phd student expectations

Best Practices and Core Expectations for Graduate Education at Duke University

The graduate environment: an overview, graduate faculty members/advisory committees, graduate students, the graduate department/degree program, the graduate school, expectations of graduate faculty, expectations of graduate students, expectations of graduate departments and programs, expectations of the graduate school.

The primary mission of graduate education at Duke University is to prepare the next generation of professional, scholarly, and educational leaders. In order to fulfill this mission, we seek to instill in each student an understanding of and capacity for scholarship, independent critical judgment, academic rigor, and intellectual honesty. It is the joint responsibility of faculty and graduate students to work together to foster these ends through relationships that encourage freedom of inquiry, demonstrate personal and professional integrity, and foster mutual respect. High quality graduate education depends upon the professional and ethical conduct of both faculty and students. The graduate education to which we are committed, moreover, encompasses at least four separate components: development of an individual research agenda, preparation for and experience in a variety of teaching roles, opportunities for professional career development, and active participation in a disciplinary or professional community. Each party in the graduate process—that is, the faculty, the graduate students, the graduate department or program, and the Graduate School as an administrative unit—has particular responsibilities in ensuring the achievement of these primary goals.

Members of the graduate faculty serve a variety of critical roles as model teachers and researchers, as well as graduate student advisors and mentors. These faculty and the master’s or doctoral committees on which they serve provide intellectual guidance in support of the scholarly and pedagogical efforts of graduate students and are responsible for ongoing evaluation of graduate students’ performances in academic and research activities. As mentors and advisors, faculty are responsible for helping graduate students discover and participate in appropriate channels of scholarly, professional, and disciplinary exchange and for helping students develop the professional, research, teaching, and networking skills that are required for a variety of career options, both within and outside academia.

Graduate students are responsible for working toward completion of their degree programs in a timely fashion. It is expected that graduate students in all programs will gain expertise in a particular area of study and, especially in Ph.D. programs, seek to expand the knowledge of that disciplinary field by discovering and pursuing a unique topic of scholarly research. As professionals-in-training, graduate students should learn how to impart disciplinary knowledge through appropriate forms of instruction and publication and how to apply that knowledge to particular business, industrial, and social problems. Where appropriate for their career trajectories, graduate students should seek out and utilize in their own teaching the best pedagogical practices.

The graduate degree program bears primary responsibility for publicizing specific and accurate guidelines and procedures governing study in the discipline. It should provide all incoming and enrolled students with a clear structure of the expected stages of progress toward the degree(s); it should offer a curriculum and appropriate forms of instruction necessary to ensure timely completion of that degree; and it should provide specific details regarding likely career opportunities for those seeking the degree. The graduate department/program should also provide students with accurate information about the costs they will incur in graduate study and realistic assessments of future prospects for institutional and other forms of financial support. This information should be included in written guidelines that are given to all students in the program. These guidelines also should spell out normal departmental and university processes for dealing with student grievances, as well as processes for assessing students’ satisfactory progress toward the degree.

The Graduate School is responsible for general oversight of graduate programs: it must maintain, through periodic review and assessment, the highest standards of quality in all degree programs; it must evaluate graduate curricula to assure that they are equipping students with the knowledge and skills required for a broad array of post¬graduate careers; it must provide resources to attract the very best graduate applicants; and it must provide both financial and other mechanisms to ensure that graduate student life is not one of ongoing struggle, isolation, and penury. In its efforts, moreover, to ensure quality in all aspects of graduate education, the School should provide clear and appropriate avenues of redress wherever particular faculty or student experiences fall short of the expectations articulated in this document. In the individual sections below, we have tried, in more itemized fashion, to specify particular expectations we believe are appropriate for each component of the graduate community at Duke University. We have organized these expectations loosely under four general categories: graduate research, graduate teaching and/or training, the professional development/ progress towards degree of graduate students, and the academic community.

1. Research

to provide intellectual guidance and rigor in students’ educational programs and on specific research projects;
to provide students with knowledge of the current frontiers and opportunities in disciplinary and inter-or cross-disciplinary research;
to provide appropriate guidelines, including expected timetables, for completion of research projects; and
to respect students’ research interests/goals and to assist students in pursuing/achieving them.

2. Teaching/Training

to encourage and assist students in developing teaching and presentation skills, including course development, lecture preparation, classroom communication, examining, and grading;
to provide sound intellectual guidance on disciplinary research methods and the historical knowledge bases of the discipline or the profession;
to evaluate student progress and performance in a timely, regular, and constructive fashion; and to serve, when requested, as an informed academic advisor and a nurturing professional mentor to graduate students in training and, where appropriate and desirable, in students’ post-Ph.D. careers.

3.Professional Development/Program Progress

to encourage student participation in scholarly activities, including conference presentations, publications, professional networking, grant writing, and applying for copyrights and patents;
to prepare students to enter the job market with requisite professional skills, with an appropriate range of professional contacts, and with a realistic view of the current state of that market, both within and outside academy;
to assist students, where appropriate, in joining collaborative projects in accordance with the accepted norms of the discipline;
to provide TAs and RAs with meaningful professional experiences; and
to avoid assignment of any duty or activity that is outside the graduate student’s academic responsibility or harmful to his or her timely completion of the degree.

4.Community

to be fair, impartial, and professional in all dealings with graduate students in accordance with university policies governing nondiscrimination, harassment of all sorts, and normative standards of confidentiality;
to create, in the classroom or the laboratory, an ethos of collegiality so that learning takes place within a community of scholars;
to create an environment that openly discusses laboratory or departmental authorship policies and that prizes and acknowledges the individual contributions of all members of a research team in the publication or presentation of its research; and
to avoid all situations that could put them or their students in positions of any conflicts of interest.
to work responsibly toward completion of the degree in a timely fashion;
to learn the research methods and historical knowledge bases of the discipline;
to communicate regularly with faculty mentors and the master’s/doctoral committees, especially in matters relating to research and progress within the degree program;
to discover and pursue a unique topic of research in order to participate in the construction of new knowledge in the chosen field and application of that knowledge to new problems/issues; and
to exercise the highest integrity in all aspects of their work, especially in the tasks of collecting, analyzing, and presenting research data.

2.Teaching/Training

to receive appropriate training, compensation, and evaluation for all instructional roles students are asked to assume;
to receive an appropriately sequenced variety of teaching opportunities relevant to their career expectations and likelihoods; and
to devote the same seriousness to undergraduate or graduate instructional duties that they would expect from their own instructors.
to develop, to the extent possible, a broad network of professional relations;
to contribute, wherever possible, to the discourse of the scholarly discipline through conference presentations, publications, collaborative projects, and other means;
to seek out a range of faculty and peer mentors that can help them prepare for a variety of professional and career roles and responsibilities; and
to take responsibility for keeping informed of regulations and policies governing their graduate studies and to complete all required paperwork and other degree obligations in a timely fashion.
to create, in their own classrooms and laboratories, an ethos of collegiality and collaboration;
to realize their responsibilities as individual and professional representatives of both the University as a whole and the department or program in which they are studying; and
to assist graduate student peers in their own professional and scholarly development.
to provide appropriate resources, both faculty and facilities, to allow students to complete their education and research in a timely and productive manner;
to ensure that faculty committees treat all students fairly and assess their work in thoughtful and informative ways consistent with the practice of the field; and
to ensure the highest standards of academic quality in all aspects of the graduate program, from admission of new students to the quality of work accepted as fulfilling the requirements of the master’s or Ph.D. degrees.
to provide pedagogical training appropriate to and regular assessment of the TA assignments given to graduate students;
to provide clear expectations to students on their responsibilities as TAs or RAs;
to provide all students with a thorough description of the requirements and qualifications necessary for academic employment, training, or financial support at the University;
to provide all students with accurate information about the costs they will incur during the course of their graduate study and realistic assessments of future prospects for financial support;
to provide a range of teaching opportunities relevant to likely career prospects;
to provide, where necessary, appropriate mechanisms to help acculturate international students to academic life in this country and at this university;
to ensure that TAs and RAs not doing work directly related to their theses or dissertations are not being asked to perform inappropriate academic chores or to work in service roles more than 19.9 hours per week averaged across the academic year;
to ensure that an appropriate range of introductory and advanced courses is offered at the graduate level for students in all disciplinary subspecialties;
to ensure that degree regulations and procedures, including those pertaining to required course work; qualifying, preliminary, and final examinations; and thesis/dissertation guidelines, are regularly published and made available to all program students and faculty;
to ensure that graduate students receive periodic and constructive assessment of their progress toward degree; and
to ensure that all prospective and currently enrolled students are informed of normative time to degree and attrition rates within the program.

3. Professional Development/Program Progress

to provide all students with a range of activities—colloquia, seminar and guest lecture series, workshops, conference presentations, internships—that allow for their professional development;
to provide constructive annual reports on the satisfactory progress of students toward the degree;
to provide all students with realistic and accurate statistics on placement of program graduates; and
to encourage students in assessing career options and in preparing for a variety of job markets.

