Mentoring matters: Guiding doctoral students from candidacy to completion
In a recent Mentoring Matters session, faculty and administrators gathered to explore strategies for supporting doctoral students on their journey from candidacy to completion. Featuring insights from Bradley Ryner, associate dean of graduate initiatives in The College of Liberal Arts and Sciences, and Danielle Wallace, associate professor in the School of Criminology and Criminal Justice, the conversation was rich with practical advice, hard-won wisdom and a shared commitment to fostering student success.
Identifying and addressing barriers early
Wallace emphasized the importance of cultivating self-efficacy in students, encouraging mentors to guide them not just in meeting milestones but in understanding how they work best, especially during challenging times. She also highlighted the critical role of knowing campus resources, such as the WREN office (Watts Resources for Essential Needs), which provides everything from housing help to food security support.
Ryner echoed this, noting that transparent conversations about a student’s broader life goals and constraints — including financial or family considerations — can help shape a realistic and personalized path to completion.
Re-engaging stalled students
Both panelists stressed the need for a compassionate structure for students who lose momentum. Wallace described using short-term check-ins, tangible writing goals and even “love emails” to reignite a student’s intellectual spark. Ryner added that mentors should look for “the problem behind the problem,” advocating thoughtful conversations to uncover the root causes of delay.
Setting boundaries with care
Both speakers acknowledged the challenge of situations in which students become unresponsive. Wallace shared an example of drafting a contract outlining expectations—a last resort but humane strategy that maintains accountability without abandoning support.
Accountability with flexibility
Collaboratively designed timelines—complete with built-in flexibility—emerged as a key theme. Ryner emphasized creating plans that allow for the inevitable bumps along the road, while Wallace encouraged using backward timelines from projected graduation dates to help students visualize their progress.
Building a supportive culture
Beyond individual mentoring, the discussion turned to fostering department-wide cultures that value inclusivity, flexibility and peer collaboration. Wallace stressed dismantling stigma around accommodations and mental health, especially in the wake of COVID’s lasting impact. Ryner advocated for celebrating diverse student paths and outcomes to reinforce that success looks different for everyone.
Resources and final takeaways
The session wrapped with reminders to familiarize oneself with institutional supports, including ASU’s International Students and Scholars Center and tools from the National Center for Faculty Development & Diversity (NCFDD), such as SMART goal planning and writing challenges. The message was clear: good mentoring is intentional, responsive and rooted in empathy.
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