SECTION III. PROGRAM GOVERNANCE

Program Faculty

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Doctoral Advisors

Each student will be assigned an interim advisor by the Department of Counselor Education. The interim advisor is assigned based on students’ stated research interests. As students proceed through the program and more clearly identify the focus of their research, students may select a new program advisor, who will typically serve as the chair of the doctoral dissertation committee. Advisors are responsible for:

• Developing a program plan of coursework
• If needed assist students with completing the requirements of provisional status, and verify the change to regular status has occurred.
• Getting students involved in their research whenever possible (including writing and revising manuscripts, preparing conference presentations, reviewing manuscripts, and writing grants)
• Helping students develop their program of research
• Helping student navigate the program requirements (i.e., completing coursework, selecting a Doctoral Committee, completing the comprehensive evaluation, the dissertation proposal, and the dissertation)
• Providing career advise

Selecting a Doctoral Advisor

One of the most important relationships a candidate has going through a doctoral program is with the doctoral advisor. Therefore, it is incumbent upon students to actively communicate with faculty and research faculty’s areas of interest in order to choose an appropriate advisor.

• An advisor should be selected based on shared scholarly interests and compatible educational philosophies.
  • The doctoral advisor must be an active scholar as defined by having a vigorous research agenda and evidence of recent published research studies.
    • Students are responsible for researching faculty and reading their publications, vitaes, and dissertations to develop a comprehensive understanding of faculty research agendas and personal compatibility.
  • Mentorship is one of the primary roles of doctoral advisors; however, mentor characteristics are highly individualized and vary amongst faculty. Additionally, student expectations of their mentors are highly individualized and vary.
    • Students should understand their own needs and expectations from their advisors, e.g. hands-on approach or hands-off approach, and seek an advisor with compatible expectations. Some students need/want significant advice throughout their program while others need/want less frequent advising. Know your needs and select an advisor with compatible expectations.
      • However, communication is vital to successful progression through the program; therefore, students should meet with their advisors at minimum once per semester.
    • Some questions to consider and/or ask of a potential advisor:
      • Has he/she advised a doctoral student before?
      • Has he/she served as a doctoral committee chair?
      • What are his/her expectations for doctoral students, e.g. frequency of meetings, presenting at conferences, publishing?
      • Does he/she assist in finding and submitting to conferences?
      • Has he/she published with doctoral students, be willing to publish with doctoral students, and/or assist in the publication process?
      • What is the advisor’s preferred method of communication? For example, if a student works full time off campus and is primarily available via email, this might not be compatible with an advisor who expects frequent face-to-face communication. Transparency in communication preferences and expectations will help both students and advisors create a successful relationship.
    • A student may change advisors at any time by completing the change of advisor form, available on the Graduate College website. Some possible reasons for changing advisors:
    • Because doctoral study is a time to explore one’s own questions and areas of interest, students may discover a professor with greater alignment to his/her research and educational philosophies.

Responsibilities of Doctoral Advisors and Committees

With guidance from a program advisor and minimally three committee members (defined by at least one member outside the doctoral advisor’s department), in keeping with the Graduate College guidelines, the student will develop a program of study.

• The program of study is a sequence of required coursework and experiences, including clinical work, supervision, coursework, teaching, and research activities.
• The selection of one committee member from outside the college of education graduate faculty is encouraged as appropriate for the student’s interests and research.
• While the program advisor works closely with the student during this process, consultation with other members of the committee is encouraged.

This program committee continues with the student through the identified coursework, the comprehensive evaluation, and the dissertation.

Responsibilities of the program advisor and committee are to:

• If needed, assist the student with completing the requirements of provisional status and then notifying the Doctoral Coordinator when the student has met the requirements and is ready to move to regular status
• Assist the student in developing a program of study (and in completing prerequisites if needed)
• Support the student in the identification and development of a cognate area
• Approve a student’s program of study
• Facilitate the identification of other graduate faculty whose interests and expertise may closely align with those of the student

Student Responsibilities

Each student has the responsibility to select a graduate faculty member in the Department of Counselor Education who has mutual interests and expertise relating to the student’s area of focus and who demonstrates a willingness to serve as a program advisor.

Each student is responsible for:

• Completing an updated Program Planning Form at the end of each year and submitting via google shared drive to the program coordinator
• Clearly defining individual program goals in collaboration with one’s advisor and committee and assuming program responsibility
• Investigating and engaging in leadership and advocacy positons within student, local, state, regional and/or national counseling or counseling-related organizations
• Keeping the advisor informed about program progress and seeking help when problems or obstacles arise
• Conducting substantial research and preparing a dissertation that reflects the highest standards of scholarship
• Respecting commitments of the dissertation committee, and assuring adequate time for reading the proposal and the dissertation work as it proceeds
• Meeting all deadlines and filing all required forms with the Graduate College.