In June 2024, the American Academy of Religion’s Graduate Student Committee conducted a survey of student members to collect information about their experiences and struggles. The results, presented in a webinAAR on July 31, highlight significant concerns about the current state of graduate education. This open letter series is an extension of that presentation and aims to share the survey data with faculty members and administrators, offer insights into the challenges faced by graduate students, and provide practical steps for offering support. Graduate students are both the labor of our present and the future of our field – faculty must take the time to understand their struggles and support them in the ways they ask. This series, and the conversations we hope it starts, is an attempt to open a dialogue about how faculty can and should play a crucial role in the success of graduate students and to bring awareness to the unique challenges faced by so many current graduate students.
“I also wish that they cared about us as people, not just scholarship machines.”
Graduate students are not only looking for academic advisors, they’re also seeking meaningful connections with faculty as full individuals, not just as students. They want faculty who are invested in their overall growth, including personal and professional development, as well as research. “We need more time with them – socializing, mentoring, presenting our work, and getting comments,” one student shared. This desire for deeper connections reflects a broader understanding of what it takes to succeed in the competitive landscape of academia.
The landscape of higher education is evolving, and the traditional model of mentorship should adapt to meet these new demands. The competitive nature of academia means that students are under immense pressure; they need mentors who can help them navigate these challenges in order to thrive, not just survive, in the academic journey. Such thriving requires mentorship from faculty, in addition to academic advising.
“I wish faculty understood that we need support in areas beyond just our research. Life happens outside of school, and that impacts our work too.”
Graduate students are looking for mentorship that isn’t uniform. They want tailored support and understanding of their unique needs. For some students, this might mean providing guidance on publishing and networking. For others, it could mean offering emotional support during difficult times or helping them navigate how to balance academic and personal responsibilities. One student emphasized the importance of holistic mentorship: “I wish faculty understood that we need support in areas beyond just our research. Life happens outside of school, and that impacts our work too.”
However, many students report that they struggle to find this kind of mentorship. “It often feels like we’re just another task on their to-do list,” one student shared. This lack of meaningful relationship can lead to feelings of isolation and burnout, particularly for those who are already balancing multiple responsibilities, such as caregiving or working additional jobs. Many students expressed frustration with the lack of holistic mentorship, feeling that faculty often overlook their personal well-being in favor of academic output. As one student poignantly put it, “I also wish that they cared about us as people, not just scholarship machines.” This sentiment reflects a broader issue: graduate students feel that their emotional and personal lives are often overshadowed by academic expectations. The disconnection between students and faculty can exacerbate feelings of isolation and burnout, making it difficult for students to thrive.
Faculty can make a significant impact by fostering open lines of communication and show a genuine interest in their lives. They have greater rapport with and trust faculty who ask how a they are doing, check in on their well-being, or acknowledge their efforts. One student shared, “The best mentors I’ve had are the ones who take the time to know me as a person, not just a student.”
“We would love to be nurtured by the best in the field.”
The message from graduate students is clear: relationships with faculty matter. Faculty mentors who take time to build trust, offer guidance, and demonstrate genuine care for their students can make a significant difference in students’ academic and personal journeys. To foster these relationships, faculty can prioritize regular one-on-one check-ins that go beyond discussing academic progress, allowing space for students to share their challenges and aspirations. Faculty can support students by offering detailed, constructive feedback that encourages growth, inviting them to co-author papers or collaborate on projects, and ensuring that they feel part of a broader scholarly community. They can also support students by actively listening to their concerns, being approachable and available during office hours, and taking the initiative to check in when a student seems overwhelmed. Small gestures, such as remembering personal details or asking about non-academic aspects of their lives, can go a long way in building trust. Encouraging an open dialogue where students feel safe discussing their struggles, and offering resources for seeking help, can strengthen the mentor-mentee relationship. Further, faculty can help students feel understood and supported by engaging in honest conversations about career paths-both academic and non-academic-while providing reassurance that their worth isn’t tied to a single trajectory.
Ultimately, students are looking for effective mentorship beyond academic advice; they desire meaningful relationships that support their overall growth. As one student articulated, “We would love to be nurtured by the best in the field.” Faculty who commit to this holistic approach not only enhance their students’ chances of success but also contribute to a more supportive and enriching academic environment.
Resources for Faculty
Beckie Supiano. “Teaching: How instructors create breathing room in their courses.” The Chronicle of Higher Education. September 25, 2025.
Maria LaMonica Wisdom. “How to Mentor like a Coach.” The Chronicle of Higher Education. April 6, 2025.
Kimberly A. Griffin and W. Brad Johnson. “Equity-Minded Mentorship as Courageous Action.” September 16, 2025.
Guzzardo MT, Khosla N, Adams AL, Bussmann JD, Engelman A, Ingraham N, Gamba R, Jones-Bey A, Moore MD, Toosi NR, Taylor S. “‘The Ones that Care Make all the Difference’: Perspectives on Student-Faculty Relationships.” Innovative Higher Education. 46(2021):
MORE Committee. How to Mentor Graduate Students a Guide for Faculty. University of Michigan, 2024.
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