In a supervisory process consisting of four structured sessions, the students act as supervisors for each other when writing their Master’s thesis. The process is based on the Collective Academic Supervision (CAS) approach, whereby students read each other’s drafts and give collective verbal feedback using a rubric created by the supervising teacher.
For many students, writing a Master’s thesis can be a lonely process that leads to both personal and academic isolation. By creating a learning environment in which cooperation is central, I want to give the students a sense of self-confidence and ownership over their writing process.
THE PROCESS | |||
Before class | |||
Teacher's preperation | Planning the supervision sessions. The Collective Academic Supervision consists of four structured sessions throughout the thesis writing process that focus on the following topics:
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Teacher's preperation | Creating the rubrics. To support the students’ feedback process, I create rubrics.
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Teacher's preperation | Preparing a draft. Prior to the supervision session, each student writes a one- to two-page draft corresponding to the topic of that session.
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Student preparation | Preparing a draft. Prior to the supervision session, each student writes a one- to two-page draft corresponding to the topic of that session.
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In class | |||
In plenum | Welcome and agenda (5 min.). I begin every supervision session by welcoming the students and presenting the day’s agenda. The students are then divided into their supervision groups. | ||
In groups | Peer feedback (45-75 min.). The students give and receive feedback on their drafts in the groups.
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Individually | Writing time (20 min.). After the feedback, the students work independently on integrating the feedback into their written product. | ||
In plenum | Closing reflections (15 min.). At the end of the supervision session, each student presents a new insight gained from the day’s session as well as their next steps. | ||
The students said that:
the structured supervision sessions were motivating and increased both their academic self-confidence and engagement in the writing process.
they reflected on academic terms and concepts more when presenting their writing to fellow students and while working with other students’ drafts.
In terms of preparation and participation, the format asks a lot from the students, which means it is vulnerable if students aren’t adequately prepared or willing to participate.
It can be difficult to structure the group format in a way that accommodates every student’s individual progression.
To ensure that the students receive quality feedback, a high degree of scaffolding is necessary, which can be challenging and time-consuming.
The students require a lot of scaffolding to produce their written work and to participate in the supervision sessions.
This type of supervision requires a clear structure and alignment between activities, purpose and expectations.
Montes de Oca, L. et. al 2025. Kollektiv Akademisk Veiledning (KAV). Skriftserien fra Universitetet i Sørøst-Norge, 159, 1-84.
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