# Supervisors and Coaches Guide ## Introduction In serving as mentors for developing scientists, we want to stimulate students to challenge themselves and each other. Supervisors and coaches play an important role in serving as guard rails and lifeguards. They guide students in the process of becoming curious, brave and critical thinking scientists. And in guiding students we can often become more curious, brave and critical thinkers. Below we describe expectations from supervisors and coaches, provide suggestions on how to structure meetings with students, and describe how to coach for curiosity, bravery and critical thinking within a safe space. ## Expectations from supervisors and coaches - Meet regularly with students and monitor their progress - Coach students for curiosity and help them build resilience and bravery in dealing with uncertainty - Support effective conflict, and monitor for destructive signs - Stimulate self- and group-reflection - Inform us early if you think there are problems. - Learn something - Have fun ### Use of the textbook Each chapter of the textbook is a week in the programme. We ask supervisors and coaches to revise the content of the week in the textbook before each meeting. In this way, they know what the group is working on. Some weekly questions are provided to help guide meetings and discussions. It can also be a good idea to use part of each meeting to follow-up on the topic of the week and discuss relevant points or reflections, or links to other relevant matters. ### Supervisors Supervisors are research group leaders or senior researchers with extensive experience in scientific research. They are very well acquainted with the process of developing research questions, conducting experiments, interpreting results, communicating findings through scientific publications and collaborating. They are used to supervise projects in their research field but likely less experienced with projects outside their expertise and groups of interdisciplinary students. ```{admonition} CSBB: Main tasks :class: dropdown csbb-dropdown - Review weekly the chapter of the textbook for that week. - Meet weekly with their student group and coach(es) - Attend Friday reflection symposia (minimum once per quarter) - Have formative meetings with students in week 1.5 and 2.5 - Schedule and conduct oral exams in week 1.10 and 2.10 - Give feedback on drafts of grant application (Q1) and research paper (Q2) - Attend and evaluate poster presentation in week 1.10 and research talk in week 2.10 ``` ```{admonition} On your own: Main tasks :class: dropdown on-your-own-dropdown If you’re supervising a group outside of our minor some things you should have agreements with your group about: - When you’ll meet, and how often - Are there additional activities that you’ll all participate in (like a weekly lab meeting or seminar series) - Have at least occasional individual formative meetings with members of your groups to see how things are going and provide feedback. (midpoints) - Know what your assessment criteria are and have a plan with your group about where/when and how - When and how editorial feedback about written documents or presentations will be given - What presentations they’re giving that you’ll attend ``` ### Coaches Coaches are PhD students or junior post-docs who have experience with the research process. They wish to further develop their skills in supervising interdisciplinary student groups working on research topics outside their expertise. Main tasks: - Meet weekly with their student group only - Meet weekly with their student group and supervisor - Attend Friday reflection symposia (minimum once per quarter) - Give feedback on drafts of grant application (Q1) and research paper (Q2) ## Meetings ### Meeting structure Each week supervisors and coaches meet with their groups. Coaches meet once with just the students (ideally on Monday) and then again later in the week with the students and supervisors (usually Thursday or Friday morning). It is important for students to structure their own work, and this already starts with the weekly meetings. It is important to discuss how to use the meetings effectively and expectations about the meeting. Students should take responsibility by preparing the agenda in advance, indicating priorities and challenges to discuss, and taking minutes. At the same time, meetings should be flexible enough to suit the needs of the group, deal with anything that comes up during the meeting, and keep things fun. Every now and then it can be very effective to try a completely different type of meeting. ``` {admonition} Tip: :class: tip Regularly check in with students about how they are doing, not just the project. - Coach meeting early in the week - Supervisor meeting late in the week - Students set agenda with help - Have fun and be flexible ``` ### Meeting content The meeting with the coaches can really focus on the process: what needs to be done, who is going to do it, what knowledge gaps need to be filled, identify (potential) problems. The coach asks questions but rarely (never) give direct answers (see section below on Developing Bravery). The meeting with the supervisor can focus more on the content and deliverables of the project, and on whether the science is sound. In addition to discussing progress and planning, the group regularly discusses their overview of assignments and deadlines during these meetings. This ensures that the group stays on track and stress levels do not peak. The last couple of weeks of each quarter will be more challenging due to the final assignments/exams, and it is a good idea to tackle this early on. Discussions