Graduate Advising at MIT Where we are Where we should go

____________________________________________________________________________________________________________________

Advising Town-Hall MeetingGraduate Student Council

February 22, 2005

Graduate Advising at MITWhere we are

Where we should go

MIT Graduate Student Council

____________________________________________________________________________________________________________________


February 22, 2005

The Role of Advising

The most significant academic factor in the graduate student experience

positive relationship with an advisor allows a student to learn, be inspired, and feel supported

negative relationship with an advisor causes a student to feel unconfident, isolated

+

─

____________________________________________________________________________________________________________________


February 22, 2005

The Questions

What is the current state of graduate advising at MIT?

ask students what they think!statistical data through a survey

What can we do to most effectively improve it?

we already know the answers – just get students, faculty, and administrators to talk about them

____________________________________________________________________________________________________________________


February 22, 2005

The Goal

Understand and Improve Graduate Advising

» Go beyond anecdotes

» Connect issues in various departments

» Learn from best practices

» Find new proactive solutions

____________________________________________________________________________________________________________________


February 22, 2005

Agenda

IntroductionOverview of InitiativeSurvey DataFocus Group HighlightsNext StepsQuestionsDinner Social (lobby 13)

____________________________________________________________________________________________________________________


February 22, 2005

The Goal

Understand and Improve Graduate Advising

» Connect issues in various departments

» Learn from best practices » Go beyond anecdotes

» Find new proactive solutions

____________________________________________________________________________________________________________________


February 22, 2005

What We Have Done So Far

» GSC Subcommittee formed in Summer 2004

» Wrote letter in New Faculty Orientation Handbook on advising

» Wrote letter to First-year students on How to Find an Advisor

» Consulted with senior faculty and administrators throughout the process

» Designed questions for 2004 Graduate Student Survey

» Organized focus groups on Improving Advisor/ Advisee Relationships

____________________________________________________________________________________________________________________


February 22, 2005

The Process

Solution-driven approach» Identified typical problems» Understood key themes related to graduate advising

Improving Mentoring @ MITFinding/Changing AdvisorsUnderstanding Mutual Work ExpectationsFundingResolving Conflicts between Advisor and StudentsResolving Ethical DilemmasConcerns of Students in Transition (close to graduating)Career Advising

Parallel Action» Design of survey questions» Discussions to identify potential solutions

____________________________________________________________________________________________________________________


February 22, 2005

About the 2004 Graduate Student Survey

Included questions regarding:» Institute level support and services» Department level support and services» Awareness of research ethics» Quality of advisor-advisee relationship

Encouraged participation based on intended use

Sponsors: Provost’s Office (Institutional Research)Graduate Students Office (GSO)Graduate Student Council (GSC)

____________________________________________________________________________________________________________________


February 22, 2005

About the Focus Groups

Two sessions in mid-November, 1.5 hours each

Charge: Brainstorm recommendations to early-identify and prevent potential problems related to:

Improving Mentoring @ MITFinding/Changing AdvisorsUnderstanding Mutual Work ExpectationsFundingResolving Conflicts between Advisor and StudentsResolving Ethical DilemmasConcerns of Students in Transition (close to graduating)Career Advising

____________________________________________________________________________________________________________________


February 22, 2005

About the Focus Groups

85 participants in 8 focus groups: » 15 faculty, 25 Administrators, 45 Grad students» 25 Departments» All graduate student service Offices

Collective perspective of faculty, students and administrators (first-ever!)

Highlighted the difference between functioning of various departments

Positive & encouraging feedback from all participants

____________________________________________________________________________________________________________________


February 22, 2005

Participants

GSC Subcommittee Members

KRISHNAN SRIRAM ASHFAQUE KHANDEKARMAUREEN LONG NATHAN CRANEEMILIO SILVA NINA TANDONVINAY MAHAJAN BRENDEN EPPSPETER RYE HAYLEY DAVISONEMILY SLABY MARIA CHANERIK LARSEN SIDDHARTHA JAIN

Facilitators / Scribes

ANNA MRACEK BARBARA LECHNEREMILIO SILVA HAYLEY DAVISONKRISHNAN SRIRAM MARIA CHANNICOLE TREEMAN NINA TANDONPETER RYE RACHEL PYTELSARAH SIEGEL SOMMER E GENTRYWALEED FARAHAT YUE CHANG

