Student-Advisor Expectation Scales

Faculty advisors can complete the worksheet and use it as the basis for a discussion with individual students, among a group of advisees, or with a team in the lab. Students prefer faculty members to initiate discussions.

• For each item, why does the advisor think that this is the best way to proceed?
• Which items are non-negotiable? Which can be discussed and determined together?
• In which ways does the advisor tailor her/his modus operandi to the individual student? Why does the faculty member change his/her MO? Does the advisor take into account the student’s personality, background experiences, stage in graduate studies, or other factors?
• What other expectations does the advisor have of students? When and how should students ask for clarification of expectations?

Students can complete the worksheet to explore:

• The student’s own needs and desires. What does the student think is the best way to proceed for the student’s own development?
• What does the student believe and understand to be the advisor’s preferences and modus operandi?
• Complete the worksheet identifying both what the student desires and the perception of the faculty advisor’s position. If the difference is 2 points or more, this is an item that should probably be discussed directly.
• Do all of the faculty member’s advisees share similar understandings of the advisor’s preferences and modus operandi?
• Develop a personal advising philosophy. How would the student plan to advise graduate students in the future? How does the student mentor and advise undergraduates or newer graduate students?