and reflections on (inter)personal skills are also extremely important. Coaches and supervisors look for opportunities to discuss strategies on teamwork, time management, setting priorities, handling criticisms and feedback (among others). ``` {admonition} Tip: :class: tip Share fun facts and lessons learned from own experience, it is helpful in building rapport. ``` ## Developing curiosity as a group Scientific research requires peering into the unknown and navigating uncharted waters. Students often struggle when transitioning from a very structured education where they are told what they should want to know, to a more open explorative environment. They will need some encouragement and support in making that transition, mastering curiosity and turning it into action. Supervisors and coaches will receive questions on topics they are not familiar with. Most of the time their role is not to directly answer the questions but to provide the group with new tools, options, or perspectives that can help students figure out their own answers. Supervisors and coaches are challenged to develop curiosity as well: they should be curious about their students, what interests them, what motivates them, what they can learn from them. ``` {admonition} Tip: :class: tip Don’t be afraid to say you don’t know something but brainstorm with students about finding answers (see also section on Bravery). ``` As the group walks new paths, different personalities will emerge. Some students will be talkative and spontaneously try to take the lead while others will stand back. At times someone may be annoyed by a certain group dynamic or disagreeing with the majority and maybe not dare to say it. A supportive environment for group curiosity is one where everyone wants to know what the other members think. Supervisors and coaches can help engage everybody in the discussion by asking direct questions or doing rounds. Especially for students with non-biology backgrounds, it is helpful to encourage them that even if they are less (or not) familiar with the topic, the questions they ask have value. Some useful questions: - I’m curious about what you (all) think about this? - Is there something from your study background that we could apply here? - What are other ways this could be approached? - What else do you need to tackle this challenge? ``` {admonition} Tip: :class: tip Ask challenging questions and encourage creative ideas. ``` ``` {admonition} Warning: :class: warning Don’t rush to identify all the problems immediately. ``` ## Developing Bravery Bravery can be described as the capacity to navigate uncertainty without it becoming paralyzing. Especially at the start of the course, there will be uncertainty within the group about what to do and which directions to take. This is an absolutely expected and normal part of learning an entirely new process. A similar situation may appear again at the kick-off of Q2 due to the start of the practical part which will require a different type of work, posing new and different challenges. The goal is not to make the uncertainty disappear, but to help the students navigate it effectively. _How would you resolve uncertainty in a new situation? What things are ok to be uncertain about?_ As a coach or supervisor, an important skill is knowing when to solve the uncertainty for a student or student group and when to let them figure it out. The minor is an opportunity to (further) develop and practice this skill. Students may ask supervisors and coaches to decide for them: _What should we do? Which direction should we take?_ Coaches and supervisors do not give their own solutions, but help students make the decision more manageable so that they can take action. At the same time, it is important to make sure that the uncertainty does not become too much. This could send the group into a panic or make them freeze; hence it is also to be avoided. ### 5-step process 1. Recognize the ask for what it is. Students may ask for an idea, a judgement or a decision because they are uncertain. They might be worried about taking the decision or about letting something go. 2. Help the students identify what kind of uncertainty it is: relational, lack of knowledge, problem definition, quality (is the work good enough?), process-related, or something else. Make them be specific. This is not therapy, it is leading them in a discussion on assumptions, decisions and unfinished thinking enough so they can pick up the thread again and move the project forward. 3. Acknowledge they are asking and that they wish for certainty, then pivot with them to help them develop a plan. Remind them of your role, and that they need to find their answer, not yours. A basic starting point could sound like: I hear that you really want me to give you certainty. I can’t do that. The goal is for you to develop your own judgement and skills in uncertain situations. So let’s see if we can explore it together and you can find your solution. (Rephrase this so it feels right for you) 4. Choose a risk. Is there a risk they can take that feels manageable for them? Do they think it will help reduce uncertainty or move their project forward? Will they learn something from it no matter what happens? Some call this a beautiful risk. 5. Afterwards, talk about what happened. Where are we going? What is happening now and what can we try next? What are we learning from the process? The job of the coach and supervisor is not to solve the uncertainty of their students, it is to give them tools so that the next time, or far in the future, they will have these tools ready to use. They can be transparent with students about this process, even