ESS-MS - Earth System Science (MS)

The Department of Earth System Science is committed to providing academic advising in support of graduate student scholarly and professional development. When most effective, this advising relationship entails collaborative and sustained engagement by both the advisor and the advisee. As a best practice, advising expectations should be periodically discussed and reviewed to ensure mutual understanding. Both the advisor and the advisee are expected to maintain professionalism and integrity.

Purpose of Advising

Faculty advisors guide students in critical areas such as selecting courses, designing and conducting research, developing teaching pedagogy, navigating policies and degree requirements, and exploring academic opportunities and professional pathways.

Graduate students are active contributors to the advising relationship, proactively seeking academic and professional guidance and taking responsibility for informing themselves of policies and degree requirements for their graduate program.

Advising and Credentials provides a statement of university policy on graduate advising.

Expectations

• Students are paired with a primary advisor at the time of admission to the Earth System Science graduate program. A secondary advisor may also be designated at the time of admission.

• A shared expectations conversation occurs beginning with the first quarter and at least annually after that. This clarifies educational philosophies and individual responsibilities and generates a written record for students, advisors, and departments. As part of this process, advisors clearly state their expectations, discuss them with the student, and articulate which areas may be open to amendment based on student input. Broad areas in which to align expectations include:

  • Course selection and other academic development

  • Navigating policies and degree requirements

  • Financial support

  • Identifying research opportunities and level of independence

  • Research milestones, publications, co-authorship, outside collaborations, and timeline

  • Frequency of individual and group meetings, expectations for campus and departmental presence, vacations

  • Frequency of and funding for off-campus research and professional development activities (such as conferences, workshops, short courses, and fieldwork)

  • Preparation for future employment and exploration of professional pathways

• There is an annual review of the progress that generates a written record. The thesis committee documents this review as part of the annual review meeting. In addition, students should be meeting with their advisor frequently enough that if they are not making sufficient progress, they ideally receive such feedback sooner than at an annual meeting. 

• Students can expect advisors to: 

  • Exercise high professional standards in their academic work, research, and mentoring partnerships

  • Serve as intellectual and professional mentors

  • Understand university and department policies regarding graduate students

  • Provide timely, regular, and constructive feedback on progress

  • Provide insights into career options and pathways and/or point students toward relevant career and professional development resources 

• Advisors can expect students to: 

  • Exercise high professional standards in their academic work, research, and mentoring partnerships

  • Be proactive in seeking advice and keeping the advisor informed about academic and research progress

  • Consult with the advisor and others as necessary to resolve problems

  • Take primary responsibility for meeting timelines, policies, and milestones that impact degree progress

Additional Resources and Pathways

• The report committee is convened by the student’s second year. Once convened, the report committee:

  • Meets annually with the student to discuss research progress, research plans, coursework, and professional/career goals and to provide verbal and written feedback on degree progress 

  • In some cases, members of the thesis committee may also be research collaborators and may also serve as mentors and/or letter writers for applications

• As part of their advising network, students are encouraged to consult departmental resources (such as department and school student services staff, the thesis committee, the department Director of Graduate Studies, and the Department Chair), Stanford institutional resources (such as VPGE, the Office of Graduate Life, CAPS, and the campus Ombuds), as well as individuals and networks in the broader scientific community (such as the American Geophysical Union and the Earth Sciences Women’s Network).

• If students have a formal concern or complaint about their advising experience, they are encouraged to contact the department Director of Graduate Studies, the department chair, the school Associate Dean for Educational Affairs, and/or the school Associate Dean for Human Resources and Faculty Affairs.

• If the student or advisor feels that the advising relationship is ineffective, the school process for formally evaluating student/advisor assignments may be activated.