EPS Graduate Advising Guidelines

These guidelines foster equitable, productive faculty-student advising relationships, supporting graduate students’ development and research. Created by a committee of faculty and students, they draw on resources from Yale GSAS, GSA, and best practices from the English Department.

  • Advising Responsibilities:
    • Guide students in research, academic, and professional development.
    • Provide timely feedback and establish realistic schedules for progress.
    • Meet regularly, with frequent meetings during the first two years.
  • Support and Professionalism:
    • Direct students to resources and report Title IX or discrimination concerns.
    • Respect diverse backgrounds and clarify the “hidden curriculum.”
    • Maintain professionalism and follow Yale policies on teacher-student relations.
  • Research and Career Development:
    • Acknowledge student contributions and co-author papers (students as first authors).
    • Support varied career paths and help develop necessary skills.
  • Lab/Group Culture:
    • Create a positive, inclusive environment with clear expectations.
    • Promote open communication and empower students to thrive.
  • Additional Responsibilities:
    • Address challenges and support student well-being.
    • Respect boundaries and avoid inappropriate requests.

  • Advising Relationship:
    • Understand advisers’ central role while taking ownership of your academic progress.
    • Treat guidance seriously but feel free to ask questions, seek clarification, or suggest alternatives.
    • Collaborate with advisers to establish shared expectations for meetings and communication.
  • Time Management:
    • Meet deadlines for submitting work and avoid last-minute requests for meetings or support.
    • Provide advisers with sufficient time for feedback and recommendation letters.
  • Communication and Problem-Solving:
    • Prepare for meetings and keep advisers informed of factors affecting progress.
    • Seek assistance from advisers, committees, or the DGS to resolve issues.
    • Diversify your mentoring network beyond your primary adviser.
  • Program and Policy Adherence:
    • Stay informed about departmental and university policies, including GSAS guidelines.
    • Request adjustments or accommodations as needed and seek clarification when necessary.
  • Professional Conduct:
    • Maintain integrity in research, teaching, and scholarly work.
    • Respond to constructive feedback openly and professionally.
    • Contribute to a respectful, inclusive, and collaborative workplace environment.

  • General Information:
    • Students are assigned a faculty adviser upon admission; pairings may change as interests evolve.
    • Advisers provide guidance, mentorship, and research supervision, meeting regularly, including during sabbaticals (with temporary replacements if needed).
  • Advice for Incoming Students:
    • Contact advisers before or soon after arrival to discuss coursework and program details.
    • Advisers should meet new students early in the fall semester to plan goals.
  • Key Topics to Establish Expectations:
    • Communication methods, work schedules, and vacation policies.
    • Time-to-degree, conference attendance, and publication goals.
    • Research progress during other commitments (e.g., teaching).
    • Career goals and professional development opportunities.
  • Communication and Meetings:
    • Meet weekly in early years or at least biweekly as needed.
    • Keep records of meetings to track progress and clarify expectations.
    • Meetings should be professional and equitable, not replaced by group meetings.
  • Professionalism and Equity:
    • Advisers should avoid favoritism and maintain fairness in resources and opportunities.
    • Concerns about fairness or professionalism should be raised with the DGS.

  • Minor Discourse Advisers:
    • Select a minor discourse adviser and project by spring of the first year.
    • Regular progress meetings (weekly, if possible) are encouraged for effective collaboration.
    • Students can expect substantive feedback on proposals, documents, and publications related to the minor project.
  • Advisory Committee:
    • A tentative advisory committee is assigned at program start.
    • Proactively contact committee members each semester during the first two years to discuss interests, project plans, and coursework.
    • After qualifying exams, engage with the committee through annual required meetings.
    • Leverage committee expertise to develop projects and thesis research.
  • Committee Changes:
    • Committee members can be changed by mutual agreement with the primary adviser.
    • Notify the DGS and departmental registrar via email to update committee assignments.

  • Adviser and Advisee Roles:
    • Discuss work-life expectations (e.g., vacation policy) early in the program.
    • Advisers should help students set boundaries and prioritize work-life balance.
    • Students should feel supported in taking formal vacations and prioritizing well-being.
  • Health Resources:
    • Students and advisers should prioritize physical and mental health.
    • Free mental health and counseling services are available through Yale Health.
  • Tips for a Healthy Balance:
    1. Identify your peak productivity hours.
    2. Create a schedule that includes work and personal time.
    3. Take at least one day a week off from work.
    4. Separate work and home by keeping research materials in your office.
    5. Exercise regularly.
    6. Pursue hobbies and non-academic interests.
    7. Stay connected with friends, family, and mental health professionals.
  • Empathy and Flexibility:
    • Recognize that personal or health-related changes may affect usual expectations temporarily.
    • Practice open communication to navigate these periods compassionately.