if they are not entirely comfortable with it. ``` {admonition} Tip: :class: tip Teach tools, not one-time answers ``` ``` {admonition} Warning: :class: warning Be careful of advocating for your solution ``` ### Building trust A key component of bravery is feeling safe enough to try things. This is an aspect which will definitely show up in the group dynamics. If students in a group trust each other, they are much more capable of challenging themselves and what is possible. Hence, it is absolutely critical that the group invests some time in getting to know each other. Students should spend social time together independently from the project (lunch, fun activities). While it is not necessary to become friends, getting to know each other in different contexts strongly helps group dynamics and group bravery. Coaches and supervisors also invest time in getting to know their group, so that they can form ideas on the best ways to help and support. It can also be helpful if they participate in social moments at least occasionally. There is no need to maintain a hierarchy. ``` {admonition} Tip: :class: tip Invest in social time together. Encourage sharing food and treats, or playing games. ``` ``` {admonition} Warning: :class: warning Not all students drink, or can eat pizza. ``` ## Effective conflict Effective conflict, often referred to as healthy or constructive conflict, is disagreement centered around ideas, processes, or goals rather than personal feelings. When managed properly, it fosters innovation, creative problem-solving, and deeper collaboration. Other people improve our ideas and our critical thinking. Difference in opinions is thus something to actively look for, separating ideas from personal feelings. _“Be hard on ideas, but soft on people.”_ One of the big challenges is to help students move from group work to collaboration. Often people leap towards group work to avoid conflicts. In this minor we want to help them develop the skills to enjoy arguing about ideas, understanding that this strongly improves the quality of the (research) process and the final products. This also means recognizing when the arguing is heading in a destructive direction. Watch for: emotional response, personal attacks, withdrawal. Take care of the people first and then you can fight over the arguments. The other advantage of a collaboratively designed project is that everyone feels more ownership and responsibility towards it. You can support this in how you talk about it, but also in how you help address problems. ``` {admonition} Tip: :class: tip Help students develop distance from their ideas to be open for change. ``` ``` {admonition} Warning: :class: warning When you see an emotional response, stop and solve that first before you go back to arguing ideas. ``` The mix of personalities in the group may be a cause of conflicts. Supervisors and coaches keep an eye on this, paying attention to signs and non-verbal language. The goal is to foster an inclusive environment overall, where everybody contributes and feels safe to speak out about things that are not working well, or they do not feel like their ideas are being acknowledged. Part of the skill set is learning to take advantage of each other’s strengths for the benefit of the group, but also to create opportunities to learn and experiment with new ideas and intuitions. Supervisors and coaches support this process and also (gently) stimulate students to challenge themselves. The other advantage of a collaboratively designed project is that everyone feels more ownership and responsibility towards it. You can support this in how you talk about it, but also in how you help address problems. ``` {admonition} Tip: :class: tip Model use of group language. Our project, our team. If someone says "This other team member isn't doing something,” ask them what they think that team member needs to be successful. ``` ``` {admonition} Warning: :class: warning Watch for divisive language. ``` ### Addressing conflict Producing good work will require uncomfortable moments. Everybody can help normalize this, and the group should look together with supervisors and coaches for ways to acknowledge different perspectives or accommodate different working styles throughout the project. When there are different ideas or options on the table and a decision needs to be made, it is important to discourage voting. No voting for favorite topics, ideas or even where to go for lunch. We want students to develop consensus skills, which means proposing alternatives, and then modifying them until everyone agrees it will work for them. Creativity goes a long way in this process; there are always new (and often better) options that can be considered. Coaches and supervisors regularly discuss this topic with the students, making sure everybody is on board with the decision-making process. Hesitations or concerns should be openly discussed and addressed. ``` {admonition} Tip: :class: tip The most basic tool to check consensus is Thumbs up, Thumbs sideways, Thumbs down. - Thumbs up: “I am really excited about this solution, or proposal”. - Thumbs sideways: “I can live with this solution or proposal. I support us going in this direction.” - Thumbs down: “I am not ok with this solution.” This requires proposing what should be changed to make it workable, or asking for time to come up with an alternative. The advantage is that thumbs up or sideways means providing active support. Thumbs down is not just disagreement, but a change must be proposed. ``` The critical arguing of ideas, strategies, and interpretations is at the core of science. Thus, it is important to have people in the