4. Community

to ensure a collegial learning environment in which faculty and students work together in mutual respect and collaboration;
to ensure appropriate levels of academic support for graduate students and faculty; and
to provide specific mechanisms for appeal or complaint when standards of collegiality or fairness may have been violated.
to facilitate, where possible, promotion and publication of graduate student research through research grants, conference travel grants, and other centrally administered mechanisms;
to serve as the institutional site for periodic review of all academic units, particularly of the research they conduct and the knowledge they contribute to the discipline;
to facilitate, wherever possible, development of interdisciplinary research and training programs that push the boundaries of current disciplinary fields and agendas; and
to develop graduate training programs at both the master’s and the doctoral levels that best serve the interests of Duke faculty and prospective graduate students.
to ensure that individual graduate programs offer a curriculum of graduate instruction that is both broad and deep enough to equip students with the knowledge and skills needed for the broad array of post¬graduate careers they may wish to pursue;
to ensure that fair and reasonable guidelines are in place to regularize the assignment of graduate teaching and research assistantships;
to ensure that departmental recruitment and admissions policies are consistent with stated university goals of maintaining or improving the quality of graduate programs and increasing student diversity;
to ensure that appropriate mechanisms are in place, both centrally and within individual degree programs, to ensure successful acculturation of international students to academic life in this country and at this university;
to ensure, by tracking comparative data over time, that all aspects of the graduate programs conform to the highest academic standards and to provide mechanisms of redress when they fall below those standards; and
to develop financial support systems that will assist students in their progress toward a degree and to ensure that this support does not involve more than a minimal amount of work that draws them away from their graduate programs, that is irrelevant to their likely career trajectories, or that does not progress to greater levels of responsibility and independence.
to help develop support services in collaboration with the Duke Career Center; the Center for Instructional Technology; and the English for International Students program to enhance the professional, academic, and scholarly interests of graduate students; and
to maintain and publicize comprehensive data on student completion rates, time to degree, placement in at least first professional employment, and attrition. The Graduate School should also
conduct exit surveys of graduating master’s and Ph.D. recipients to assess the performance of graduate programs and to modify them as warranted.
to maintain a comprehensive description of the goals and expectations of individual graduate programs and to periodically compare these descriptions against graduate program data; and
to develop specific avenues for faculty and student appeals of existing policies or regulations, of perceived breaches of institutional standards of fair and reasonable practice, or of violations of honor or ethical codes. These avenues should be published regularly and provided to all graduate students and faculty.

Insofar as the expectations listed here are recognized as core elements of graduate education at Duke University, it is incumbent upon all parties to have access to appropriate mechanisms for appeal when actual practice falls short of expectation. In most instances, such appeals should begin at the level of the department or program: both graduate faculty and graduate students can present specific complaints to the director of graduate studies and the Chair/Director. In cases where appeals cannot be satisfactorily resolved at this level, both faculty and students can direct their concerns to the senior associate dean for academic affairs. As noted in the Standards of Conduct section of the Bulletin of Duke University Graduate School , appeals beyond the senior associate dean can be addressed to the dean of the Graduate School pursuant to existing grievance procedures.

Details are outlined in the “Judicial Code and Procedures” under Standards of Conduct in the Bulletin.

Graduate Education and Postdoctoral Affairs

Graduate Handbook

Introduction, expectations and responsibilities, goal of graduate education link to section.

The primary goal of graduate education at the University of Rochester is to prepare promising students for outstanding scholarly and professional achievement by educating them in the skills of a discipline and in the intellectual and ethical foundations of research, instilling in each student the capacity for independent critical thinking and inspiring students to use their knowledge and training for the betterment of society.

Master’s Student Expectations Link to section

As with most worthwhile endeavors, success in graduate study cannot be guaranteed and often depends on the mutual efforts of faculty and student. Individual faculty and programs as well as the School of Arts & Sciences and the Hajim School of Engineering & Applied Sciences are committed to your success as a graduate student, and, as such, master’s students may reasonably expect the following support in their program. The exact way in which these goals may be met can vary, depending on the program and the department.

Resources: To receive appropriate resources, including reasonable access to appropriate course offerings to meet the student’s approved program of study and facilities to allow the student to complete the program.
Guidance: To receive advice and direction regarding the student’s academic program.
Expectations: To be informed of the expectations, including timelines, for the successful completion of any potential non-course duties, such as research projects, teaching assignments, and thesis work.
Evaluation: To receive timely and fair assessment of the student’s work, including coursework, program exams, and (potentially) research and teaching assignments.
Support services: To be provided with professional and personal development support services if requested, such as those offered by the Gwen M. Greene Center for Career Education and Connections , Disability Resources , Learning Center , and Teaching Center that enhance the student’s professional and academic experience.
Professional development: To be provided with opportunities to attend colloquia and seminars and, in appropriate cases, to publish the student’s research.
Nondiscrimination: To be treated in a fair, impartial, and professional manner in all dealings in accordance with University policies governing discrimination and harassment (as per the University of Rochester Policy Against Discrimination and Harassment ).
Collegiality: To have a collegial, welcoming environment in which to pursue the student’s graduate studies, where students are respected as valuable members of the community.
Fair treatment: To be given appropriate credit for the student’s work and provided clear guidelines on authorship, data ownership, and research practices when engaged in joint research projects.
Conflict of interest: To receive appropriate instruction about conflicts of interest so the student can avoid being placed in a situation that creates a conflict of interest (see the University of Rochester Guidelines on Research Integrity and Conflict of Interest for Graduate Students Policy ).
Policies: To receive guidelines on academic policies and procedures, as found in the Graduate Bulletin , on the AS&E GEPA website , and provided by the student’s program.
Feedback: To be provided feedback on performance and given clear guidelines on the required areas of improvement when performance is deemed poor and the student is in jeopardy of being removed from the program.
Appeal: In ways prescribed by University policies, to have the opportunity to petition for an exemption to an existing policy, to appeal decisions related to policies and procedures, and to issue a complaint when standards of fairness may have been violated.

Master’s Student Responsibilities Link to section

Master’s students are responsible for working toward completion of their degree programs in a timely manner. It is the student’s responsibility to ensure continued progress of their academic program. Students have a responsibility for the following aspects of their program.

Timeframes: To work effectively toward completion of the degree in a timely manner.
Academics: To successfully complete a program of study consisting of the number of credit hours specified by the departmental requirements.
Thesis (for Plan A students only): To discover and pursue a unique topic of research in order to construct new knowledge.
Integrity and ethics: To assume the highest integrity and maintain ethical standards in all aspects of the student’s work, including coursework and research, especially in the tasks of collecting, analyzing, and presenting research data and in writing reports or essays. Special care should be taken to follow guidelines established by the University’s independent review boards for research, such as the Research Subjects Review Board (RSRB) .
Research records management: Where applicable, to maintain detailed, organized, and accurate research notebooks and records. Please note that when a student leaves a program, all research data and documentation remain the property of the University.
Teaching: Where applicable, to take teaching duties seriously and to use all teaching experiences to enhance the student’s effectiveness as an instructor.
Work environment: To help maintain a clean and safe work environment, including but not limited to classroom spaces, laboratory spaces, and common spaces.
Collegiality: To promote collegiality and a welcoming environment in all aspects of the student’s program, ensuring that all students, faculty, and staff are treated with respect.
Familiarity with policies: To take responsibility for keeping informed of and complying with regulations and policies and to complete all required paperwork and other degree obligations in a timely fashion. Note that individual programs may have additional policies, and it is the student’s responsibility to understand and comply with these policies as well.
Effort: To devote full time and effort toward completing degree requirements (for full-time students). Students are expected to be on campus and completing degree requirements during the academic semester. Students away from campus for an extended period during any academic semester (e.g., for field research) must register in absentia for the semester.
Employment: Not to simultaneously be employed full time while maintaining full-time student status, unless it is an internship related to the student’s academic program and supported by the student’s advisor, the program director of graduate studies, and the AS&E dean of graduate education and postdoctoral affairs. International students must discuss with the International Services Office (ISO) any special rules and regulations for internships and part-time employment, including the maximum number of hours they are allowed to work.

PhD Student Expectations Link to section

As with most worthwhile endeavors, success in graduate study cannot be guaranteed and often depends on the mutual efforts of faculty and student to work diligently and form a productive professional relationship.

Individual faculty and programs as well as the School of Arts & Sciences and the Hajim School of Engineering & Applied Sciences are committed to your success as a graduate student, and, as such, graduate students may reasonably expect the following related to their research, their teaching, and their general program support. The exact way in which these goals may be met can vary, depending on the program and the department requirements.

Research, Teaching, and Training Link to section

Resources: To receive appropriate resources, including reasonable access to faculty, appropriate course offerings to meet the student’s approved program of study, and facilities to allow the student to complete the program.
Guidance: To receive advice and direction regarding the student’s academic program as well as thesis research.
Training: To receive training on the current best practices in research and teaching, including appropriate techniques, tools, methods, and equipment needed to successfully carry out the student’s research or teaching duties.
Appropriateness: To have projects and tasks that are assigned to the student be appropriate for the student’s program of study and designed to help the student make continued progress toward completion of the degree.
Expectations: To be informed of the expectations, including timelines, for the successful completion of any duties, such as research projects, teaching assignments, and thesis work.
Evaluation: To receive timely and fair assessment of the student’s work, including coursework, program exams, research, and teaching. Students should receive, at minimum, a yearly evaluation by their advisor or department graduate committee to provide feedback and monitor progress.
Support services: To be provided with professional and personal development support services if requested, such as those offered by the Greene Career Center , Disability Resources , Learning Center , and Teaching Center that enhance the student’s professional and academic experience.
Professional development: To be provided in appropriate cases with opportunities to publish the student’s research, present the student’s work, apply for patents and copyrights for the student’s work, and attend colloquia, seminars, and workshops to support the student’s professional development.