  • Guaranteed Funding:
    • Graduate students in the EPS department receive funding (stipend, tuition, health insurance) through program completion, assuming satisfactory progress.
    • An additional $2000 in travel support is provided for the first two years.
  • Additional Support:
    • Students are encouraged to apply for external grants or fellowships to supplement their funding.
    • Grant funds can be used for research supplies, specimens, field work, travel, and CV development.
  • Grant and Fellowship Applications:
    • Communicate early and frequently with advisers about application opportunities.
    • Advisers help identify suitable grants and review application materials.
    • Students should ask advisers to review and approve materials before submission.
    • Allow at least two weeks’ notice for recommendation letters.
  • Responsibilities:
    • Students must inform advisers of deadlines and submit necessary information.
    • Advisers should provide timely feedback and submit letters on time.

  • Written Assignments and Documents:
    • Students should expect feedback on written assignments, grant/fellowship applications, Ph.D. milestones, pre-proposals, discourse documents, thesis chapters, and meeting abstracts.
  • Feedback Expectations:
    • Discuss feedback timelines and forms with advisers in advance.
    • Give at least two weeks’ notice for feedback requests on documents (e.g., pre-proposals).
    • If incorporating feedback takes one week, send drafts three weeks before deadlines.
  • Rights and Responsibilities:
    • Students have the right to thorough feedback on proposals, discourses, manuscripts, abstracts, and drafts.
    • Advisers have the right to receive documents well in advance with reasonable timelines for feedback.
  • Co-Author Feedback:
    • Expect feedback from all faculty co-authors on paper manuscripts and abstracts.
    • Same timing guidelines apply.

  • Advising Relationships:
    • Constructive, supportive, and rewarding advising relationships are a priority in EPS.
    • Problems may arise; it’s important to address them openly and honestly to prevent issues from escalating.
  • Proactive Approach:
    • Both students and faculty should be proactive in discussing challenges and seeking solutions.
    • Successful relationships are characterized by openness to feedback, constructive criticism, and mutual support.
  • Resources:
    • The Director of Graduate Studies (DGS) is a key resource for both students and faculty facing challenges.
    • Students experiencing issues with advisers are encouraged to contact the DGS for informal advice or formal mediation if needed.
    • Faculty should also reach out to the DGS for support.
  • Additional Support:
    • The department chair, advisory committee members, and Yale Graduate School Dean’s Office can offer additional guidance.
    • Peer mentoring programs (MacDougal Fellows and OGSDD Fellows) provide further support.

  • Career Pathways for Graduates:
    • Graduates of the EPS Ph.D. program pursue diverse careers in academia, government, the private sector, and non-profits, including roles in research institutions, faculty positions, museums, government agencies (e.g., USGS), consulting, data science, and science policy.
  • Advising and Career Planning:
    • Students should discuss career plans with their primary advisers and advisory committee members early in their graduate careers. Career plans may evolve; ongoing communication about aspirations is essential.
  • Meetings for Guidance:
    • Designated annual meetings with advisers and other mentors are recommended, especially in the later Ph.D. program.
    • Students should seek additional advice from other mentors and resources, including members of advisory committees and the Yale Office of Career Strategy (OCS).

  • Reach Out Early: Contact your adviser before or soon after arriving at Yale to discuss program details, coursework, and department life.
  • Initial Meeting: Plan to meet with your adviser early in the fall semester, ideally before the end of the registration period, to discuss:
    • Preferred communication methods (email, phone, video chat, etc.)
    • Weekly work schedule expectations and handling vacation time
    • Expectations for time to degree
    • Conference attendance and funding
    • Adviser’s role and authorship expectations in collaborative work
    • Approach to authorship norms
    • Number of publications expected before graduation in your subfield
    • Research progress expectations during semesters with other requirements
    • Interest in professional development programs (writing, teaching, outreach)
    • Career goals and the adviser’s expertise in those career paths

Graduate Contacts