GS-ENG - Geological Sciences (ENG)

The Engineer degree is offered as an option for students in applied disciplines who wish to obtain a graduate education extending beyond that of an M.S., yet do not have the desire to conduct the research needed to obtain a Ph.D. A minimum of two years (six quarters) of graduate study is required. The candidate must complete 90 units of course work, no more than 10 of which may be applied to overcoming deficiencies in undergraduate training. The student must prepare a substantial thesis that meets the approval of the thesis adviser and the graduate coordinator.

The Department of Geological Sciences is committed to providing academic advising in support of graduate student scholarly and professional development. The department strives to ensure everyone in the department has a fulfilling experience by creating an inclusive culture. The School of Earth, Energy, and Environmental Sciences shares this commitment as reflected in the Stanford Earth Policy on Respectful and Inclusive Behavior. With respect to the advising relationship, this entails collaborative and sustained engagement by both the advisor and the advisee. Both the advisor and the advisee are expected to maintain professionalism and integrity.

Inclusivity and Diversity

The Department of Geological Sciences strives to ensure that graduate students feel safe, secure, and supported during their graduate experience. It does not tolerate any form of harassment targeting race, gender identity and expression, sexual orientation, physical and mental ability, physical appearance, age and/or religion. Any experience of discrimination, harassment, or inequity in the department will not be tolerated and met with appropriate consequences in accordance to Stanford University’s Harassment and Discrimination policy. Students can seek support from the Associate Chair of Diversity and Inclusion, Jef Caers, or the Assistant Director of Student Services, Lauren Mendoza-Tabinas. 

Mental Health

Members of the Geological Sciences department recognize that challenges to mental health are real and can come from both inside and outside the academic setting. We support and encourage each other to seek resources towards mental health and well-being. If any event during the graduate experience places a student under undue stress that inhibits their performing to their potential, the department encourages the student to seek support from the Director of Graduate Studies (Wendy Mao), Assistant Director of Student Services (Lauren Mendoza-Tabinas) or University services (Counseling and Psychological Services).

Academic Accommodations

The Office of Accessible Education (OAE) is the campus office designated to work with Stanford students with disabilities. To comply with Stanford’s academic accommodations process, faculty should not attempt to arrange accommodations by themselves with the student. Students with questions about accommodations should contact OAE to initiate a disability-related request for accommodations. When a student presents an OAE Accommodation Letter, that letter should be followed or the faculty member should work with the student and OAE to implement and/or modify the recommended accommodations. Students are expected to initiate accommodations requests in a timely manner and to provide prompt notification of changes to approved accommodations. Faculty are responsible for maintaining student confidentiality and treating all disability-related information as confidential.

Establishing Advisor-Advisee Expectations

Both advisor and advisee are expected to take responsibility in actively discussing the nature of the graduate experience. For first year students, the results of the discussion regarding the nature of the graduate experience and the expectations of each party is summarized in a document that is signed by both advisor and advisee. The relationship and expectations evolve as the student progresses through their graduate experience. Regularly scheduled advisor-advisee interactions are an important component of this relationship. Advisors are expected to check in with their students every quarter to discuss how the expectations are met and if any expectations need updating. Students are encouraged to revisit these conversations when the advisor-advisee relationship is not meeting their needs and/or expectations are not met. Additionally, a written review is held in Spring Quarter that covers the student’s academic progress with their advisor(s) and committee members.

Graduate students are expected to proactively seek academic and professional guidance and take responsibility for informing themselves of policies and degree requirements for their graduate program. In addition to the primary advisor, students are highly encouraged to seek advice from other faculty in the department, as well as other faculty and researchers (Stanford or external) who align with their research interest. For a statement of University policy on graduate advising, see the "Graduate Advising" section of this bulletin. When needed, students can seek support and assistance from the Assistant Director of Student Services (Lauren Mendoza-Tabinas).

Guidelines for advisor-advisee interactions

The advisor-advisee relationship is mutual. Graduate students and faculty can expect mutual respect, high professional standards, and the sharing of ideas and research. Advisors should strive continuously to improve their mentoring abilities. Group dynamics can be complex; advisors should strive to be equitable in the treatment of students, including the distribution of opportunities in group, classroom, field, and laboratory settings. Further information regarding guidelines and best practices on advising and mentoring is available from the Office of the Vice Provost for Graduate Education and School-wide documents like the Minimum Graduate Advising Guidelines Earth, Energy & Environmental Sciences: School-wide Suggestions. Graduate students are expected to exercise high professional standards in their academic work, research, and mentoring partnerships and to be proactive in seeking advice and keeping the advisor informed about academic and research progress. Students and advisors are expected to both take responsibility for meeting timelines, policies, and milestones that impact degree progress. We expect respect and equity in our department at all levels from one-on-one interactions to department-wide events. 

Students in need of assistance should contact the Assistant Director of Student Services, Lauren Mendoza-Tabinas, or the Assistant Dean of Student Services, Alyssa Ferree, to be informed about a clearly articulated path of contacts for their questions, concerns, and challenges around advising that they may experience. Students may also contact any school representatives listed below to discuss issues regarding advisor-advisee interactions:

• Other faculty members of your advisory committee

• Wendy Mao, Director of Graduate Studies in Geological Sciences

• Kevin Boyce, Department Chair of Geological Sciences

• Robyn Dunbar, Associate Dean for Educational Affairs

• Sue Crutcher, Associate Dean for Human Resources and Faculty Affairs

• Graduate Student Advisory Council representatives in Geological Sciences 

The purpose of the master's program in Geological Sciences is to continue a student's training in one of a broad range of Earth or planetary science disciplines and to prepare students for either a professional career or doctoral studies.