there has been virtually no attention paid in recent years to supervision that is designed to address the specific characteristics of thinking and learning in particular academic areas (Cook, 1998). It is acknowledged that there are habits of mind, languages, and approaches to inquiry that are specific to each discipline (Gardner & Boix-Mansilla, 1994; John-Steiner, 1985; Martinello & Cook, 1994). In supervision texts and other literature related to supervision, though, these differences are seldom, if ever, addressed (Cook, 1998) Nelson & Sassi, 2000b