Survey Analysis

BRENDEN EPPS ERIK LARSENKRISHNAN SRIRAM ASHFAQUE KHANDEKARNATHAN CRANE NINA TANDONMAUREEN LONG BARUN SINGH

Consultants

LYDIA SNOVER GREG HARRISRACHEL GREER DEAN IKE COLBERTDr. MARY ROWE JEANNETTE GERZONDr. TAMI KAPLAN

85 participants in the Focus Groups~3,000 survey respondents

____________________________________________________________________________________________________________________


February 22, 2005

Agenda


____________________________________________________________________________________________________________________


February 22, 2005

Data from2004 Graduate Student Survey

1. Demographics

2. What skills are important to students?

3. What training do students get and what is their satisfaction level?

4. Whom do students turn to for support?

____________________________________________________________________________________________________________________


February 22, 2005

Survey Demographics

2,960 respondents (~50% of all graduate students)

Representative of student demographics

Survey Institute33% Women 30% Women38% International35% International

____________________________________________________________________________________________________________________


February 22, 2005


1. Demographics




____________________________________________________________________________________________________________________


February 22, 2005

Importance / Development of Skills

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ImportanceDevelopment

Is this skill important to you?How well was this skill developed at MIT?

Critical thinking

Communication

Research Ethics

Leadership

Teamwork

Time management

Writing

Percent of students who say "very important" or "somewhat important" / "greatly" or "somewhat" developed

Research

____________________________________________________________________________________________________________________


February 22, 2005


0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Yes

your research?

preparing for candidacy examinations?

writing grant proposals?

publishing your work?

Percent of students who say "yes"

Have you received advice/feedback on...

dealing with conflicts?

standards of academic writing in your field?

____________________________________________________________________________________________________________________


February 22, 2005


23% of students are generally or very dissatisfied

0% 20% 40% 60% 80% 100%

Very satisfied

Generally satisfied

Generally dissatisfied

Very dissatisfied

How satisfied are you with your training in research methods?

____________________________________________________________________________________________________________________


February 22, 2005


1. Demographics




____________________________________________________________________________________________________________________


February 22, 2005

Training and Advising - Advisor

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percent of students who "Agree" or "Strongly Agree"

Agree or Strongly Agree

My dissertation advisor...

assisted me in my employment search

communicated expectations clearly

returned my work promptly

was accessible and responsive

gave me constructive feedback

established a respectful and collegial relationship

helped me secure financial support

____________________________________________________________________________________________________________________


February 22, 2005


show yourespect

Are you satisfied with your relationship with your advisor?

very satisfied

somewhat satisfied

somewhat dissatisfied

very dissatisfied

slightly greatlyconsiderablymoderately

To what extent does your advisor...

____________________________________________________________________________________________________________________


February 22, 2005


show yourespect

havereasonableexpectations


very satisfied

somewhat satisfied


very dissatisfied



____________________________________________________________________________________________________________________


February 22, 2005


show yourespect


consideryourconcerns


very satisfied

somewhat satisfied


very dissatisfied



____________________________________________________________________________________________________________________


February 22, 2005


show yourespect


consideryourconcerns

be open andhonest aboutfinancialsupport


very satisfied

somewhat satisfied


very dissatisfied



____________________________________________________________________________________________________________________


February 22, 2005


0 20 40 60 80 100 120 140 160

Available and Approachable

Guidance and Mentoring

Knowledgeable, Experienced

Respectful, Collegial Relationship

Independence and Autonomy

Open, Honest Communication

Enthusiastic and Supportive

Friendly, Caring Relationship

What are the best qualities of your advisor-advisee relationship?

Number of the 626 respondents

Note:one respondent may articulate multiple themes

____________________________________________________________________________________________________________________


February 22, 2005


0 20 40 60 80 100 120 140 160

Disrespectful, Unprofessional Relationship

Uninvolved or Not Supportive

Too Demanding

Unclear Expectations

Not Available or Approachable

Unfriendly, Impersonal Relationship

Lack of Guidance or Mentoring

Lack of Attention or Feedback

What do you wish your advisor had done differently?

Note:one respondent may articulate multiple themes


____________________________________________________________________________________________________________________


February 22, 2005


0% 20% 40% 60% 80% 100%

Not nearly enough

Not enough

Just right

Too often

Far too often

Do you meet with your advisor often enough?

33% of students say that they do not meet with their advisor enough

____________________________________________________________________________________________________________________


February 22, 2005

Training and Advising - Program

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Yes

Have you received advice on...

preparing a resume or curriculum vitae?

searching for a job?

academic integrity and avoiding plagiarism?

developing professional contacts outside your program?

ethics and responsible conduct in research?

degree requirements?


