Mentoring Compact

• Demonstrate determination to complete my degree by doing high quality work and research in the classroom and all other professional settings.
• Meet regularly with my advisor(s) to provide updates on my progress in the program.
• Work with my advisor(s) to select courses; establish my exam and dissertation committees; complete minor fields and language exam(s); develop a dissertation project; and build a timeline to complete the academic milestones required for completion of my degree, including completing the qualifying exam by the end of spring quarter of my third year.
• Comply with graduate program policies and guidelines.
• Accept and respond to constructive feedback from my advisor(s).
• Contribute actively to an equitable, respectful, and healthy workplace.

• Meet regularly with my advisee to discuss their progress in the program.
• Work with my advisee to help them select courses, establish their exam and dissertation committees; complete minor fields and language exam(s); develop their dissertation project, and build a timeline for completion of academic milestones required for completion of their degree, including completing the qualifying exam by the end of spring quarter of their third year.
• Prepare my advisee to join the scholarly community by, for instance, introducing advisee to faculty in the field; assisting with grant writing and how to develop conference papers; giving career advice and help in applying for professional positions, and discussing best research practices.
• Comply with graduate program policies and guidelines.
• Provide timely, consistent, and constructive feedback on my advisee’s written work.
• Contribute actively to an equitable, respectful, and healthy workplace.

• Establish and maintain consistent and clear channels of communication between advisee/advisor(s).
• Provide and act on ongoing guidance and support so that advisees will reach academic milestones
• Set and meet clear expectations for progress on a quarterly, annual, and longer-term basis.
• The advisor will address Ph.D. professionalization by providing opportunities for holistic and collaborative mentorship; clarifying the roles of co-advisors; onboarding new advisees with welcome meeting/lunch/coffee; introducing new advisees to senior students; sharing up-to-date department graduate handbook; sharing information on internal/external funding opportunities; sharing GEPA resources for addressing conflict resolution; sharing pertinent workshop, lecture, and library opportunities; and providing information on leave policies (refer to Student Affairs team in History). The advisee will know and take advantage of the opportunities provided.
• The advisor will encourage self-reflection and accountability, and the advisee will respond, including by asking clarifying questions.
• The advisor and advisee will both pay particular attention to key moments of transition in the graduate program, namely, as the students enter: the first year (joining the program), third year (end of courses, preparation for qualifying exams), fourth year (full time dissertation work), and fifth to sixth years (complete dissertation and enter the job market)

The following are suggested guidelines for crafting a customized mentoring plan that should be developed collaboratively by both advisor and advisee.  

1. Clear times and lines of communication: eg., we plan to meet in person X times per week/month/quarter; advisee will provide email updates X times per week/month/quarter; advisor(s) will commit to responding to emails within X amount of time.
   
2. Productivity and Feedback: eg., advisee commits to turning in assignments, chapter drafts, and requested materials by agreed upon deadlines; advisee will alert advisor(s) if a deadline will not be met and propose a new deadline; advisor(s) will provide feedback (written and/or oral) within a reasonable and agreed upon timeframe.
   
3. Annual review (Part I): Advisee commits to providing advisor(s) with an end of Academic Year update, including any significant writing and academic milestones completed and those missed; advisor(s) commits to providing advisee with a written and oral evaluation of performance during the previous year and to discussing plans for the next Academic Year.
   
4. Annual Review (Part II): During spring quarter, graduate students will meet with their field group and, if possible, faculty who have offered courses taken by the graduate student that academic year. After qualifying, these meetings should be held with members of the dissertation committee. The purpose of this meeting is to assess progress over the last year and plan for the upcoming year. If there are concerns about the student’s progress, a new meeting will be set for early in the fall quarter. 
   
5. Academic milestones and timeline: To be completed by advisee and advisor(s)

   Milestone	Expected Time of Completion
   Onboarding meeting to discuss milestones
   Annual Review
   Completion of Coursework
   Language Exam
   First Minor Field
   Second Minor Field
   Establish Exam/Dissertation Committee
   Completion of Dissertation Proposal
   Qualifying Exam
   Research Plan
   Dissertation Writing Plan
   Dissertation Defense
   File Paperwork with GEPA

6. Best professional practices: As it becomes pertinent, advisee and advisor will agree to discuss student plans for academic conferences, archive trips/field work, internal/external fellowship applications, career diversity, publishing opportunities, job market considerations, leaves of absence, and other professional opportunities
7. Consequences: Advisee and Advisor will discuss consequences and professional options should the student not meet program expectations OR should the student prefer to seek a new advisor.  The advisor will share History Department and GEPA resources in support of students.
8. Other: Both advisor or advisee have the right to report the subversion of an equitable, respectful, and healthy workplace to one another and/or to the Department (including the Chair and Vice Chairs), GEPA, and University leadership and staff.