The advising relationship is one that has a profound impact on the Princeton experience for graduate students across fields and research projects. Here, we have compiled resources intended to assist faculty in cultivating a meaningful, mutually beneficial advising engagement. Minimum Standards and Requirements The Task Force on Graduate Student Mentoring determined it is valuable to have minimum standards and requirements for frequency and quality of graduate advising and mentoring made explicit. While faculty advisors routinely meet and exceed advisees’ expectations, the task force members believe that codifying minimum acceptable standards helps the rare student who may have difficulty securing meetings with or receiving feedback from the adviser. At the same time, minimum acceptable standards may be structured in a way that places an obligation on the student to meet requirements associated with certain of these standards, thereby making graduate students equally responsible and invested in the mentoring enterprise. Creating a Culture of Belonging and Respect Princeton’s graduate programs attract students from all over the world, creating a rich intersection of academic interests, identity intersections, and professional and personal experiences. The diversity of our graduate student population provides us with new opportunities for continued growth as well as more opportunities to create a culture of belonging and respect. Developing a culture of belonging and respect within the institution, graduate programs, and research groups is a top priority of our institution and each adviser and mentor plays a crucial role in fostering this culture of belonging and respect. Offices across our campus are committed to ensuring a diverse, equitable, and inclusive learning and working environment at Princeton, and strive to facilitate the identification of individuals and resources readily available. Guides Addressing Systemic Racism in Academia: A brief guide to best practices in defining, recognizing, and combating racism in academic environments. Workshops Princeton offers many ways to learn about diversity and inclusion. The Office of the Provost provides professional development workshops on a number of diversity and inclusion-related topics and in a variety of formats, including in-person, online webinars, and customized sessions for groups of faculty, postdocs, graduate students, and staff. Current offerings include: Boundaries: This workshop focuses on appropriate boundaries in professional relationships and best practices related to meetings, communications, socializing, and general interpersonal interactions Bystander Intervention for Faculty: A workshop that provides tools to help participants intervene in problematic situations Fostering Inclusion: An overview of best practices for creating an inclusive climate Inclusive Innovation: Inclusion enhances the creativity and problem-solving effectiveness of diverse teams and is a catalyst for innovation. This workshop provides an overview of best practices Inclusive Mentoring: An overview of best practices and strategies to mentor diverse groups of students, researchers, and scholars Interrupting Bias in the Academic Search Process: An overview of best practices and strategies to avoid unconscious bias in the academic search process Interrupting Bias in Graduate Admissions: An overview of best practices and strategies to avoid unconscious bias in graduate admissions Micro-messaging: This interactive workshop provides tools to avoid microaggressions and using micro-supports to create a more inclusive learning and working climate Race, Racism, and Representation in the United States: This session will provide an introductory overview of the historical legacy and contemporary impact of racism within the United States and American higher education landscape Responding to Systemic Racism: This workshop will explore a framework to respond, identify and address systemic racism Sexual Misconduct: An overview of definitions, reporting responsibilities, and resources related to sexual misconduct Video Resources Video resource materials are available to provide foundational information on interrupting bias and micro-messaging in key aspects of hiring and recruitment within academic units. Implicit Bias in the Academic Search Process Implicit Bias in the Graduate Admission Process Responding to Bias Micro-Messaging Additional External Resources Race Forward, systemic racism videos Best Practices and Support Materials Communication and Developing Effective Advising Relationships Clarity: Communicate clearly and frequently with students about expectations and responsibilities, while also proactively establishing for students a clear and realistic timeline for receiving feedback. Communicate your expectations around student presence in the lab or office. If you are the manager of a lab or group, it is important to ensure that students have a clear understanding of what is required of them in this group setting. Honesty: Give honest, constructive, professional, and timely feedback on progress, even when a student’s progress is less than expected. Where necessary, discuss and document in writing (that is shared with the student) a student’s shortcomings as well as specific strategies for addressing them. Reenrollment provides an annual opportunity to do this. Direct students to resources that may be helpful to them. Openness: Be approachable and do not dismiss any concern before learning more about it. Strive to minimize barriers to communication and honesty. Continuity: