{"id":325,"date":"2023-10-02T19:56:44","date_gmt":"2023-10-02T23:56:44","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/chapter\/additional-resources-6\/"},"modified":"2023-10-23T14:18:29","modified_gmt":"2023-10-23T18:18:29","slug":"zf-additional-resources","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/chapter\/zf-additional-resources\/","title":{"raw":"Additional Resources","rendered":"Additional Resources"},"content":{"raw":"<strong>Is academic Imposter Syndrome an imposter? <\/strong>by Bailey Sousa and Alexander Clark. September 28, 2023.\r\n\r\n<a href=\"https:\/\/www.universityaffairs.ca\/career-advice\/effective-successfull-happy-academic\/is-academic-imposter-syndrome-an-imposter\/\">https:\/\/www.universityaffairs.ca\/career-advice\/effective-successfull-happy-academic\/is-academic-imposter-syndrome-an-imposter\/<\/a>\r\n<ul>\r\n \t<li>Argues that the concept of imposter syndrome in academia needs to be reevaluated as possibly \u201ccast[ing] deeply embedded systemic failures as individual psychological failings to be fixed.\u201d<\/li>\r\n \t<li>Recognizing the links between Imposter Syndrome and the systemic biases and discrimination can help counter compounding shame and refocus on addressing systemic inequities<\/li>\r\n \t<li>Self-affirmations, thinking about successes in the third person, and a growth mindset may help counteract Imposter Syndrome.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n<strong>Six steps for stellar student-supervisor meetings <\/strong>by Alexander Clark and Bailey Sousa. April 3, 2023.\r\n\r\n<a href=\"https:\/\/www.universityaffairs.ca\/career-advice\/effective-successfull-happy-academic\/six-steps-for-stellar-student-supervisor-meetings\/\">https:\/\/www.universityaffairs.ca\/career-advice\/effective-successfull-happy-academic\/six-steps-for-stellar-student-supervisor-meetings\/<\/a>\r\n<ul>\r\n \t<li>A range of useful tips to ensure supervisory meetings are successful<\/li>\r\n \t<li>Be intentional with meetings, plan together beforehand, and assess afterwards<\/li>\r\n \t<li>Agendas can be helpful to note action items, needed follow-ups, and keep track of tangential items that should be covered later<\/li>\r\n \t<li>Openly acknowledge and address perceived and actual power differentials and structural inequities<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nWisker, G., &amp; Robinson, G. (2016). <strong>Supervisor wellbeing and identity: Challenges and strategies. <\/strong><em><strong>International Journal for Researcher Development<\/strong>, 7<\/em>(2), 123\u2013140.\r\n<a href=\"https:\/\/doi.org\/10.1108\/IJRD-03-2016-0006\">https:\/\/doi.org\/10.1108\/IJRD-03-2016-0006<\/a>\r\n<ul>\r\n \t<li>Interview study to understand supervisors' professional identity, perception of stress in supervision and wellbeing\/resilience strategies.<\/li>\r\n \t<li>Identifies three primary categories from responses: 1) personal (relationships), 2) learning (research stress, helping students across conceptual thresholds, feelings of uncertainty and letting students down), and 3) institutional (expectations, time, balance, language, role as advocate and gatekeeper).<\/li>\r\n \t<li>Details supervisor strategies for wellbeing and resilience.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nPyh\u00e4lt\u00f6, K., Vekkaila, J., &amp; Keskinen, J. (2015). <strong>Fit matters in the supervisory relationship: Doctoral students and supervisors\u2019 perceptions about the supervisory activities<\/strong>. <em>Innovations in Education and Teaching International, 52<\/em>(1), 4\u201316.\r\n<a href=\"https:\/\/doi.org\/10.1080\/14703297.2014.981836\">https:\/\/doi.org\/10.1080\/14703297.2014.981836<\/a>\r\n<ul>\r\n \t<li>Compares doctoral student and supervisor perceptions of supervisory activities across faculties.<\/li>\r\n \t<li>Having similar views about supervision is important \u2014 to avoid problems and promote satisfaction and resilience.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nHuet, I. &amp; Casanova, D. (2020) <strong>Exploring the professional development of online and distance doctoral supervisors<\/strong>. <em>Innovations in Education and Teaching International<\/em>.\r\n<a href=\"https:\/\/doi.org\/10.1080\/14703297.2020.1742764\">https:\/\/doi.org\/10.1080\/14703297.2020.1742764<\/a>\r\n<ul>\r\n \t<li>Examines changing trends in graduate student supervision, especially in supervisory environments (e.g. increase in informal and distance supervision).<\/li>\r\n \t<li>Presents a model for the professional development of supervisors engaging in distance supervision that can be adapted and implemented by institutions.<\/li>\r\n<\/ul>","rendered":"<p><strong>Is academic Imposter Syndrome an imposter? <\/strong>by Bailey Sousa and Alexander Clark. September 28, 2023.