phd university advisor

/images/cornell/logo35pt_cornell_white.svg" alt="phd university advisor"> Cornell University --> Graduate School

Advising guide for professional students.

Success as a graduate student is a shared responsibility between students and faculty. Your responsibility to identify and choose an advisor is one of the most critical tasks you have early in your graduate school career. It’s an opportunity to meet and get to know faculty in your field, to assess your needs for support and supervision, and to collaboratively define your goals, values, and strategic plan for your academic and professional career.

Advisors and Program Directors in Professional Degree Programs

All professional degree students must have an advisor. In some fields, this person may be the program director, who is responsible for general oversight of the program, including admissions, curriculum development, degree requirements, and student progress toward degree completion. In other fields, students may have a faculty advisor who works closely with the program director.

Professional degree programs are course-based. Satisfactory progress to the degree depends on completion of required and elective courses while maintaining at least the minimum grade point average (GPA) specified by the field.

Professional degree program requirements are defined by faculty in each field. These requirements, as well as the length of time allowed to complete them, vary by field, so the advisor has an essential role in helping their students identify and meet all requirements for the degree. 

Difference between an Advisor and a Mentor

Advising  and  mentoring  are often used interchangeably, but understanding the distinctions is important as you choose an advisor.

Advisor Responsibilities

• Guides you in meeting the requirements and expectations for your degree
• Required coursework
• Exams required by the graduate field 
• Fieldwork, internship, or other capstone experience
• Writes informed letters of recommendation for your job applications

Mentor Responsibilities

• Provides support and guidance that extends beyond scope of advising
• Demystifies the structure, culture, and unstated expectations of graduate education
• Expands your professional network by introducing you to others
• Provides nominations for awards or other recognitions
• Brings job opportunities to your attention and writes letters of recommendation as you apply for jobs
• Advocates for you within the graduate program and profession
• May serve as a role model and source of inspiration
• May become a colleague and peer in your discipline and may continue serving a mentoring role

Finding an Advisor

When do i select my first advisor.

At Cornell, the process for obtaining your first advisor varies by field.

Your faculty advisor may be assigned prior to your arrival or you may select an advisor during your first semester. 

Either way, it’s important to start your graduate study with clear expectations and thoughtful communication about your plans for an effective advising relationship and success in graduate school.

How do I find an advisor? 

Meet and get to know faculty in your courses and in graduate field seminars and other events.

Talk to advanced students about their experiences and perceptions of the faculty in your programs and ask questions about possible advisors:

• How would you describe their approach to advising?
• What can you tell me about their work style?
• What can you tell me about their research interests?
• How good are their communication skills?
• How clear are their expectations for their graduate students?
• Do they use timeliness in reviewing their students’ writing and their approach to giving feedback?
• How available are they to meet with their graduate students?

After you have gathered information, make an appointment to meet with a potential advisor.

Possible Questions

• How often do you meet with your students?
• What are your expectations for students related to professional development and networking, such as attending conferences or making presentations?
• How soon should I identify a fieldwork or internship site or project for my capstone experience, if required?
• How do you describe the degree of guidance and supervision you provide? At what point do you expect your students to begin to work more independently?  
• Do you have a statement of advising you can share that lists our respective responsibilities and clarifies mutual expectations?
• What’s your advice on how students can manage what they find to be the biggest challenges in their graduate program?

Getting Other Mentoring Needs Met

How do i find other mentor(s) .

You may find one faculty member who can serve as both advisor and mentor, but that’s not always the case.

Consider identifying and cultivating additional mentors if that is the case. No one mentor can meet all of your needs. 

Good mentors have many protégés and many other demands on their time, such as teaching, research, and university or professional service. They also may not have all the expertise you need, for example, if you decide to search for jobs in multiple employment sectors.

Develop a broad network of mentors whose expertise varies and who provide different functions based on your changing needs as you progress from new student to independent scholar and researcher.

Maximizing the Advising Relationship

A successful relationship with your advisor depends on several different factors and varies with needs and working styles of the individuals. Some of these factors are under your control. But some are not. 

Suggestions for Building a Successful Advising Relationship

• Identify what you need from an advisor.
• Communicate clearly and frequently with your advisor to convey your questions, expectations, goals, challenges, and degree progress. Follow up verbal communication and meetings with an email detailing your understanding of what you both agreed to and next steps.
• Update your written academic plan each semester or whenever major changes or adjustments are needed.
• Consider including  plans for professional development  that support your skill-building objectives and career goals.
• Recognize that you and your advisor have distinct perspectives, backgrounds, and interests. Share yours. Listen to your advisor’s. There is mutual benefit to sharing and learning from this diversity.
• Work with your advisor to define a regular meeting schedule. Prepare and send written materials in advance of each meeting. These could include: your questions, academic and research plan and timeline, and drafts of current writing projects, such as fellowship applications, manuscripts, or thesis/dissertation chapters.
• Be prepared to negotiate, show flexibility, and compromise, as is important for any successful relationship.
• Be as candid as you are comfortable with about your challenges and concerns. Seek guidance about campus and other resources that can help you manage and address any obstacles.
• Reach out to others for advice. Anticipate challenges and obstacles in your graduate degree program and their impact on the advising relationship.

Be proactive in finding resources and gathering information that can help you and your advisor arrive at solutions to any problems and optimize your time together.

Making Use of Meetings

First meetings.

Your first meeting sets the tone for a productive, satisfying, and enduring relationship with your advisor. Your first meeting is an opportunity to discuss expectations and to review a working draft of your academic plan.

Questions to ask about expectations

• What do your most successful students do to complete their degrees on time?
• How often do you want us to meet?
• May I send you questions via email, or do you prefer I just come to your office?
• Would you like weekly (biweekly? monthly?) updates on my research progress?
• Do you prefer reviewing the complete draft of a manuscript or may I send you sections for feedback?
• After each meeting, I’ll make a list of what we each agreed to do before our next meeting to help me keep moving forward with my research. Would you like a copy of that list, too, via email?

Draft Academic Plan

Prepare and bring a draft plan that outlines your “big picture” plans for your coursework, research, and writing, as well as an anticipated graduation date. (Or, email in advance with a message, such as, “I’m looking forward to meeting with you on [date] at [time], [location]. In advance, I’m sending a copy of my academic plan and proposed schedule for our discussion.”)

Contents of the plan

• Include the requirements and deadlines of your degree program. (This is information you should be able to find online or in your program’s graduate student handbook.)
• Include a general timeline indicating when you plan to meet requirements for courses or seminars, any required papers (such as a second-year paper), exams required by the graduate field (such as the Q exam) or by the Graduate School (the A exam and the B exam for research degree students).
• If your graduate field has a specific set of required courses, indicate the semester you may complete each of them, and be open to suggestions from your advisor.
• If your field does not have required courses, have some idea about the courses you are interested in taking and solicit input and suggestions from your faculty advisor.

Subsequent Meetings

Use each subsequent meeting as an opportunity to update your written academic plan and stay on track to complete your required papers and exams, your research proposal or prospectus, and the chapters or articles that comprise your thesis or dissertation.

In later meetings, you can elaborate on your general initial plan:

• Adding specific coursework or seminars
• Add professional development opportunities that interest you (workshops, dissertation writing boot camp, Summer Success Symposium, Colman Leadership Program, etc.)
• Include intentions to participate in external conferences and travel to research sites
• Identify a semester or summer when you would like to complete an internship.

Your written plan is also important to document what your advisor has agreed to, especially when the deadline to submit a manuscript or your thesis is looming and you are awaiting feedback or approval from your advisor. Use a combination of oral and written communications to stay in touch with your advisor, establish common expectations, and mark your progress toward degree completion.

Meeting Frequency

The frequency of meetings between advisors and advisees varies by field and individual. Assess your own needs and understand your advisor’s expectations for frequency of communication (in person and via email).

• Does your advisor like to provide guidance each step of the way so that he or she is aware of the details of everything you are doing?
• Does your advisor want you to launch your work more independently and report back at pre-determined or regular intervals?
• What do you need to be productive? Are you ready to work more independently?

Be proactive in seeking information. Explicitly ask how often your advisor usually meets with new students and how the advisor prefers to be updated on your progress in between meetings. Ask your peers how frequently they meet with their advisor and whether this has changed over time.

There will be disciplinary differences in meeting frequency.

• In humanities and in some social sciences, where library, archive, and field research take students away from campus, maintaining regular communication is essential, including through scheduled meetings whether in-person or virtual.
• In life sciences and physical sciences and engineering, students often see their advisors daily in the lab or meet as a research group about externally funded projects; these regular check-ins and conversations may replace formal meetings. Make sure that you are also scheduling one-on-one times to talk about your broader goals and academic and career planning progress, however.

Some of your decisions about meeting frequency will be informed by talking to others, but much of it you learn through experience working together with your advisor. Even this will  change over time  as you become a more independent researcher and scholar. Communicate with your advisor regularly about your changing needs and expectations at each stage of your graduate career.

Resolving Conflict

In any relationship, there can be conflict. And, in the advisor-advisee relationship, the power dynamic created by the supervision, evaluation, and, in some cases, funding role of your advisor can make conflicts with your advisor seem especially high.

You have options, however, including:

• Code of Legislation of the Graduate Faculty
• Campus Code of Conduct
• Policy on Academic Misconduct
• Research Misconduct
• Graduate School Grievance Policy
• Intellectual Property policies
• Talking with your advisor to clarify any miscommunication. Cornell University’s Office of the Ombudsman , one of the offices on campus that offers confidentiality, can also assist you by talking through the issue and helping you gather information you need before you speak directly with your advisor.
• Speaking with someone in the Graduate School, either the Associate Dean for Academics ( [email protected] or [email protected] ) for academic issues, or the Senior Assistant Dean for Graduate Student Life ( [email protected] ) for other issues. These deans will listen, offer advice and support, and can also rehearse with you any conversation you might want to have with your advisor. They can also contact your advisor, if you want them to do so.
• Touching base with your program director – if this person is not also your advisor –to talk to about policies and possible solutions to the conflict.
• Soliciting peer advice. Discuss strategies for managing and resolving conflict with your advisor. “Do you have any suggestions for me?” “Have you ever had an issue like this…?” can be effective questions.
• Identifying a new advisor if the conflict can not be resolved. Your program director can help with this, and the Graduate School (as above) can help as well.

Changing Advisors

On occasion, students find that they need or want to change their advisor. An advisor can resign as the student’s special committee chair/faculty advisor. The  Code  of Legislation of the Graduate Faculty describes the rights and responsibilities of students and faculty in each of these situations.

Typical reasons to seek a new advisor include:

• Research interests that veer from the faculty’s expertise or ability to fund a certain project
• Your advisor retires or resigns from the university or takes an extended leave of absence for personal or professional reasons
• Differences in goals, values, or an approach to work or communication style that can’t be resolved
• Serious issues, involving suspected inappropriate behavior, questionable research conduct, or alleged bias, discrimination, or harassment

If you are considering changing advisors:

• Talk to your program director or someone in the Graduate School about the proposed change. Some issues, such as funding, require timely attention.
• Identify other faculty members who could serve as your advisor, then meet with one or more of them. The goal is to decide together if you are a good fit with their program. Tips: Discuss or rehearse this conversation with a trusted person, especially if there were issues with your last advisor. Be transparent about these issues and address them going forward with a new advisor. Often prospective advisors are more willing to take on a new graduate student who conveys genuine enthusiasm for their area of study rather than a student who seems to be looking for a way out of a current advising relationship that has gone sour.
• Consider how and when to inform your advisor if you plan to change advisors. Be professional and respectful. Thank your advisor for past support and guidance. Don’t damage, or further damage, the relationship.
• Your program director, if appropriate
• Office of the University Ombudsman
• Graduate School’s Senior Assistant Dean for Graduate Student Life ( [email protected] )
• Graduate School’s Associate Dean for Academics ( [email protected] )

Challenges and Potential Solutions

All good relationships take work. To navigate an advising relationship successfully over time, you should familiarize yourself with some common challenges and possible actions to take.

Challenge: Mismatch in communication needs or style

One example of a communication challenge in an advising relationship is when you want input along the way during a writing project, but you have an advisor who prefers to wait to comment on a complete written draft.

Some possible steps to address this might be to talk to peers about they have handled this in their relationship with their advisor or to explain to your advisor how his or her input at this earlier stage will help speed you along toward having a complete draft for review. It’s important in communicating with your advisor to show that you understand what alternative they are proposing and why (e.g., “I understand that …”).