Community and Administrative Link to section

Collegiality: To have a collegial, welcoming environment in which to pursue the student’s research, teaching, and professional activities, where students are respected as valuable members of the community.
Conflict of interest: To receive appropriate instruction about conflicts of interest so the student can avoid being placed in a situation that creates a conflict of interest (see the University of Rochester's Guidelines on Research Integrity and Conflict of Interest for Graduate Students Policy ).
Policies: To receive guidelines on academic policies and procedures, as found in the Graduate Bulletin and Regulations and University Policies Concerning Graduate Studies , on the AS&E GEPA office website, and provided by the student’s program.
Feedback: To be provided feedback on performance and given clear guidelines on the required areas of improvement when performance is deemed poor and the student is in jeopardy of being removed from the program. Students should also receive a formal evaluation at least annually.

PhD Student Responsibilities Link to section

PhD students are responsible for working toward completion of their degree programs in a timely manner. In addition to gaining expertise in a particular field of study, PhD students are expected to expand the knowledge of that disciplinary field by discovering and pursuing a unique topic of scholarly research, resulting in the PhD dissertation. It is the student’s responsibility to ensure continued progress of their academic program and thesis research.

In addition, the Office of Graduate Education and Postdoctoral Affairs requires that all departments in AS&E conduct an annual evaluation of their PhD students in conjunction with their graduate program to be completed by July 1.

Annual evaluations are a key practice for professional development. It provides an opportunity to track progress and build your portfolio, identify areas for improvement, and celebrate success. By completing a yearly evaluation, you have an opportunity to receive feedback from your advisor and/or department and to clarify goals and expectations with them, reflect on what you have already accomplished as well as to set goals for the future.

Given the distinctiveness of graduate training by department, each department may administer the self-evaluation differently. Therefore, if you have any questions, please contact your director of graduate studies or your graduate coordinator for more details.

Academics: To learn the existing theories, practices, and research methods of the discipline and to apply these in the student’s research and teaching.
Thesis: To discover and pursue a unique topic of research in order to construct new knowledge and to apply this knowledge to existing problems and issues.
Communication: To communicate regularly with faculty advisors and thesis exam committee members, providing these faculty with updates on the student’s progress within the program and updates on results of research activities.
Integrity and ethics: To assume the highest integrity and maintain ethical standards in all aspects of the student’s work, especially in the tasks of collecting, analyzing, and presenting research data. Special care should be taken to follow guidelines established by the University’s independent review boards for research, such as the Research Subjects Review Board (RSRB) .
Teaching: To take teaching duties seriously and to use all teaching experiences to enhance the student’s effectiveness as an instructor and to further the educational goals of the students being taught.
Professionalization: To contribute, wherever possible, to the scholarly discourse of the discipline through presentations, publications, and professional engagement and service. The student should attend and participate in appropriate meetings, colloquia, seminars, and group discussions that are part of the educational program, and the student should submit all relevant research results that are ready for publication in a timely manner.
Work environment: To help maintain a clean and safe work environment, including but not limited to office space, laboratory spaces, and common spaces.
Mentors: To seek out a range of faculty, professional, and peer mentors who can help the student prepare for a variety of professional and career roles and responsibilities and to serve as a mentor to others when appropriate.
Collegiality: To promote collegiality and a welcoming environment in the student’s classrooms and laboratories and in all aspects of the student’s program, ensuring that all students, faculty, and staff are treated with respect.
Effort: To devote full time and effort toward completing degree requirements (for full-time students). Students are expected to be on campus and completing degree requirements during the academic semester. Students must check with the program director of graduate studies for program-specific guidelines while on vacation.
Employment: Not to simultaneously be employed full time while maintaining full-time student status, unless it is an internship related to the student’s academic program and supported by the student’s advisor, the program director of graduate studies, and the AS&E dean of graduate education and postdoctoral affairs. Part-time employment for full-time students is limited by individual programs—any part-time employment must be approved by the student’s advisor and the program director of graduate studies. International students must discuss with the International Services Office (ISO) any special rules and regulations for internships and part-time employment, such as the number of allowable work hours.

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Expectations & Responsibilities of the Student, Advisor and Graduate Group

Expectations & Responsibilities of Students, Advisors, and Graduate Groups

Responsibilities of the student.

Good mentoring practice entails responsibilities not only of the advisor but also of the student. When a student enters a doctoral program, that student commits time and energy necessary for research leading to a dissertation that makes a substantial and original contribution to knowledge. It is the responsibility of the student to conform to University and program requirements and procedures. Although it is the duty of the advisor to be reasonably available for consultation, the primary responsibility for keeping in touch rests with the student. The student’s responsibilities include the following:

Becoming familiar with, and adhering to, the rules, policies, and procedures in place in the graduate group, home school, and the University as outlined in available resources such as graduate group student handbooks/web sites, the Pennbook , and important University policies including the Academic Rules for PhD Programs and the Code of Academic Integrity .
Knowing and following the rules and policies of the graduate group and the University. Adhering to all deadlines and policies regarding registration, leaves of absence, limitations on time and recertification, dissertation submission and graduation as listed in the Academic Rules for PhD Programs , PhD Student Leave of Absence Policy , Family Friendly Policies for PhD Students , and other University policies.
Selecting and planning an original research topic that can be successfully completed within the expected time frame for the degree program; in some cases, this will be done in consultation with the dissertation advisor.
Preparing a research plan and timetable in consultation with the advisor as a basis for the program of study, including any proposed fieldwork.
Learning and adhering to responsible conduct of research standards for their field, as well as the Principles of Responsible Conduct for Research at the University .
Acquiring the necessary health and safety skills for undertaking the proposed research.
Meeting with the advisor when requested and reporting regularly on progress and results, including informing the advisor of any significant changes that may affect the progress of the research.
Establishing a dissertation committee, with the assistance of the advisor, early in the dissertation stage, as required by the graduate group.
Keeping advisors informed on how the student can be contacted.
Maintaining good records of each stage of the research.
Be a good citizen of the research group, laboratory, department, or other entity that requires cooperation from its members (e.g., lab chores).
When appropriate, planning to seek additional funding as needed well in advance.
Thinking critically about career trajectory and mindfully pursuing opportunities to support career goals, for example, through teaching, publishing, presenting, externships, etc. (See Appendix A: Skill Building for more information.)

Following all necessary steps when preparing to complete and deposit the dissertation and graduate as outlined by the Graduate Degrees office .

Responsibilities of the Faculty Advisor

Within the context of their role as advisors, a faculty member’s primary task is to guide and inspire their students to reach their scholarly potential. At the same time, each advisor must try to ensure that each student is in compliance with the University’s rules and regulations for PhD education . The advisor should promote conditions conducive to a student’s research and intellectual growth and provide appropriate guidance on the progress of the research and the standards expected.

Good mentoring practice includes the following:

Guiding the student in the selection and planning of an original research topic that can be successfully completed within the expected time frame for the degree program.
Establishing with the student a realistic timetable for completion of various phases of the program.
Being accessible to give advice and provide feedback, while also establishing for the student a realistic timeline for receiving feedback. Feedback should be professional and constructive and provide concrete guidance for improvement.
Ensuring that students have an understanding of the relevant theories and the methodological and technical skills necessary for the research, including provision of information through an ethical review process where applicable.
Ensuring that students adhere to responsible conduct of research standards for their field.
Establishing with the student a dissertation committee early-on in the dissertation stage (e.g., after the qualifying exam) and ensuring that the committee meets with the student at least once a year, as a committee, and provides an annual written report of the student’s progress.
Making arrangements to ensure continuity of supervision during leaves or an extended period of absence.
Encouraging participation in graduate group seminars and colloquia.
Encouraging and assisting students to attend and present work at local, national, or international conferences and to publish their work in appropriate journals.
Advising on matters of career options, job market, preparation of the CV, and strategies for launching a career in research and/or referring students to relevant career and professional development resources on campus.
Contributing to the student’s professional development through letters of reference and general advice.
Advising the student on seeking additional funding, as needed.
Ensuring that the research environment is safe, equitable, and free from harassment and discrimination.
Avoiding personal or business relationships that may constitute a conflict of interest.
Being sensitive to academic needs and concerns that may arise for international students, students from underrepresented groups, students with disabilities, and/or students with family responsibilities.
Communicating in a timely manner if the student’s academic performance is not meeting expectations, providing an outline for what actions need to be taken in order to return to academic good standing, and a timeline for doing so. While dealing with inadequate academic performance can be difficult, it is in no one’s best interests to prolong a program of study if success is unlikely.
Providing timely feedback on dissertating students’ annual progress reports, and using that feedback as the basis for a mark of S or U on students’ dissertation status courses.
Serving as an advocate for the student.

Students sometimes experience personal difficulties. These can include family difficulties, problems in personal relationships, cultural adjustments, financial pressures, medical issues, and problems associated with employment. The importance of these various problems should not be under-emphasized. Advisors should not act in a counseling capacity with their students, nor should they intrude into the personal lives of their students with unwanted advice. However, advisors should try to ensure that their relationships with students are such that students will be comfortable telling advisors that they are having significant personal difficulties. Advisors should be aware of appropriate campus resources and make referrals as needed, and consider accommodations such as adjusting deadlines where appropriate.

