Effective Practices and Expectations for Faculty Mentors and Doctoral Advisees

See below for our expectations for doctoral students and their faculty advisors.

    Faculty Mentors
    1. Introduce their advisees into the professional practices of the discipline (i.e., publishing, conference presentations, etc.)
    2. Provide advice and support to students as they begin teaching
    3. Direct students to appropriate research policies and training related to their research (e.g., IRB, responsible conduct of research, human-subject protection, animal care, hazardous materials, etc.)
    4. Provide a safe and secure environment for conducting research
    5. Suggest pertinent bibliographical sources and approaches
    6. Read and return work to advisee promptly (ideally within one month) and with useful comments
    7. Maintain active supervision of student work during leaves or extended absences from campus*
    8. Are editors writ small (grammar, style) and large (structure and success of argument) of student work
    9. Help students to prepare abstracts or papers for conferences and manuscripts for publication
    10. Encourage students to participate in professional conferences 
    11. Advise students on applying for grants to support their research and writing and read drafts of grant proposals
    12. Provide timely and thoughtful letters of recommendation for students
    13. In consultation with the student and the chair, form the faculty committee for the prospectus and dissertation defenses
    14. Meet with advisee to discuss preparing for the academic job market and alternative avenues for PhDs
    15. Provide support to advisees beyond graduation  

    *Note: Faculty who are on sabbatical are expected to continue to supervise the work of their students, but can discharge that responsibility by phone or in writing when it is not possible to meet in person. In particular, faculty on leave remain responsible for providing guidance to their student advisees who are conducting research for or writing doctoral dissertations, master’s essays, or undergraduate senior theses. They should also provide prompt feedback on the drafts of manuscripts for which they are the second readers and should be present for qualifying exams and the defense of dissertations and other capstone projects if it is logistically feasible.

    Doctoral Advisees
    1. Have an agenda and use a calendar to organize their time and effort
    2. Initiate regular meetings with the advisor
    3. Make a work plan and define goals with mentor, while taking coursework and after advancement to candidacy
    4. Submit best, most finished version of chapters or manuscripts possible
    5. Give advisor ample time (ideally one month) to read and comment on a chapter or manuscript
    6. Respond fully to advisor’s comments and critiques, including incorporating agreed-upon changes and revisions into work
    7. Plan for grant writing or job applications by identifying possibilities well in advance of deadlines.
    8. When requesting a letter of recommendation, provide advisor and other faculty with an updated c.v., a copy of the proposal or cover letter, and a memo or outline on state of work in progress; if applicable, also a list of courses taken with the faculty member as well as titles of papers and topics of presentations made in class
    9. Consult advisor on significant professional decisions
    10. Keep advisor informed of professional development after graduation