Effectiveness of structured academic advising for graduate students

¶ … ADVISING for MASTERS & DOCTORAL LEVEL STUDENTS

The objective of this work is to research the effectiveness of structured academic advising for masters and doctoral level students. Based on empirical research, this work will research and discuss: (1) the importance of regular advising sessions; (2) the importance of beginning the advising process during the admissions process; (3) the relevance of advising progress notes; and (4) will illustrate how advising impacts retention issues.

There are many factors of a differential nature that impact the graduate student and it is believed to be imperative that master's and doctoral level students are provided advising that is competent in assisting them in planning their education and their career upon graduation. The work entitled: "Adviser, Teacher, Role Model, Friend" states that the mentor or advisers plays a very important role in assisting the student in becoming better acquainted with their academic discipline as a vocation. The process is one in which the mentors assist the student in course selection and the program of studies shaping. Intellectual assistant by the mentor will scaffold the student while the student finds their own niche within the chosen discipline. This may include the activities of:

1) Providing the student with encouragement for determination of areas of concentration; (2) making suggestion of further avenues of inquiry;

3) Indicating to the student the conferences that might be suitable for the student to attend;

4) Bring the student's attention to academic journals; and 5) Helping the student in their decision of submission of papers for possible publication.

Responsibilities of the mentor include but are not limited to the following:

1) Advise the student about and provide approval for the courses selected by the student each semester;

2) Advise the student relating to the establishment of a place for the student's scholarly work in the discipline and make determinations concerning area(s) of concentration in the studies of the student;

3) Advise the student relating to degree requirements for completion;

4) at the master's level relating to requirements regarding languages satisfaction, the pro-seminar, and the master's project;

5) at the doctoral level relating to selection of minors, satisfaction of language requirements, determination of examination topics that qualify, and in making choices relating to the examination committee. (Comparative Literature Department: Graduate Mentoring - Indiana University, 2007)

I. Importance of Regular Provision of Advising

The work of Eric G. Lovik entitled: "Advising Graduate Students: Understanding the Influence of Family on Graduate Education" published in 'The Mentor Academic Advising Journal' states that the usual focus of mentorship and academic advising is upon the needs of the student with the advisers playing: "...a key role in laying a solid foundation for future careers, and these advisers must consider a wide range of issues affecting graduate students." (Lovik, 2002) it is critical that advisers understand the many various influences that may be a factor upon the student during graduate school and which affects the success of the student. Lovik (2002) states that: "There is a need for a wider range of literature on the family - graduate school connection so that advisers and mentors can better understand and support the graduate learning experience." (2002) Oftentimes, the graduate student will be misdirected and thereby fail to optimally plan their course selection and as well there are many factors that the graduate student simply is unaware of relating to their own education. The capacity of the adviser or mentor is to fill in the blanks, answer questions, provide direction, and gently nudge the student in the right direction when they become misdirected.

III. Relevance of Advising Progress Notes

The taking of notes or documentation of the progress of the student while on their degree path is critically important in goal-setting, assessment and future development planning for the student. The adviser should be capable of provision of the following in each listed area:

A. Research

Provision of intellectual guidance and rigor on students; educational programs and specific research projects;

Provision of knowledge to students relating to the opportunities present in the student's discipline including inter-agency and cross-agency research;

Provision of guidelines that are appropriate and are set within a specific timeframe. (Duke University - Best Practices, 2005)

B. Teaching and Training

Encourage and assist student in the development of teaching and presentation skills (course development, lecture preparatiuon, classroom communication, examination and grading;

Provide guidance of an intellectual nature on disciplinary methods of research and knowledge bases of the historical nature of the discipline or profession;

Evaluate student progress and performance in "timely, regular and constructive fashion; and Serve, when asked, as an academic advisor who is informed and nurturing in the role of a professional mentor. (Duke University - Best Practices, 2005)

C. Professional Development (Program Progress)

Provide encouragement to students relating to participation in activities that are scholarly in nature (conference presentations, publications, professional networking, grant writing and applying for copyrights and patents;

Preparation of students for entering the job market "with requisite professional skills, with an appropriate range of professional contacts, and with a realistic view of the current state of that market, both within and outside of academy;

Provide assistance to students for joining collaborative projects according to discipline norms;

Avoid assigning duty or activity to the student that is not within the student's academic requirements or that might harm the student in timely graduation.

D. Community

Advisers must be fair and professional in their interactions with graduate students (including university policies relating to nondiscrimination, harassment of various sorts, as well as confidentiality standards; (Duke University - Best Practices, 2005)

Creation of "an ethos of collegiality" in the class and lab that results in learning taking place "within a community of scholars" (Duke University - Best Practices, 2005);

Environment that is open relating to lab and department authorship policy matter and that values individual contributions; (Duke University - Best Practices, 2005)

Avoidance of situations that could present a conflict of interest for adviser or student. (Duke University - Best Practices, 2005)

IV. Illustration of the Impacts of Advising on Retention Issues

Retention issues may very well become a conflict of interest in that staff might desire to retain students as their proficiency develops however: "...that is an unfortunate conflict between your desire to maximize productivity in ones' own research and in the duty as a mentor to provide support for the student's timely progress. The primary obligation is the education of the students. (the Mentor as Faculty Advisor, nd paraphrased)

Summary & Conclusion

The adviser provides an invaluable type of assistance to the master's and doctoral student in the process of earning their college degree. This type of assistance optimizes the positive learning experience of students. Students will need assistance in choosing their coursed, the specific discipline chosen, the degree or combination of degrees, the student decides to obtain and finally students need assistance and guidance in the preparation of the dissertation required for attaining either a master's or doctoral degree.