Faculty member and student

What does TGS recommend for DGSs, DGSAs, and Program Leadership?  

This page integrates recommendations drawn from the Core Expectations for Graduate Education at Duke. We also support each recommendation with links to curated and relevant resources.

 

Recommendation #1: 

Establish a clear, consistent definition of mentoring in alignment with the disciplinary norms and culture of the program. 

Also have clarity around expectations for both faculty mentors and graduate student mentees.  

Resources
  • Trinity College resources  

Recommendation #2

Regularly collect feedback from mentors and mentees to assess whether mentoring relationships within the program are mutually satisfying and productive.

Also gather feedback on ways the department/program may be better able to support a robust culture of mentoring. 

Resources
  • Trinity College resources

Recommendation #3: 

Have accessible channels in place for graduate students to provide feedback to program leadership.

This includes establishing protocols for how serious grievances will be handled including a chain of reporting which includes, as appropriate to the situation:  

Resources
  • Department leadership  
  • Duke Graduate School (Senior Associate Deans)  
  • Office of Student Conduct and Community Standards  
  • Office for Institutional Equity  
  • Duke Ombuds Office  

Recommendation #4: 

Have clear written expectations for program requirements and timelines for completion.

Have protocols in place to support students who may encounter challenges in completing program requirements in a timely manner.  

Recommendation #5:

Integrate professional development opportunities and skills-building into departmental culture and curriculum, as appropriate.

Support students in building diverse networks of professional and mentoring relationships, such as fostering connections with program alumni working within and beyond academia.   

Resources
  • Duke Graduate School Professional Development  
  • Duke Career Center  
  • Duke Alumni  

Recommendation #6:

Cultivate a climate in support of students’ wellness and mental health. 

Maintain and appropriately train staff (e.g., a DGSA) who can be available to point students toward resources, enable requests for leaves of absence, and follow-up with students individually. Encourage students to access Duke support services as needed. Equip mentors with the awareness and skills to initiate conversations with students who may be in distress, so they can make appropriate referrals to licensed mental health professionals.  

Resources
  • Duke Reach  
  • CAPS  
Mentoring Compacts

A written agreement between a mentor and mentee that aligns expectations, outlines responsibilities, and establishes communication guideline

View sample SOM mentoring compacts

Individual Development Plan

A strategic, evolving roadmap used in mentoring to map out a mentee’s career goals, skill gaps, and professional development milestones.

Recommendation #2

Establish norms of healthy, respectful communication with your mentee. 

This includes providing consistent, ongoing feedback on academic work and progress towards degree. Mentors sometimes need to have conversations with mentees that may feel difficult for everyone. If you find yourself avoiding hard conversations, consider learning about methods and tools for navigating those.  

Resources
  • Situation behavior impact feedback model  
  • Difficult Conversations at Work  
  • Nonviolent Communication 

Recommendation #3: 

Support your mentee’s professional development within and beyond academia. 

This may include helping mentees establish relationships with other informal mentors and professional connections.  

Resources
  • IDPs  
  • Duke Options  
  • Imagine PhD (career discernment in the humanities and social sciences)  
  • Graduate Student Mentoring Map  
  • Duke Alumni Network  

Recommendation #4: 

Support and respect mentees as whole people with unique backgrounds and identities, and lives beyond the classroom or lab.  
Resources
  • Equity-Minded Mentoring Toolkit 
  • The Science of Mentorship: A STEMM podcast  
  • On Being a Mentor: A Guide for Higher Education Faculty (chapters …)  

Recommendation #5:

Strive to create a climate that supports mental health and wellness, remaining mindful of your limits and professional boundaries.  
Resources
  • “How To Support Mentees Mental Health,” Inside Higher Ed 9 Sept. 2025  
  • Duke Reach  
  • Duke CAPS (Counseling and Psychological Services)  

Recommendation #6:

Practice “reflective mentoring,” a regular habit of evaluating what’s working well for you and your mentee, what’s working less well, and how you might continue to develop as a mentor.   
Resources
  • The Mentee’s Guide, 3rd edition, by Lois J. Zachary and Lisa Z. Fain, 2022  
  • On Being A Mentor: A Guide to Higher Education Faculty, by W. Brad Johnson and Kimberly Griffin, 2024  
  • How To Mentor Anyone in Academia, Maria LaMonaca Wisdom, 2025  
  • CIMER (Center for Improved Mentored Experiences in Research) website