發表評論-溫沙多-萬維博客-萬維讀者網（電腦版）

I have found that graduate student supervision can be both challenging and rewarding. As graduate students are often diverse in training and background, strengths and potential, expectations and careers, graduate supervision is a highly individualized task. While there is no fixed model that works for every student, effective graduate supervision is about working with students to achieve a shared goal. It involves scholarship and teaching, dedication and responsibility, vision and mentorship. My supervision philosophy is distilled from my experience as a graduate student with my supervisors and mentors, my observation of colleagues who have supervised students, and most importantly, from interactions with my own graduate students. Reflecting on my interactions with graduate students, I would like to share the following beliefs and experiences that have worked for me:

1-1: Respect and amity: A good supervisory relationship has a personal dimension and it helps with students’ academic success. I try to earn the trust and respect of my students by trusting and respecting them. In non-academic sittings, I also treat my students hospitably and often invite them out as a group for a meal to create opportunities for them to socialize, network, and build team rapport. I also try to be very cognizant about important events my students share with me in relation to both personal and professional experiences and milestones.

1-2: Tailored approach: A good supervisor enables students to demonstrate their strengths and maximize their potential. Often at a very early stage, I work with students to identify a number of possible projects and discuss the pros and cons associated with each one. Students are given time to think and explore. I believe that “A good supervisor encourages his/her students to develop beyond the potential students thought attainable by setting high standards with achievable goals.” (James, R. & Baldwin, G. 1999).

1-3: Open communication channel: Good and effective communication is essential for students to stay on a correct course and maintain good progress. In this regard, I always keep my door open to students and they often come in without appointments. I also make my home phone and cell phone numbers available to my students. I can be also reached by social media Wechat (the Chinese version of Twitter) for my Chinese students.

1-4: Timeliness and efficiency: Given the large number of students I supervise and teach, I constantly have various requests from students. I try to reduce my response time to a minimum. When a quick turn-around is not possible, I send an explanation and expected timeline. For time-sensitive issues (such as letters of reference for awards) I also ask students to send me a reminder.

1-5: Opportunities and support: It is my belief and experience that providing opportunities and support often make a huge difference for a student’s success. The following two aspects are particularly relevant to me: award/competition and manuscript preparation/publication. I believe this may partially explain my students’ overall success in terms of awards and publication record.

1-6: Advice and encouragement: The provision of thoughtful and timely advice helps students make progress, and assurance and encouragement enables students to achieve a higher goal. It is particularly important when students face crises of confidence or personal problems. I have been trying to put this belief into practice.