____________________________________________________________________________________________________________________


February 22, 2005

Training and Advising - Program

0% 20% 40% 60% 80% 100%

developingprofessional

contacts outsideyour program?

ethics andresponsibleconduct inresearch?

WhitakerColl of HST

Sloan Sch ofManagement

Science

Engineering

Architecture

Hum, Arts &SocialSciences

Have you received advice on...


____________________________________________________________________________________________________________________


February 22, 2005

Obstacles to progress at MIT

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Rate the extent to which the following factors are an obstacle to your academic progress.

Percent of students who say "Minor Obstacle" or "Major Obstacle"

Cost of Living

Housing Situation

Program structure or reuqirements

Work/financial commitments

Availability of faculty

Course scheduling

Family obligations

Immigration laws or regulations

Attitudes toward your race / gender / nationality / religion / sexual orientation

Ethical dilemmas related to authorship or collaboration

Personal relationships

____________________________________________________________________________________________________________________


February 22, 2005

Institute Resources

0

1

2

3

4

5

6

7

8

9

10

11

12

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

UseQuality

Institute Resources:Frequency of use? Quality of experience?

Library facilities

On-campus computer facilities

Dining services

Parking

Main office of your current program

Counseling and support services

Intellectual property counseling

Ombudsperson's Office

Graduate Students Office

Percent of students who "frequently" or "occasionally" use / say the quality is "excellent", "very good", or "good"

Career Services

International Students Office

____________________________________________________________________________________________________________________


February 22, 2005

Departmental Resources

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

UseQuality

Department Resources:Frequency of use? Quality of experience?

Percent of students who "frequently" or "occasionally" use / say the quality is "excellent", "very good", or "good"

Department reading rooms and libraries

Graduate student groups or associations

Department counseling / mediation services

Department ombudsman

Administrative staff

Academic advisor

Department laboratory facilities

Graduate officer

Graduate support groups

____________________________________________________________________________________________________________________


February 22, 2005

Whom Do You Turn To For Support?

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Whom do you turn to for support?


Peers, friends

Boyfriend, girlfriend or spouse

Faculty Advisor

Parent or other family member

Department staff

Other faculty

Mental health service provider

Graduate Students Council (GSC)

Graduate Students Office (GSO)

Ombuds Office

first Institute contact

____________________________________________________________________________________________________________________


February 22, 2005

Agenda


____________________________________________________________________________________________________________________


February 22, 2005

Focus Group Topics

» Improving Mentoring at MIT

» Finding / Changing Advisors

» Improving understanding of mutual work expectations

» Avoiding problems related to funding

» Resolving conflicts between advisors and students

» Ethical issues in advisor-advisee relationship

» Concerns of students in transition

» Career advising

____________________________________________________________________________________________________________________


February 22, 2005

Overarching Recommendations

Regular graduate administrator round table discussions

New faculty orientation/ training on advising

Increase amount/ awareness of conflict resolution resources

MIT/ School Level New faculty orientation/ training on advising


Standard format of student research progress assessment

Departmental orientation for graduate students

Separate academic and research advisor

Periodic assessment of advising involving students

Dept Level


Open communications on expectations and goals

Regular research progress meetings with students

Peer/ faculty/ alumni mentorship

Support networks

Faculty Level


Support networks

Student Level

____________________________________________________________________________________________________________________


February 22, 2005

1. Improving Mentoring at MIT

MIT/ School level• Increase resources offered by and visibility of the GSO

Department/Advisor level• Recognize exemplary advisors• Discuss potential problems on advising among faculty

and students• Help students build contacts outside the department

(alumni, dep’t student conferences, etc.)

Student level• Involve of senior graduate students as mentors

____________________________________________________________________________________________________________________


February 22, 2005

2. Finding/ Changing Advisors

MIT/ School level• Organize forums for incoming graduate students

Department level• Hold departmental orientation for incoming grads• Provide buffer time for incoming students to choose

their advisors • Publicize available RA positions

Advisor level• Discuss expectations with incoming students

____________________________________________________________________________________________________________________


February 22, 2005

3. Improving Understanding of Mutual Work Expectations

MIT/ School and Department level• Orient and train new faculty regarding advising

Department level• Evaluate advisors’ performance regularly• Provide regular formal assessment of student research

progress

Advisor level• Openly communicate expectations and goals• Hold regular research progress meetings with students

____________________________________________________________________________________________________________________


February 22, 2005

4. Avoiding Problems Related to Funding

MIT/ School level• Provide central list of available funding sources

Department level• Allow for unexpected situations (departure of advisors)• Provide better TA training• Provide travel grants for students

Advisor level• Let students know about future funding status before TA

deadline

____________________________________________________________________________________________________________________


February 22, 2005

5. Resolving Conflicts between Advisors and Students

All levels: Increase conflict resolution resources

MIT/ School level• Revive “Graduate Student Rights and Responsibilities”

Department level• Adopt formal process when progress is not being made• Involve senior faculty members

Student/ Peer level• Speak up in case of conflict• Develop and utilize peer support networks

____________________________________________________________________________________________________________________


February 22, 2005

6. Avoiding Ethical Dilemmas

MIT/ School level• Distribute “Fostering Academic Integrity” booklet widely• Provide online resources on research ethics

Department level• Hold departmental training on mediation and ethics• Publicize about research ethics and academic integrity

Advisor level• Encourage students to utilize existing resources

(e.g., “Research Practice” seminars)

____________________________________________________________________________________________________________________


February 22, 2005

7. Concerns of Students Near Graduation

MIT/ School level• Clarify intellectual property guidelines • Increase awareness of the roles of various offices

Department/ Advisor level• Share experiences among research groups

Student level• Provide peer-level mentoring on essential skill-sets • Participate in “Research Practice” seminars

____________________________________________________________________________________________________________________


February 22, 2005

8. Obtaining Career Advising

MIT/ School level• Organize workshops for faculty on career advising• Increase resources of MIT Careers Office• Promote programs such as ICAN, Externship

Department level• Use feedback from graduate alumni• Involve alumni for mentoring

Student/ Peer level• Participate in professional development series

____________________________________________________________________________________________________________________


February 22, 2005

Overarching Recommendations


Open communications on expectations and goals

Regular research progress meetings with students


Support networks



Standard format of student research progress assessment

Departmental orientation for graduate students

Separate academic and research advisor


Regular graduate administrator round table discussions




Support networks

____________________________________________________________________________________________________________________


February 22, 2005

Agenda


____________________________________________________________________________________________________________________


February 22, 2005

What Have We Found?

The advisor plays a critically important role

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Whom do you turn to for support?

Peers, friends

Boyfriend, girlfriend or spouse

Faculty Advisor

Parent or other family member

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%


____________________________________________________________________________________________________________________


February 22, 2005

What Have We Found?

What is missing? Personal guidance & mentoring

→ This needs to be emphasized through faculty orientation and training

0 20 40 60 80 100 120 140 160



Too Demanding






What do you wish your advisor had done differently?

0 20 40 60 80 100 120 140 160



Too Demanding







____________________________________________________________________________________________________________________


February 22, 2005

What Have We Found?

What is missing? Awareness of or confidence in Institute resources 48% face obstacles in personal relationships Yet, only 10% use Counseling & Support Services

17% say they face discrimination Yet, only 4% use the Ombuds Office

Satisfaction level for users is high

→ Publicize existing resources better, explain what they are for

____________________________________________________________________________________________________________________


February 22, 2005

What is missing? Department-level resources

→ Increase department-level resources: they are more highly utilized than Institute-level!

What Have We Found?

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

____________________________________________________________________________________________________________________


February 22, 2005

What Have We Found?

What is missing? Non-technical training

→ Adopt formal training programs (classes, seminars, etc.), learn from best practices…

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ImportanceDevelopment

Critical thinking

Communication

Research Ethics

Leadership

Teamwork

Time management

Writing

Percent of students who say "very important" or "somewhat important" / "greatly" or "somewhat" developed

Research

____________________________________________________________________________________________________________________


February 22, 2005

What Have We Found?

Recognize the importance of peer support

80% of students turn to their peers

Satisfaction levels for Graduate Student Groups & Peer Support Groups is very high: 90% - 95%

→ Encourage and support formal peer network programs at the departmental level

____________________________________________________________________________________________________________________


February 22, 2005

Next Steps

Need to consider all issues and data on school and department level

»Work with department heads, school deans, MIT offices

»Determine what can be done at various levels» Implement policy changes

This is an ongoing discussion – regular assessment is key

____________________________________________________________________________________________________________________


February 22, 2005

Thank you: International Students OfficeGraduate Student Life Grant

Questions?

Dinner social in Lobby 13

Documents

Graduate Advising at MIT Where we are Where we should go