurturing a good relationship is essential initial trustcontract Relationship develops through negotiations what can you do to build trust? When trust is broken only formal contracts are left

Tekst starter uden punktopstilling For at få punkt- opstilling på teksten, brug forøg indrykning For at få venstre- stillet tekst uden punktopstilling, brug formindsk indrykning Overskrift her For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Sofie Kobayashi Exercise: Aligning expectations Go through the statements and mark you position Compare with your neighbour positions and look for mismatches Discuss your understanding of the statement and reasons for diverging positions Exercise

Overskrift her Navn på oplægsholder Navn på KU- enhed For at ændre ”Enhedens navn” og ”Sted og dato”: Klik i menulinjen, vælg ”Indsæt” > ”Sidehoved / Sidefod”. Indføj ”Sted og dato” i feltet for dato og ”Enhedens navn” i Sidefod Department of Science Education Approaches to learning Aim of session: Understanding of how ones perception of learning can influence how one sees supervision

When do we learn? Department of Science Education Sted og dato Dias 9 1.Individually: Reflect on what you mean by ‘learning’. When has someone learned something? 2. Exchange your reflections in groups of three 3. Try to arrange your different conceptions of learning in a hierarchy with the most simple in the bottom and the most advanced at top.

Six conceptions of learning Students say that learning is … 1. A quantitative increase of knowledge 2. Memorising 3. The acquisition of facts and procedures for later use 4. The abstraction of meaning 5. An interpretative process for understanding reality 6. Changing as a person The outcomes of learning The processes of learning There are strong connections between a person’s conceptions of learning and the person’s choice of study strategies: The conceptions of learning co-determine the learning outcome!

Students focus their attention on the overall meaning or message in a class session, text or situation. They attempt to relate ideas together and construct their own meaning, possibly in relation to their own experience. Students focus their attention on the details and information in a class session or text. They are trying to memorise these individual details in the form they appear in the class or text or to list the features of the situation in order to pass the examinations. Surface approach Deep approach Surface vs. Deep approach towards learning

Constructivist learning Existing knowledge New information New phenomenon interpret modify New knowledge

Exercise: outcomes - capabilities Department of Science Education Sted og dato Dias 13 Exercise