The purpose of this paper is to define the roles of the faculty member and to discuss philosophies that will lead to a relationship that ensures success of the graduate student and, ultimately, the faculty member - since success for both makes the team tremendously successful. The faculty roles include guidance in course work, assignment of pertinent research, development of research skills, development of writing skills, development of presentation skills, and adherence to time management principles. The faculty member must assess these areas and concentrate upon the rapid development of weak skills and effective use of stronger skills to maximize the output of the faculty-student team. The team must buy-in to the philosophy that is discussed at the initial meeting, before the graduate student is selected and hired. The faculty philosophy must be one of a business model with definite deadlines, in-progress reviews, clearly stated assignments, strict enforcement of deadlines, frequent observations of work habits, and, respectively, rewards and penalties when work is completed or deadlines are missed. It is important that a "contract" is agreed-upon and enforced by the faculty member and adhered-to by both parties. These are standard mentoring tools that are applicable in any organization, but are more important when the stakes are so high for both parties. A comparison of the results of effective and ineffective mentoring will be described to illustrate the "best practices" that lead to success of the faculty member and the graduate student. Conclusions and recommendations for future work by offending parties will tie the comparison to the discussion of roles and philosophy.
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