Find resources to help navigate challenges and resolve conflicts that may arise during the graduate supervision process with clarity and care.
Artificial Intelligence/Generative AI/Assisted Intelligence
- Visit YorkU GenAI for Faculty . Whether you are looking for support on how to teach effectively with or about GenAI, this page offers information about building critical digital literacy with students, adapting assessment strategies, and getting creative with AI in the classroom.
- Visit YorkU GenAI 101 if you want to get started using GenAI, or just learn more about how it works and what it might mean for higher education.
- View the YorkU editable AI slide deck (.pptx) that contains strategies for teaching with AI and can be modified for use in your classroom.
- View YorkU Generative and AI Ethics which provides an overview of some key ethical questions and how they intersect with established York University values, particularly as they relate to teaching and learning.
- Visit YorkU Graduate Studies and AI which provides further guidance for those seeking to use and to oversee the use of AI in graduate theses and dissertations, though much of it will be applicable to graduate coursework and degree milestones like comprehensive exams.
- Read the YorkU Supervisor and Graduate Student Discussion Guide (.pdf): Artificial Intelligence: Considerations for Graduate Research.
- Visit King's College London for the PAIR Framework. The college developed an adaptable, simple approach for integrating GenAI into existing teaching strategies and is focused on development of transferable skills and ethical and responsible AI use.
Ethical Research Practices
- Visit YorkU Graduate Studies Research Ethics which contains important information helpful to graduate students embarking on research associated with their graduate studies. All University-based research involving human participants, whether funded or non-funded, faculty or student, scholarly, commercial or consultative, is subject to the ethics review process.
Academic Conduct Procedures
York University’s Academic Conduct Policy and Procedures is an expression of the academic conduct appropriate to and expected of students studying and researching in Academe. These expectations, particularly with respect to plagiarism, are grounded in a principle and practice that forms the basis of the academic enterprise—namely, that the work one submits for evaluation is the product of one’s own original ideas, and that any material that belongs to someone else, because they first produced and/or presented it, must be properly referenced and cited.
If there is a suspected breach of academic conduct, the Faculty of Graduate Studies’ Academic Conduct Procedures provide a detailed description of the investigation process.
It's all about relationship
"The supervisory relationship is the beating heart of graduate research pedagogy."
Dean Alice MacLachlan, York University.
Relationship is central to the health and well-being of graduate supervision. Attending to healthy relationship building is the shared responsibility of students, supervisors and committee members. Up-front conversations related to expectations, learning styles, supervision approaches, communication and more are a best practice in avoiding conflict in the first place. Supervisors are asked to make use of FGS' Strong Start to Supervision ongoingly with all graduate students. At times, however, despite best intentions, conflict may arise within the graduate supervisory relationship. Conflicts should be resolved as close to the source as possible. Students and Supervisors are encouraged to address any issues promptly and informally.
- Quick Tips for Difficult Conversations (.pdf). This YorkU one-pager can guide supervisors and students on how to approach difficult conversations.
Addressing Conflict
In the event of a conflict that resists immediate resolution, the student and/or the supervisor may approach the Graduate Program Director (GPD) for advice. While not obligated, the GPD may consider recommending a course of action aimed at setting the supervisory relationship back on good footing. If conflicts continue to persist exceeding program resolution, any party may seek the advice of FGS’ Associate Dean Students. When FGS becomes aware of a supervisory breakdown, the Associate Dean Students will facilitate mediation between relevant parties. Wherever possible, mediation will be undertaken by someone trained in conflict resolution and mediation. Mediation may or may not involve both parties at one time, depending on the nature of the conflict. The Associate Dean Students may informally involve other parties, including the Associate Dean Graduate in the anchor Faculty, the Dean of the Faculty of Graduate Studies and/or relevant York University offices, in a good faith effort toward reconciliation of the parties. The Associate Dean Students may draft a written report, shared with the parties and the GPD, recommending a course of action aimed at setting the relationship back on good footing.
- Consult the Faculty of Graduate Studies' Conflict Resolution regulations found on the Graduate Supervision regulatory page.
- Visit the YorkU Teaching Commons Toolkit to learn how to facilitate dialogue and challenging conversations. The toolkit is a starting point for those seeking strategies, resources or support to thoughtfully facilitate difficult conversations and moments in the classroom. It is grounded in frameworks of accountability and transformative learning and the purpose of this guide is to support the art of critical dialogue as a fundamental skill for both learners and educators.
Supervisory Relationship Breakdown
If mediation at several levels is unsuccessful or inappropriate, and the Associate Dean Students determines that the supervisor-student relationship is beyond repair, both parties and the GPD will be informed of this determination, which is not punitive but a practical necessity to preserve the well-being of one or both of the parties. The GPD will attempt in good faith to work with the student to find alternative supervision within the unit and will keep FGS apprised of these efforts. The original supervisor may be enlisted in the effort, though responsibility for finding alternative supervision rests with the program – with the support of FGS – to make diligent efforts in securing alternate supervision. In cases where the GPD is the student’s supervisor, another member of the program executive will assume this responsibility.
If the student refuses to accept the supervision provided, or if no supervision can be secured after diligent efforts are made, then the student is not fulfilling the academic requirement of having a supervisor and, on academic grounds, may be withdrawn.