Challenge: Advisor unavailable or away

Your advisor might be away from campus for a semester or more to conduct research or take a sabbatical leave. Or when a grant proposal deadline or report is looming, your advisor might be less available. Maybe you’ve emailed your advisor several times with no response.

Planning and stating in advance what you need, such as feedback on a manuscript draft or signatures on a fellowship application, can help your advisor anticipate when you will have time-sensitive requests. Making plans in advance to communicate by email or video conference when either of you will be away from campus for a longer period of time is another useful strategy. Your director of graduate studies (DGS) and other faculty who serve as special committee members can also provide advice when your advisor is unavailable.

Challenge: Misaligned expectations

You are ready to submit a paper or project. Your advisor says it needs much more work. Or you begin your job search, applying for jobs in government or the non-profit sector, but your advisor insists that you should apply for industry jobs or graduate school instead.

Discussing your needs and expectations early, and often, in the advising relationship is essential. Get comfortable, and skilled, advocating for yourself with your advisor. Use the annual  Student Progress Review  as an opportunity to communicate your professional interests and goals with your advisor. Use multiple mentors beyond your advisor to get advice and expertise on topics where you need a different perspective or support.

Sometimes challenges can become opportunities for you to develop and refine new skills in communication, negotiation, self-advocacy, and management of conflict, time, and resources. For example, although you might feel abandoned if your advisor is unavailable for a time, even this potentially negative experience could become an opportunity to learn how to advocate for yourself and communicate about your needs and perceived difficulties in the relationship.

Funding for Professional Master’s Students

• The funding available from Cornell, if any, will be described in your offer of admission letter.
• You can explore supplemental funding options on the Experience Cornell website .
• You should take stock of the total program cost and develop a realistic plan for funding your education in advance to minimize the risk of depleting funds midway through. If you do find yourself in a position where you can’t afford to continue it may be helpful to speak with your advisor about taking a leave while saving up or seeking external funding options or loans.
• In very rare cases, professional students may be given the opportunity to serve as a TA and receive both a stipend and tuition credit (but this is not common.)
• Of course, it’s always important to carefully consider the value of your education relative to your career plans. Avoid taking on debt that will be disproportionate to the salary projections in your chosen career field.

Graduate School deans and directors  are available to answer academic and non-academic questions and provide referrals to useful resources.

Counseling and Psychological Services  (CAPS) staff offer confidential, professional support for students seeking help with stress, anxiety, depression, grief, adjustment challenges, relationship difficulties, questions about identity, and managing existing mental health conditions.

Let’s Talk Drop-in Consultations  are informal, confidential walk-in consultations at various locations around campus.

External Resources

• University of Michigan Rackham, How to Get the Mentoring You Want  
• Laura Gail Lunsford & Vicki L. Baker, 2016, Great Mentoring in Graduate School: A Quick Start Guide for Protégés
• Michigan State University, Guidelines for Graduate Student Advising and Mentoring Relationships  
• Michigan State University, Graduate Student Career and Professional Development  

Template for Meeting Notes

Adapted and expanded from Maria Gardiner, Flinders University © Flinders University 2007; used with permission and published in  The Productive Graduate Student Writer  (Allen, 2019). Used here with permission of the author and publisher.  

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• CAREER COLUMN
• 10 December 2021

Managing up: how to communicate effectively with your PhD adviser

• Lluís Saló-Salgado 0 ,
• Angi Acocella 1 ,
• Ignacio Arzuaga García 2 ,
• Souha El Mousadik 3 &
• Augustine Zvinavashe 4

Lluís Saló-Salgado is a PhD candidate in the Department of Civil and Environmental Engineering at the Massachusetts Institute of Technology, Cambridge. Twitter: @lluis_salo.

You can also search for this author in PubMed   Google Scholar

Angi Acocella is a PhD candidate in the Center for Transportation & Logistics at the Massachusetts Institute of Technology in Cambridge. LinkedIn: @angi-acocella.

Ignacio Arzuaga García is a PhD student in the Department of Civil and Environmental Engineering at the Massachusetts Institute of Technology, Cambridge. LinkedIn: @ignacioarzuaga.

Souha El Mousadik is a PhD student in the Department of Civil and Environmental Engineering at the Massachusetts Institute of Technology, Cambridge.

Augustine Zvinavashe is a PhD candidate in the Department of Civil and Environmental Engineering at the Massachusetts Institute of Technology, Cambridge.

When you start a PhD, you also begin a professional relationship with your PhD adviser. This is an exciting moment: interacting with someone for whom you might well have great respect and admiration, but who might also slightly intimidate you.

Access options

Access Nature and 54 other Nature Portfolio journals

Get Nature+, our best-value online-access subscription

$29.99 / 30 days

cancel any time

Subscribe to this journal

Receive 51 print issues and online access

$199.00 per year

only $3.90 per issue

Rent or buy this article

Prices vary by article type

Prices may be subject to local taxes which are calculated during checkout

doi: https://doi.org/10.1038/d41586-021-03703-z

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged .

Competing Interests

The authors declare no competing interests.

Related Articles

Why you need an agenda for meetings with your principal investigator

• Research management

How I fled bombed Aleppo to continue my career in science

Career Feature 08 MAY 24

Illuminating ‘the ugly side of science’: fresh incentives for reporting negative results

Hunger on campus: why US PhD students are fighting over food

Career Feature 03 MAY 24

My PI yelled at me and I’m devastated. What do I do?

Career Feature 02 MAY 24

Japan can embrace open science — but flexible approaches are key

Correspondence 07 MAY 24

US funders to tighten oversight of controversial ‘gain of function’ research

News 07 MAY 24

France’s research mega-campus faces leadership crisis

News 03 MAY 24

Faculty Positions at SUSTech School of Medicine

SUSTech School of Medicine offers equal opportunities and welcome applicants from the world with all ethnic backgrounds.

Shenzhen, Guangdong, China

Southern University of Science and Technology, School of Medicine

Assistant/Associate Professor in Sustainable Biobased Products Manufacturing

Lubbock, Texas

Texas Tech University

Professor and Center for Vector-borne and Zoonotic Diseases Director

Assistant scientist/professor in rare disease research, sanford research.

Assistant Scientist/Professor in Rare Disease Research, Sanford Research Sanford Research invites applications for full-time faculty at the rank of...

Sioux Falls, South Dakota

Sanford Research

Postdoctoral Fellow - Boyi Gan lab

New postdoctoral positions are open in a cancer research laboratory located within The University of Texas MD Anderson Cancer Center. The lab curre...

Houston, Texas (US)

The University of Texas MD Anderson Cancer Center - Experimental Radiation Oncology

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Graduate School

• Request Information
• Advising & Mentoring

Your Relationship with Your Academic Advisor

As a graduate student, you are paired with a faculty advisor. A positive relationship with your advisor is one of the most important determinants of your success in graduate school.

+ Your Advisor's Role

All graduate programs require a faculty advisor, typically associated with your graduate program. Your advisor will help you:

• Understand the requirements, expectations, and culture of your graduate program, including the standards for professionalism and ethics in your field
• Set a timeline and plan for reaching important milestones in your academic and research progress 
• Identify research ideas and career goals, and develop the skills needed to pursue those goals successfully
• Understand your standing in your program by providing constructive, timely, and regular feedback on your work, including an annual review of your progress 
• Connect to professional communities and networks both on and of campus

+ Clarifying Expectations

Communication.

Frequent, clear, and respectful communication is the key to a successful and positive advising relationship. Understanding your advisor’s expectations of you as a student and knowing what you can expect from them in return as an advisor can help reduce stress caused by uncertainty or misunderstandings.

Advising Statement

One important tool for clear communication and clarifying expectations between advisors and advisees is an Advising Statement —your advisor's statement of their advising philosophy.

An advising statement outlines what the advisor expects and how they interact with students, such as:

• How often they expect to meet with students.
• Communication styles and preferences.
• Expectations about things like publishing and participating in professional conferences.

These examples of advising statements show the range of approaches and styles.

• Look at your advisor’s statement if they have one.
• Make a list of anything that isn’t clear so you can follow-up with your advisor.
• If your advisor doesn’t have a statement, these guidelines for communicating with your advisor can help you identify questions to ask so you have a better understanding of the expectations for both you and your advisor.

Video Resources

• U of M Faculty Advisor Perspective on Expectations Between Advisors and Advisees  
• U of M Graduate Student Perspective on Advising
• How Advisors Can Be Good Mentors to Students (resource from Duke University)

+ Collaborating on Academic and Professional Development

Through all stages of your academic career, you will be communicating with your advisor about your career goals and your progress through your graduate program. 

• Individual Development Plan (IDP)

An Individual Development Plan (IDP) is a great tool to help you map out your professional goals and timeline. Collaborating with your advisor on your IDP helps ensure both good communication about your research and career goals and a concrete plan to help you achieve those goals. Use your IDP to explore and discuss:

• Your research interests and the skills and networks to help you develop these interests.
• Expectations for completing degree milestones like courses, exams, and other program requirements.
• Timelines and goals for things such as presenting, publishing, or completing an internship.

Talk with your advisor about career planning resources , workshops ,  and other opportunities for professional development that will build your skills and help you achieve your goals.

+ Navigating Difficult Situations

Who can i talk to .

• Your advisor, Director of Graduate Studies (DGS), or Graduate Program Coordinator (GPC) can be help you resolve difficult situations.
• If you need to talk to someone outside of your program, the Student Conflict Resolution Center can help you address your concerns. 

Finding Mentors

It’s unlikely that one individual faculty advisor can help you with everything you need to know in your program and discipline. Mentors can broaden your perspectives and share their knowledge and expertise in less formal ways. 

+ Choosing Mentors

What is the difference between advisors and mentors .

• Compared to advisors, mentors can serve in a more informal role. M entors can be chosen through a mentoring program, or you may meet and connect with them through your own networks.
• Professional development
• Feedback on your research and writing
• Role models
• An intellectual community
• Safe spaces to share your experiences and seek support
• You’ll need multiple mentors at different points during your graduate program, and your relationship with each mentor will be different—some more or less formal, some on-going and others for a short period of time.   

+ Finding and approaching mentors

When looking for mentors, ask yourself “What is it that I want to do/learn?” and “Where are the places I can find people who have already done that/can teach me about how to do that?”

• Where you look for mentors will depend on your specific needs.
• If you're looking to build support around community, you might explore different affinity groups both on- and off-campus, consult with peers, and draw on your existing connections. 
• Your advisor and your committee members can help you develop your professional networks and connect you with alumni in careers that you’re interested in exploring.
• Use alumni connections through the UMN Maroon and Gold Alumni Association  and LinkedIn . 

Will You Be My Mentor?

So, you’ve identified some potential mentors. Now it's time to decide if someone is a good mentoring fit and establish expectations and structure around the mentoring relationship:

• Provide some background on yourself and your overall goals to put your request into context 
• Be specific about what you’re asking for (e.g., advice on writing a competitive fellowship application and constructive feedback on the draft, guidance on navigating the first year of graduate school, accountability preparing for a major milestone like the preliminary exam).
• Ask for an initial meeting to discuss your request and how you’ll structure your mentoring relationship if you both decide to move forward (e.g., how often you’ll meet and how, how’ll you’ll communicate, goals and timeline).
• Remember, just like your relationship with your advisor, it’s important to communicate regularly about how things are going, what is working, and what might need adjusting.

The Benefits of Multiple Mentors During Graduate School

Featuring Dr. Scott Lanyon , Vice Provost & Dean of Graduate Education, and Dr. Noro Andriamanalina, Director of Academic & Professional Development. Watch video here if you can't access YouTube.

