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T The collaborative nature of the research and “The
publishing process, not to mention status differences between
faculty and student, can lead to some sticky situations. If
graduate students feel they aren’t getting enough credit for their
work, for example, resentments can develop. “This is a real
issue,” says Anderson. “But the way to avoid ethical problems is
by discussing and agreeing on authorship at the first meeting.”
Professor Richard Weinberg, who has been advising
students in the Institute of Child Development for 37 years,
agrees. “You have to set strict guidelines before work on a
project begins,” he explains. “A person’s role in the project will
determine how credit is given. If a student is paid to gather
data, she or he might only be mentioned in a footnote, but if
a student has really collaborated on the research and writing,
she or he will be given authorship credit. This needs to be
clear from the beginning because problems arise when there
is no clarity about this.”
Weinberg, who has been honored with the University of
Minnesota Award for Outstanding Contributions to
Postbaccalaureate, Graduate, and Professional Education,
takes his role as an adviser seriously. “The key is the word
‘relationship.’ Being an adviser is not just about signing
papers,” he says, “It’s a long-term relationship, and you need
to put time into getting to know your advisees. First-year
graduate students are often nervous. You must remember that
you were in their position once, and do what you can to
S
acculturate them.”
The University honored Joan Garfield, professor in the
Department of Educational Psychology, with the same award,
so it’s no surprise that she expresses the same commitment to
her graduate students. “It’s so important to get a sense of your
advisees as people, and understand the constraints of their
lives,” she says. “I strive to be welcoming and accessible and
really try to get to know them.”
The graduate student also must take
responsibility for maintaining a healthy relationship by
meeting deadlines and making time for meetings. “Students
need to make as big an effort as their advisers,” says Joel
Donna, a third-year doctoral candidate in science education.
“But if you’ve tried, and the relationship still isn’t working,
key word is ‘relationship.’
Being an adviser is not just
about signing papers. It’s a
long-term relationship, and you
need to put time into getting
to know your advisees.”
PROFESSOR RICHARD WEINBERG
you need to find someone else with whom to work. You need
to find a good match.” Donna says he can always pick up the
phone to call his adviser with a question.
Though the process of changing advisers might seem a bit
awkward, Anderson encourages students to seek out a better
relationship, when needed. “Most students are overly
concerned about switching advisers, but initial adviseradvisee
appointments are made only on the basis of a hunch
about compatibility. As students become familiar with lines of
research and the faculty, they will quite naturally find out
who is likely to be the best adviser for their work. Professors
understand this dynamic and support changes of advisers.”
So how does one avoid some of these pitfalls and
create a healthy adviser/advisee relationship?
“Open communication,” says McCleary. “You need to be
honest and upfront with your adviser, and if you need
something, you have to ask for it. You can’t expect your
adviser to know what you need.”
When it works, the adviser/advisee relationship can be
mutually beneficial and satisfying. “The relationship evolves
from a mentoring relationship to a collegial one,” says
Weinberg. “I’m still in contact with many of my former
advisees. Some are now professors and advisers to their
own students. It really is a generative relationship, and that’s
so rewarding.” l
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