Although it seems obvious for advisors to develop positive and successful relationships with students that lead to degree completion, many advisors do not approach doctoral advising in this way. Research follows suit as most prior work on doctoral advising takes a unilateral approach towards advising; they focus on either positive practices for student success or positive practices for faculty productivity. We argue that within contexts that practice the science model of advising, it is imperative to synergize positive advising practices to create value for both faculty and students. Given doctoral attrition rates, the cost of not engaging in improving advising relationships is simply too high for advisors and students. Moreover, these costs are often borne by underrepresented students and women who have even higher drop-out rates due to poor advising relationships making the cost simply unacceptable. Therefore, we propose to research faculty motivation and identity with regard to developing successful advising practices to ultimately increase the population of students who complete their degree and increase the diversity of future faculty populations.
This project aims to identify and characterize the advising practices faculty in Chemical Engineering believe to be effective when working with doctoral students. By effective, we mean mutually beneficial for students and advisors such that students are supported in ways that are helpful to them, and faculty can meet productivity demands (i.e., value is created for both parties). Specifically, this project aims to address the following research questions:
- What advising practices do faculty members in Chemical Engineering believe are most effective when advising doctoral students?
- How do faculty assess the effectiveness of doctoral advising practices?
Through a series of virtual workshops for faculty in chemical engineering across a year, we will engage in participatory research activities with faculty to identify advising practices they deem as effective. For more details on this project please contact PI Artiles.
Although it seems obvious for advisors to develop positive and successful relationships with students that lead to degree completion, many advisors do not approach doctoral advising in this way. Research follows suit as most prior work on doctoral advising takes a unilateral approach towards advising; they focus on either positive practices for student success or positive practices for faculty productivity. We argue that within contexts that practice the science model of advising, it is imperative to synergize positive advising practices to create value for both faculty and students. Given doctoral attrition rates, the cost of not engaging in improving advising relationships is simply too high for advisors and students. Moreover, these costs are often borne by underrepresented students and women who have even higher drop-out rates due to poor advising relationships making the cost simply unacceptable. Therefore, we propose to research faculty motivation and identity with regard to developing successful advising practices to ultimately increase the population of students who complete their degree and increase the diversity of future faculty populations.
This project aims to identify and characterize the advising practices faculty in Chemical Engineering believe to be effective when working with doctoral students. By effective, we mean mutually beneficial for students and advisors such that students are supported in ways that are helpful to them, and faculty can meet productivity demands (i.e., value is created for both parties). Specifically, this project aims to address the following research questions:
- What advising practices do faculty members in Chemical Engineering believe are most effective when advising doctoral students?
- How do faculty assess the effectiveness of doctoral advising practices?
Through a series of virtual workshops for faculty in chemical engineering across a year, we will engage in participatory research activities with faculty to identify advising practices they deem as effective. For more details on this project please contact PI Artiles.
Related Publications:
- Artiles, M.S., Singer, A., Geary, C.P., Kajfez, R., & Matusovich, H.M. (Forthcoming). Engineering Faculty Beliefs about Effective Advising in Doctoral Students.
- Sharma, H., Singer, A., Artiles, M.S., Kajfez, R., & Matusovich, H.M. (2023). Facilitating Engineering Faculty Success: Faculty Development of Graduate
Mentoring Practices. Proceedings – ASEE Annual Conferences and Exposition. Baltimore,
Maryland
This project is in collaboration with the following institutions:
This project is funded the KEEN foundation through their mentoring 360 initiative.
