Many of the points stressed in this document already form part of FAS and GSAS policy. The purpose of this document is to provide a working platform of recommendations that individual departments and faculty members can then work toward institutionalizing. I. Advising as Mentoring Without a doubt, the advisor has the most direct influence in shaping the course of a graduate student s intellectual growth and career path. As such, advisors have the greatest opportunity and perhaps, obligation, to assist their students by becoming their mentors . In general, an effective mentoring relationship is characterized by mutual respect, trust, understanding, and empathy.
Good mentors are able to share life experiences and wisdom, as well as technical expertise.
They are good listeners , good observers , and good problem-solvers . They make an effort to know, accept, and respect the goals and interests of the student. Fostering mentoring relationships can go a long way toward improving the oft-lamented problems in graduate education. Although there are faculty members who see their roles as advisors and mentors as being inseparable from one another, many faculty members do not take the extra step to move from a more 'mechanical' advising system to a personalized mentoring relationship. We suggest that the GSAS community begin to look upon advising as more than just a mundane 'part of the job' and include mentoring as an integral part of this process.