Sentence examples for student supervisory from inspiring English sources

Participants interviewed each other to practise the skills associated with building a student supervisory relationship and to articulate the skills they aspired to develop as a result of the training.

Levels of supervisory experience had no significant bearing on whether the supervision model was considered relevant (P >0.05).> An experienced health worker with extensive staff and student supervisory experience reported that the supervision model created: " a balance of all three areas, in particular, ensuring support and wellbeing of students is an essential part of being a good supervisor".

WV officers may also sit on graduate students' supervisory or examining committees.

A tightening up of admittance procedures, student monitoring, supervisory training and a move away from the single supervisor system towards a "supervisory team", are all positive moves that institutions have made in recent years.

Teachers' methods of presenting information to students, their supervisory skills (Biggs 1999), their skills in activating clinical reasoning and their ability to motivate students have all been identified as major factors in determining students' study strategies (Diemers et al. 2008; Entwistle and McCune 2004).

"[A]ll concerned" means students themselves, supervisory teams, university's career services office, and anyone else at the university who is involved in the professional training and advising of graduate students.

Moreover, the need to only sparingly use the time of students and supervisory staff (and to find rooms and test dates) suggests that the number of scheduled test dates should be limited.

Even as Mr. Winton rose to vice president at Keefe, Bruyette & Woods, where he was a research analyst, he made frequent trips back to Fordham to be on the student bank's supervisory committee.

… it is nice to get good marks but I just wondered how reliable were the marks I received … did I get this mark because she liked me? (participant h) It is possible that the supervisor gave confirmation and good grades because she felt unsure, did not want to upset the student or damage the supervisory relationship (M'kumbuzi et al., 2009; McKimm, 2009).

The IPLE described in this paper exposes students to a realistic practice environment within the classroom by bringing practitioners together with students in a professional supervisory setting.

The person who would be best able to determine if this is a case of intentional misconduct or an unfortunate combination of supervisory neglect and student inexperience is Sara Bridges.