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Academic Issues

Updated April 15, 2005

Brief History of Academic Issues Advocacy

In the winter of 2003, GSC Chair Grace Chang was asked by the Faculty Senate to give a presentation on the academic issues which are most important to graduate students. Among the issues she discussed were advisor-student relationships and the quality of teaching on campus. A vigorous discussion ensued [minutes of the presentation]. One of the suggestions which arose during the question and answer session after the presentation was for a survey on academic issues to be conducted. The Faculty Senate asked the Committee on Graduate Studies (C-GS) to help the GSC conduct this survey. A subcommittee of C-GS was formed in order to do so. The survey's express purpose was to identify strengths and weaknesses with graduate academic life in order to help create University policies and mechanisms to address these issues.

In February 2004, the online "Graduate Academic Life Survey" was conducted sponsored by the GSC and C-GS with financial support from the GSC and the Offices of the Provost and the VPSA. The survey included questions about satisfaction with coursework, advising, conflicts, qualifying exams, dissertations, work space, career preparation, and other academic issues. There was a particular focus on issues pertaining to advisor-student relationship. It received over 2300 responses (approximately 32% of the graduate population).

Recent Advocacy Efforts

With Grace working on clinics and preparing for the medical board exams, GSC At-Large Representative Luke Miller chaired the subcommittee as it analyzed the survey data and prepared the Final Report. The intention of the Final Report is to generate conversations at the University, school, and department levels on how to support the strengths and address the weaknesses of the Stanford graduate academic experience.

The report highlights two types of results-praiseworthy and concerning. Praiseworthy results are those were 75% or more of respondents reported that they were "satisfied" or "very satisfied". Concerning results are those were 25% or more reported being "dissatisfied" or "very dissatisfied". Analyses are presented by school, by degree category within school, and by department.

Within schools, between 71 and 85% of respondents were satisfied with their Stanford graduate academic experience. Most would recommend Stanford to others (83-94%) and would choose Stanford again for their graduate studies (84-94%). However, the results revealed several areas where sizable percentages of students were dissatisfied. These included conflict resolution with advisor(s), the qualifying exams evaluation processes, preparedness for dissertation research, and career preparation.

Luke presented the results of the survey to the Faculty Senate on February 17, 2005. A constructive discussion followed the presentation [minutes of the presentation]. The subcommittee's final report can be viewed here.

GSC Members Working on This Issue in 2004-2005

Luke Miller, subcommittee chair (lcmiller)
Alice Lincoln (alincoln)
Sohini Ramachandran (sohini)
Donna Winston (dwinston)

Key Issues the GSC Plans to Address in 2005-2006

Having accomplished its first priority for the 2004-2005 academic year (i.e., releasing the final report of the survey data), GSC's academic issues advocacy efforts have shifted to collaboration with the Commission on Graduate Education (CGE). President Hennessey appointed the CGE in the fall of 2004 with the purpose of enhancing and advancing graduate education at Stanford. Acknowledging our similar interests and goals, the GSC and CGE have begun working together on key aspects of graduate academic life at Stanford.

Our collaboration with CGE currently has two major arms. First, our survey data is informing the Commission's work. Additional analyses are currently being conducted to augment those presented in the Final Report. Second, the GSC is coordinating a series of "conversation sessions" to occur during the spring 2005 quarter. Each session will have a specific issue area (e.g., career preparation, diversity, interdisciplinary research, etc.) and provide an opportunity for graduate students to voice their concerns and identify potential solutions.

Key Stanford Administrators on This Issue

Chair of the Faculty Senate (2004-2005): Robert Polhemus (polhemus)
Chair of C-GS (2004-2005): Eamonn Callan (Eamonn.Callon)
Associate Dean of Graduate Policy: Godfrey Mungal (mungal)

Key Committees Related to This Issue

Committee on Graduate Studies (C-GS)
Faculty Senate

Additional Information

Final Report - 2004 Stanford University Graduate Academic Life Survey
About the Commission on Graduate Education from the Stanford Report Article "New commission studies graduate education ideas" Nov. 3, 2004
Guidelines for Good Practices in the Graduate Student-Faculty Advisor Relationship

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