Most faculty who advise doctoral students do so in one of two ways:
Emulate their own advisor (because it was a good experience) or do
the exact opposite of their own advisor (because it was a poor
one). Rarely are faculty provided with guidance, professional
development, or even research related to how to best advise
doctoral students. This handbook, written by two experts on
doctoral education, provides evidence-based practices, policies,
and resources to assist faculty advisors and their doctoral
advisees.
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