While you are still responsible for your advisees while on leave, arrangements should also be made to ensure continuity of in-person supervision during leaves or extended absences. Contracts: Some faculty and graduate students find creating an advising "contract" of sorts to be useful. Professor Casey Lew-Williams, from the department of Psychology has provided an example of such a contract. University and Departmental Policy and Procedures Apply University policies: Be familiar with departmental, Graduate School, and University policies. Work with the program’s Director of Graduate Studies (DGS) to explain these policies to students and check in with the DGS and the Graduate School when questions arise regarding these policies. Explain requirements: Help students understand the program’s requirements, including timeline for completion of degree milestones such as coursework, teaching, languages, research, examinations, and dissertation. Address funding: Advise students on seeking additional funding and fellowship opportunities as appropriate. Explain project-specific requirements: Ensure that students are aware of and adhere to research policies and training requirements related to their research (e.g., academic integrity, IRB, responsible conduct of research, human-subject protocols, international travel registration, animal care, hazardous materials, etc.). Report when necessary: Be aware of mandatory reporting requirements and refer potential violations of University policy to the appropriate office. Reporting obligations are especially important for potential bias and harassment, sexual misconduct, and academic integrity issues. Academic Planning and Research Topics: Guide students in the selection and planning of an original research topic that can be successfully completed within the program length. Theories: Explain the relevant theories and the methodological and technical skills necessary for the research. Committees: Help students establish a dissertation committee early on in the dissertation stage and ensure that the committee meets with the student regularly and provides feedback on the student’s progress. Collaboration: If appropriate to your field, encourage collaboration that entails the sharing of authorship and orients students to how authorship is appropriately assigned. Professional practices: Introduce students to the professional practices of the discipline for sharing research (i.e., publishing, conference presentations, etc.). Presentations: Encourage and enable students to attend and present their work at relevant conferences and to publish their work in journals. Networking: Help students cultivate a network of advisers who can complement the advising you give. Career and Professional Development Look ahead: Advise on matters of career options, job market, preparation of the CV, and strategies for launching a career. Think beyond the academy: 50% of graduate alumni work outside the academy. Raise various career options with all of your students early on so that none feel singled out and all feel supported. Refer students to resources to explore career options, and invite Center for Career Development and gradFutures Professional Development staff into the department when possible. Support new teachers: Provide advice and support to students as they begin teaching. Personal Issues Be open and approachable: This will help students be comfortable telling you when they are having significant personal difficulties. Direct students to University resources to support them through their challenges. Be attentive to signs of trouble: Reach out to students who may be experiencing some type of difficulty. If you have not seen or heard from a student as expected, reach out to the student and inform the Graduate School in a timely manner if you do not hear back from the student. Ensure that the environment is safe, equitable, and free from harassment and discrimination: Report any instances of bias, harassment, discrimination, or misconduct to the relevant office. Remain professional: Avoid socializing with or expressing personal preference for some students and not others. Avoid personal or business relationships that may constitute or give the appearance of a conflict of interest. Be aware that romantic or sexual relationships are prohibited between a faculty member and a graduate student. Be mindful of power dynamics: Do not take advantage of the power differential to have students perform unreasonable tasks. Encourage a healthy and professional departmental culture: If you become aware of dangerous/excessive drinking or drug use, refer the matter to the Graduate School. Encourage work-life balance: Be respectful of students’ personal time and space. Be aware of relevant policies, such as the Vacation, Sick Leave and Childbirth and Adoption Accommodation policies. Meetings: Frequency and Feedback From the 2019 task force report on mentoring and advising, a new policy was formed to codify minimum requirements for meetings between Ph.D. students and their dissertation research advisers, as well as additional faculty in the department, was formulated. The Faculty Committee on the Graduate School, which is comprised of all DGS across the University, voted to approve a new policy that codifies minimum requirements for meetings between Ph.D. students and their dissertation research advisers as well as additional faculty in the department. View the full policy. The Value of Feedback Ph.D. students benefit from frequent contact with their dissertation research adviser(s) and from the substantive