After this video, you'll be able to: 

• Understand that your advisor is important, but finding mentors who can relate to your identity and interdisplinary career interests is critical.
• See how having multiple mentors can give you multiple perspectives.
• Learn about an  Individual Development Plan (IDP) , which will help you and your mentors identify areas where you need to grow.
• About the Grad School
• Staff Directory
• Office Locations
• Our Campuses
• Twin Cities
• Mission & Values
• Strategic Plan
• Policies & Governance
• Graduate School Advisory Board
• Academic Freedom & Responsibility
• Academic & Career Support
• GEAR 1 Resource Hub
• GEAR+ Resource Hub
• Ask an Expert
• Graduate School Essentials
• Transferable Skills Checklist
• Grad InterCom
• First Gen Connect
• Three-Minute Thesis
• Application Instructions
• Application Fees
• Big 10 Academic Alliance Fee Waiver Program
• Application Status
• Official Transcripts & Credentials
• Unofficial Transcripts & Credentials
• Recommendation Letters
• International Student Resources
• Admissions Guide
• Change or Add a Degree Objective
• Readmission
• Explore Grad Programs
• Preparing for Graduate School
• Program Statistics
• Recruiting Calendar
• Funding Opportunities
• Prospective & Incoming Students
• Diversity of Views & Experience Fellowship (DOVE)
• National Science Foundation Graduate Research Fellowship
• Current Students
• Banting Postdoctoral Fellowship Program
• Distinguished Master's Thesis Competition
• Diversity Predoctoral Teaching Fellowships
• Doctoral Dissertation Fellowship
• Excellence in Teaching Award
• Fulbright U.S. Student Program
• Graduate SEED Awards
• Harold Leonard Memorial Fellowship in Film Study
• Interdisciplinary Doctoral Fellowship
• Judd Travel Grants
• Louise T. Dosdall Endowed Fellowship
• Mistletoe Fellowship
• Research Travel Grants
• Smithsonian Institute Fellowship
• Torske Klubben Fellowship
• Program Requests & Nominations
• Bridging Funds Program
• Best Dissertation Program
• Co-Sponsorship Grants Program
• Google Ph.D. Fellowship
• National Science Foundation Research Traineeship
• National Science Foundation Innovations in Graduate Education Program
• Training Grant Matching Funds
• Fellowship Dates & Deadlines
• Information for Staff & Faculty
• About Graduate Diversity
• Diverse Student Organizations
• McNair Scholars Resources
• About the Community of Scholars Program
• Graduate Recruitment Ambassadors Program
• Community of Scholars Program Writing Initiative
• Faculty & Staff Resources
• Diversity Recruitment Toolkit
• Summer Institute
• Diversity Office Staff
• What's Happening
• E-Publications
• Submit Content
• News Overview
• Events Overview

Secondary Menu

• Advising and Mentoring of Ph.D. Students

As mentors and advisors faculty are responsible for assisting graduate students in discovering and participating in appropriate channels of scholarly, professional, and disciplinary exchange; and for helping students develop the professional research, teaching, and networking skills that are required for a variety of career options, both within and outside academia. By doing this, faculty play a crucial role in the development and success of our graduate students, engaging with the next generation of researchers and scholars.

The relationship between a student’s dissertation advisors and the advisee is a cooperative partnership that should be based on mutual respect and acceptance of responsibilities. This document describes the main responsibilities of the advisors and the advisee, as well as the channels available to resolve problems, should they arise.

Responsibilities for faculty serving as advisors

Advising and mentoring students is a core responsibility of faculty members. Each student will typically have one primary advisor and additional non-primary advisors that also serve on their dissertation committee. Some students may have two committee co-chairs that effectively both serve as primary advisors. While all committee members share responsibilities in advising and mentoring, the primary advisor will typically meet with the advisee on a more frequent basis, give direct feedback more often, and have research expertise that most closely aligns with the dissertation topic of the student.

Effective advisors, both primary and non-primary, fulfill the following responsibilities:

• Have basic knowledge of Ph.D. program requirements and the Graduate School policies regarding academic milestones.
• Listen to and support the advisee’s scholarly and professional goals.
• Communicate clearly and frequently with the advisee about expectations and responsibilities.
• Primary advisors: Ideally primary advisors should aim to meet often with their advisees.
• Non-primary advisors: Meetings should be scheduled with frequency mutually agreed upon by the advisor and advisee.
• Provide constructive, honest, and timely feedback on research progress and presentations.
• Be aware of institutional resources that can provide support to advisees in times of academic, professional, and personal challenges.
• Notify the Director of Graduate Studies if they know or suspect that their advisee is facing significant academic or personal challenges.
• Write recommendation letters for advisees who are applying for grants and post-graduation positions.

Primary advisors additionally fulfill the following responsibilities:

• Help the advisee develop a timeline for completing academic requirements and meeting professional goals. Take reasonable measures to ensure that this timeline is met.
• Encourage openness about any challenges or difficulties that impact the graduate student experience and work with the advisee to resolve any challenges.
• Act as a liaison between the student and the Director of Graduate Studies and the department.

Responsibilities for students

To be an effective advisee and mentee, students have the following responsibilities:

• Be familiar with the graduate program requirements and the Graduate School policies regarding academic milestones.
• Work with their primary advisor(s) to develop a timeline for completing academic requirements and meeting professional goals.
• Devote an appropriate amount of time and energy toward achieving academic excellence and earning the Ph.D. in a timely fashion.
• Take the initiative. Be proactive in finding answers to questions and in planning future steps.
• Have regular contact with advisors, according to a mutually agreed-upon schedule. Ideally, students should aim to meet often with their primary advisor(s).
• Provide advisors with regular progress reports and notice of any emerging difficulties.
• Be honest and open with advisors. Alert them about any difficulties that arise with program requirements, normal progress, and performance expectations.
• Be willing to be mentored and open to feedback. Listen and respond appropriately to recommendations from advisors.
• Be mindful of time constraints and other demands imposed on faculty members and program staff.

Problem resolution

As with any other relationship, the advisor-advisee partnership may fail to function as expected. There may be multiple reasons for this. Here are a few examples:

• The advisee may become interested in a research topic that is better advised by an alternative faculty member.
• The advisor or the advisee may repeatedly fall short in satisfying their responsibilities.
• The advisor and/or the advisee may have a personal conflict that cannot be easily resolved.

If such situations are not able to be resolved by direct communication between the advisor and advisee, they should be discussed with the Director of Graduate Studies, and subsequently, if necessary, the Chair of the department. These department representatives will approach such situations as constructively and objectively as possible in order to develop a mutually acceptable resolution. Such an intervention may result in a change of advisor.

If the departmental efforts to resolve these problems are unsuccessful, students and faculty can refer to the Associate Dean or the Dean of the Graduate School for a formal resolution.

• Location & Directions
• Our Newsletter
• EcoTeach Center
• Standards of Conduct and Values
• Commencement 2024
• What Economists Do
• Career Paths
• B.S. Concentration in Financial Economics
• B.A. in Economics
• Economics Minor
• Financial Economics Minor
• Differences between the B.A. and B.S. Degrees
• Major Declaration & Registration
• Independent Study
• Co-Curricular Finance Programs
• Duke Economic Analytics Laboratory (DEAL)
• Duke Journal of Economics
• Economics Student Union
• Work-Study Jobs, Internships & Funding
• Commonly Used Forms
• Tutoring & Support Services
• Mentors for Majors
• Instructions, Dates, Resources & Templates
• Showcases, Awards & Past Theses
• Paths to Honors and Suggested Courses
• Trinity Ambassadors
• M.A. Economics
• M.A. Analytical Political Economy
• M.S. Economics & Computation
• M.S. Quantitative Financial Economics
• Info for Prospective Applicants
• Resources for Current Students
• Master's Alumni Advisory Board
• Master's Program Alumni Spotlights
• Master's Program News
• Fields of Study
• Year-by-Year Overview
• Application and Admission Information
• Financial Support
• Job Market Placements
• Graduate Life
• Graduate Mentorship Program
• Pre-Graduate Fellows Program
• Year-By-Year Overview
• Preliminary Exam
• Job Market Paper
• Dissertation
• Modules, Seminars & Workshops
• Research & Travel Funding
• Teaching Assistant Resources
• Student Grievance Process
• Job Market Candidates
• All Courses
• Core Undergrad Economics Courses
• Ph.D. Modules, Seminars & Workshops
• Regular Rank Faculty
• Secondary Faculty
• Instructional Faculty
• Emeritus Faculty
• PhD Students
• Doctoral Candidates
• Development
• Econometrics
• Energy & Environment
• History of Political Economy
• Industrial Organization
• International Economics & Trade
• Labor & Health
• Macroeconomics & Finance
• Microeconomic Theory
• Public & Political Economy
• Conferences, Jamborees, & Lectures
• Visitors Program Speakers
• Working Paper Series
• Journals & Editorships
• Featured Publications
• Selected Faculty Books
• Center for the History of Political Economy
• Duke Financial Economics Center
• About the DEAL
• DEAL Events
• Woodman Scholars
• Woodman Scholar Accomplishments
• Learning Resources
• Duke Help Resources
• For Our Students
• Assisting Duke Students

PhD Research Advisors, Committees, and Meetings

[Part of the Policies of the CHD, August 2019]

Selecting a Research Advisor: Spring of G1 Year

During the second semester of study, the student will focus on identifying a specific research area and a potential Ph.D. research advisor.  The potential research advisor may be the same person as the student's first-year advisor, but not necessarily so.   Students are required to finalize their research advisor by early spring of the G1 year to be making satisfactory progress to degree.  The Office of Academic Programs will communicate about the specific deadlines and forms required as part of the selection process.

Occasionally, the potential research advisor may not be a SEAS faculty member, but ordinarily must be a Harvard faculty member.  The appropriate Director of Graduate Studies (DGS) must approve in advance if the student wishes to have a primary advisor who is not a member of the SEAS faculty. Every Ph.D. student with a non-SEAS primary advisor must have an active SEAS co-advisor; some degree areas, e.g., Computer Science, stipulate that the SEAS co-advisor must be in that area.  The SEAS co-advisor will communicate with the student’s primary research advisor, the CHD, and the Office of Academic Programs about academic or financial issues as needed. The SEAS co-advisor will chair the qualifying exam committee (if that role would normally belong to the primary advisor when they are a SEAS faculty member) and the research committee, meet with the student at least once each semester to be updated about degree progress, sign off on the annual student progress report, advise the student about coursework and program requirements as needed, lift the student’s advising hold when primary research advisor is not a member of the FAS faculty, allow the student to register for their 300-level research course and submit the necessary grades at the end of the semester when primary research advisor is not a member of the FAS faculty, and communicate with the student’s primary research advisor about the student’s progress on a regular basis (at least once each semester).

Note that Ph.D. students who have a non-SEAS primary advisor have their G2 tuition paid for by the non-SEAS advisor rather than by SEAS.

Research Committee

Once the qualifying examination has been passed, the final stages of the path to the Ph.D. are initiated by the nomination by the research advisor of a research committee to oversee the student's dissertation research.  The committee monitors the student's research progress and approves the final dissertation.  The Designation of Research Committee form, signed by the research advisor and indicating the other members of the proposed research committee, must be submitted to the Office of Academic Programs, ordinarily within one week after the qualifying examination.   Typically the research committee is comprised of a subset of the members of the qualifying committee.  Subsequent changes in the composition of the research committee must be approved by the CHD or by its representative.  A duly constituted research committee must be in place throughout the rest of the student's graduate career.

The research committee normally consists of three or four Harvard faculty members, with the research advisor as chairperson.  MIT faculty members or other technical professionals of comparable stature from the local area may be included with the approval of the CHD.  At least two SEAS faculty members, at least one of whom is a senior faculty member (i.e. full professor), must be included.  If the research advisor is not a Harvard faculty member, the SEAS co-advisor will chair the research committee.

G3+ Committee Meetings

Starting in the 2019-2020 academic year each SEAS Ph.D area has specific expectations regarding Ph.D. students to meet with their committee members at least annually.  Students in Applied Physics and in Electrical Engineering are to meet 1:1 with each committee member.  The Computer Science faculty hold annual “PhD Review Days” in which the full faculty meet to review each individual student’s situation; students in Computer Science are required to respond to surveys requesting information for the Review Days.  Students in other areas are to meet with their full committee at the same time.  S ee area-specific guidelines for  Applied Math ,  Applied Physics ,  Bioengineering ,  Computer Science ,  Electrical Engineering ,  Environmental Science & Engineering ,  and   Materials Science & Mechanical Engineering .

The final oral examination may be considered to be the committee meeting for that year at the discretion of the research advisor (or the SEAS co-advisor, if applicable), provided the Office of Academic Programs is duly notified.

Students who are in-between advisors have the length of one full semester to identify a new advisor. Students are expected to find external funding or to serve as TF on a two-section appointment for their funding in the Fall or Spring terms.  The TF covers the monthly salary and all tuition/fees. The monthly salary is equal to the RA salary.  There are not TF opportunities over the summer and SEAS does not provide summer funding.  Note a student must be in good standing in order to qualify to serve as a TF and receive funding. Students who cannot identify a new advisor at the end of one full semester will be asked to withdraw from the program based on a lack of progress to degree.

There may arise situations in which the research advisor is temporarily absent on leave or ceases to be a Harvard faculty member while a Ph.D. candidate is engaged in dissertation research.  When the research advisor is temporarily absent for a substantial period, another member of the research committee ­-- ordinarily a SEAS senior faculty member -- should be designated by the research committee as chairman, and the Office of Academic Programs should be notified accordingly.  If another member of the research committee ceases to be a Harvard faculty member, the committee should be reconstituted.

Faculty members normally should not agree to serve as research advisors unless they expect to see the research through to its conclusion.  Should the research advisor cease to be a Harvard faculty member before the Ph.D. candidate completes the requirements for the degree, the research committee must be reconstituted.  The student may wish to find a new research advisor.  If the original research advisor and the student wish to continue their research collaboration, two situations arise.  If the original research advisor remains in the local area and the research can be carried out primarily at Harvard, the previously stated rules shall apply.  If the original research advisor does not remain in the local area or the research cannot be carried out primarily at Harvard, the rules stated below regarding dissertation research in absentia shall apply; these require that a SEAS faculty member assume the formal role of research advisor.

In Academic Programs

• Non-Resident and Part-Time Study
• CHD Meeting Schedule
• PhD Overview and Timeline
• PhD Course Requirements
• PhD Program Plans
• Teaching: G2 year
• Qualifying Exam: by end of G2 year
• Research Advisors, Committees, and Meetings
• Dissertation and Final Oral Exam
• SM and ME Course Requirements
• SM and ME Program Plans
• Masters Thesis and Supervisor
• SM degree en route to the PhD
• Graduate Student Forms
• Teaching Fellows
• External Fellowships List
• COVID-19 Graduate Program Changes (archived)

Graduate School

Graduate Academic Advising

College of architecture & design, dean's office, academic advisor, college of the arts, art history, arts leadership.

Prof. Fleurette Fernando Room 204  AH (713) 743-4817

Kimberly Gray Room 100 FA (713) 743-7943

College of Business

Mba (full-time).

Nadia Ali Room 424 CBB (713) 743- 4883

MBA (Professional)

Mba (online), mba (executive).

Anwar Ishaq Room 424 CBB (713) 743-2576

Hisham Talib Room 424 CBB (713) 743-0159

MS - Accountancy: UH Extend Online

Ms - accountancy: in-person (interim advisors), ms - business analytics, ms - entrepreneurship, ms - finance, ms - global business leadership, ms - global energy leadership, ms - human resource leadership, ms - management information systems, ms - management & leadership, ms - marketing, ms - real estate, ms – sales leadership.

Nadia Ali Room 424 CBB (713) 743-4883

MS - Supply Chain Management

Phd programs, college of education, associate dean's office, med-administration & supervision, med-counseling, med-curriculum & instruction, med-higher education, med-special populations, edd-professional leadership, phd-all programs, college of engineering, aerospace engineering, biomedical engineering, chemical engineering, civil engineering, computer & systems engineering, electrical engineering, engineering data science.

Dr. Yashashree Kulkarni Room N235 713-743-3657

Armeshia Love Room D3 E421

Engineering Management

Dr. Roger Chang Room W220 713-743-9327

Tambekia Watts Room E206 713-743-9402

Environmental Engineering

Geosensing systems engineering, industrial engineering, materials science & engineering, mechanical engineering, petroleum engineering, space architecture, subsea engineering, college of global hospitality leadership, ms-hospitality management, ms-global hospitality business, executive master of hospitality management, phd-hospitality administration, uh law center, advising director, college of liberal arts & social sciences, anthropology, communication, communication disorders, creative writing, health & human performance, political science, world cultures & literatures, college of natural sciences & mathematics, biology & biochemsitry.

Rosezelia Jackson  (PhD Students) Room 342 SR2 (713) 743-2633

Wendy Johnson  (BIOMS Students) Room 108D STL (713) 743-7311

Computer Science

Earth & atmospheric sciences, mathematics.

Neha Valji Room 691 PGH 713-743-3517

Callista Brown Room 641  713 743 5617

Sasha Novikova Room 617  SR 713-743-3523

College of Nursing

College of optometry, graduate programs, o.d. program, college of pharmacy, pharm.d. program, hobby school of public affairs, public administration, public policy, college of social work, technology division, cullen college of engineering, construction management, engineering technology, global retailing, ms - human resource development, executive master's in human resource development, cybersecurity, supply chain & logistics technology, technology project management.

Hawa Ture Room 327  T2 (713) 743-5416

Toulouse Graduate School®

Search form.

• EagleConnect
• UNT Directory
• Jobs at UNT
• Future Students Home
• Graduate Admissions
• Graduate Programs
• Graduate Videos
• Funding your Graduate Education
• Exceptional Faculty and Research
• Professional Experience
• Academic and Career Support
• Convenient Locations
• Graduate Academic Advisors
• Graduate Catalog
• Funding Your Graduate Education

Learn more about UNT’s 136 exceptional advanced degree programs, many nationally and internationally ranked.

Tour Our Campus

Take a tour of UNT’s beautiful campus and see why we’re the perfect place to take your education and career further.

International

Find all the information you need for applying to Toulouse Graduate School from outside the United States.

• Student Orientation
• Academic Resources
• Graduate Milestones
• Student Forms
• Federation of North Texas Area Universities
• Theses and Dissertations

Student Council

Improving the graduate student experience by advocating, connecting, and empowering each other.

Student Support

Support services include Thesis/Dissertation Boot Camp, Professional Development, 3MT competition, and more.

You've made it! Find all the resources for graduating and writing your thesis or dissertation.

• Faculty & Staff Forms
• Graduate Faculty Nominations
• Graduate Council
• Graduate Advisor Meetings

Easily find faculty and staff specific forms for various academic needs. If not logged in you will be asked to log in to view the forms.

Defense Notices

If your student is defending their dissertation or thesis fill out this form and the defense will automatically be added to the events calendar.

Additional resources for UNT faculty and staff, such as staff workshops, job openings, and links to faculty success.

• Grad Programs
• Future Students
• Newly Admitted & Current Students
• Faculty & Staff

You are here

Graduate advisors to future students.

A graduate advisor is one of the first people you’ll want to contact when you’re ready to begin your studies.  Advisors can help you choose courses and guide you through your thesis or dissertation. Below is a listing of contact information for the graduate advisors within their respective programs. Once you find your program, you can email and talk to an advisor about your degree by clicking on the desired advisor's name on the list below.

Browse Advisors By College/School:

G. brint ryan college of business, college of education, college of engineering, college of health and public service, college of information, college of liberal arts and social sciences, mayborn school of journalism, college of merchandising, hospitality, and tourism, college of music, college of science, college of visual arts and design, toulouse graduate school, international affairs, talk to an advisor, request info for domestic students, request info for international students.

Information for PhD Students in Computer Science

Finding a phd advisor, graduate program enhancement committee recommendations for first year phd students.

Choosing an advisor is a really important task for all first year PhD students. During your first year at Northwestern, you need to find a faculty member who you would like to work with and who, in turn, is willing and able to work with you and fund your graduate work. Thus, we give the following recommendations to all incoming PhD students:

• In your first month at Northwestern, schedule research meetings with several (at least two or three) faculty members. Ask them what projects and problems they are working on, and if they currently accept new PhD students into their research labs.
• Your “faculty advocate” , assigned before you arrive, is here to assist you as you begin your graduate studies at Northwestern. With their help, by the end of the Spring quarter, you must find a permanent PhD advisor. Your “faculty advocate” is not permanent and is not your advisor by default. You should instead seek out the faculty member that you find is your best guide through your PhD program.
• In your first year, you should be involved in at least one research project (this may include reading papers to build your background and participating in reading groups, research seminars, and lab meetings). Please, keep in mind that it is unlikely that a faculty member will become your advisor if you did not work with her or him previously.
• Also, consider working on several research projects with different faculty members during your first year. Some research groups may offer rotation programs that let students work with a different faculty member every quarter. For some students, rotations may offer a good opportunity to get engaged in research. Other students may benefit from working with a single faculty member during their first year.
• Finally, we recommend that you take a look at the suggestions given by CSPAC here: picking advisors .

Study at Cambridge

About the university, research at cambridge.

• Undergraduate courses
• Events and open days
• Fees and finance
• Postgraduate courses
• How to apply
• Postgraduate events
• Fees and funding
• International students
• Continuing education
• Executive and professional education
• Courses in education
• How the University and Colleges work
• Term dates and calendars
• Visiting the University
• Annual reports
• Equality and diversity
• A global university
• Public engagement
• Give to Cambridge
• For Cambridge students
• For our researchers
• Business and enterprise
• Colleges & departments
• Email & phone search
• Museums & collections
• Student information
• PhD students' guide

Department of History and Philosophy of Science

• About the Department overview
• How to find the Department
• Annual Report
• HPS Discussion email list
• Becoming a Visiting Scholar or Visiting Student overview
• Visitor fee payment
• Becoming an Affiliate
• Applying for research grants and post-doctoral fellowships
• Administration overview
• Information for new staff
• Information for examiners and assessors overview
• Operation of the HPS plagiarism policy
• Information for supervisors overview
• Supervising Part IB and Part II students
• Supervising MPhil and Part III students
• Supervising PhD students
• People overview
• Teaching Officers
• Research Fellows and Teaching Associates
• Professional Services Staff
• PhD Students
• Research overview
• Research projects overview
• Colonial Natures overview
• The Challenge of Conservation
• Natural History in the Age of Revolutions, 1776–1848
• In the Shadow of the Tree: The Diagrammatics of Relatedness as Scientific, Scholarly and Popular Practice
• The Many Births of the Test-Tube Baby
• Culture at the Macro-Scale: Boundaries, Barriers and Endogenous Change
• Making Climate History overview
• Project summary
• Workstreams
• Works cited and project literature
• Histories of Artificial Intelligence: A Genealogy of Power overview
• From Collection to Cultivation: Historical Perspectives on Crop Diversity and Food Security overview
• Call for papers
• How Collections End: Objects, Meaning and Loss in Laboratories and Museums
• Tools in Materials Research
• Epsilon: A Collaborative Digital Framework for Nineteenth-Century Letters of Science
• Contingency in the History and Philosophy of Science
• Industrial Patronage and the Cold War University
• FlyBase: Communicating Drosophila Genetics on Paper and Online, 1970–2000
• The Lost Museums of Cambridge Science, 1865–1936
• From Hansa to Lufthansa: Transportation Technologies and the Mobility of Knowledge in Germanic Lands and Beyond, 1300–2018
• Medical Publishers, Obscenity Law and the Business of Sexual Knowledge in Victorian Britain
• Kinds of Intelligence
• Varieties of Social Knowledge
• The Vesalius Census
• Histories of Biodiversity and Agriculture
• Investigating Fake Scientific Instruments in the Whipple Museum Collection
• Before HIV: Homosex and Venereal Disease, c.1939–1984
• The Casebooks Project
• Generation to Reproduction
• The Darwin Correspondence Project
• History of Medicine overview
• Events overview
• Past events
• Philosophy of Science overview
• Study HPS overview
• Undergraduate study overview
• Introducing History and Philosophy of Science
• Frequently asked questions
• Routes into History and Philosophy of Science
• Part II overview
• Distribution of Part II marks
• BBS options
• Postgraduate study overview
• Why study HPS at Cambridge?
• MPhil in History and Philosophy of Science and Medicine overview
• A typical day for an MPhil student
• MPhil in Health, Medicine and Society
• PhD in History and Philosophy of Science overview
• Part-time PhD

PhD placement record

• Funding for postgraduate students
• Student information overview
• Timetable overview
• Primary source seminars
• Research methods seminars
• Writing support seminars
• Dissertation seminars
• BBS Part II overview
• Early Medicine
• Modern Medicine and Biomedical Sciences
• Philosophy of Science and Medicine
• Ethics of Medicine
• Philosophy and Ethics of Medicine
• Part III and MPhil
• Single-paper options
• Part IB students' guide overview
• About the course
• Supervisions
• Libraries and readings
• Scheme of examination
• Part II students' guide overview
• Primary sources
• Dissertation
• Key dates and deadlines
• Advice overview
• Examination advice
• Learning strategies and exam skills
• Advice from students
• Part III students' guide overview
• Essays and dissertation
• Subject areas
• MPhil students' guide overview
• PhD students' guide overview
• Welcome to new PhDs
• Registration exercise and annual reviews
• Your supervisor and advisor
• Progress log
• Intermission and working away from Cambridge
• The PhD thesis
• Submitting your thesis
• Examination
• News and events overview
• Seminars and reading groups overview
• Departmental Seminars
• Coffee with Scientists
• Cabinet of Natural History overview
• Publications
• History of Medicine Seminars
• Purpose and Progress in Science
• The Anthropocene
• Calculating People
• Measurement Reading Group
• Teaching Global HPSTM
• Pragmatism Reading Group
• Foundations of Physics Reading Group
• History of Science and Medicine in Southeast Asia
• Atmospheric Humanities Reading Group
• Science Fiction & HPS Reading Group
• Values in Science Reading Group
• HPS Workshop
• Postgraduate Seminars overview
• Images of Science
• Language Groups overview
• Latin Therapy overview
• Bibliography of Latin language resources
• Fun with Latin
• Archive overview
• Lent Term 2024
• Michaelmas Term 2023
• Easter Term 2023
• Lent Term 2023
• Michaelmas Term 2022
• Easter Term 2022
• Lent Term 2022
• Michaelmas Term 2021
• Easter Term 2021
• Lent Term 2021
• Michaelmas Term 2020
• Easter Term 2020
• Lent Term 2020
• Michaelmas Term 2019
• Easter Term 2019
• Lent Term 2019
• Michaelmas Term 2018
• Easter Term 2018
• Lent Term 2018
• Michaelmas Term 2017
• Easter Term 2017
• Lent Term 2017
• Michaelmas Term 2016
• Easter Term 2016
• Lent Term 2016
• Michaelmas Term 2015
• Postgraduate and postdoc training overview
• Induction sessions
• Academic skills and career development
• Print & Material Sources
• Other events and resources
• Part IB students' guide
• Part II students' guide
• Part III students' guide
• MPhil students' guide

As a new PhD student, you will be assigned a supervisor, who is responsible for guiding your studies. You are, however, expected to have the capacity and enthusiasm to organise your own research and to work on your own initiative. You are expected to submit written work at regular intervals for discussion with your supervisor.

