Guidelines on Change of Ph.D. Advisor in Aerospace Engineering

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Guidelines on Change of Ph.D. Advisor in Aerospace Engineering

Introduction

The Aerospace Engineering Ph.D. Program (AERO Program) is based on the CoE fully-funded model, and initial pairing between incoming Ph.D. students and Ph.D. advisors occurs at the time of admission. An effective advising relationship is central to student success. In the AERO Program, admission of incoming Ph.D. students begins with a nomination by individual faculty who commit to serving as research advisors and mentors to the admitted student, as well as providing financial support through a combination of funding sources, typically based on externally funded projects. This approach to pairing is meant to ensure a good match between the interests of the incoming student, the research activities, the style of the prospective advisor, and the expectations of both the advisor and the student.

Despite this approach, in rare instances, situations may arise where the student seeks a change in Ph.D. advisor. Students may consider changing Ph.D. advisors for many reasons. This should be considered carefully, weighing the pros and cons in both the short and long term, as a change in advisor can negatively impact the timeline toward graduation and academic outcomes. The document that follows outlines expectations for how advisor changes will take place, but it is not an exhaustive list of circumstances, as each case is unique and must be treated accordingly.

Underlying Principles

The following principles are used for considering and constructing a plan for the change in advisor:

  1. Ph.D. students have the right to choose whether to continue to work with their advisors, leave the program, or try to find a new advisor (though there is no guarantee that a match is made). Students may transition between advisors at different points within their graduate career, although this becomes increasingly difficult after the first year. As a result, the needs of the student during this transition process may vary and need to be considered in transition plans.
  2. Because a change in advisor can significantly impact the student’s academic timeline and outcomes, before considering the change, both the student and current advisor(s) are encouraged to discuss the underlying reasons for desiring a change and try to work together on resolving differences, ensuring that expectations are aligned, and evaluating other options to make the current relationship work. If this discussion does not yield the desired result, only then should the student and current advisor(s) consider a change in advisor.
  3. If it becomes apparent to either the student or the faculty advisor(s) that a change in Ph.D. advisor is either desired or necessary, students should speak with other faculty about their research activities and interests, and potential options for moving into their research group. It is expected that the new advisor(s) will take financial responsibility for their new advisee; thus, a clear commitment by the prospective advisor must be secured as part of the transition plans. For a change in advisor to take place, a well-defined plan and commitment to move into the research group of another faculty member must be in place.
  4. When switching advisors, the student, new advisor(s), and previous advisor(s) should participate in a discussion about the transition prior to the transition. This discussion can occur with all parties together or be mediated by the Graduate Chair or Associate Department Chair. When a decision is made to move forward with a new advising relationship, the previous advisor(s) will be informed of this decision.
  5. A change in advisor could be initiated at any time during a term. However, the transition will take place at the beginning of the term following the planned transition. The current advisor(s) will continue to fund the GSRA during a term based on declared or anticipated advisor changes, and the student must continue to fully perform on the associated project that is funding their current GSRA appointment. It is expected that the new advisor(s) will take financial responsibility for their new advisee at the beginning of the following term. This funding may include a combination of GSRA and GSI funding. The student and the Graduate Chair should seek information on funding ahead of the planned time of change, including available emergency transition funding when a continuation of GSRA responsibilities is not possible for the remainder of the academic term.
  6. Changing advisors can be stressful and cause anxiety, which can affect a student’s progress, feelings of self-worth, and progress toward their degree. Students should be encouraged to reach out for advice and support. This includes other faculty members, the Graduate Coordinator(s), the Graduate Chair, the Associate Department Chair, the Department Chair, the CoE CARE Center, and the CoE Office of the Associate Dean for Graduate and Professional Education (ADGPE), among others. For certain kinds of conflict, such as issues that cannot be resolved at the departmental or college level, the Rackham Conflict Resolution office may also provide a valuable avenue for resolution.

Best Practices for Changing Advisors

The goal of the Aerospace Engineering department is to support student success in meeting their academic goals. We recognize that an effective advising relationship is central to student success. This section outlines best practices adopted in Aerospace Engineering to support students and advisors in the process of changing advisors. Each transition is considered on a case-by-case basis.

Initial Conversation

As a first step, students are encouraged to discuss a potential change in advisor with the Graduate Chair or Associate Department Chair. This initial conversation provides a confidential setting to discuss concerns, evaluate options, and guide decision-making. If a resolution cannot be reached with the current advisor(s), then the student should consider a change in advisor.

If a change in advisor seems the best option, the Graduate Chair will work with the student to establish a timeline and a plan for the transition, guiding the student through the logistics. The Graduate Chair or Associate Department Chair offers a neutral and supportive environment to evaluate a path forward and a mechanism for establishing a working relationship to resolve the situation while supporting the professional development of the student.

The Transition Process

Students may transition between advisors at different points in their graduate career. A smooth transition involves collaboration among the student, previous advisor(s), and new advisor(s) to establish:

  • A timeline for transition
  • A commitment from the new advisor
  • Plans for funding during and after the transition
  • Status of and plans for completing research work
  • Plans for transitioning resources, equipment, and research materials

Logistics

Once a decision and a plan for the change have been made, the student must complete a Change of Advisor Form, documenting the transition plan and securing official acknowledgment from the new advisor.

Extending Time to Degree

A change in advisor may require extending time to degree and limit academic and professional opportunities. Students should consider these potential delays before making a decision.

What to Do if the Student Experiences Retaliation

Retaliation is unacceptable. If a student experiences or fears retaliation due to switching advisors, they should immediately contact the Graduate Program Office, Graduate Chair, Associate Department Chair, Department Chair, Rackham Resolution Officers, or Ombuds.

Student Funding

The new advisor is required to take financial responsibility for their new advisee. In cases where immediate funding is unavailable, students are expected to apply for GSI positions, and emergency support may be available through the College of Engineering.

If a New Match is Not Possible

In rare cases, if no faculty member is available or willing to accept a student, the student may be required to withdraw from the Ph.D. program and, if eligible, complete with a terminal MSE degree.

Other Considerations

For situations outside these guidelines, students should contact the Graduate Program Office, Graduate Chair, Associate Department DEI Chair, or Department Chair.