Responsibilities of the Graduate Group

The graduate group chair, the graduate group coordinator, and other support staff play key roles in the lives of graduate students. The graduate group must endeavor to create an environment within which scholarly work by graduate students can flourish, and problems can be resolved in an effective manner. Students should take the time to get to know the graduate group administrators. In this way, students can stay current with regulations and graduate group activities and events.

Responsibilities of the graduate group include the following:

Producing a handbook and/or web site that outlines program requirements, regulations and procedures, financial support and information on faculty members and their area of research/expertise. If requirements change, past versions of the information should be maintained for students admitted under the previous requirements.
Ensuring that program requirements align with University Academic Rules for PhD Programs and all other University requirements.
Having procedures in place to facilitate the search for an advisor and to allow a change in advisor in the unlikely event that this becomes necessary.
Establishing an effective communication system with graduate students (i.e., mailboxes and/or e-mail lists) and workspace, where possible.
Providing orientation sessions for both new and continuing students. Information conveyed in these sessions should include: overview of program policies and requirements, areas of faculty expertise for research supervision, expected performance and timelines for completion of degree requirements, intellectual property policies, publication and authorship issues, scholarship/funding information, information on policies regarding the proper conduct of research, sexual harassment, safety and workplace regulations, and procedures for complaints and appeals.
Providing responsible conduct of research training as appropriate for the field.
Ensuring that the student’s dissertation committee meets University guidelines and that the membership is documented in the student’s official University record.
Ensuring that the dissertation committee meets once a year and that a record of the annual written progress report is kept.
Ensuring that dissertating students receive a mark for dissertation status courses.
Providing a mechanism for resolving problems, which may arise between graduate students, advisors and/or members of the dissertation committee.
Establishing a graduate group appeals process to review formal complaints from students.
Ensuring a safe, equitable and fair working environment for students and informing them of all relevant safety and work regulations.
Disbursing financial support in a fair and equitable manner that is consistent with the graduate group’s funding policy.

Being knowledgeable about University resources in place to support students, and making referrals when appropriate.

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What to Expect From a PhD

04 th September 2020

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Your PhD will be unlike many of your previous academic experiences. While you will be attached to a University, the majority of your learning will be self-funded. It is academically challenging, occasionally isolating and requires a lot of self-motivation, but for the right candidate it can be a phenomenally rewarding experience.

What Should You Expect From Your Course?

A PhD qualification is predominantly research-based and students will be responsible for their own learning and development. Knowledge is less acquired from class-room based teaching and more from critical reading and experimentation.

In terms of course structure, a PhD will be significantly different from your Bachelor’s or Master’s Degree. It should take from 3-4 years and will culminate in a thesis which outlines what you have learnt from your specific research area.

Your thesis will be a document containing approximately 80,000 words (although this will depend on your specialism) and it will be broken down into chapters. Ideally students should have some of their research published throughout their course of study.

Each student will be given a supervisor who will monitor their progress and (occasionally) give feedback on the research.

What Should You Expect from Your Tutors?

Your supervisor will be there to guide and support you as well as provide you with a sense of direction throughout your PhD qualification. What they are not expected to do is spoon-feed you information.

A supervisor’s feedback on your thesis will often be critical, and come the submission period, your supervisor should play a key role in helping you present your research in an original manner.

Given that there isn’t much contact time in terms of lectures and seminars, it is important that your tutor remain in regular contact with you, and you should arrange meetings as often as possible to discuss your project.

Normally the relationship between student and supervisor is a smooth process, but occasionally problems may arise. If this is the case, you should mention it to a pastoral advisor at your University.

What Will Be Expected of You?

Your tutor will expect you to work hard and be enthusiastic about your research and thesis. They will be very busy people, with work of their own to do, so it is important that you respect their time and contribution to your project. If you arrange a meeting then make sure you turn up, and if you’ve a deadline looming then ensure that your work is submitted on time.

Sometimes a supervisor may also be working on their own research projects. If this is the case, then they may allow students to help them with their research while being careful to ensure that it doesn’t impact upon their studies. It doesn’t often happen, but a supervisor should not simply expect their student to assist – it isn’t a compulsory part of your PhD!

What About Your Social Life?

While you’re studying for your PhD, your research and thesis will be the focus of your existence and you will, most probably, spend most of your time carrying out research.

Of course, that doesn’t mean that you won’t be able to have a life outside of your PhD - it is important to socialise with fellow students and old friends, but you should be aware that at this level, you shouldn’t expect to have the same student experience that you did during your undergrad or at Master's level.

Next Step: Search for PhD courses

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A guide for first year PhD students: Expectations, responsibilities, advice

The first year of a PhD can feel like a rollercoaster ride. First-year PhD students are ambitious and want to fulfil expectations. At the same time, they may be unsure of what these expectations and their responsibilities are. This guide aims to provide first-year PhD students with some directions and advice.

Disclaimer: This post may contain affiliate links, which means I may earn a small commission if you make a purchase using the links below at no additional cost to you. I only recommend products or services that I truly believe can benefit my audience. As always, my opinions are my own.

The first year as a PhD student: Excitement, ambition, overwhelm

What to expect as a first-year phd student, responsibilities of a first-year phd student, a supervisor’s expectations of a first-year phd student, thesis/dissertation, academic skills, relationships and networking, health and well-being.

Starting a PhD is exciting. Securing a PhD position is a major life event, and often something that first-year year PhD students have been working towards for a long time.

Many PhD students cannot wait to start. They already want to prepare in the weeks and months leading up to their new positions. And once they do start, they are full of energy, ambitions and plans.

First-year PhD students want to do well, make progress with their projects and meet their supervisors’ expectations. However, it is not always clear what that means.

“Am I doing enough? Do I make enough progress? Am I smart enough? Did I bite off more than I can chew?”

Questions like these, and insecurities, often develop early on in a PhD journey.

Furthermore, starting in a new environment can also be draining. There are new colleagues, new processes, and many unwritten rules in academia. Coupled with open questions about the direction of one’s PhD research, the first year can feel overwhelming.

To avoid overwhelm, it helps to know that the first year of a PhD involves much more than just figuring out one’s research. And absolutely normal to feel lost from time to time.

Succeeding in academia has many facets, including your thesis or dissertation, but also learning new skills, and developing relationships with supervisors, colleagues and scholars in your field. All of that takes energy.

Set realistic expectations for yourself in the first year of your PhD. Not everything will work out as planned. Research takes time, and setbacks are inevitable.

Doing a PhD is often experienced as very stressful : many PhD students are perfectionists, and a PhD requires a lot of self-responsibility. Consequently, PhD work tends to feel very personal, and criticism can sting.

First-year PhD students can deal with ‘failures’ more constructively by realizing that failures are an inevitable part of academic work, and by adopting a more welcoming attitude to criticism and feedback.

First-year PhD students can also expect to read and explore a lot. At times, this involves going down the rabbit hole of academic literature: processing new information, frameworks and perspectives before discarding them again.

Thinking, researching, experimenting, writing and editing are not straightforward processes, and a lot of learning takes place along the way.

Specific requirements and responsibilities of a first-year PhD student differ from programme to programme.

However, frequently a key responsibility of a PhD student is to develop a firm research proposal in the first year, which is often coupled with an extensive literature review.

This requires first-year PhD students to immerse themselves in the relevant literature. However, it is also recommended to read a bit outside of your field or discipline to gain new perspectives.

If a PhD programme involves course work, as is for instance the case in North America much more than in Europe, then planning and starting coursework is also often a responsibility during the first year.

All in all, a first-year PhD student is responsible to get organised and create a feasible plan for the coming years. The first year is meant to set the foundation for the PhD trajectory .

Unless the PhD programme is followed online, and unless there is a pandemic raging, first-year PhD students are additionally often expected to actively participate in the research group, lab or department in which they are based.

Active participation can range from simply showing up regularly, to attending lunches with colleagues, attending research events or presenting preliminary findings.

The internet is full of horror stories of PhD supervisors having extremely unrealistic expectations of first-year PhD students. For instance, several publications in the first year.

While this can certainly happen, I dare to say that this is not the norm.

Again, specific expectations or requirements in terms of performance and output of first-year PhD students can differ from university to university, and from supervisor to supervisor.

Beyond that, however, there are several expectations that many PhD supervisors have of first-year PhD students.

For instance, PhD supervisors tend to appreciate some levels of regularity and consistency. While it is absolutely normal to have periods where you make more progress (for instance in writing) than in others, it is not good to contact your supervisor every day for a month, and then fall off the earth for half a year.

Consistency goes hand in hand with good communication. Communication, respect and openness are fundamental elements in a good supervisor-supervisee relationship.

Many supervisors prefer first-year PhD students to ask for help and support if they experience roadblocks of any kind, instead of finding out that after a year no progress was made.

Lastly, supervisors often expect PhD students to take matters into their own hands. Instead of simply waiting for instruction, this means that first-year PhD students should be in the driver’s seat of their journey. Therefore, it is no surprise that proactiveness is one of the 10 qualities of successful PhD students.

25 things every first year PhD student should do

To turn the more abstract discussion on expectations and responsibilities into more concrete advice, the following list includes 25 things (divided into five categories) that every first-year PhD student should do.