<\/p>\n<p><a href=\"https:\/\/www.universityaffairs.ca\/career-advice\/effective-successfull-happy-academic\/is-academic-imposter-syndrome-an-imposter\/\">https:\/\/www.universityaffairs.ca\/career-advice\/effective-successfull-happy-academic\/is-academic-imposter-syndrome-an-imposter\/<\/a><\/p>\n<ul>\n<li>Argues that the concept of imposter syndrome in academia needs to be reevaluated as possibly \u201ccast[ing] deeply embedded systemic failures as individual psychological failings to be fixed.\u201d<\/li>\n<li>Recognizing the links between Imposter Syndrome and the systemic biases and discrimination can help counter compounding shame and refocus on addressing systemic inequities<\/li>\n<li>Self-affirmations, thinking about successes in the third person, and a growth mindset may help counteract Imposter Syndrome.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Six steps for stellar student-supervisor meetings <\/strong>by Alexander Clark and Bailey Sousa. April 3, 2023.<\/p>\n<p><a href=\"https:\/\/www.universityaffairs.ca\/career-advice\/effective-successfull-happy-academic\/six-steps-for-stellar-student-supervisor-meetings\/\">https:\/\/www.universityaffairs.ca\/career-advice\/effective-successfull-happy-academic\/six-steps-for-stellar-student-supervisor-meetings\/<\/a><\/p>\n<ul>\n<li>A range of useful tips to ensure supervisory meetings are successful<\/li>\n<li>Be intentional with meetings, plan together beforehand, and assess afterwards<\/li>\n<li>Agendas can be helpful to note action items, needed follow-ups, and keep track of tangential items that should be covered later<\/li>\n<li>Openly acknowledge and address perceived and actual power differentials and structural inequities<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Wisker, G., &amp; Robinson, G. (2016). <strong>Supervisor wellbeing and identity: Challenges and strategies. <\/strong><em><strong>International Journal for Researcher Development<\/strong>, 7<\/em>(2), 123\u2013140.<br \/>\n<a href=\"https:\/\/doi.org\/10.1108\/IJRD-03-2016-0006\">https:\/\/doi.org\/10.1108\/IJRD-03-2016-0006<\/a><\/p>\n<ul>\n<li>Interview study to understand supervisors&#8217; professional identity, perception of stress in supervision and wellbeing\/resilience strategies.<\/li>\n<li>Identifies three primary categories from responses: 1) personal (relationships), 2) learning (research stress, helping students across conceptual thresholds, feelings of uncertainty and letting students down), and 3) institutional (expectations, time, balance, language, role as advocate and gatekeeper).<\/li>\n<li>Details supervisor strategies for wellbeing and resilience.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Pyh\u00e4lt\u00f6, K., Vekkaila, J., &amp; Keskinen, J. (2015). <strong>Fit matters in the supervisory relationship: Doctoral students and supervisors\u2019 perceptions about the supervisory activities<\/strong>. <em>Innovations in Education and Teaching International, 52<\/em>(1), 4\u201316.<br \/>\n<a href=\"https:\/\/doi.org\/10.1080\/14703297.2014.981836\">https:\/\/doi.org\/10.1080\/14703297.2014.981836<\/a><\/p>\n<ul>\n<li>Compares doctoral student and supervisor perceptions of supervisory activities across faculties.<\/li>\n<li>Having similar views about supervision is important \u2014 to avoid problems and promote satisfaction and resilience.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Huet, I. &amp; Casanova, D. (2020) <strong>Exploring the professional development of online and distance doctoral supervisors<\/strong>. <em>Innovations in Education and Teaching International<\/em>.<br \/>\n<a href=\"https:\/\/doi.org\/10.1080\/14703297.2020.1742764\">https:\/\/doi.org\/10.1080\/14703297.2020.1742764<\/a><\/p>\n<ul>\n<li>Examines changing trends in graduate student supervision, especially in supervisory environments (e.g. increase in informal and distance supervision).<\/li>\n<li>Presents a model for the professional development of supervisors engaging in distance supervision that can be adapted and implemented by institutions.<\/li>\n<\/ul>\n","protected":false},"author":1292,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[47],"contributor":[],"license":[],"class_list":["post-325","chapter","type-chapter","status-publish","hentry","chapter-type-standard"],"part":323,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters\/325","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/users\/1292"}],"version-history":[{"count":2,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters\/325\/revisions"}],"predecessor-version":[{"id":390,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters\/325\/revisions\/390"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/parts\/323"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapters\/325\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/media?parent=325"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/pressbooks\/v2\/chapter-type?post=325"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/contributor?post=325"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/rocktheboat\/wp-json\/wp\/v2\/license?post=325"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}