Graduate education is most successful when students receive thoughtful, consistent mentoring throughout every stage of their academic journey.
From recruitment to graduation, students benefit from clear guidance, timely feedback, and supportive mentoring relationships that evolve with their needs.
Mentoring is not one-size-fits-all. A student’s needs may vary depending on their discipline, stage in the program, or career goals. Some students may work closely with a single mentor, while others may benefit from a team of mentors. Regardless of structure, effective mentoring requires shared understanding and mutual responsibility.
Advisors and students looking to learn more information about advising support should check out our Elements of Academic Advising page.
Graduate Student Mentoring Checklist (for Faculty Mentors)
This checklist is designed to support faculty members in effectively mentoring PhD students. It incorporates best practices and responsibilities outlined in the University of Pittsburgh's Elements of Good Academic Advising and the Final Report from the UCGS Subcommittee on Graduate Mentoring and Advising.
Before Enrollment
- Provide accurate, up-to-date information about the program, faculty research interests, and degree requirements.
- Share data on average time to degree, financial aid availability, and employment outcomes.
- Ensure prospective students understand program expectations and opportunities.
Onboarding New Students
- Provide clear maps of degree requirements and timelines.
- Introduce students to program policies and available resources.
- Discuss initial career goals and expectations for the mentoring relationship.
Advising Continuing Students
- Conduct regular (at least annual) evaluations of student progress.
- Support timely completion of degree milestones.
- Assist with grant writing, research integrity, and skill development.
- Encourage participation in professional meetings and teaching development.
- Provide career guidance and help students plan for employment.
Thesis/Dissertation Advising
- Ensure timely initiation of research projects.
- Hold regular meetings and provide timely feedback on written work.
- Clarify co-authorship and publication practices.
- Conduct annual dissertation committee meetings to assess progress.
Graduation and Career Preparation
- Assist with job search preparation, including CVs, teaching portfolios, and interviews.
- Write letters of recommendation and promote networking opportunities.
- Support students in identifying postdoctoral or industry opportunities.
Mentoring Best Practices
- Build authentic, respectful relationships with mentees.
- Be available and responsive to communications.
- Support work-life balance and be sensitive to diverse backgrounds.
- Encourage development of independent research and critical thinking.
- Promote professional development and advocate for mentees.
Problem Resolution and Support
- Be proactive in addressing challenges.
- Refer students to appropriate contacts (e.g., ombuds, program chairs) when issues arise.
- Support transitions if a change in mentor is necessary.
- Familiarize yourself with grievance procedures and support services.
General Tips for Mentors
- Encourage students to build a multi-mentor network, including academic advisors, dissertation chairs, faculty mentors, and peer mentors.
- Guide students in developing and updating Individual Development Plans (IDPs) to support academic and professional goals.
- Practice inclusive mentoring by being aware of and responsive to students’ diverse backgrounds and identities.
- Refer students to centralized resources such as the Center for Mentoring, Mentoring Academy, and school-level support services.
- Use mentorship agreements to clarify expectations and revisit them periodically.
- Be familiar with conflict resolution pathways, including ombudspersons, graduate program directors, and school-level deans.
- Support non-academic career exploration and connect students with mentors in industry or other sectors.
- Ensure mentoring practices align with the University’s commitment to inclusive excellence and accessibility.
- Stay informed about school-specific IDP templates, mentoring expectations, and available training opportunities.
Writing Strong Letters of Recommendation
Letters of recommendation are powerful tools in shaping a student’s academic or professional future. To ensure fairness, clarity, and impact, faculty should be mindful of how language, tone, and structure influence how a student is perceived by selection committees. Below are key practices to guide your review process:
Review for Bias and Stereotypes
- Re-read your draft for language that may unintentionally reflect assumptions based on a student’s background.
- Focus on the student’s academic and professional qualifications rather than personal characteristics or background unless directly relevant.
Example: Instead of “She is very nurturing and works hard,” consider “She demonstrates strong leadership in collaborative research settings and consistently meets project goals.”
Avoid Faint Praise and Doubt Raisers
- Be cautious of language that sounds like indirect criticism or “faint praise” (e.g., “surprisingly articulate” or “better than expected”).
- Eliminate hedging phrases like “I think,” “might be able to,” or “could potentially”—unless you are genuinely uncertain and it is necessary to include.
Example: Replace “He might be capable of independent research” with “He has demonstrated independence in designing and executing research projects.”
Focus on What Matters Most
- Emphasize the student’s accomplishments, skills, and potential for success in the target opportunity.
- Avoid overemphasizing effort, personality, or personal circumstances unless they are directly relevant to the student’s qualifications.
Example: Highlight “Her quantitative analysis in the lab led to a co-authored publication” rather than “She tried very hard despite personal challenges.”
Use Consistent Structure and Tone
- Use formal titles and surnames for all individuals mentioned in the letter.
- Aim for similar length and tone across letters for students applying to the same opportunity.
Example: Refer to “Mr. Lee” and “Dr. Patel” consistently and avoid informal references like “our star student” or “my favorite.”
Limit Personal Details
- Avoid discussing a student’s personal life unless it is directly relevant and necessary for context (e.g., a leave of absence that impacted academic progress).
Example: Do not include details about family, health, or financial status unless the student has asked you to and it is essential to understanding their academic record.