Read as much as you can. Write down your thoughts and observations.
Develop a system to keep track of the literature you are reading (for instance through an excel file, notebooks, or a reference manager like Zotero ).
Develop a literature review on your research topic.
Familiarise yourself with your university’s PhD requirements (such as length, number of publications, required coursework, etc.).
Read a few PhD theses from your field and university to understand what is ultimately expected from you.
Get into the habit of writing . It does not have to be purely academic text. Write down your observations, write blog posts, and write a research diary. The more you write, the easier it gets.
Develop a good system of communication and effective supervision meetings with your PhD supervisor/s.
Get into the habit of talking about your research. Speak to your friends about your work, and discuss some readings with your colleagues. Try to formulate your thoughts in an accessible way. The more you do this, the easier it gets.
Present something in a friendly environment (such as your research group) to practice public speaking .
Learn how to prioritise tasks . Sometimes, prioritising one task means ruthlessly dropping others. Get comfortable with it. No one can do it all.
Get to know your supervisor/s . Learn about their research and activities, their preferences and things like their preferred way of communicating. Don’t just expect your supervisor/s to adjust to your preferences, also adjust to theirs.
Be present in your department, lab or research group. Chat with colleagues, exchange information, support each other and socialise. Collaboration is always better than competition.
Develop a good support network outside of work. Even the nicest PhD trajectory can be stressful and frustrating from time to time. Know who has your back and can provide support and/or distraction when needed.
Get to know the administrators and secretaries of your university. They hold a lot of power and you want them on your side!
Start your online presence by filling out your university profile page, and setting up a professional Twitter account or a LinkedIn profile. You want people to be able to find information about you and your research online.
Observe your energy levels and find your rhythm. Some people concentrate better in the morning, others late at night. Figure out when to tackle difficult tasks, when to schedule meetings, and when to take breaks. A PhD is not a regular 9 to 5 job. If you have flexibility in your time planning, optimise your routine so that it fits you .
Be kind to yourself. When having negative thoughts, speak them out loud. Would you talk to your friends or colleagues the same way you talk to yourself? Probably not. Be forgiving and compassionate if you have a bad day.
Foster an identity outside of your PhD by taking time for instance for hobbies, family and friends. It will help you to separate your self-worth from your PhD work.
Prioritise your health and well-being . This involves for example getting proper sleep , exercising and eating healthily. Not only will you feel better, but your work will also benefit.
Take proper breaks. Getting burnout is not a badge of honour or testimony to your dedication. Work smarter, not harder.

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Last Revision: January 30, 2024

Expectations of a Doctoral Student

To succeed in a doctoral program at APUS, you must be actively engaged in the community of scholarship by seeking innovative applications of theory to professional practice issues. You should be able to evaluate and synthesize scholarly literature and develop application strategies for your own workplaces. Likewise, you advance knowledge and practice in the field by critiquing theory and extending theory to real-world situations. To accomplish these tasks, you need to approach your study as an advanced practitioner and contribute new ideas to the scholarly dialogue through in-depth interactions with peers and faculty. In this cohort model of doctoral study, engaging in conversation and debate throughout the program enables you to hone your ideas and develop an evidence-based dissertation project. To further this, you are continuously enrolled in the professional practice course.

Academic Integrity and Professionalism

You are expected to maintain scholarly integrity, adhere to the University’s Student Code of Conduct, demonstrate professionalism in your interpersonal interactions, and practice responsible conduct of research. In your coursework, you will receive research ethics training to help navigate the research process, including human subjects research. Note that violations of academic integrity or professionalism, whether through plagiarism, human subjects research, or inappropriate behavior, will result in penalties up to and including expulsion. Please refer to the Student Code of Conduct for more information on academic integrity, professional conduct, and the conduct process.

Fair Expectations for Graduate Students

View and download Fair Expectations for Graduate Student PDF

(Adapted from the AAMC Compact Between Biomedical Graduate Students and Their Research Advisors )

1. Institutional Commitment

2. quality of training, 3. mentoring, 4. career development, 5. code of conduct.

The following commitments will form the basis for our code of conduct in GMS for both students and graduate faculty.

Commitments of Graduate Students

• I acknowledge that I have the primary responsibility for the successful completion of my degree. I will be committed to my graduate education and will demonstrate this by my efforts in the classroom and the research laboratory. I will maintain a high level of professionalism, self-motivation, engagement, scientific curiosity, and ethical standards.

• I will meet regularly with my research advisor and provide them with updates on the progress and results of my activities and experiments.

• I will work with my research advisor to develop a dissertation project. This will include establishing a timeline for each phase of my work. I will strive to meet the established deadlines.

• I will work with my research advisor to select a dissertation committee. I will commit to meeting with this committee at least annually (or more frequently, according to program guidelines). I will be responsive to the advice of and constructive criticism from my committee.

• I will be knowledgeable of the policies and requirements of my graduate program, graduate school, and institution. I will commit to meeting these requirements, including teaching responsibilities.

• I will attend and participate in laboratory meetings, seminars and journal clubs that are part of my educational program.

• I will comply with all institutional policies, including academic program milestones. I will comply with both the letter and spirit of all institutional safe laboratory practices and animal use and human-research policies at my institution.

• I will participate in my institution’s Responsible Conduct of Research Training Program and practice those guidelines in conducting my thesis/dissertation research.

• I will participate, as applicable, with my mentor in applying for grant funds to support the research in the laboratory in which I work, and when appropriate, myself. I understand this contribution supports the success of the laboratory, whether or not I receive a stipend. I understand that regular applications for the financial support of my laboratory are required for the support of myself, my laboratory colleagues, and laboratory resources. To the best of my ability, I will partner with my mentor in preparing research results and the proposed research plans for these applications. Whenever possible and appropriate, and with the assistance of my mentor, I will submit applications of my own for the support of my stipend, realizing that this is not only an important research career training opportunity, but that it is required for the success of the laboratory in which I work.

• I will be a good laboratory citizen. I will agree to take part in shared laboratory responsibilities and will use laboratory resources carefully and frugally. I will maintain a safe and clean laboratory space. I will be respectful of, tolerant of, and work collegially with all laboratory personnel.

• I will maintain a detailed, organized, and accurate laboratory notebook. I am aware that my original notebooks and all tangible research data are the property of my institution. Only with the explicit approval from my research advisor and in accordance with institutional policy may I make copies of my notebooks and digital files and have access to tangible research materials that I helped to generate during my graduate training.

• I will discuss policies on work hours, sick leave and vacation with my research advisor. I will consult with my advisor and notify fellow lab members in advance of any planned absences and will notify my advisor of any unexpected absences due to illness or other issues.

• I will discuss policies on authorship and attendance at professional meetings with my research advisor. I will work with my advisor to submit all relevant research results that are ready for publication in a timely manner prior to my graduation.

• I acknowledge that it is primarily my responsibility to develop my career following the completion of my graduate degree. I will seek guidance from my research advisor, career counseling services, thesis/dissertation committee, other mentors, and any other resources available for advice on career plans.

Commitments of Mentors

• I will be committed to the mentoring of the graduate student during this early phase of their research career. I will be committed to the education and training of the graduate student as a future member of the scientific community.

•I will demonstrate respect for all graduate students as individuals without regard to gender, race, national origin, religion, disability, or sexual orientation, and I will cultivate a culture of tolerance among the entire laboratory.

• I will be committed to the research project of the graduate student. I will help to plan and direct the graduate student’s project, set reasonable and attainable goals, and establish a timeline for completion of the project. I recognize the possibility of conflicts between the interests of externally funded research programs and those of the graduate student, and will not let these interfere with the student’s pursuit of their thesis/dissertation research.

• I will be committed to meeting one-on-one with the student on a regular basis.

• I will be committed to providing financial resources for the graduate student as appropriate or according to my institution’s guidelines, in order for them to conduct thesis/dissertation research.

• I will be knowledgeable of, and guide the graduate student through, the requirements and deadlines of their graduate program as well as those of the institution, including teaching requirements and human resources guidelines.

• I will help the graduate student select a dissertation committee. I will assure that this committee meets at least annually (or more frequently, according to program guidelines) to review the graduate student’s progress.

• I will lead by example and facilitate the training of the graduate student in complementary skills needed to be a successful scientist, such as oral and written communication skills, grant writing, laboratory management, animal and human research policies, the ethical conduct of research, and scientific professionalism. I will encourage the student to seek opportunities in teaching.

• I will expect the graduate student to share common laboratory responsibilities and utilize resources carefully and frugally.

• I will not require the graduate student to perform tasks that are unrelated to their training program and professional development, nor will I impose requirements beyond those needed to complete a rigorous body of scientific work.

• I will discuss authorship policies regarding papers with the graduate student. I will acknowledge the graduate student’s scientific contributions to the work in my laboratory, and I will work with the graduate student to publish their work in a timely manner prior to, and if necessary, after the student’s graduation.

• I will discuss intellectual policy issues with the student with regard to disclosure, patent rights and publishing research discoveries.

• I will encourage the graduate student to attend scientific/professional meetings and make an effort to secure and facilitate funding for such activities.

• I will provide career advice and assist in finding a position for the graduate student following their graduation. I will provide honest letters of recommendation for their next phase of professional development. I will also be accessible to give advice and feedback on career goals.

• I will provide for every graduate student under my supervision an environment that is intellectually stimulating, emotionally supportive, safe, and free of harassment.

• Throughout the graduate student’s time training under my supervision, I will be supportive, equitable, accessible, encouraging, and respectful. I will foster the graduate student’s professional confidence and encourage critical thinking, skepticism and creativity.