written and oral feedback on their research direction and progress that they should receive from their adviser(s). The point at which a Ph.D. student may be assigned a dissertation research adviser differs by discipline. In some programs it may happen as early as the first year. In all programs post-generals Ph.D. students should have identified and have been assigned a dissertation research adviser. Meetings with their adviser(s) ensure that students are meeting expected research milestones, remaining on track for timely degree completion, and addressing any concerns raised during prior meetings. Accordingly, regular meetings between enrolled Ph.D. students and their dissertation research adviser(s) are required by the Graduate School. Individual departments or programs may assign other types of advisers (in addition to the DGS) prior to the point when a student is assigned a dissertation research adviser and may have additional requirements for meetings with such advisers or with the DGS. Meeting Frequency To ensure that enrolled Ph.D. students who have an assigned dissertation research adviser receive timely feedback and appropriate guidance, they must meet with their dissertation research adviser(s) to discuss their dissertation research and progress on a frequency determined by their program, but in no case less than once per semester. In cases where a dissertation research adviser is on leave from the University, graduate students are expected to follow established departmental policies and practices related to advising. Assessment through Reenrollment The occurrence and frequency of meetings with their adviser(s) must be reported by enrolled Ph.D. students who have an assigned dissertation research adviser through the annual reenrollment process and confirmed by the adviser(s) through that same process. Students who do not meet with their adviser(s) on a frequency determined by their program, but in no case less than once per semester, must explain why the required meetings are not taking place. DGSs and Academic Affairs deans in the Office of the Dean of the Graduate School can, where necessary, assist students in meeting this requirement. Failure to meet with their adviser(s) despite attempts made by the adviser(s) to hold such required meetings may impact students’ reenrollment. Meetings with Additional Faculty Ph.D. students benefit from receiving research guidance and feedback from faculty in their department or program who are in addition to and separate from the dissertation research adviser(s). Such additional faculty who advise a Ph.D. student may in some programs be referred to as the student’s committee. Regular meetings with additional faculty members ensure that Ph.D. students receive substantive feedback from multiple experts and help these students in preparing to meet the Graduate School committee requirements in place for successful completion of the dissertation and the Final Public Oral, or dissertation defense. Accordingly, with the guidance of their adviser(s) and/or DGS, Ph.D. students who have an assigned dissertation research adviser are required by the Graduate School to identify and meet regularly with at least one faculty member from within their department or program who is in addition to and separate from the dissertation research adviser(s). In cases where students have two or more dissertation research advisers, and at least two of these advisers are from within the student’s department or program, the Graduate School’s requirement is already satisfied, provided the student is meeting with those adviser(s). Individual departments or programs may have additional requirements for faculty advising or committee meetings that exceed the Graduate School’s. Frequency To ensure that enrolled Ph.D. students who have an assigned dissertation research adviser receive advising and research guidance from additional faculty members, these students must meet with the additional faculty member(s) from within their department or program whom they have identified, on a frequency determined by their program, but in no case less than once per academic year. In general, meetings with additional faculty members should also include the dissertation research adviser(s) where possible and should focus on the student’s academic progress over the year and provide an opportunity for the faculty member(s) in addition to the adviser(s) to give feedback and offer research expertise. In cases where faculty are on leave from the University, graduate students who would otherwise meet with such faculty for research feedback in fulfillment of this requirement are expected to follow established departmental policies and practices related to advising. Assessment through Reenrollment The occurrence and frequency of meetings with the additional faculty member(s) from within their department or program must be reported by enrolled Ph.D. students who have an assigned dissertation research adviser. This reporting is done through the annual reenrollment process and must be confirmed by the adviser(s) through that same process. Students who do not meet with the additional faculty member(s) on a frequency determined by their program, but in no case less than once per academic year, are required to speak with their adviser to discuss why the required meetings are not taking place. DGSs and Academic Affairs deans in the Office of the Dean of the Graduate School can, where necessary, assist students in meeting this requirement. Failure to meet with the additional faculty member(s) despite attempts made by the