We very much hope you will not have any problems with supervision, but if a problem does arise – because, for example, your supervisor is on leave for an extended period or your research takes a new direction, or for personal reasons – you should contact, in the first instance, any of the following: the Director of Graduate Studies, your advisor, the Head of Department or your College tutor. With any of these, you may wish to discuss whether you want to continue along the more formal lines of complaint proposed by the Student Registry.

By the middle of the first term of your PhD the Degree Committee will appoint an advisor for you. You should be actively engaged in selecting your advisor. You are encouraged to submit written work to your advisor at any time, but the submission should not be so extensive that it would prevent the advisor acting as an internal examiner of your thesis. You should meet your advisor at least once a year.

Email search

Privacy and cookie policies

Study History and Philosophy of Science

Undergraduate study

Postgraduate study

Library and Museum

Whipple Library

Whipple Museum

Museum Collections Portal

Research projects

History of Medicine

Philosophy of Science

© 2024 University of Cambridge

• Contact the University
• Accessibility
• Freedom of information
• Privacy policy and cookies
• Statement on Modern Slavery
• Terms and conditions
• University A-Z
• Undergraduate
• Postgraduate
• Research news
• About research at Cambridge
• Spotlight on...

May. 23, 2022

Interviewing with potential ph.d. advisors, by daziyah sullivan: so, you're interviewing with advisors why not try to be yourself daziyah shares her advice to students looking to leave a lasting impression..

So, you’re in the advisor interview stage? Here’s the best advice I received:

Be yourself.

Now how far did I take this advice? Let me set the scene:

• I was literally in my bed, luckily not just "Zoom professional" but fully professional. No judgment, please - my bed was the one place in the house I could have back support and be sure my roommate would not randomly intrude.
• My hair was professionally styled, as in - my curls cascaded down my face in a bang, with the rest tied up into a neat bun. 
• And it was blue . Whole head: blue.

So, yes, maybe I took the advice of “Be Yourself” a bit far. To be fair, though, I required an advisor that would accept such a presentation of myself. Thanks for taking my shenanigans like a champ,  Dr. O’Malley ! 

For those of you who are not as extreme, we can take a step back to understand some general good advice for your interview process.

Note, this interview process may take place before you are admitted or it could take place after a rotational program.

Remember, an interview goes both ways. You are interviewing your potential advisor as much as they are interviewing you. The whole process has three general stages:

The Interview

The aftermath.

A stage defined by preparation. This involves all things pre-interview, so it actually has stages within itself!

Reaching out/Responding - You are looking to have an interview with an advisor. Potentially you are doing a campus visit and you have multiple slots but haven’t thought about who to speak to in those slots.

• Find an advisor with research that interests you. If you are in person, ask the graduate students and faculty helping with the programming! This is how I found out about  Dr. Tahira Reid Smith  when my website searches were lacking in identifying everyone whose research overlapped with my interests. You may also reach out to graduate admissions to ask for recommendations in email format, though this is a bit bolder and they may direct you to the website. This leads me to the OG way to find an advisor with research that interests you - the internet. If more broadly searching with no university in mind, then figure out keywords associated with your field of interest. Speak to professors at your current university to assist in this endeavor or look into publications of interest and figure out their keywords. 
• Reach out for an interview. Did you previously meet through a mutual colleague or at a convention? Mention that, especially if through an introduction. Suggest a few times to meet. Say what you are specifically interested in about their research, and show how excited you are to be interviewing with them.
• Schedule a time. Attach your resume. Make them remember you, boo. Also, allow them to do their research on you too. 

Defining Your Terms - This is internal work done to understand what is important to you in an advisor. 

• Take the time to self-reflect. Why are you going to graduate school? Is there anything you need within a lab and university environment? It is good to recognize your "why" and your needs before going into an interview. 
• Reach out to your network. Your friends, family, and colleagues know you well. See who they believe you may be interested in working with or how they interpret your research interest. You never know; the new perspective could lead you down a road you had not considered before.

Psychological Preparation - Interviews are stressful; don’t let the stress knock you off your game.

• Deep dive into their research . Know what is happening in their lab - at least in general. Look them up. See if they have any talks online. Get used to their mannerisms and what areas of interest spark them. Being able to see them will also take away that initial fear of first impressions with a stranger. You may also be able to find a random thing to connect with. For example, I technically visited the university my advisor got her bachelor’s from! 
• Confidence boost. Breathe. Get into a superwoman, superman, super-nonbinary position and soak in the confidence.

It's time for the interview.

• Dress to impress. Dress in a way that shows who you are but is also customary of the interview process. Remember, my hair was blue. Though, I stuck with a typical updo that is more accepted in the business world as a style for natural hair (my feelings are that all of my styles are professional, but I digress). During my in-person interviews, I was dressed in a full business suit with a very distinct broach. Find a way to stick out - as in, to leave a lasting impression and/or to throw personality into your physical presentation.
• Has the link been sent, and have you downloaded the application needed? 
• Is the time given in their time zone or your time zone?
• Do you know where you will be taking the interview? Do the people who may access that environment know that you’ll be taking an interview and when?
• Do you know how to get to the exact room?
• How early are you expected to arrive?
• Are your meetings scheduled in a manner that may lead to you running behind schedule? (Let the advisor know if this is the case!)
• What are your expectations of {insert degree type} students?
• What is required to graduate from your lab? (ex: paper requirement?)
• How do you prepare students to be a part of your lab?
• What are qualifying exams like? (Ph.D. specific)
• Where do people in your lab go after completing their degree?
• What is your advising style?
• What are some ongoing projects within your lab? Note: you should know some of the projects within the lab, but this is a fair question to ask since ongoing projects may not have papers to be present on the lab website yet.
• Do I get to choose my own research? and/or Here is my interest, is there space for me to do this research within your lab? (Remember, you could start a direction of research not yet introduced to their lab!)
• Why did you choose to work at {insert name of university}?

The interview is over! Breathe! Then get back on the grind, the work is not done yet.

• Send a follow-up email. Use the same email address used for setting up the meeting if applicable. Be gracious, thank the advisor for their time and the interview process. Make sure to mention things specifically mentioned in the interview - what research areas stuck out to you? Mention your potential funding (if you have applied for fellowships), so they can keep that in memory.
• Actually do what you said you would. I am guilty of not doing this. Do not burn bridges even if you do not choose to cross them.
• Keep in touch. Though the advisor may not turn out to be yours, they could be a potential mentor or future collaborator (I mean, you’ve been looking at so many with overlapping research interests - it is very possible!)

Your advisor will likely be the most influential person in your journey through graduate school, in all aspects: academic, professional, personal, mental, etc. Hopefully, this guidance can assist you in your journey to find an advisor match that helps your graduate experience be the best it could be. Be true to yourself and find an advisor who will embrace and elevate you. 

Knowing your wellbeing resources

Making the switch from MSI to PWI

What it means to be a GEM fellow

About the author:  Daziyah Sullivan is a second-year Ph.D. student in Mechanical Engineering. Originally from Florida, Daziyah earned her B.S. in Mechanical Engineering from the FAMU-FSU College of Engineering in 2020.  Read more .

• Collections

• APS Journals

Alleviating the Stress of Finding a PhD Advisor

In the US, physics students rarely enter graduate school knowing what specific problem they will study for their PhD or who will supervise them. Rather, sometime during their first year, they will have to search out both while also taking a full docket of high-level coursework. According to graduate-student Mike Verostek of the University of Rochester and the Rochester Institute of Technology in New York, at many institutions this search process occurs with little or no guidance. “It’s just up to the student to figure it out,” he says.

Now Verostek and his colleagues show that the haphazard nature of the process can negatively impact the well-being of physics students, particularly those who struggle to immediately find a group [ 1 ]. To eliminate uncertainty, the team advocates for a change in the processes by which students find advisors. “Students need more guidance and clearer expectations, and universities need to build formal structures into their programs to support students in finding a project and advisor,” Verostek says. “Then they will all succeed.”

In the study, Verostek and his colleagues interviewed 20 first- and second-year-physics graduate students. The students were asked a variety of questions that related to their experience in finding a research group: How easy did they find the process? What guidance were they given? Did they feel that they had enough information to make an informed decision? Verostek and his colleagues also collected data on the students’ research experience prior to enrolling in graduate school and on their sense of belonging as PhD students.

The students all described finding a research group as a significant decision, noting that they felt choosing the right group would impact both their experiences as graduate students and their careers thereafter. “Your relationship with your [advisor] can make or break your career,” said one student. As another student noted, the advisor would effectively oversee their lives for the next four or five years. And if it didn’t work out, the only option might be to drop out. As a result, the students experienced anxiety about getting the decision right.

Despite the perceived importance of the decision, few of the students felt prepared to make it, citing little guidance from their professors or from their physics department. Students who struggled to find the right match expressed feelings of isolation or of worry that they were somehow failing before they had even started. Meanwhile, those who quickly found a group reported an increased sense of belonging.

The lack of support can lead students to pick a supervisor who is a poor fit—which studies, including the new one, have shown is particularly a problem for minority students. Verostek and his colleagues found that women and nonbinary students reported reduced research opportunities, as they perceived a lack of an inclusive culture in some of the research groups.

The situation is frustrating for those who strive for equity in the sciences, says Michelle Maher, an education researcher at the University of Missouri who has studied the PhD advisor selection process for biomedical students. “It shouldn’t be so difficult for students to navigate something that should be straightforward.” Jackie Chini, an education researcher at the University of Central Florida, agrees. “We cannot continue to accept this as the status quo in physics,” she says.

Being in the wrong group is known to cause students to feel like a failure and leave their PhD programs, which is what initially happened to Verostek. After struggling to find a PhD supervisor during his first year, Verostek ended up in a group that he quickly realized wasn’t the right fit. Shortly thereafter he left. “It was a really hard decision,” he says. “I was like, what am I going to do now?”

Verostek was later able to start over in a new group. But not everyone is so lucky. “There is an extremely high attrition rate for physics students leaving graduate programs,” says Benjamin Zwickl, a physics-education researcher at Rochester Institute of Technology who worked on the study. One of the reasons that students may abandon physics is the difficulty of getting settled into a group, he says.

Both Verostek and Zwickl think that some of the problem could be alleviated relatively simply—by providing information on the process through easily accessible resources, such as department websites or graduate handbooks. In an analysis of the contents of graduate-student handbooks from 13 institutions, the team found that none provided guidance on how to search for and secure a supervisor. “There was nothing about when the process should start or how it should be carried out,” Zwickl says. “Changing that is the low-hanging fruit.”

Another option is to more consciously expose students to potential advisors or to let them rotate through various labs on a trial basis. This lab-rotation method often occurs in biomedical courses and has been shown by Maher and her colleagues to make the process of finding an advisor more structured [ 2 ]. The students she followed were required to rotate through three labs during their first year, with the goal of picking one to stay in. “It didn’t necessarily make the choice easier, but the process was predictable.”

Zwickl would like to see lab rotations added to first-year-physics graduate courses. “Not all students have had access to research opportunities as undergraduates,” he says. A short-term lab experience would give these students a better sense about what they would be doing in different groups. Zwickl notes that visiting labs and meeting experienced graduate students would also foster community and belonging, both of which are key for a positive PhD journey.