Adopted by Graduate Medical Sciences PhD Steering Committee on 8/25/2020

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5ae482f66c861769bf23c122b8074f9f

29d89c38c178a6334c22d4b5664d7ca4, department of the classics.

Summary of Course Listings
Office Hours for Undergraduates
Expectations for Students

Departments are often told that expectations for graduate students are not communicated clearly enough, and that professional advice is too often implicit or hidden. To help address this concern, here are some explicit guidelines about expectations and responsibilities for your time in the program and your career development as professional academics.

While your initial years in the program will be devoted to coursework and preparing for qualifying exams, you should also use these years to develop general skills that you will need for your dissertation and for your long-range postdoctoral career. Here, we focus on preparation for an academic career, but these skills are eminently relevant to many different career pathways.

Time Management

Everything starts with effective time management. Planning your time will decrease last-minute stress, establish solid communication with your advising team, improve your productivity and the overall quality of your work, and give you desirable short and long-term goals towards which to plan. Get to know your rate of work and how long it takes you to complete different kinds of assignments and exercises. Learn to make realistic assessments of the time that you require for class preparation, meeting deadlines, etc.

manage your workload
don’t overcommit
stagger deadlines
bet against yourself when reckoning how long a task will take!!
remember to factor in time to breathe and find balance, too.

This advice about time management also applies to giving others reasonable time when making requests (for meetings, letters of recommendation, etc.).

Summer Planning and Independent Study

Every graduate student is expected to perform a substantial amount of independent study. Be intentional about planning academic work for the months that fall outside the regular semesters. Summers are especially important times for study, research and writing—depending on your track and program stage, a significant portion of each summer should be spent making academic progress in applicable areas. Whether you choose to spend the time in fieldwork, preparing for general exams, learning a language, participating in a structured academic program, or writing a significant portion of a dissertation chapter, learn to allocate time between finite coursework, that is not meant to extend beyond the semester in which you take a course, and the more open-ended preparation for qualifying exams or dissertation writing.

Managing Information

Develop an excellent (digital) filing system and secure backup. Get in the habit of filing notes, handouts, bibliographies, etc. This will be crucial for future teaching and research and for general recall. Pay attention to taxonomy, so that you can retrieve the information when you need it! Take advantage of the regular workshops on Zotero and other bibliographical management systems offered at Harvard Libraries and connect to librarians to learn more about accessing and managing citations and sources.

Presence and Participation

We can’t emphasize enough that regular attendance at departmental lectures, workshops, colloquia, etc. is crucial for keeping up with trends in the field and learning what makes for an original topic and for effective presentation of one’s research. This is also one of the best ways to learn how to ask well-formulated, generative questions, and it is excellent preparation for becoming a versatile teacher. Remember that, in pursuing a PhD in your chosen field, you are responsible for knowledge about the field (history of scholarship, current research) and not just knowledge of your specialist area. Alongside coursework, active engagement in the lectures and workshops culture is an important way of acquiring this broader field knowledge.

Cross and Interdisciplinary Engagement

At the same time, some of the strongest work in Humanities and Social Science disciplines is distinguished by its interdisciplinary scope and the scholar’s ability to situate their work in broader intellectual currents. No one discipline has a monopoly on these currents and the theoretical approaches used in Classics and Ancient Studies are typically drawn from across the disciplines. We recommend that, where your schedule allows, you take pertinent courses in other departments and programs and that you get into the habit of going to talks in other departments and programs. Similarly, depending on your program, you should develop an understanding of debates and trends in the contemporary humanities and/or social sciences. This will also expose you to different modes of argument and styles for presentation and help you to learn how to address your ideas to audiences from different disciplines. Bear in mind that, if you go on the academic job market, there are contexts in which your work will be compared with that of scholars in other fields (e.g. applications for competitive postdoctoral fellowships in the Humanities). Many students find that secondary fields are an excellent way to cultivate transdisciplinarity. Our departmental track requirements are designed in such a way as to allow you to pursue a GSAS secondary field if you so choose; research the full offerings so you can plan ahead.

Responding to Critique

Accepting and responding to critique of your work is a recurrent feature of academic careers and vital for your progress as a scholar. In the short term, this might take the form of feedback on coursework, potential article projects, dissertation chapters, etc. In the longer term, every article / chapter / book proposal / book manuscript submitted for review elicits critical feedback to which you need to respond, not to mention live critique when giving talks.

It is crucial to learn not just how to accept, but also to welcome criticism and to use it to strengthen your ideas and writing. Remember that giving constructive feedback implies a commitment on the part of your reader to your growth as a scholar. It is a sign that your work is taken seriously. Even if you think that the criticism is unfair, it can be a guide to how some readers will construe and respond to your work. One way to manage the inevitable insecurity that we all feel about critique is to proactively invite it, with phrases such as, “Please give me some frank feedback on this draft and some advice about where and how you think I might strengthen my argument.” The critique of others will help you to become one of your own best critics.

Learning How to Edit

Use your time in the program to develop editorial experience and skills. Does the work you submit contain lots of typographical mistakes? Do your readers struggle to follow your arguments? How confident do you feel about the logical progression of arguments? Do you know how to edit for fluency, consistency, and accuracy? Paying attention to editing and how others edit your work will help you to develop as an editor of your own work and that of others. Focus on where edits strengthen and clarify meaning, structure, and arguments.

Do you understand House style guidelines (e.g. MLA, Chicago, APA)? Can you copy-edit and proofread others’ work to a high standard? While it is reasonable to expect some editorial feedback from instructors and advisors, you also need to take responsibility for editing your own work. This is a prerequisite for an academic career and encompasses teaching, publishing, and effective communication. Key documents often fail to achieve their aim if they are poorly edited. Publishers’ budgets for editorial support (copy-editing, etc.) are shrinking and you need to be a scrupulously attentive editor of your own work. Look out for workshops that teach these skills and consider joining or forming a peer-group where you agree to edit each other’s work.

Communication and Learning to Ask for Help

If you do not already have them, try to develop good email habits: responding punctually to emails and using email to communicate with instructors, mentors etc. On a related note, get into the habit of asking for help. Asking for help is not a sign of weakness; on the contrary, it is a smart way of benefiting from and learning from the experience and expertise of those around you. It is important to be able to communicate the significance/big ideas of your research to those in and outside of your field. Practice this and pursue resources, particularly through workshops and seminars at the Bok Center .

Understanding Higher Education

You will have more agency in the program and in GSAS if you learn about the wider ecosystem of the university, from learning about the history of doctoral education in the Humanities to learning how university budgets work. Start with the institutions of which you have personal experience and educate yourself about their histories and where they fit into the landscape of Higher Education. In the US, become familiar with the Carnegie Classification of Institutions of Higher Education and read the newspapers that cover the higher ed sector (like The Chronicle of Higher Education and Inside Higher Ed). The ACLS (American Council of Learned Societies) is an important source of information about debates and developments in higher education, the arts, government policy, etc. and their implications for Humanistic disciplines (and vice versa!). Keep up with research analyzing the state of the current research university and its potential futures.

Professional Development

Professional development Is an ongoing project and should occur at every stage of the program. One way of approaching professional development is to reverse engineer an academic career by asking faculty mentors about what their academic careers involve and the skills that they require. Use these conversations to anticipate some of the skills you will need and the tasks and duties that you will be asked to perform. Then compile a list of skills that you will need to learn (e.g., editing, grant-writing, peer-review, conference organizing, etc.), so that you can look out for opportunities for how to develop them.

Dissertation-Specific Expectations and Responsibilities

For advisees.

See Expectations for Faculty for dissertation committee guidelines for faculty.

Dissertation writers (advisees) have the following responsibilities:

complete the prospectus by the end of the eighth semester at the latest, but preferably by the end of the seventh.
submit a minimum of one chapter per year to the dissertation committee, but preferably aim to submit one chapter per semester.
discuss a specific timeline for completion of the dissertation with their advisor and revise it on a regular basis. The timeline should consist of a challenging yet realistic plan for completion of each chapter over the course of the time allotted to dissertation writing in the program (roughly 2.5 years).
plan ahead for their final year. For May degrees, a complete draft of the dissertation is due to the committee in March. For those going on the academic job market, the fall semester of the final year is often very full. For this reason, it is recommended that you plan to complete the bulk of your dissertation before the fall of your Dissertation Completion Fellowship year.
meet with their dissertation committee at least once per academic year.
give adequate notice. The quality and thoroughness of the feedback that you receive will depend on how much time you give advisors, dissertation committee members, letter-writers, etc. Given how many different commitments faculty are juggling at any one time, a courteous norm is a minimum of three weeks. At some times of year faculty may need longer. It is your responsibility to plan in advance and not leave requests for feedback, meetings, letters of recommendation, etc. until the last minute. While faculty try to be flexible, they also have deadlines and commitments.
be responsible for communicating in a timely manner with their advisor when going on the academic job market. They should provide regular and structured updates on applications for fellowships and positions, communicating ahead of time about job application deadlines. Sharing a planned schedule of application deadlines with the advisor near the start of the fall semester is recommended, and following up with reminders for advisors closer to the individual deadlines is always helpful. Many have found that an updatable spreadsheet of job application deadlines with important details (e.g. supporting documents, method for submitting letters of recommendation etc.), shared with the advisor and other letter-writers, is a very effective tool for staying organized, though it does not replace or alleviate the need for frequent reminders to your letter writers of upcoming deadlines.
seek frequent feedback on their writing and job materials from as many sources as possible. Dissertation committee members should be consulted first and foremost with ample time allotted to take into account their feedback. The placement committee is also available to provide non-specialist input on job application materials. We have abundant opportunities for peer and faculty input on work-in-progress research by students and these should be sought throughout the dissertation-writing stage.
seek help from the DGS if they are having trouble communicating with their advisor, or are having any difficulties for which they need assistance beyond their committee.
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Daniel Hindman, Associate Professor, Sustainable Biomaterials, Brooks Forest Products Center, strength testing of cross-laminated timber beams with graduate student Houri Sharifniay Dizboni and lab technician Rick Caudill

graduate student Houri Sharifniay Dizboni

Graduate students in all programs are expected to gain expertise in a particular area of study and, especially in Ph.D. programs, to expand the knowledge of that disciplinary field or to push disciplinary boundaries through interdisciplinary/collaborative research, by discovering and pursuing a topic of scholarly inquiry and research. As junior colleagues and professionals-in-training, graduate students will learn to impart disciplinary and interdisciplinary knowledge through appropriate forms of instruction and publication.

