Original from Ingrid Moses, 1985, Higher Education Research and Development Society of Australasia. Adapted by Margaret Kiley and Kate Cadman, 1997, Centre for Learning & Teaching, Univ. of Technology, Sydney. Further adapted by Chris M. Golde, 2010, Stanford University.
The Student-Advisor Expectation Scales worksheet lists 16 pairs of statements describing end points on a continuum. Individuals differ as to the position they take on each scale. These differences reflect variation in educational philosophy, personality, and the norms of the home discipline.
Each item is an issue about which most students and advisors need to reach agreement. Often, however, students and faculty members do not directly discuss their perspectives about how this matter should be resolved and why. In fact, in many cases, the situation may change over the student’s time in doctoral studies.
Making expectations explicit, and having regular conversations about expectations, helps to minimize misunderstandings. It is important to recognize that most students do not feel comfortable asking their advisor to complete the worksheet.
Faculty members may need to be the ones to initiate conversations about expectations. This document can provide a basis for conversations between students and advisors to align their expectations. The Expectation Scales worksheet can be used in several ways.