Good mentoring requires a commitment to helping students achieve their academic and professional goals. It involves treating students respectfully and fairly, providing effective and reliable guidance, and serving as a role model for upholding the highest ethical standards.

More particularly, mentoring of graduate students should be provided in three broad areas, with the responsibilities for these areas articulated in department or program guidelines: 

I. Guiding students through degree requirements.
II. Guiding students through thesis or dissertation research.
III. Guiding students through professional development and career attainment

I. Guiding students through degree requirements.

 

  • Ensuring that graduate students receive timely information about requirements and policies of the graduate program, understand those policies and requirements, and have opportunities to request clarifications and guidance.
     
  • Advising graduate students on developing a program plan, including appropriate course work, research or creative activity, and a timeline for completion of milestones that will lead to the degree.
     
  • Providing information about relevant and appropriate opportunities for interdisciplinary study, summer institutes, or other curricular offerings external to the department, and supporting student applications for them.
     
  • Providing regular feedback on the progress of the graduate students toward degree requirements. This should include advising them on their preparedness to take the qualifying exam, as well as any departmental “comprehensive” (“prelims”, “PhD entrance”, etc.) exam(s). 
     
  • Providing regular and timely feedback and advice about the student’s performance in coursework, where appropriate, as well as their progress in mastering the analytical, technical, and technological skills needed for rigorous academic research in their disciplinary area(s).
     
  • Providing for supervision and advising of graduate students when a committee advisor is on leave or extended absence, or maintaining contact through, for example, Skype or Zoom.

II. Guiding students through thesis or dissertation research.

 

  • Advising graduate students on the selection of a thesis or dissertation topic that offers realistic prospects for successful completion within an appropriate time frame, and on the formation of an effective thesis or dissertation committee.
     
  • Providing training and oversight in the design of research projects, in staying abreast of scholarly literature and recent developments in the field, in rigorous research methodologies, in theoretical and technical aspects of the thesis or dissertation research, and in professional integrity.
     
  • Providing regular feedback on the progress of graduate students toward degree completion, including timely feedback on research, creative activities, and teaching, and constructive criticism if the student’s progress does not meet expectations. This feedback includes (but is not limited to) evaluating clearly and explicitly communicating the strengths and weaknesses of the student’s research, writing, and presentation skills, and providing clear and constructive commentary that advances the student as a scholar.  
     
  • Providing an inclusive and equitable learning environment and a climate that encourages an open exchange of ideas by all participants, and fosters students’ creativity and intellectual growth.
     
  • Providing and discussing clear criteria for authorship of collaborative research.
     
  • Assisting in identifying grants, fellowships, or other financial resources to support the research enterprise; teaching the student how to construct compelling proposals for funding; providing feedback on application materials; and writing letters of support.

III. Guiding students through professional development and career attainment.

 

  • Creating opportunities for open discussions about students’ career goals and working to ensure that students obtain the professional skills, knowledge, and experience that will position them well for their chosen profession. These opportunities include (but are not limited to) facilitating interactions with other scholars and appropriate career professionals, on campus and in the wider community.
     
  • Providing students with the time and resources to explore career options and to develop transferable professional skills (such as communication, management, collaboration, and entrepreneurship).
     
  • Encouraging participation in professional meetings of regional groups, learned societies, (inter-) disciplinary research groups, campus colloquia, or other opportunities for professional engagement and networking. When appropriate, students also should be encouraged to practice communicating the importance of their research to the public at large.
     
  • Helping graduate students develop professional skills in writing reports, papers, and grant proposals, making professional presentations, establishing professional networks, interviewing, and evaluating manuscripts and papers.
     
  • Facilitating career development, including advising graduate students on appropriate job and career options, including diverse career options, and on the preparation of application materials for appropriate fellowships, scholarships, and other relevant opportunities.