Progress Toward Degree

Graduate students are expected to:

Work within the guidelines provided by the department to select an appropriate advisor and committee members. Those selected should be free of conflicts of interest or coercive relationships among committee members and with the student that might preclude a committee member from evaluating student work by academic merit alone.
Devote an appropriate amount of time and energy toward achieving academic excellence and earning the advanced degree or certificate. A full-time assistantship amounts to an average of 20 hours of work per week, independent of time spent on courses or tasks related to research credits. (updated Fall 2014)
Take primary responsibility to inform themselves of and conduct themselves in accordance with the Graduate School’s policies and procedures, specific program requirements, and standards of performance established by faculty and articulated in departmental graduate student handbooks and their respective professional associations or organizations. Students should locate and review their departmental graduate student handbook.
Take the initiative to ask questions that will promote their understanding of the academic requirements of their specific graduate program. In addition, students should understand the assistantship requirements and seek to fulfill them satisfactorily.
Fulfill the requirements of their programs in a timely manner and participate in the annual progress review. Each department or program may have different policies regarding time limits to degrees.
Take initiative to keep the advisor and committee informed about academic progress. Schedule committee meetings at least annually.
Inform the faculty advisor and the department graduate program coordinator of any leaves of absence that may be needed, as well as their date of departure and expected date of return. In order to maintain a healthy work-life balance, students should be able to take some scheduled time off; discuss the timing and length with your faculty advisor and assistantship supervisor. Note that international students have additional requirements for approved leaves of absence; consult the office of immigration services for details.
For international students, recognize that the immigration form specifies the normal length of the academic program (2 years for master's degree, 5 years for Ph.D.). Extensions to the immigration form may be requested based on academic reasons; consult with immigration services for more information.

Research and Ethics

It is expected that graduate students will:

Communicate regularly with faculty advisors and committee members, especially on matters related to research, academic progress, concerns, and problems within their graduate program.
Request clear guidelines of expectations from the supervising faculty member on the research activities, including timetables for deliverables.
Recognize that the faculty advisor and committee members are responsible for guiding graduate-student research but that students are responsible for conducting the independent research required for the graduate degree.
Recognize the time constraints and other demands imposed on faculty members and program staff.
Exercise honest and ethical behavior in all their academic pursuits, whether these undertakings pertain to study, course work, research, Cooperative Extension, engagement, or teaching, as outlined in the Graduate Honor Code , the “ Ethics in Academe ” page on the Graduate School’s website, and on the Office of Research Integrity website. Additional resources include the AAUP’s Statement on Professional Ethics , professional standards of the academic disciplines, and the Council of Graduate School’s Ethics and Scholarly Integrity website .
Contribute to the maintenance of an ethical environment by reporting any unethical actions they observe or are aware of to the Honor System.
Appropriately acknowledge the contributions of faculty and other members of the research team in all publications and conference presentations. Some contributions deserve co-authorship, some a mention in the acknowledgements section, some just a mention in the dissertation acknowledgements section; match the acknowledgement to the contribution.
Work with faculty to agree prior to submission of scholarly contributions (e.g., papers, abstracts of presentations) upon authorship positions or acknowledgements commensurate with levels of contributions to the work. Authorship should never be only honorary, but should reflect actual contribution to the work according to the standards of the profession.
Recognize that research results, with appropriate acknowledgement, may be incorporated into progress reports, summary documents, applications for continuation of funding, and similar documents authored by the faculty advisor, to the extent that the student’s research is related to the faculty advisor’s research program.
Work with faculty to understand and follow Institutional Review Board for Human Subjects (IRB) and the Institutional Animal Care and Use Committee (IACUC) guidelines and complete required Office of Research Compliance training when pursuing projects requiring human or animal subjects.
Know and follow the Virginia Tech intellectual-property policies ( University Policy 13000 , which supercedes Presidential Policy Memo # 121 ).
Avoid situations that can result in conflicts of interests. See the University's conflict of interest policies and procedures for more information.

Teaching and Training

Seek and receive appropriate training and evaluation for instructional roles they are asked to undertake.
Pursue, to the extent possible, teaching and training opportunities that are relevant to their career expectations and that enhance teaching to diverse learners and populations.
Devote sufficient time and commitment to instructional duties to provide high quality education to their students.

Professional Development

Pursue professional training programs, seminars, and courses that will enhance their professional and personal growth and development and help them build a broad network of professional contacts. See the Graduate School’s website on Professional Development.
Seek out mentors and advisors to help them prepare for professional careers and responsibilities.
Contribute, to the extent possible, to the discourse of the scholarly discipline through presentations, publications, collaborative projects, and other means.

Assistantships and Financial Support

If appointed to a graduate assistantship (GA, GRA, or GTA), graduate students are expected to:

Request clear guidelines for the responsibilities of the graduate assistantship from the appropriate faculty or staff member.
Fulfill the responsibilities and requirements of the appointment as stated in the contractual agreement with the department and university. Students on full-time assistantships are expected to work an average of 20 hours/week. The expected effort for GTA is 1 hour of instruction plus at least one hour of preparation time per credit (e.g., 3-credit course requires a minimum of 6 hours per week) Note, these hours are in addition to the hours required for coursework and individual thesis/dissertation research (updated Fall 2014).
Act in a professional manner in all aspects of their duties as graduate assistants.
Elect to decline tasks that are not related to or are in excess of their contractual obligations. This includes work on assigned projects that, on average over the course of a semester, are in excess of the hours for which they are being paid (for details on definitions of graduate assistantships in terms of hours of effort, see Section 8 of the Faculty Handbook ).
International students: adhere to the requirements of immigration regulations for F-1 and J-1 students, including limitations on employment, and consult immigration advisors at Cranwell International Center for advice.
Recognize that fellowships carry with them responsibilities that might be different than assistantships. Fellowship recipients are responsible for learning about and complying with all requirements associated with their appointment.
Report any additional employment beyond the assistantship or fellowship to the Graduate School .
Abide by the student code of conduct, which applies to all students at Virginia Tech, as described in the Student Handbook .
Uphold, in their own classrooms, research groups, and laboratories, an ethos of collegiality and collaboration.
Behave consistently with the VT Principles of Community, as a citizen of the community who respects and celebrates diversity.
Contribute to the department and university community to the extent that each is able.
Contribute to the mission of Virginia Tech by providing high-quality teaching to undergraduate students, supporting the scholarly activities and fellow graduate students whenever possible, and upholding the public-service aspects of the university mission.

Here's a link to a downloadable PDF file of the Expectations.

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v.17(9); 2021 Sep

Ten simple rules for choosing a PhD supervisor

Department of Biology, Dalhousie University, Halifax, Nova Scotia, Canada

Catherine Bannon

J. scott p. mccain, introduction.

The PhD beckons. You thought long and hard about why you want to do it, you understand the sacrifices and commitments it entails, and you have decided that it is the right thing for you. Congratulations! Undertaking a doctoral degree can be an extremely rewarding experience, greatly enhancing your personal, intellectual, and professional development. If you are still on the fence about whether or not you want to pursue a PhD, see [ 1 , 2 ] and others to help you decide.

As a PhD student in the making, you will have many important decisions to consider. Several of them will depend on your chosen discipline and research topic, the institution you want to attend, and even the country where you will undertake your degree. However, one of the earliest and most critical decisions you will need to make transcends most other decisions: choosing your PhD thesis supervisor. Your PhD supervisor will strongly influence the success and quality of your degree as well as your general well-being throughout the program. It is therefore vital to choose the right supervisor for you. A wrong choice or poor fit can be disastrous on both a personal and professional levels—something you obviously want to avoid. Unfortunately, however, most PhD students go through the process of choosing a supervisor only once and thus do not get the opportunity to learn from previous experiences. Additionally, many prospective PhD students do not have access to resources and proper guidance to rely on when making important academic decisions such as those involved in choosing a PhD supervisor.

