The graduate student, the advisor, and committee members comprise the basic unit of graduate education at an institution. It is the quality, breadth, and depth of interaction within this unit that largely determines the outcome of the graduate experience.
The advisor and the individuals on the committee provide intellectual guidance in support of the scholarly/creative activities of graduate students. The advisor and committee members are also responsible for evaluating a graduate student’s performance in scholarly/creative activities.
Academic program directors of graduate school, other faculty members, and graduate students have complementary responsibilities in the maintenance of academic standards and the creation of a high quality graduate program. Excellence in graduate education is achieved when faculty and students are highly motivated, possess the academic and professional backgrounds necessary to perform at the highest level, and are sincere in their desire to see each other succeed.
To accomplish this, it is essential that graduate students:
In many cases, graduate students depend on faculty advisors to assist them in identifying and gaining access to intellectual and/or financial resources that support their graduate programs. In addition, faculty advisors and academic program administrators must notify students of the job market in and outside of academia so students can develop realistic expectations for the outcomes of their studies.
Every admitted and enrolling student must have an advisor. In some academic units, the student’s specific advisor may change during the course of the student’s program, either because of faculty or student wishes. The role of advising may also change and become a mentoring relationship.
The reward of finding a faculty advisor implies the student has achieved a level of excellence and sophistication in the field or exhibits sufficient promise to merit the more intensive interest, instruction, and counsel of faculty.
In academic units, faculty advisors support the academic promise of graduate students in their programs.
In some cases, academic advisors are assigned to entering graduate students to assist them in academic advising and other matters. In other cases, students select faculty advisors in accordance with the disciplinary interest or research expertise of faculty.
As the faculty-graduate student relationship matures and intensifies, direct collaborations may involve the sharing of authorship or right to intellectual property developed in research or other creative activity. Such collaborations are encouraged and are a desired outcome of the mentoring process.
It is understood that the standards of advising and mentoring may differ by academic program, depending on the degrees students are pursuing and how much time working professionals in communities outside Columbia have to consult with their advisors. Nevertheless, it is recommended that advisement, consultation, and mentoring be nurtured via electronic means if they cannot be nurtured in person.
It is further understood that academic programs will establish appropriate policies and practices to assist students whose major advisor is no longer able to serve in that capacity, as well as students who need additions or deletions to their committees. At the same time, academic programs whose funding of graduate students is generated primarily from research grants need to work with faculty advisors and other graduate students to ensure they understand the importance of completing their research commitments.
It was adopted from documents shared among the following: