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Advising

 

2.1 Overview of the Advising Process: Each student will work closely with their primary Research Mentor throughout the entire program. The Research Mentor helps support the student’s development in all aspects of research training as well as the design of the supplemental coursework plan, preparation for the Qualifying Examination, and the design and completion of the Dissertation. Incoming students will have a program-approved Research Mentor identified before starting the program. In some cases, a Faculty Advisor is assigned to a student prior to or during the first semester, particularly if the Research Mentor has a primary position outside the IHP. The IHP also provides a variety of student services (detailed below) to support academic success as a PhD student. Collectively, our advising model strives to optimize your professional and personal health and well-being while you complete your degree.  

 

2.1.1   Research (Primary) Mentor: The IHP PhD program has a one-on-one mentorship model of training. Each student must identify and receive a formal commitment from a Research Mentor prior to matriculation. The Research Mentor is approved by the program’s Executive Committee as part of the admissions process. The Research Mentor is an experienced and active investigator who is engaged in a well-established program of research that aligns with the interests of the student. The Research Mentor may be an IHP Faculty member or adjunct professor with primary affiliation at another institution. This mentor must formally commit to providing the time, training, and mentorship necessary for the student to develop as a scientist, complete program requirements, and execute a successful dissertation (see 3.1.6 Dissertation), including ongoing active involvement by the Research Mentor in all aspects of the PhD Program that pertain to the student’s performance/progress in the research realm. Research mentor responsibilities include but are not limited to:

  • Overall supervision and guidance of student training, research activities, and career development

  • Holding regular (weekly or biweekly) meetings with PhD student to provide guidance and feedback

  • Attending student’s annual Interdisciplinary Research Seminar presentation to assess the student’s progress; report any concerns to the Faculty Advisor (if one is assigned) and/or the Program Director.

  • Attending regular (i.e., biannual or quarterly) PhD RS Program Faculty meetings

  • Working with the student and the Faculty Advisor (if one is assigned) to support academic progress, devise a supplemental course plan (see section 3.1.2), and present student progress and the supplemental course plan to the Executive Committee. 

  • Working with the Associate Director and student to help identify an appropriate experience for RS-951 Teaching Practicum. 

  • Report on the status/progress of the advisee each year; communicate directly with the Program Director/Associate Director if concerns arise.

  • Supervising the student’s summer mentored research experiences in Years 1 and 2, and providing a grade of pass or fail to the Associate Director

  • Providing or helping the student secure research fellowships and resources for the dissertation projects 

  • Supporting the student in meeting program milestones (e.g., helping prepare for the qualifying exam, prospectus meeting, dissertation defense) (See sections 3.1.4. to 3.1.6)

  • Working with the student to create and update a career development plan (https://myidp.sciencecareers.org/)

  • Meeting on a regular (i.e., semi-annually) basis to evaluate progress and provide guidance on the career development plan

  • Proposing Qualifying Exam and Dissertation Committees and submitting the Qualifying Exam Preparation Form and Prospectus Meeting Preparation Form to request committee review and approval by the Executive Committee. 

  • Serving on the student’s Dissertation Committee. Ensuring that the three manuscripts that make up the dissertation are submitted to a journal prior to the student’s Dissertation Defense.

 

2.1.2 Faculty Advisor: A Faculty Advisor may be appointed by the program’s Executive Committee to provide collaborative student support alongside the Research Mentor. The Faculty Advisor helps the Research Mentor to oversee student milestones and has the following responsibilities: 

  • Supporting the student and Research Mentor in developing the Supplemental Coursework Plan (see 3.1.2 Supplemental Coursework).

  • Collaborating with the Research Mentor to monitor student performance in coursework and progress toward developing a viable research direction that will lead to a dissertation (see 3.1.6 Dissertation). 

  • Collaborating with the Research Mentor to assess the student’s progress at the annual Research Seminar presentation and Dissertation Progress Meeting. Reporting to the Executive Committee on the status/progress of the advisee each semester and communicating directly with the Research Mentor and Executive Committee about any concerns. 

  • The Faculty Advisor may serve as Chairperson of the Qualifying Examination Committee (see 3.1.4 Qualifying Examination for Candidacy for the Doctoral Degree). If there is no Faculty Advisor, an alternate Chairperson (not the Research Mentor) will be chosen by the Executive Committee. Section 3.4.1.2 outlines Qualifying Exam Chairperson responsibilities.

  • The Faculty Advisor may serve on the Dissertation Committee if they have appropriate expertise. 

 

2.2 Academic Support Services 

The Office of Student and Alumni Services (OSAS) provides support for students for personal and academic needs. See section 5.2.6 on Accommodations for Class and Examinations below. The School of Health and Rehabilitation Sciences (SHRS) also provides an Academic Support Counselor whom students may contact for assistance in matters related to academic performance. 

 

Academic support services can also assist students in navigating challenges with peers, colleagues, or mentors. If experiencing challenges with a Faculty Advisor or Research Mentor, the following options may help you to obtain support or resolution to your concerns:

  1. Discuss your concerns with your Research Mentor directly as part of regular meetings. Aim to be proactive with raising small concerns, rather than reactive with concerns that have compounded over time. 

 

  1. Discuss your concerns with your Faculty Advisor (if one is assigned) and seek their support as a member of your advising team.  

 

  1. Connect with the SHRS Academic Support Counselor, who is trained to support IHP students with communication, managing difficult conversations, and conflict resolution. In addition (or alternatively), seek support and counsel from the Student Assistance Program (SAP/EAP).

 

  1. Raise your concerns with the Program Associate Director or Director.

 

  1. If your concerns remain unresolved following steps 1-4, refer to Section 11 of this document (Petitions and Complaints).

 

View more detailed Academic Support Services for Students on the IHP website.

 

An Incident Report Form has been provided by OSAS to enable students to describe a concerning experience or an apparent violation of MGH Institute policy in their own words and submit relevant details easily. The Form is accessible by phone, device, or computer. Students can also submit reports in person by visiting OSAS in Building 39. All reports will be treated with utmost confidentiality. OSAS staff will follow up on all reports received. 

 

2.3 Employee/Student Assistance Program (EAP/SAP)

The IHP strives to support the health and wellness of its students. The MGB Employee Assistance Program (EAP) assists IHP students in dealing with personal problems that may pose a threat to their health and well-being.  The program assists with problems such as parenting concerns, marital and family distress, elder care, financial concerns, emotional stress, alcohol and drug dependency, and mental health.  Confidential services include consultation, assessment, short-term counseling, and referrals. The EAP maintains a large network of carefully screened resources for all types of problems.  Counselors are on the IHP campus two half-days each week to offer IHP student assessment, referral, and short-term counseling (up to six visits). This arm of the EAP, called Student Assistance Program (SAP), is housed in the IHP Student and Alumni Center, Building 39 in the Charlestown Navy Yard. As always, students and household members can be seen in any of MGB SAP/EAP’s nine offices or can speak with a counselor over the phone. For more information on how the SAP can help, or to schedule an appointment, call (866) 724-4327.  For more information, see the EAP web page and the IHP Health and Wellness site.

 

2.4 Justice, Equity, Diversity & Inclusion (JEDI) Office

A core value of the IHP is our inclusive and welcoming environment where every person is treated with dignity and respect. The IHP is committed to equity and anti-oppression. The Justice, Equity, Diversity and Inclusion (JEDI) Office serves faculty, staff, students, alumni, community members, and prospective students by: 1) educating stakeholders about justice, equity, diversity, and inclusion; and 2) creating spaces for support of systemically minoritized and marginalized populations so that they can thrive at the IHP. Visit the JEDI Office webpage to view more information and resources.