additional faculty member(s) to hold such required meetings may impact students’ reenrollment. Meeting Student Needs Advising Students from Historically Underrepresented Groups (HUGs) Onboarding is an important phase for connecting with students from all backgrounds, but it is critical to engage those from HUGs and others that also identify as Low-income, first-generation, veteran, LGBTQIA+, disabilities, or other underrepresented groups. It can be helpful to keep the following in mind: It’s OK to ask questions It’s OK to ask for help or additional support (computational, support with coursework fundamentals) Follow a cultural awareness approach to advising and mentoring Promote graduate student participation in Graduate School Access, Diversity and Inclusion programming or Institutional efforts for community building and professional development. Connect with an Access, Diversity and Inclusion team for support or guidance. Advising Students with Families Graduate students with families have to meet the needs and demands of personal and family life while successfully pursuing their academic programs. These students may seek advice or share their challenges with faculty. Advisors can help by providing a supportive environment to students who are managing both family and academic responsibilities. Guiding Principles Balance: Be a role model for work-life balance. Flexibility: Communicate and support flexibility in your students’ schedules, particularly around vacation and holiday time. Awareness: Become familiar with the various family focused resources and family friendly events organized by the Graduate School Community Associates and special events such as the annual Graduate School TigerFest. Resources Refer students to resources that support students with families, such as: Graduate Child Assistance Program Childbirth and Adoption Accommodation Policy Backup Care Advantage Program Carebridge University Affiliated Childcare Center Health insurance for dependents The graduate student organization Tigers with Cubs Lactation rooms Supporting Student Wellbeing Mental health and wellbeing is essential for academic and personal success. Frequently reported stressors include depression, isolation, adviser/advisee relationship, imposter syndrome, finances, harassment and discrimination. Advisers can help by creating a supportive environment and actively promoting a culture of well-being. Useful Tips Environment: Foster an environment in your department, lab, or group that promotes well-being. Social engagement: Provide opportunities that foster social connectedness and positive relationships. Meaning: Encourage your students to engage in co-curricular activities that are meaningful and purposeful to them. Equity: Promote equity in health and well-being for all advisees and group members, and understand how social and cultural identities and experiences of marginalization affect well-being. Resilience: Help students increase their individual skills, behaviors, and mindsets that enhance positive coping and resilience. Campus Resources Collaborate with campus partners such as Counseling and Psychological Services and Health Promotions and Prevention Services to support your students. Counseling and Psychological Services offers Princeton Distress Awareness and Response (PDAR) training for students, faculty, and staff to learn how to effectively respond and support someone in distress. Office of Religious Life offers a mindful meditation series. Campus Recreation offers programming such as yoga and Tai Chi and many other programs that promote physical and mental well-being. The TigerWell Student Skills-Building Individual Well-Being Toolbox encourages students to build healthy behaviors, skills, and mindsets. Concerns about a Student There may be times when you have a concern about a student and may be unsure what to do. Princeton has various resources that can help you support your students. Safety: Department of Public Safety (non-emergencies 609-258-1000; emergencies call 911 from any campus phone) Students in distress: Counseling and Psychological Services (CPS) – faculty and staff members may call CPS to seek consultation with a counselor regarding concerns about students. Please call CPS at 609-258-3141. If you call after office hours, you will be connected to the on-call counselor. Advice: Your Director of Graduate Studies is a great resource on policies and procedures and on departmental and university resources available to faculty and students. Disabilities/Accommodations: The Office of Disability Services is committed to ensuring equal access to curricular and co-curricular opportunities for students. The office also serves as a resource to faculty and staff regarding reasonable accommodations to support students. Deans in the Graduate School: We can work with faculty and staff on how best to support academic, student life, diversity/inclusion, professional development and financial concerns. They can help with strategies to support students in difficult situations, connect you or your student with campus resources, and advise you on action plans or take action if needed. Resources Academic Support ResourcesStudent Life Support ResourcesAccess, Diversity and Inclusion ResourcesGradFutures: Professional Development ResourcesFinancial Assistance ResourcesPersonal Emergencies Funding External Resources Below, please find links some useful external resources: Brown: Advising and mentoring resources for faculty. Michigan: How to Mentor Graduate Students: A Guide for Faculty, Developing Shared Expectations.