How to Be a Good Dissertation Adviser: Guidance From Some of Our Field’s Most Successful Mentors
By Peter K. Hatemi, The Pennsylvania State University, and Rose McDermott, Brown University
The academy has undergone substantial change in the last decade with many new internal and external pressures. Fewer full-time faculty are asked to do much more. Advisers are taking on more roles, with little to no training. Graduate student enrollment has increased while the job market has tightened. Graduate students are experiencing worse mental health than any past cohort. The challenges associated with mentoring Ph.D. students requires renewed evaluation. We solicited advice from political scientists with a history of outstanding mentorship to share their collective wisdom and experience about how they advise and provide effective mentoring for today’s Ph.D. students.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.