Context / probleemstelling of aanleiding

Context/probleemstelling of aanleiding:

Research projects and internships are an essential part of the education and training of the students in our graduate school (up to 96/120 EC). Effective communication between student and supervisor during the project is one of the key factors for a successful collaboration. Traditionally, this communication –including providing feedback, performance expectations, etc.– is mainly directed from supervisor to student. Furthermore, students report a high threshold for setting and communicating their own expectations, making clear agreements with their supervisors, and providing feedback themselves (Nash & Winstone, 2017).

Beschrijving van de interventie/innovatie:

Following a student initiative for more empowerment during research internships, we have developed the SEED (Supervision-Expectations-Evaluation-Dialogue) tool, an interactive approach to facilitate discussion and evaluation of expectations between supervisor and student during the project. Using this tool, student and supervisor meet at key occasions during the project (at the start, after 2-3 months and later on if required) specifically to discuss expectations, make clear agreements, and evaluate previously set goals. The SEED tool is designed to create an open environment in which both student and supervisor feel comfortable sharing their view on the progress and can adjust to new circumstances or requirements. In short, the SEED tool aims to set the right conditions for a healthy learning environment.

Ervaringen/analyse van de implementatie:

After an informative one-year pilot, we evaluated and improved the SEED tool, and it is now offered widely to all our students (N>1.000). The results of our study led us to put additional emphasis on the self-reflection component, a necessary step of students’ preparation for discussion with the supervisor. In addition, we launched an updated version of the SEED form containing additional explanations for an effective use of the form and further reading material.

Lessons learned (implicaties voor de praktijk):

Looking forward, we ultimately hope to support students to ask for feedback, respond to feedback and provide feedback (de Kleijn, 2021). We hope that the SEED tool provides some means for it, sets a solid ground, and helps both student and supervisor to continue on the path of improvement.

Referenties (max. 2):

de Kleijn, R. A. (2021). Supporting student and teacher feedback literacy: an instructional model for student feedback processes. Assessment & Evaluation in Higher Education, 1-15.

Nash, R. A., & Winstone, N. E. (2017). Responsibility-sharing in the giving and receiving of assessment feedback. Frontiers in psychology, 8, 1519.