Graduate level advising practices and frameworks

¶ … 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.

II. Importance of Beginning Advising During Admissions Process

Advising the graduate student during the entire process is critically important. Mentoring is said to be "a relationship" as well as "a journey mentors and mentees embark on together" traveling toward a "destination called professional excellence." (Students-University of Washington, 2004-2005) Advising and mentoring are different in that advising has as its' focus: "the activities, requirements and attainment of satisfactory progress through the steps needed to achieve a graduate degree" while the focus of mentoring is upon the: "human relationships, commitments, and resources that help graduate students find success and fulfillment in their academic and professional pursuits." (Mentoring Students-University of Washington, 2004-2005) the adviser plan that begins with the admission process and follows through graduation is one that has the capacity to be very comprehensive in nature and follows through each development occurring within the student learning and acquiring knowledge that will result in having earned a master's or doctoral degree. It is important that the advising begin at the time of admissions and this is because one of the primary goals is providing assistance to the students who are inexperienced so that they may become familiar with the various careers available in their field of study. The adviser has the responsibility to assist the study in gaining a vision of goals to follow choosing the major and in conduction of a research project that is carefully and well planned and assists the student in understanding the practice of their profession. (Students-University of Washington, 2004-2005; paraphrased)

The Graduate student - the adviser's primary goal is furthering the education of the graduate student and to finish the degree program in a specific timeframe.

Postdoctoral student - the adviser's assistance is needed by the postdoctoral student in provision of guidance that is adequate as well as assisting in focusing upon goals and identifying the next position of employement desired by the student. Students-University of Washington, 2004-2005

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;