Patterns of unsatisfactory supervision (e.g., repeated supervisory breakdowns, alternative supervision arrangements, and/or increased student withdrawals) may result in a review of a supervisor’s appointment to the graduate program as per the graduate program’s appointment criteria.
Conflicts related to graduate supervision may connect to, or be informed by, many university policies and procedures. Depending on the nature of the concern, other university and provincial regulations may apply. In all instances, parties can contact FGS’ Associate Dean Students for assistance navigating relevant policies and supports.
Resources
- Read Navigating HOT moments in the Classroom from Columbia University Center for Teaching and Learning. HOT is the acronym for heated, offensive and tense moments.
Feedback
We constantly exchange feedback, both explicitly through speech and writing, and implicitly through gestures and tone. It is important to distinguish feedback from evaluation: feedback is a formative tool that uses descriptive, constructive, and nonjudgmental language to support growth, while evaluation is summative, judging performance against a standard.
Iterative feedback is ideal, as it gives recipients a chance to improve before the next activity or formal evaluation. Effective feedback depends on a positive relationship between giver and recipient, creating an environment that supports development.
Feedback is an essential part of the learning process and therefore important for supervisors to point out both positive features as well as areas of improvement, and to provide detailed feedback in an organized and timely manner. York's supervision guidelines stipulate that supervisors are to "Give timely response to submitted written work, with constructive and concrete suggestions for improvements. This normally means within 3 weeks or as agreed upon between supervisor and student."
Giving Feedback
Focus on the behaviour, not the person.
- Use “I” statements to describe actions, feelings and desired outcomes. For example: “I haven’t seen you in class this week. I’m concerned you’re missing key info. Can we talk?”
- Focus on changeable behaviour and avoid absolutes like “always” or “never.”
Do not rely solely on discussion for feedback on writing:
- Provide written comments that outline concrete, specific examples or actions for improvement to support and document progress.
- Consider recording audio comments to retain some of the advantages of verbal communication (e.g., nuance, tone).
As part of the learning process, feedback needs to be specific, detailed, constructive and timely:
- Vague or derogatory comments (e.g., “this is nonsense”) do not explain or address the problem.
- Constructive comments (e.g., “define X before introducing Y”) make specific suggestions that help to quickly improve writing by reducing trial and error. Give specific examples.
- Encouraging students to revise immediately after getting feedback is also an effective strategy for facilitating student progress (Brookhart, 2012).
- Balance strengths and areas for growth. Reinforce what is working and offer constructive suggestions for improvement with clear, actionable steps.
- Give feedback promptly, choose the right moment and prepare for when delivering negative feedback.
It can be helpful to both the supervisor and the student to organize and prioritize comments. Feedback can be broken down by level of abstraction:
- High-level content-oriented comments might include your overall impression of the work, offer suggestions for organization, identify gaps to address, or offer relevant references.
- Mid-level stylistic and presentation comments apply not just to a specific instance but to a broader pattern of argumentation or analysis, mid-level comments would explicitly address this pattern rather than simply correcting a given occurrence.
- Low-level comments on syntax, grammar and other surface issues are important (e.g., writing style, typos), but should be avoided until high-level or mid-level comments that necessitate major revisions to content are first completed.
Receiving Feedback
- Listen: don’t interrupt and focus on hearing what is being said rather than planning your response.
- Watch your reactions: body language and tone matter so be attentive to show respect, interest and value for what is being shared.
- Be receptive: stay open to different perspectives, opinions and new ideas as you might learn something valuable.
- Clarify: ensure you understand the feedback by asking questions, repeating and summarizing key points, and, when possible, stating the specific kind of feedback you are seeking.
- Reflect and choose: consider the feedback’s value and decide how to respond. If unsure, seek a second opinion.
- Follow up: act on the feedback where appropriate which may include revising your work or scheduling a follow-up discussion.
Regular Review
Reviewing research plans and processes on a regular basis can be helpful for both the student and supervisor. Students may encounter unexpected problems such as errors in data analysis, unexpected results, data collection challenges, or technological issues. Establishing a regular meeting schedule allows supervisors to review research plans and address unexpected issues before they become larger problems. Follow up, be available for questions, and offer future feedback opportunities.
Additional Support
- For graduate students who need additional support and resources to improve their writing, there is the Writing Centre, Learning Commons, the ESL Open Learning Centre, Academic Advising the Multimedia Language Centre and the Glendon Writing Centre.
- Read the Developing Engagement with Feedback Toolkit (DEFT) from the Higher Education Academy written by Dr. Naomi Winstone, University of Surrey and Dr. Robert Nash, Aston University. The DEFT Toolkit supports educators and students to work together in partnership, to overcome some of the key barriers to student engagement with feedback. The resources contained in the toolkit are designed to be flexible, such that an educator can choose different elements that seem most applicable to their students’ discipline area or level of study.
Adapted from Receiving and Giving Effective Feedback. Centre for Teaching Excellence, University of Waterloo and Graduate and Postdoctoral Studies, McGill University. This work is licensed under CC BY-NC 4.0.
Resources
- Visit Graduate Student Wellness Services at the Faculty of Graduate Studies at YorkU.
- Read Do's and Don'ts of Supportive Listening (.pdf).
- Read and share How Are You Feeling? (.pdf).
- Read the Supporting Students in Distress: A Response Guide for Graduate Supervisors (.pdf).
- Read and share Where Can You Go for Help? (.pdf).