–Katherine Wright

Katherine Wright is the Deputy Editor of Physics Magazine .

• M. Verostek et al. , “Physics Ph.D. student perspectives on the importance and difficulty of finding a research group,” Phys. Rev. Phys. Educ. Res. 20 , 010136 (2024) .
• M. A. Maher et al. , “Finding a fit: Biological science doctoral students’ selection of a principal investigator and research laboratory,” LSE 19 (2020) .

Physics Ph.D. student perspectives on the importance and difficulty of finding a research group

Mike Verostek, Casey W. Miller, and Benjamin M. Zwickl

Phys. Rev. Phys. Educ. Res. 20 , 010136 (2024)

Published May 7, 2024

Subject Areas

Recent articles.

Ableism Puts Neurodivergent Students at a Disadvantage

While undergraduate physics students that identify as neurodivergent report little outright discrimination or violence, they do say that structural ableism has negatively impacted their time as students. Read More »

Turning up the Volume of Pouring Water

The volume of the sounds produced when a fluid jet hits the surface of a liquid depends on the shape of the jet. Read More »

Disruptive Discoveries More Likely between Scientists Who Meet Face to Face

Collaborations between scientists at far-off institutions are less likely to produce breakthrough discoveries than those between scientists who can meet face to face on a regular basis. Read More »

Sign up to receive weekly email alerts from Physics Magazine .

Texas A&M University

Graduate Advisors

Graduate Advisors are essential to the success of Texas A&M University’s graduate and professional students. Your insight and guidance help students stay on track to meet their academic goals and complete their programs on time. The Graduate and Professional School wants to make it easy for you to help your students excel.

Expectations for Graduate Study

The major goals of graduate and professional education at Texas A&M include instilling in each student an understanding of and a capacity for scholarship, independent judgment, academic rigor and intellectual honesty. Faculty and graduate students have a shared obligation to work together to foster these goals through relationships that advance freedom of inquiry, demonstrate individual and professional integrity, and encourage common respect.

Excellence in graduate education is achieved when faculty and students are inspired, have the academic and professional backgrounds essential to function at the highest level and are genuine in their mutual desire to see one another succeed.

Top Things to Know Right Now

Upcoming graduate and professional school deadlines, graduate advisor handbook.

Find all the information you need to know to guide your support of students and inform your collaboration with the Grad School, from policies and procedures, to clearance for graduation. This guide is updated annually.

Degree Completion Information

Your role in degree completion.

As an advisor, you’ll work with your student’s graduate committee to guide and track their progress toward degree completion. You should give your student direction for developmental and learning goals and periodically evaluate their academic performance, connecting them with appropriate support resources when necessary.

Master's Degree Requirements

Doctoral Degree Requirements

Degree Completion Tools for Advisors

Your student should use the Document Processing Submission System (DPSS) to submit their official degree plan, which will be informed by discussions with you and their graduate committee.

Graduate and Professional Studies uses DocuSign for a number of forms, including the Request for Exemption from the Final Examination.

All DocuSign Forms

Doctoral Student Feedback and Profile

To support the progress and success of doctoral students, faculty chairs and doctoral students utilize the doctoral feedback and profile system to facilitate discussions on a student's current year's progress and next year's goals.

Go to PHD Feedback System

More From the Knowledge Center

Recognizing and funding excellence, fellowships and awards.

Graduate and Professional School staff work with departments across Texas A&M, such as Business Services, Research Services and Financial Aid, to administer fellowship funds, often via monthly stipends. We also work with Benefit Services to facilitate benefit reimbursements.

AVILÉS-JOHNSON FELLOWSHIP

Previously known as the Graduate Diversity Excellence Fellowship, the Dr. Dionel Avilés ’53 and Dr. James Johnson ’67 Fellowship Program seeks to increase the diversity of the graduate student population at Texas A&M University. The program is named for Dr. Dionel Aviles and Dr. James Johnson, who became the first Hispanic-American and African-American, respectively, to earn a PhD at Texas A&M University. It aims to support the development of high-achieving scholars who show promise for distinguished careers and whose life, research experiences and/or employment background will contribute significantly to academic excellence at Texas A&M and will maximize the educational benefits of diversity for all students.

ELIGIBILITY GUIDELINES & NOMINATION

Pathways to the Doctorate Fellowship

The Pathways to the Doctorate Fellowship Program represents a partnership between the Graduate and Professional School and Texas A&M faculty members. The goals of the Pathways to the Doctorate Fellowship Program are to recruit into and graduate from Texas A&M doctoral programs high-quality and diverse students who received their baccalaureate degrees from Texas A&M System institutions.

Explore opportunities for you students such as Conference Presentations, Professional Development Fellowships, Graduate Student Organization and Professional Development Awards.

Being a Reporter at My First Conference

Back in November 2018, during my application process to join the science and technology journalism program here at Texas A@M, the program coordinator forwarded me an email about an interesting opportunity. The application was for a travel fellowship to Washington D.C. The fellowship was offered by the National Association of Science Writers (NASW) to attend the American Association for the Advancement of Science (AAAS) annual meeting. The fellowship included travel money, an opportunity to cover a session, and a mentorship program. @

Professional Development and Training Opportunities

Teaching resources for students & faculty.

Are your students interested in becoming graduate teaching assistants? Or do you want to add some new skills to your own teaching toolkit? Texas A&M has plenty of resources to help graduate and professional students, faculty and staff create exceptional classroom experiences.

Center for the Integration of Research, Teaching and Learning

Graduate students who are interested in becoming faculty members and strengthening their graduate assistantship teaching skills will find many useful resources through CIRTL.

Learn about cirtl

Grad Student Professional Development in Teaching

Faculty, staff, postdoctoral fellows and graduate students can find evidence-based professional development opportunities through CTE.

Learn about cte

Teaching Assistant Training and Evaluation Program

TATEP is intended to improve undergraduate teaching and enhance the classroom experiences of Graduate Teaching Assistants.

LEARN ABOUT TATEP

G.R.A.D. Aggies Professional Development Program

Students can earn certificates to include on their resumes or CVs and prepare for professional life after graduate school. They’ll grow their skills and networks by engaging with workshops, seminars, training events and other online resources.

Additional Academic Success Resources

Advisors like you have a big job to do — but helping graduate and professional students meet their academic and professional goals isn’t something you have to do alone. The Graduate and Professional School offers a variety of services to support your students’ success.

Mentoring: IDPs and Ph.D. Feedback

Connect students with mentors who are dedicated to their success can make a significant impact on outcomes.

Mentoring Resources

Writing Center

Learn how the writing center can help graduate students hone their academic writing and public speaking skills.

Thesis & Dissertation Support

Find tips for formatting a thesis or dissertation, incorporating research, printing pointers and much more.

THESIS & DISSERTATION SUPPORT

Holistic Student Support

Mental health and wellbeing resources.

Texas A&M want students to be able to bring their best selves to their graduate and professional studies. That’s why we offer comprehensive wellbeing support, acknowledging that mental and physical health are essential to academic success.

Discover wellbeing resources

Conflict Resolution & Ombuds Services

The Graduate Ombuds Office advocates for the fair processes of graduate education and provides equal, open access to all parties: graduate and professional students, staff, faculty and administrators. We provide a neutral view to help mediate and resolve conflicts of all kinds.

Find Conflict Resolution Support

Resources supporting CLIMATE ENHANCEMENT

Variety is a crucial aspect of achieving academic excellence. Texas A&M offers a range of resources to attract and support students from all backgrounds, promoting an enhanced academic climate.

View Student Affairs Departments

International Student and scholar Services

The ISSS website has helpful information about immigration regulations, funding opportunities, health insurance and other resources for international graduate and professional students.

Visit International Student and Scholar Services

Your expertise and mentorship guide our Aggies and strengthen our community. If you have a point of view, a practical tip, or something or someone you’re proud of, please let us know!

• Colleges & Degrees
• Academic Calendar
• International Education
• Graduate Studies
• Accreditation
• Tuition and Fees
• Parking & Maps
• Careers with CSULB
• Alumni Home
• Alumni Volunteering
• Alumni Giving

Campus Life

• Centers & Organizations
• Commencement
• Student Life
• Office of the President
• Office of the Provost
• Administration & Finance
• Student Affairs
• University Relations & Development
• Information Technology
• Beach Shops
• Campus Directory
• Enrollment Services
• Financial Aid
• Schedule of Classes
• Student Records
• 49er Foundation
• Research Foundation

1250 BELLFLOWER BOULEVARD LONG BEACH, CALIFORNIA 90840 562.985.4111

Graduate Programs and Academic Advisors

A   B   C   D   E   F   G   H   I   K   L   M   N   P   Q   R   S   T  

Master's Programs

Credential Programs

Certificate Programs

Choose from 79 master's degrees, four teaching credential programs (including 10 single subject areas), and four doctoral degrees at CSULB.

How to Apply

• Apply to the university online at  Cal State Apply . Please note that graduate students must apply to the university  AND  to a specific graduate program.
• Submit official transcripts from all colleges or universities attended to Enrollment Services by the established program deadline below for domestic applicants.
• International Applicants are strongly encouraged to apply early during the application period, see more information and deadlines .
• Many departments also require supplemental information, such as an additional application form or letters of reference.  Links to information on program specific requirements are available below . These additional items must be submitted directly to the department by the program's deadline listed below. You must check with the program for specific information on these requirements.
• For additional information regarding the application process, please visit  Enrollment Services' website . Contact departmental graduate advisors for additional program-specific information.

Master's Programs and Advisors

Teacher Credential Programs

The University also has a  University Thesis Office  which verifies that each thesis meets the format criteria prescribed by the department or degree prgram and by the University and that it meets all University procedual requirements for theses.

The Thesis Office conducts periodic  workshops  on how to prepare a thesis at CSULB. The University Library also provides some special services for thesis students like extended loans and study cubicles.

• Emailing a Professor
• Make an Appointment
• Pre-Professional Advising
• Student Resources
• Student Success Programs
• Thank My Advisor
• Academic Advising
• Advisor Training and Professional Development
• Past Professional Development
• Inclusive Advising Initiative
• Inclusive Advising Grant
• Academic Notice
• Advisor Certification Program
• Mental Health First Aid Training
• Advising Remotely
• Advising Committees and Councils
• Competencies for Success
• Expectations and Outcomes
• Guiding Principles
• Professional Organizations
• CODO Requirements
• CODO Requirements 2022-23
• CODO Requirements 2021-22
• CODO Requirements 2020-21
• CODO Requirements 2019-20
• CODO Requirements 2018-19
• CODO Requirements 2017-18
• Process Overview
• FAQ for Students

Welcome to Academic Advising at Purdue

University Undergraduate Academic Advising (UUAA) provides professional development and guidance for academic advising in all Purdue departments serving undergraduate students. Best practices and guidance for academic advising is informed by two primary parties: the Council for the Advancement of Standards in Higher Education (CAS)  and NACADA, the Global Community for Academic Advising .

In addition to these organizations, our practice is guided by intentional use of our own institutional data and research from areas that intersect with academic advising. UUAA encourages all academic advisors to engage in research and contribute to the learning mission of Purdue University.

Academic Advisors are dedicated to helping students engage in meaningful opportunities for active learning, personal growth, and achievement of their goals.

Diversity Statement

Personnel within Academic Advising Programs must promote respect for commonalities and differences among people within their historical and cultural contexts.

The Purdue academic advising community supports the six pillars of success for Boilermakers in the Purdue Statement of Values .

Purdue Academic Advising Core Values

The NACADA Statement of Core Values reflects the many cultural and educational contexts in which academic advising is practiced globally.  Purdue University Academic Advising adopts the foundations of the NACADA Core Values.

Academic advisors value and are dedicated to excellence in all dimensions of student success. Advisors are committed to students, colleagues, institutions, and the profession through assessment, scholarly inquiry, life-long learning, and professional development.

Empowerment

Academic advisors motivate, encourage, and support students and the greater educational community to recognize their potential, meet challenges, respect individuality, and engage in help-seeking behaviors.

Inclusivity

Academic advisors respect, engage, and value a supportive culture for diverse populations. Advisors strive to maximize student potential by creating and supporting environments that consider the needs and perspectives of students, institutions, and colleagues through openness, acceptance, and equity.

Academic advisors act intentionally in accordance with ethical and professional behavior developed through reflective practice. Advisors value honesty, transparency, and accountability to the student, institution, and the advising profession.

Professionalism

Academic Advising Program leaders model ethical behavior and demonstrate alignment with institutional mission, goals, and ethical practices with a commitment to ongoing training and development.