group who will really offer critical constructive feedback, and everyone should strive to develop these skills. However, it is also vital to help recognize when people are having strong emotional reactions, and it is time to take breaks and make space. - Slow down. If in doubt, slow down. Take a moment or few to check in. - Cookie breaks. Take a break when things start heating up. Be up front that it is a “cookie” conversation if you expect it to be challenging emotionally. - Make sure people are ready emotionally before jumping into hard conversations. You cannot get good critical conversations if someone is in a panicked, enraged or hurt state. - If there is a big problem, do not expect it to magically go away without intervention. Just a gentle nudge can be all that is needed to advance the conversation. ## Learning together and getting help Not only students, but also supervisors and coaches are encouraged to discuss with each other and other teachers for inspiration, to receive or offer help with possible issues and overall to learn and have fun together. We hope to create a challenging but safe environment where collaboration and openness are key values. ``` {admonition} Tip: :class: tip If you are not sure of something, or how to approach a difficult topic, ask the students for help. Consider something like this: _It looks to me like there is a problem. I am here to help. But I don’t know what the right question is to get you to tell me what’s wrong or where the problem is. What question should I ask?_ ``` ## For the teachers One of the minors' core principles is transparency. In this light, here is what we think about and the rules we have for ourselves when we lead these symposiums. ### Supervisor or coach If you’re participating in the Friday symposium as a coach or supervisor, your role is to be there as a more experienced peer. This means sharing perspectives and experiences from your point of view. Just as single students shouldn’t dominate the conversation, be careful that you aren’t either. However, do feel welcome to contribute a personal experience. The symposium is an excellent opportunity to get insights and new perspectives. ### Leading the symposiums Your goal as a symposium leader is to ask thought-provoking questions and then moderate resulting discussions, such that everyone gets a chance to participate. We’re searching for that _A-Ha_ moment when you can see someone think about something in a new way. The Friday symposiums are where a lot of the learning and magic happens. ### Breaks Make sure to plan a break after 45 minutes. If the conversation gets particularly intense, you might also need to take additional 3–5-minute breaks for everyone to regroup. This is especially true when the conversation is focused on interpersonal skills but it can happen even in conversations regarding something as seemingly simple as the title of your talk. Leading requires paying attention to peoples’ body language: some students might be thinking hard but not saying much. Asking for a response mustn’t be done verbally but can also be in the form of eye contact or a hand gesture. Sometimes you'll encounter that everyone will be confused by a question. You can ask them to rephrase what they think you’re asking or try rephrasing yourself. ### Preparation Leading a good reflective collaborative science symposium takes some skills and practice, hence you should spend some time preparing. It’s good to think about questions to ask (use this textbook!) and relax a bit, so that you can be a calm presence in the room. Before you arrive, have 1-2 topics you’d like to discuss regarding both science and collaboration. This can be based on recent submissions from the critical thinking portfolios, the week's theme, questions in the textbook, or problems you have identified. Have 3-4 open questions per topic prepared. Be aware that sometimes a question will resonate well with the participants, and you won’t need to discuss all of them. Engage your curiosity and be open to see what participants come up with. ### During the session Greet people. Rearrange the chairs into a circle (no tables in the middle), push the tables out of the way. The participants should help, and don’t forget to have them clean up after. Ask how everyone is doing. Ask if they have questions before you dive in. Ask your question. If no one responds quickly, silence is ok for a minute. If they look confused, offer to rephrase. If the question leads to good discussion, let it go. If it’s very mechanical answers, try a different question. If one person is dominating, interrupt (gently) and ask if anyone wants to respond or add to that. Try to make sure everyone has a chance to respond. Sometimes your question can end with an “and...” or “or...”. See what participants come up with to fill the pause. You can summarize what others have said and then ask a next question. Keep an eye on the time so you don’t go over. If someone has a strong emotional response—stop and check in, or consider whether you should take a 3 minute break. Especially for science focused discussions, it can be helpful to use markers and a white board. ``` {admonition} Warning: :class: warning Some sessions will be hard, especially if participants don’t want to talk. Plan to take a few minutes afterwards to reflect on how it went, and what you could do differently next time. ``` ``` {admonition} Tip: :class: tip Silence is hard but okay. Let it linger. ``` ```{admonition} Please email us if you have any notes on this book! :class: email-us Email us your feedback at [minor-csbb@tudelft.nl](mailto:minor-csbb@tudelft.nl?subject=CSBB%20Textbook%20Feedback). ```