A. Advisement and Mentoring
Prior to or upon arrival at Rutgers, incoming students are assigned to a research mentor. Students typically have been admitted because of the close match between their research interests and those of a core faculty member, so this assignment is based on mutual interest. Although most students work with the same mentor throughout, students have the option of changing mentors as they progress through the program, and some students either change mentors or work with more than one faculty member concurrently. In all cases, however, the student has a close, apprenticeship relationship with a faculty member, who serves as the student’s primary advisor to guide the student in decisions about courses, research choices, and clinical experiences, and who is aware of the student's progress and difficulties. Students whose primary research mentor is a nonclinical faculty member should also select a clinical faculty to serve as a clinical mentor/advisor for purposes of career planning and mentoring around issues of professional behavior and development.
From the beginning of the first semester, the student works actively with the research mentor. The formal commitment to the research mentor is a minimum of eight hours per week, but most students spend greater amounts of time in research activities.
Detailed sample course schedules can be found in the Student Handbook.
B. Performance Evaluations and Feedback
Assessment of student progress is done formally twice a year, at the end of each semester, after course grades and written clinical supervisors' evaluations are available. Prior to these formal meetings, students meet with their advisors at least once during the semester to review progress in the program and to review and complete the Faculty/Student Advising Tool. Clinical evaluations are available to the Clinical Area Coordinator and all research mentors through http://gsappweb.rutgers.edu/ and are reviewed prior to bi-annual student evaluation facultyAll Advisors attend these student evaluation meetings or provide input to the Clinical Area Coordinator prior to the meeting. After each meeting, students receive written feedback on the results of these evaluations, commending their accomplishments, and identifying any problems. A particular effort is made to identify students who may be having academic, clinical or personal difficulties in the program. Faculty discussions may result in a decision to meet with the student to provide feedback, to take a specific action such as requiring remedial action, or to continue to track the student's progress before acting. The faculty member designated to meet with the student may be the Advisor, the Clinical Area Coordinator, or another member of the faculty who is in an especially good position to share information or talk with the student. In addition to these formal evaluations, any faculty member may raise a concern or question about a student at any faculty meeting.