Academic advisors honor the inherent value of all students. Advisors build positive relationships by understanding and appreciating students’ views and cultures, maintaining a student-centered approach and mindset, and treating students with sensitivity and fairness.

Graduate School

Professor susan moffitt honored for exceptional mentorship and guidance of graduate students.

In a testament to her unwavering commitment to academic excellence and student wellbeing, Susan Moffitt, Professor of Political Science and International and Public Affairs and Director of Academic Programs for the Watson Institute of International and Public Affairs, has been selected for the 2024 Faculty Award for Advising & Mentoring.

Colleagues and students alike commend Moffitt for her exceptional dedication, often extending well beyond the conventional expectations of an advisor. Christopher Woods, a Ph.D. Candidate in Political Science, attests to Moffitt's relentless pursuit of academic rigor, stating, "She is constantly asking incisive questions and challenging her advisees to hone their theories and arguments. Our research has been immeasurably improved by Susan’s critiques and suggestions."

Moffitt's proactive efforts in fostering academic connections have not gone unnoticed. Many nominators highlight her initiative in orchestrating workshops that facilitate interactions between students and eminent scholars in their respective fields. According to Muhammad Omar Afzaal, a doctoral candidate in political science, Moffitt's empathetic approach became particularly evident during the tumultuous period of the COVID-19 pandemic. "Dr. Moffitt immediately adjusted the course accordingly to ensure her students were not unnecessarily burdened during that difficult time, also taking the time to provide a listening ear to any pressing student concerns," Afzaal explains.

Moffitt's unique ability to strike a delicate balance between encouragement and constructive criticism has been instrumental in nurturing the academic growth and confidence of graduate students at Brown University and beyond. 

Matthew Lyddon, Director of Program Operations and Director of Graduate Study for the Master of Public Affairs program, commends Moffitt's meticulous guidance, remarking, "I have observed, firsthand, how Prof. Moffitt carefully stewards the research training of her graduate students by designing (and securing funding for) applied research skills development opportunities of varying scope and scale."

Moffit herself is humble when she says, “It is a privilege to work with and learn from our outstanding graduate students at Brown University. They are an inspiration!”

Moffitt conducts research on American political institutions and public policy, with particular emphasis on developing the capacity to implement policy in the fields of public education and public health. Her latest book, Reforming the Reform: Problems of Public Schooling in the American Welfare State , was published by the University of Chicago Press in the Spring of 2023. She received her PhD and MPP from the University of Michigan.

Faculty members Elizabeth O. Harrington, Daniel E. Ibarra, Susan L. Moffitt, and Candace Rice received the Graduate School’s Faculty Award for Advising & Mentoring at the University Awards Ceremony on May 1, 2024.

PhD in Higher Education – Educational Leadership Degree Shaping Organizations for Success

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 50% of the degree total

Become an Authority in Academia with Liberty’s Online PhD in Higher Education Administration – Educational Leadership Degree Online

If you’re interested in pursuing a research-based career or opportunities in academia, Liberty University’s 100% online Doctor of Philosophy (PhD) in Higher Education Administration – Educational Leadership may be a great fit for you. Our higher education PhD online has been designed with your success in mind. Whether you’d like to become a department chair, the dean of a school, provost, or university president, our online doctorate in higher education administration can help you reach your career goals.

As of October 2020, 61.8% of high school graduates between the ages of 16 and 24 were enrolled at a college or university.* This statistic speaks to the importance of qualified higher education administrators. Millions of young Americans attend college in hopes of earning an education, boosting their earning potential, increasing their employability, and forging lifelong connections.

As a higher education administrator, you’ll play a crucial role in building and maintaining a university setting that students want to attend. The role of a university administrator isn’t just about negotiating with accrediting partners or providing feedback to department chairs — it’s about ensuring that the future of the world is in good hands.

*Bureau of Labor Statistics, U.S. Department of Labor, at College Enrollment and Work Activity of Recent High School and College Graduates Summary (viewed online Dec. 2, 2022).

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s PhD in Higher Education Administration Degree – Educational Leadership?

Maybe you’ve always wanted to work in an academic setting, or perhaps you already do. Either way, there are numerous job opportunities available in academia. Liberty’s educational leadership and higher education PhD online could be your ticket to a well-paying career in student services, academics, faculty research, or higher education administration.

We recognize that your personal responsibilities don’t stop when you enroll in a degree program, which is why our doctorate in higher education online is offered 100% online in mostly 8-week courses with no required intensives. That way, you won’t have to worry about traveling to campus for classes or spend time away from your job, family, or community.

What Will You Study in Our PhD in Higher Education – Educational Leadership Degree Online?

In our PhD in Higher Education Administration – Educational Leadership, you can learn about teaching the college student, college and university administration, historical perspectives of higher education, and the economic impact of higher education. You will also study the specifics of accreditation.

In the educational leadership specialization, you’ll study issues and trends in technology and learning as well as policy analysis. You’ll also be able to choose between two courses: organizational analysis and problem-solving for educators, or conflict resolution. Our educational leadership cognate is rounded out by an elective course, which allows you to study a topic you’re most passionate about.

Upon completion of your core courses, you’ll begin to venture into dissertation preparation. The research courses in our online doctor of higher education include advanced educational statistics, quantitative and qualitative methods of research, and a dissertation literature review. You will also study research concepts and methodology as part of your research courses.

And finally, the dissertation portion of your degree will consist of multiple courses. Through these courses, you will choose a topic, research your topic, and present your findings to our School of Education faculty.

Potential Career Opportunities

• College/university administrator
• Curriculum specialist
• Educational consultant
• Program coordinator
• Student affairs director

Featured Courses

• EDUC 758 – Teaching the College Student
• EDUC 759 – College and University Administration
• EDUC 782 – Historical Perspectives of Higher Education
• EDUC 784 – Assessment and Accreditation

Degree Information

• This program falls under the School of Education .
• View the Graduate Education Course Guides (login required) .
• View the Doctoral Advising Guide .
• Most of our PhD courses are offered in an 8-week format; however, the dissertation courses are full-semester in length.

Degree Completion Plan (PDF)

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Liberty’s Online PhD in Higher Education Administration Online

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

Ready to Apply?

Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

What does the career potential look like for this field.

According to the Bureau of Labor Statistics (BLS), postsecondary education administrators earned an average salary of $97,500 in 2020.** Demand for this career is expected to grow by 8% between 2020 and 2030, and the BLS projects that about 14,500 new postsecondary education administration positions will become available each year during the same time frame. If you’re interested in becoming a college administrator, our doctor of higher education is an excellent choice.

**Bureau of Labor Statistics, U.S. Department of Labor, at Postsecondary Education Administrators (viewed online Sept. 29, 2021). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

What accreditation does Liberty University have?

Liberty University is accredited by SACSCOC , the Southern Association of Colleges and Schools Commission on Colleges.

What title can I use once I have earned this degree?

Upon successful completion of this degree program, you will have earned the title of “Doctor” – a title that commands respect in academic and business communities alike.

Inner Navigation

• Why Choose Liberty?
• What Will You Study?
• Admission Information

Have questions?

Are you ready to change your future?

Apply FREE This Week*

Request Information

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, non-degree-seeking, DGIA, Continuing Education, WSB, and certificate students.

Request Information About a Program

Request info about liberty university online, what program are you interested in, choose a program level.

Choose a program level

Bachelor’s

Master’s

Certificate

Select a Field of Study

Select a field of study

Select a Program

Select a program

Next: Contact Info

Legal full name.

Enter legal full name

Legal Last Name

Enter legal last name

Enter an email address

Enter a phone number

Full Address

Enter an address

Apt., P.O. Box, or can’t find your address? Enter it manually instead .

Select a Country

Street Address

Enter Street Address

Enter State

ZIP/Postal Code

Enter Zip Code

Back to automated address search

Start my application now for FREE

RIT graduate pursues Ph.D. across time zones

Nastaran Nagshineh, center, defended her Ph.D. thesis at RIT in April. Faculty from RIT’s Rochester and Dubai campuses served on her thesis committee and include, from left to right, Kathleen Lamkin-Kennard, Steven Weinstein, Nathaniel Barlow, and David Kofke (a professor at the University at Buffalo). Mohamed Samaha participated remotely and appears on the video screen behind the group and alongside Nagshineh’s picture.

Nastaran Nagshineh is one of the first Ph.D. candidates to bridge RIT’s Rochester and Dubai campuses. Her accomplishment creates a path for future students at the university’s international campuses.

Nagshineh completed her Ph.D. in mathematical modeling while working full time as a mathematics lecturer at RIT Dubai in the United Arab Emirates, teaching as many as five classes a semester. She described her Ph.D. journey as “an exercise in perseverance” due to competing demands and long days. Rochester is eight hours behind Dubai, and the time difference meant many late-night classes and meetings.

“I saw this collaboration as an opportunity, rather than as a challenge, because my primary adviser, Dr. Steven Weinstein (RIT professor of chemical engineering), and my co-adviser, Dr. Mohamed Samaha (RIT Dubai associate professor of mechanical engineering), both have the same area of research interest,” she said. “They both worked toward my success.”

Nagshineh is one of 67 RIT Ph.D. students who defended their thesis this academic year and who will earn their doctorate. RIT awarded 63 Ph.D. degrees in 2023.

In 2020-2021, RIT’s Graduate School met and surpassed the university’s goal of conferring 50 Ph.D. degrees during an academic year. That number will continue to grow as students cycle through the seven new Ph.D. programs that RIT has added since 2017, said Diane Slusarski , dean of RIT’s Graduate School.

Meeting these goals puts RIT on a path toward achieving an “R1,” or research-intensive designation, from the Carnegie Classification of Institutions of Higher Learning. RIT is currently ranked as an R2 institution . Many factors go into changing a university’s status, including research investment and maintaining a three-year average of 70 Ph.D. degrees awarded per year, according to Slusarski.

“We have met the goals of the strategic plan, and now we look forward to contributing to the research innovation in the future,” Slusarski said. “We want to help the new programs thrive and win national research awards.”

RIT’s emphasis on high-level research is seen in Nagshineh’s Ph.D. work. She applies mathematical modeling to the field of fluid dynamics. Her research has been published in top-tier journals and has gained notice, said Weinstein, her thesis adviser.

Weinstein describes Nagshineh’s accomplishments as “a testament to a fantastic work ethic and commitment” and is inspirational to younger students at Rochester and Dubai.

“The collaboration between RIT Dubai/Rochester has continued,” he said. “Another paper was submitted a few weeks ago with Mohamed Samaha and Nate Barlow (RIT associate professor in the School of Mathematics and Statistics) as co-authors, as well as Cade Reinberger, a younger Ph.D. student in my research group.”

Mathematical modeling is one of RIT’s newer Ph.D. degree programs, and Nagshineh is among its earliest graduates. The program has doubled in size since it began accepting students in 2017, Slusarski said. This past fall, the mathematical modeling program had 35 students, with two graduating this year.

Altogether, RIT has 13 Ph.D. degree programs currently enrolling 438 students, with computing and information sciences accounting for the largest with 117 students. RIT’s other Ph.D. programs include astrophysical sciences and technology , biomedical and chemical engineering , business administration , color science , electrical and computer engineering, imaging science , mechanical and industrial engineering , microsystems engineering , and sustainability .

New programs in cognitive science and physics will launch in the fall.

The growth in RIT graduate education—with more than 3,000 master’s and doctoral students—reflects a demographic change in the student population, Slusarski said. “We have a higher percentage of women in the graduate programs than we have for RIT undergraduate programs.”

RIT’s graduate programs enroll 42 percent women, according to Christie Leone , assistant dean for the Graduate School.

Nagshineh, who also holds an MS in electrical engineering from RIT Dubai, welcomes her role as a mentor to other women students on both campuses.

“As a young woman in an Arabic country, the power of women is often underestimated and undervalued, and I hope to serve as a role model to female students, especially those that question their path,” Nagshineh said.

She plans to continue in her career as a professor and a researcher. “I would like to pursue a research program where I can advise my own students and teach them more deeply.”

Recommended News

May 14, 2024

Vatican conference on ‘climate resilience’ is the latest in a long line of environment initiatives by Pope Francis and the Catholic Church   

The Conversation features an article co-authored by Lawrence Torcello, associate professor in the Department of Philosophy, about a global conference emphasizing climate resilience and drawing on Catholic teachings and Pope Francis' advocacy, hosted by the Vatican.

Researchers introduce new way to study, help prevent landslides   

Prevention Web highlights a study co-authored by Nishant Malik, assistant professor in the School of Mathematics and Statistics, about developing a new method using machine learning to accurately predict landslide movements, aiding global risk assessment efforts.

