How to share the process of graduate advising
Abstract
Introduction
Conceptual framework
Promote learning about learning
Facilitate student learning
Students’ learning challenge | Advisors’ role |
---|---|
Acquiring knowledge and skills • Learning the various concepts, skills and approaches: learning how to do things. • This adds new options to the repertoire without challenging beliefs or old ways of thinking. | Sharing expertise • Advisors are subject specialists. • Advisors act as clearing house: help to identify resources (specialists, training opportunities, etc.). |
Changing perspective on the world • Students make transitions that involve a deeper level: learning to do things differently. • This requires students to let go of beliefs about themselves, of old ways of thinking or doing things. • This requires students to leave their comfort zone. | Active listening • Advisors support students in opening up their perspective on the world and making changes to it. • Advisors offer a supportive environment and focus on active listening to help students move into deeper learning. • Advisors refrain from analyzing the problem on behalf of the students: they must work it through themselves. |
Learning to learn • This is the deepest level of learning. • The students change their perspective and are aware of the process. | Sharing the advising process • Advisors and students play an equal part in analyzing what is happening, and they work in partnership to increase the students’ learning. • Advisors share with students the framework of advising and are also willing to apply alternative approaches if students prefer. • Advisors are willing to learn from the students too. |
Share the framework of advising
Clarify roles
Acknowledge your roles
Student’s roles and responsibilities | Advisor’s roles and responsibilities |
---|---|
Mentee • Plan, develop, and pursue a career. • Develop career skills and professional network. • Personal development. | Mentor • Promote development of knowledge and skills. • Promote personal development. • Provide support. |
MSc or PhD student • Acquire knowledge of discipline. • Meet program requirements. • Complete program within timeframe. | Supervisor • Adhere to program regulations. • Help student fulfill program requirements. • Protect student. • Write letters of recommendation. |
Researcher • Develop research skills. • Plan, carry out and publish research. • Collaborate with project partners or team. | Principal investigator • Define scope of research. • Set milestones and make sure they are met. • Provide resources and oversee budget. |
Teaching assistant • Develop teaching and mentoring skills. • Teach tutorials or lab sections. • Mark student assignments or exams. • Be a mentor to undergraduate students in the lab. | Course instructor • Train and evaluate teaching assistants (TAs). • Oversee teaching and marking by TAs. • Arbitrate disputes between students and TAs. |
Address conflicts of interest
Establish a collaborative working relationship
Accommodate diversity
What to discuss
Professional level (what and how) | Practical level (when and where) |
---|---|
Goals: Ask the student to develop a work plan with short- and long-term goals and a timeline. Make sure the student’s work plan meets program requirements and is feasible. | Funding: Explain how the student is funded, when the funding will expire and what will happen thereafter. |
Drafts: Explain your expectations of what first drafts should look like before they are submitted to you. | Meetings: Agree on frequency of meetings and the responsibilities of the student in arranging and taking the lead in meetings. Alert students if your availability will be limited by upcoming periods of travel, sabbatical, or administrative duties. |
Intellectual property: Clarify who owns the data that will be collected, and who will have access to it. Discuss issues of copyright and patent agreements if applicable. | Thresholds: Clarify what kinds of issues require a face-to-face meeting. Discuss how and under which circumstances each may be contacted at home (e.g., by phone, instant messaging). |
Publishing and presenting: Explain the standards and norms for authorship credit in your field, and to what degree you will help students prepare their work for submission to journals or conferences. Discuss when and where you would like to see the student present or publish the research. | Assessments: Clarify how often and in which form you will provide a general progress assessment. Be explicit about how long it generally takes you to provide comments on their work, and when and how they may remind you if necessary. |
Establish a dialog
Consider the context
Conclusion
Acknowledgements
References
Supplementary material
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