Ask Doctoral Advising

As a longtime resident of  Minneapolis-St. Paul, I have been connected to Capella since its inception in one way or another, finally becoming an employee in early 2006.  Since I hold a PhD in adult education, I have been especially aware of Capella’s commitment to employ the best practices of adult learning.  

Capella has been a trend setter in many aspects of doctoral study.  The mentoring and advising models in Capella’s doctoral program are especially unique. At my alma mater – the University of Minnesota – my advisor was not only the individual who guided me through the processes and procedures but was also my primary academic contact.  At Capella, we split that traditional role in two, with the mentor being the primary academic guide for learners once they reach the independent research stage of their programs. 

My role as a doctoral adviser is quite varied, but I spend a significant amount of time coaching learners on how to work with their mentors.  For many learners, the working relationship with their mentors is strong.  They quickly establish mutual trust and respect. They communicate well with each other and respond to other’s messages and calls in a timely manner.

Unfortunately, the association between some learners and their mentors never manages to achieve the level of professionalism required for completion of a doctoral program.  Sometimes, a once good relationship begins to deteriorate.

The most critical advice I give my new advisees when they are assigned to me following the completion of their coursework is stressing the importance of developing a strong working relationship with their mentors.  This means clearly communicating with one’s mentor, along with accepting constructive feedback and being willing to revise and rewrite until each aspect of the dissertation meets academic standards and expectations.  I tell them that their mentor will be approving their work at each step along the way and their ability to work together is a major determinant whether or not they will complete their programs. I tell learners that doctoral work puts many reputations on the line – that of the mentor, committee, dean, Capella and certainly theirs – and that striving to produce a dissertation that they – and we – can be proud of should be their goal.

Too often, learners take constructive criticism personally.  Many of us do attach an emotional component to feedback, but it is important to separate feelings from critique and look at advice as critically and objectively as possible.  I have never worked with a mentor at Capella who did not have the best interests of learners at heart.  In my opinion, direct, constructive feedback, regardless of how harsh it may appear to be, is intended to help, not hurt.

It has been nearly 18 years since I successfully defended my dissertation.  Following that, my mentor and I celebrated and soon I graduated.  While we no longer have weekly contact, we have managed to keep in touch through the years and I often tell her how much I appreciated the guidance and support she gave me.  I wish for each and every Capella learner the same experience – to look back fondly at the bond and mutual respect that can – and should – develop  between learner and mentor.