May 13, 2024

Ceramics and Illustration graduate Emma Herz Thakur travels to France as a Fulbright awardee

Emma Herz Thakur ’24 feels fortunate that at RIT she met people who have won major grants, had their work featured in museums, and are connected with scholars from around the world. Now, she is one of them.

New graduate Peyton D’Anthony wins Fulbright award to teach in Kosovo

Peyton D’Anthony enjoys identifying patterns and creating new connections. Those are just two of the skills she hopes to instill in her students as a teacher in Kosovo this fall.

Mount Berry, Georgia

Pittsburgh, PA, USA

Tiffin, Ohio

Cleveland, Ohio

Piscataway, New Jersey

New London, Connecticut

Winona Lake, Indiana

Stanford, California

Indianapolis, Indiana

Harrisonburg, Virginia

Lawrenceville, Georgia

Emporia, Kansas

Gorham, Maine

Ave Maria, Florida

Orange City, Iowa

Milwaukee, Wisconsin

Poughkeepsie , New York

Ruston, Louisiana

Storm Lake, Iowa

Malibu, California

Raleigh, North Carolina

Lamoni, Iowa

Captcha / Bot check:

Posted: 08-May-24

Location: Mount Berry, Georgia

Type: Full-time

Categories:

Bachelor's degree required, Master's degree preferred. Previous coaching and teaching experience at the NCAA Division III collegiate level is preferred. Lifeguard certification is required at the time of hire or within three months.  Proficient with Hy-Tech and Colorado Timing Systems preferred.  The candidate should also possess good communication skills and strong leadership and mentoring abilities, supporting the vision and goals of the program. This position includes competitive benefits and a salary commensurate with qualifications and experience.

How to Become a Financial Advisor

Becoming a financial advisor can lead to a lucrative career, but the real reward is helping clients achieve their dreams.

Getty Images

As a financial planner, you might work in a bank or brokerage firm or settle into a niche in a smaller firm or as an independent consultant.

"Financial advisor" is more than just a title. It means you've committed to guiding people through their financial journey. You can help others with their money and future goals, guiding them to make smart choices about saving, investing and planning for what's ahead. Depending on factors like experience, location and the type of firm, financial advisor salaries can range from $61,960 to $165,590.

Advisor's Corner

Advisor's Corner is a collection of columns written by certified financial planners, financial advisors and experts for everyday investors like you.

As a financial planner myself, I can tell you that beyond the numbers, the real reward is seeing your clients achieve their dreams. If you're thinking about becoming a financial planner or are already set on it as a career choice, I'll walk you through how to make it happen:

• What is a financial advisor?
• What does a financial advisor do?
• Financial advisor qualifications.
• Important skills for financial advisors.
• How long does becoming a financial advisor take?
• Is being a financial advisor right for you?

What Is a Financial Advisor?

A financial advisor is a trained professional who helps people with their finances. They offer guidance and expertise on the intricacies of managing money, from retirement and estate planning to real estate and investment opportunities.

As a financial planner, you might work in a bank or brokerage firm or settle into a niche in a smaller firm or as an independent consultant. You could also choose to specialize in a specific financial area or work with people who fall within a certain net worth or age bracket.

What Does a Financial Advisor Do?

The role of a financial advisor is as varied as the clients they serve. As Adam Breazeale, a senior financial planner at Schwab Wealth Advisory, puts it, "We look at where our clients are relative to where they want to be, then provide the tools and solutions necessary to create a road map for success."

As a financial advisor, you'll help with financial planning by creating long-term strategies to build wealth and manage risk. We analyze our clients' current financial situation and seek to understand their goals and objectives. "If you understand the psychology of money, and how emotions and childhood experiences impact financial decisions, this will let you better serve and understand your future clients," says Jude Wilson, founder of Centrus Financial Strategies.

Then you develop a tailored plan to help them achieve those goals. You might offer advice on investment options, manage their investment portfolios , recommend insurance needs, map out a tax strategy, or provide any other type of financial planning or advice.

Financial Advisor Qualifications

I can attest that there's no "one right path" to becoming a financial advisor. For instance, my professional journey began at a Japanese investment bank. However, I wasn't able to connect on a deeper level with clients to truly help with their personal financial well-being. I took my career in a new direction and became a certified financial planner, or CFP.

Financial advisor careers are open to almost anyone, which is one of my favorite aspects of the profession. The financial industry is strictly regulated, but the requirements you'll need to meet can depend on the type of service you want to provide.

Many financial planners come from backgrounds in finance, economics or business. I suggest taking courses in investments, taxes, estate planning and risk management to help you get a solid grasp on financial principles, investment strategies and economic trends.

While you don't need a bachelor's degree to become a financial advisor, a career in finance is difficult to start without one. Keep in mind that educational guidelines can depend on your career aspirations, too. For instance, I wanted to become a CFP, which requires CFP Board-approved coursework and a bachelor's degree.

Professional Licenses

Professional licenses are required for some financial advisors. If you want to sell investment products or operate in multiple states, a common occurrence at broker-dealers and banks, you'll need to pass exams administered by the Financial Industry Regulatory Authority, or FINRA. The Securities Industry Essentials (SIE) Exam is a common requirement for many in the financial services industry. You may need to pass additional exams as well, depending on your situation:

• Series 6: The Investment Company and Variable Contracts Products Representative Qualification Examination (IR), required to sell mutual funds, variable annuities or other limited investment products.
• Series 7: The General Securities Representative Qualification Examination (GS), required to sell common and preferred stocks and other fixed-income investments as a stockbroker.
• Series 3 or 31: The National Commodities Futures Exam or the Futures Managed Funds Exam, required to sell commodity or managed futures contracts.
• Series 63: The Uniform Securities Agent State Law Exam, required to satisfy state law registration requirements.
• Series 65: The Uniform Investment Adviser Law Exam, required to provide fee-based investment advisory services.
• Series 66: The Uniform Combined State Law Exam, which merges the Series 63 and 65 exams.

If you establish a practice as an individual, you may also need to register your firm as a registered investment advisor, or RIA, with the Securities and Exchange Commission and register yourself as its representative.

Certifications

These professional certifications can enhance your credibility and are encouraged by financial advisory firms, but they're not mandatory for becoming a financial advisor. Many certifications and designations are available, and deciphering them can feel like navigating a complex maze of acronyms.

The CFP certification is a well-known badge of expertise in the industry. Earning it demands several years in financial planning, a formal degree, clearing the CFP exam and adhering to high ethical standards. You must also act as a fiduciary , which means prioritizing your clients' needs over your own.

In addition to the CFP, other notable financial planner certifications include:

• Chartered Financial Analyst (CFA): A globally recognized certification for investment professionals, especially in the areas of investment management and research.
• Chartered Financial Consultant (ChFC): A certification focused on advanced areas of financial planning, such as retirement, real estate, insurance and income tax planning.
• Certified Investment Management Analyst (CIMA): Focuses on asset management and investment consulting.
• Certified Private Wealth Advisor (CPWA): Designed for professionals who work with high-net-worth clients on wealth management.
• Certified Fund Specialist (CFS): Specializes in mutual funds and the mutual fund industry.
• Personal Financial Specialist (PFS): Offered to certified public accountants, or CPAs, who want to specialize in personal financial planning.

Professional Experience

Starting with internships or entry-level roles is more than just a resume builder; it offers valuable experience in the financial industry. You learn more than the mechanics as you navigate client interactions, strategy crafting and problem solving. The hands-on learning prepares you for future hurdles and deepens your understanding of the industry.

Mentorship, too, is invaluable in this journey. A seasoned mentor not only shares wisdom and strategies but also offers insights based on personal experiences that textbooks can't capture.

Wilson's experience underscores the importance of this. Being among the less than 2% of Black financial planners in the U.S., he faced unique challenges and perspectives. "I recommend to anyone, especially those in the minority, to find a mentor or to intern with a professional," says Wilson.

You may eventually arrive at the crossroads that many financial advisors face: joining an established firm or forging your own path. Both have merits. While existing firms offer stability, going solo can be rewarding for the entrepreneurial at heart.

Important Skills for Financial Advisors

Technical knowledge is undoubtedly essential, yet it's our ability to build trust, understand our clients' needs and effectively communicate that can make all the difference for success. One crucial aspect of being a financial planner is the ability to break down complex financial jargon and explain it to clients in a way they understand.

In my experience, financial advisors should ideally have:

• An ability to build and maintain strong client relationships.
• A keen ear to actively listen to a client's financial worries and goals.
• The acumen to analyze investment opportunities and gauge market trends .
• Creativity to find solutions that fit individual client needs.
• Time management skills to balance client consultations, planning and market research.
• A solid moral compass to uphold the highest standards of integrity and trust.

Financial planning does not use a one-size-fits-all approach, and every client will have different challenges and goals. A versatile skill set can empower you to address these needs effectively.

How Long Does Becoming a Financial Advisor Take?

Your path to becoming a financial advisor depends on where you start your journey. It can vary from a few months to a few years. One of the quickest routes is to get your series licenses with FINRA, which require no prior job experience.

Hazel Secco, a certified financial planner and president and founder of Align Financial Solutions, reflects on her initial journey. "I began with four different licenses: Series 6, 63, 65 and an insurance license. This process took approximately three months before I officially commenced my role as a financial advisor," says Secco.

She didn't stop there. "I decided to pursue the CFP designation right from the beginning of my career. It took me three years to accumulate all the necessary experience and complete the required courses," says Secco.

You must also factor in the time it takes to complete an internship or gather experience.

Michelle Bender, a certified financial planner at Potomac Financial Consultants, says she'd "struggle to bring in" for an interview an applicant who lacked experience and had not taken the appropriate courses.

Is Being a Financial Advisor Right for You?

Becoming a financial advisor can be a fulfilling and rewarding career choice, but it's important to consider whether it's the right fit for you . Think about your strengths and interests and evaluate the educational and regulatory requirements. But above all, consider where your heart lies.

Being a financial advisor requires technical knowledge, but it's more than crunching numbers. It's about nurturing a passion for finance, combined with a genuine desire to help others achieve their financial goals.

10 Best Financial Certifications

Julie Pinkerton Sept. 19, 2023

U.S. News wants to hear from you!

Send us your topic ideas for the next Advisor's Corner.

U.S. News makes no representations or warranties in connection with the information provided herein, nor to the accuracy or applicability thereof. U.S. News does not give, offer, or render tax, credit, or legal advice. Before making financial or investment decisions, U.S. News recommends that you contact an investment advisor, or tax or legal professional.

Tags: financial advisors , financial literacy , financial goals , investing , money , retirement , financial regulation , careers , second careers , Advisor's Corner

The Most Important Ages for Retirement Planning

Comparative assessments and other editorial opinions are those of U.S. News and have not been previously reviewed, approved or endorsed by any other entities, such as banks, credit card issuers or travel companies. The content on this page is accurate as of the posting date; however, some of our partner offers may have expired.

You May Also Like

7 best reit etfs to buy for 2024.

Glenn Fydenkevez May 14, 2024

Roundtable Q&A on the Inflation Dilemma

Rachel McVearry May 14, 2024

7 Best International Stock Funds to Buy

Tony Dong May 14, 2024

Brokerage Account vs. IRA: Which Wins?

Wayne Duggan May 14, 2024

5 Great Fixed-Income Funds to Buy Now

Tony Dong May 13, 2024

7 High-Return, Low-Risk Investments

Brian O'Connell May 13, 2024

Best Vanguard ETFs to Buy

7 Best Equal-Weight ETFs to Buy

Glenn Fydenkevez May 13, 2024

These 3 Fund Families Control the Market

Wayne Duggan May 13, 2024

Biggest Tech Companies in the World

Wayne Duggan May 10, 2024

7 Best Car Stocks to Invest in Now

Jeff Reeves May 10, 2024

5 Best Mutual Funds to Buy

Coryanne Hicks May 10, 2024

Fidelity Mutual Funds to Buy and Hold

Tony Dong May 10, 2024

Should You Buy Solana? 3 Pros, 3 Cons

Wayne Duggan May 9, 2024

7 Best Marijuana ETFs

Matt Whittaker May 9, 2024

10 Best-Performing ETFs of 2024

Jeff Reeves May 9, 2024

5 Best Gold Stocks to Buy Now

Glenn Fydenkevez May 9, 2024

9 Best Cheap Stocks to Buy Under $5

Ian Bezek May 9, 2024

Dividend Stocks to Buy and Hold

Wayne Duggan May 8, 2024

6 of the Best AI ETFs to Buy Now

Tony Dong May 8, 2024