A workshop created by Sarah Gibbons, Writing Specialist at McLaughlin Library, and Tommy Mayberry, Educational Developer at the Office of Teaching and Learning

Research shows that graduate students view feedback from their supervisors and committee members as critical to their successes with theses and dissertations—and not just with the content they are writing about, but with the actual writing and processes of writing as well. Providing feedback on multiple ongoing thesis and dissertation projects, however, can be a challenging, time-consuming, and even frustrating process for faculty.

In this workshop, we’ll draw on research from writing studies and the scholarship of teaching and learning to discuss effective approaches to mentoring and supporting your graduate students via feedback on their thesis and dissertation projects. Together with our workshop participants, we will offer strategies for providing effective feedback under time constraints and will identify approaches and tools that your graduate students can use (and that you can use with your graduate students) to address and engage with your feedback as they write, revise, and polish their theses and dissertations.  

This workshop will also be an opportunity for both new faculty and seasoned supervisors and committee members to share ideas, successes, and failures with one another as we collectively work toward embodying and sustaining effective thesis and dissertation pedagogy processes at U of G.  

Coffee and snacks will be provided. Please feel free to bring your lunch.