Abstract
As graduate students prepare to enter the student affairs profession, supervision serves as a critical component of their overall self-development. However, for a number of reasons (e.g., the fast-paced nature of higher education, time constraints, etc.), supervision in the context of internships often centers solely on productivity and task-oriented activities. While worthy and necessary, these can neglect a central component of supervised practices: learning. This article seeks to reorient aspiring and seasoned student affairs professionals (supervisees and supervisors) toward certain pedagogy of supervision that makes room for mindfulness, which can bolster the quality of these learning experiences.
Recommended Citation
Alvim, Henrique G. and Barnhart, Allison
(2017)
"Mindfulness as a Pedagogy of Supervision: Reclaiming Learning in Supervised Practices in Student Affairs,"
Journal of Research, Assessment, and Practice in Higher Education: Vol. 2:
Iss.
1, Article 6.
Available at:
https://ecommons.udayton.edu/jraphe/vol2/iss1/6
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Higher Education Commons, Student Counseling and Personnel Services Commons
