Directing Student Research: Finding the Right Balance

1. Directing Student Research: Finding the Right Balance Tom Tomasi, Graduate College Julie Masterson, CHHS

2. Key Concept Treat Research Advisement Like a Course

3. The principles covered on the next few slides were dreamed up by Julie Masterson over the 20+ years she’s been directing student research. Sponsorship of this workshop does not imply endorsement by the College of Health and Human Services, your department head, the tenured faculty in your department, the gods of research, etc. Disclaimer…

4. CSD System • 5 PhD Research Advisors/25 master’s students per year • Research workshop in first spring (Sem. 2 or 3) • Students may meet individually to follow up • Students submit ranked choices of advisor, along with potential topics, and desired format • Faculty meet to determine assignments, based on interest and equality in load • Syllabus with expectations, due dates, etc. each semester • Grade assigned each semester

5. “Market” Your Agenda • Establish a clear research agenda (set up a lab and name it!) • Ensure that students know about your research activities and potential “slots” for them • Direct student research, rather than being directed by student’s interests in research • Treasure student involvement

6. Optimal Number of Advisees • Sufficient • Get students involved in your area • Help you accomplish your work • “Procreate” • Not Too Many • Inadequate direction and support from you • Potentially shoddy final versions from your students • Some theses, some research projects

7. Logistics • Establish a timeline.. Signed by both you and the student • Mapping out the project helps crystallize the concept • Helps both of you respect the due dates • Tom has a great guideline for final stages • Schedule specific meeting time (weekly, bi-weekly) • Discuss method • Answer questions • Feedback on adherence to timeline and quality of work • “Grade” work at least once a semester • Ongoing accountability • No surprises at the end

8. Balancing Direction/Independence • Remember the initial disclaimer… these views certainly vary across faculty members • They are Toddlers, at best • Master’s Students/Clinical Doctoral Students are one step past bachelor’s students • Don’t have sufficient background or training to be even close to independent researchers. This is likely their first experience. • The nature of this experience may determine whether it is the “first of many” or the “first and the last”!

9. JJM Expects • Interest, enthusiasm for the area, selection of specific topic out of choices • Participation in establishment of timeline and adherence to due dates • Tell student to “act like a graduate student” • Assume primary, independent responsibility for implementation • Don’t turn in anything that is not considered “perfect” just so it can be crossed off a to-do list • It’s okay to have questions, but make sure they’re questions, rather than “excuses” for not doing the writing, analyses, etc. • This often takes mentoring, too. Communicate your expectations clearly and in a straightforward manner. Don’t assume they know anything about how they’re supposed to act, perform, etc. • I’ll be first author on any manuscript, they will be on a state (maybe national) conference presentation (this also is in the contract)

10. JJM Does Not Expect • Selection of valid topic independently • Efficient, productive progress without guidance. Can’t imagine a post-bachelor’s student who could do this….rare indeed! • Writing that will not need a lot of editing and revision (it should definitely decrease across the span of the experience) • Independent analysis of the data • Readiness for prospectus or defense without meeting my approval first

11. Graduate College Expectations of Faculty Do your share, but do not over-commit. Once you accept a student, “adopt” him/her Help them acquire the needed skills Help them network Be honest, early Help student determine an appropriate sized project Topics you can handle Thesis vs. non-thesis project Individual vs. team projects

12. To Thesis or not to Thesis • Requires more time (multiple semesters) than a non-thesis project (1 semester) • Requires more effort from both students and faculty • Requires more data: • Larger sample sizes w/ different treatments groups • Multiple parameters measured, and statistically analyzed • A thesis should be publishable, and you would gladly put your name on it • This will be harder than just doing the project yourself

13. Thesis Completion Schedule (-14 weeks) stop collection data/information (-14 weeks) statistics, graphs & tables (software?) (-12 weeks) 1stassembled draft to advisor (-10 weeks) 1st assembled draft back from advisor (-9 weeks) 2nd draft to advisor (-7 weeks) 2nd draft back from advisor (-6 weeks) 3rd draft to committee (-4 weeks) 3rd draft back from committee (-3 weeks) “defendable draft” to committee (-1 week) oral presentation and/or oral defense (if required) Thesis Deadline for semester (late Apr & Nov, mid-July)

14. Graduate CollegeExpectation of Student • Commit to working hard (this is your “job”) • Welcome challenges • Ask for help when you need it, but be willing to work independently • Respect your mentor’s expertise: seek and follow advice/guidance regularly • Respect your mentor’s time: do your best before asking for help • Be part of the departmental “family”

15. I don’t guess I mind beavers being as busy as they are…. ….but sometimes I think they’re just flaunting it. .Jack Handey, Deep Thoughts

16. You’ll be busy. Will you be balanced?