In this short guide, we—a group of PhD students with varied backgrounds, research disciplines, and academic journeys—share our collective experiences with choosing our own PhD supervisors. We provide tips and advice to help prospective students in various disciplines, including computational biology, in their quest to find a suitable PhD supervisor. Despite procedural differences across countries, institutions, and programs, the following rules and discussions should remain helpful for guiding one’s approach to selecting their future PhD supervisor. These guidelines mostly address how to evaluate a potential PhD supervisor and do not include details on how you might find a supervisor. In brief, you can find a supervisor anywhere: seminars, a class you were taught, internet search of interesting research topics, departmental pages, etc. After reading about a group’s research and convincing yourself it seems interesting, get in touch! Make sure to craft an e-mail carefully, demonstrating you have thought about their research and what you might do in their group. After finding one or several supervisors of interest, we hope that the rules bellow will help you choose the right supervisor for you.

Rule 1: Align research interests

You need to make sure that a prospective supervisor studies, or at the very least, has an interest in what you want to study. A good starting point would be to browse their personal and research group websites (though those are often outdated), their publication profile, and their students’ theses, if possible. Keep in mind that the publication process can be slow, so recent publications may not necessarily reflect current research in that group. Pay special attention to publications where the supervisor is senior author—in life sciences, their name would typically be last. This would help you construct a mental map of where the group interests are going, in addition to where they have been.

Be proactive about pursuing your research interests, but also flexible: Your dream research topic might not currently be conducted in a particular group, but perhaps the supervisor is open to exploring new ideas and research avenues with you. Check that the group or institution of interest has the facilities and resources appropriate for your research, and/or be prepared to establish collaborations to access those resources elsewhere. Make sure you like not only the research topic, but also the “grunt work” it requires, as a topic you find interesting may not be suitable for you in terms of day-to-day work. You can look at the “Methods” sections of published papers to get a sense for what this is like—for example, if you do not like resolving cryptic error messages, programming is probably not for you, and you might want to consider a wet lab–based project. Lastly, any research can be made interesting, and interests change. Perhaps your favorite topic today is difficult to work with now, and you might cut your teeth on a different project.

Rule 2: Seek trusted sources

Discussing your plans with experienced and trustworthy people is a great way to learn more about the reputation of potential supervisors, their research group dynamics, and exciting projects in your field of interest. Your current supervisor, if you have one, could be aware of position openings that are compatible with your interests and time frame and is likely to know talented supervisors with good reputations in their fields. Professors you admire, reliable student advisors, and colleagues might also know your prospective supervisor on various professional or personal levels and could have additional insight about working with them. Listen carefully to what these trusted sources have to say, as they can provide a wealth of insider information (e.g., personality, reputation, interpersonal relationships, and supervisory styles) that might not be readily accessible to you.

Rule 3: Expectations, expectations, expectations

A considerable portion of PhD students feel that their program does not meet original expectations [ 3 ]. To avoid being part of this group, we stress the importance of aligning your expectations with the supervisor’s expectations before joining a research group or PhD program. Also, remember that one person’s dream supervisor can be another’s worst nightmare and vice versa—it is about a good fit for you. Identifying what a “good fit” looks like requires a serious self-appraisal of your goals (see Rule 1 ), working style (see Rule 5 ), and what you expect in a mentor (see Rule 4 ). One way to conduct this self-appraisal is to work in a research lab to get experiences similar to a PhD student (if this is possible).

Money!—Many people have been conditioned to avoid the subject of finances at all costs, but setting financial expectations early is crucial for maintaining your well-being inside and outside the lab. Inside the lab, funding will provide chemicals and equipment required for you to do cool research. It is also important to know if there will be sufficient funding for your potential projects to be completed. Outside the lab, you deserve to get paid a reasonable, livable stipend. What is the minimum required take-home stipend, or does that even exist at the institution you are interested in? Are there hard cutoffs for funding once your time runs out, or does the institution have support for students who take longer than anticipated? If the supervisor supplies the funding, do they end up cutting off students when funds run low, or do they have contingency plans? ( Fig 1 ).

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Professional development opportunities—A key aspect of graduate school training is professional development. In some research groups, it is normal for PhD students to mentor undergraduate students or take a semester to work in industry to get more diverse experiences. Other research groups have clear links with government entities, which is helpful for going into policy or government-based research. These opportunities (and others) are critical for your career and next steps. What are the career development opportunities and expectations of a potential supervisor? Is a potential supervisor happy to send students to workshops to learn new skills? Are they supportive of public outreach activities? If you are looking at joining a newer group, these sorts of questions will have to be part of the larger set of conversations about expectations. Ask: “What sort of professional development opportunities are there at the institution?”

Publications—Some PhD programs have minimum requirements for finishing a thesis (i.e., you must publish a certain number of papers prior to defending), while other programs leave it up to the student and supervisor to decide on this. A simple and important topic to discuss is: How many publications are expected from your PhD and when will you publish them? If you are keen to publish in high-impact journals, does your prospective supervisor share that aim? (Although question why you are so keen to do so, see the San Francisco Declaration on Research Assessment ( www.sfdora.org ) to learn about the pitfalls of journal impact factor.)

Rule 4: It takes two to tango

Sooner or later, you will get to meet and interview with a prospective PhD supervisor. This should go both ways: Interview them just as much as they are interviewing you. Prepare questions and pay close attention to how they respond. For example, ask them about their “lab culture,” research interests (especially for the future/long term), and what they are looking for in a graduate student. Do you feel like you need to “put on an act” to go along with the supervisor (beyond just the standard interview mode)? Represent yourself, and not the person you think they are looking for. All of us will have some interviews go badly. Remember that discovering a poor fit during the interview has way fewer consequences than the incompatibility that could arise once you have committed to a position.

To come up with good questions for the prospective supervisor, first ask yourself questions. What are you looking for in a mentor? People differ in their optimal levels of supervision, and there is nothing wrong with wanting more or less than your peers. How much career guidance do you expect and does the potential supervisor respect your interests, particularly if your long-term goals do not include academia? What kind of student might not thrive in this research group?

Treat the PhD position like a partnership: What do you seek to get out of it? Keep in mind that a large portion of research is conducted by PhD students [ 4 ], so you are also an asset. Your supervisor will provide guidance, but the PhD is your work. Make sure you and your mentor are on the same page before committing to what is fundamentally a professional contract akin to an apprenticeship (see “ Rule 3 ”).

Rule 5: Workstyle compatibility

Sharing interests with a supervisor does not necessarily guarantee you would work well together, and just because you enjoyed a course by a certain professor does not mean they are the right PhD supervisor for you. Make sure your expectations for work and work–life approaches are compatible. Do you thrive on structure, or do you need freedom to proceed at your own pace? Do they expect you to be in the lab from 6:00 AM to midnight on a regular basis (red flag!)? Are they comfortable with you working from home when you can? Are they around the lab enough for it to work for you? Are they supportive of alternative work hours if you have other obligations (e.g., childcare, other employment, extracurriculars)? How is the group itself organized? Is there a lab manager or are the logistics shared (fairly?) between the group members? Discuss this before you commit!

Two key attributes of a research group are the supervisor’s career stage and number of people in the group. A supervisor in a later career stage may have more established research connections and protocols. An earlier career stage supervisor comes with more opportunities to shape the research direction of the lab, but less access to academic political power and less certainty in what their supervision style will be (even to themselves). Joining new research groups provides a great opportunity to learn how to build a lab if you are considering that career path but may take away time and energy from your thesis project. Similarly, be aware of pros and cons of different lab sizes. While big labs provide more opportunity for collaborations and learning from fellow lab members, their supervisors generally have less time available for each trainee. Smaller labs tend to have better access to the supervisor but may be more isolating [ 5 , 6 ]. Also note that large research groups tend to be better for developing extant research topics further, while small groups can conduct more disruptive research [ 7 ].

Rule 6: Be sure to meet current students

Meeting with current students is one of the most important steps prior to joining a lab. Current students will give you the most direct and complete sense of what working with a certain supervisor is actually like. They can also give you a valuable sense of departmental culture and nonacademic life. You could also ask to meet with other students in the department to get a broader sense of the latter. However, if current students are not happy with their current supervisor, they are unlikely to tell you directly. Try to ask specific questions: “How often do you meet with your supervisor?”, “What are the typical turnaround times for a paper draft?”, “How would you describe the lab culture?”, “How does your supervisor react to mistakes or unexpected results?”, “How does your supervisor react to interruptions to research from, e.g., personal life?”, and yes, even “What would you say is the biggest weakness of your supervisor?”

Rule 7: But also try to meet past students

While not always possible, meeting with past students can be very informative. Past students give you information on career outcomes (i.e., what are they doing now?) and can provide insight into what the lab was like when they were in it. Previous students will provide a unique perspective because they have gone through the entire process, from start to finish—and, in some cases, no longer feel obligated to speak well of their now former supervisor. It can also be helpful to look at previous students’ experiences by reading the acknowledgement section in their theses.

Rule 8: Consider the entire experience

Your PhD supervisor is only one—albeit large—piece of your PhD puzzle. It is therefore essential to consider your PhD experience as whole when deciding on a supervisor. One important aspect to contemplate is your mental health. Graduate students have disproportionately higher rates of depression and anxiety compared to the general population [ 8 ], so your mental health will be tested greatly throughout your PhD experience. We suggest taking the time to reflect on what factors would enable you to do your best work while maintaining a healthy work–life balance. Does your happiness depend on surfing regularly? Check out coastal areas. Do you despise being cold? Consider being closer to the equator. Do you have a deep-rooted phobia of koalas? Maybe avoid Australia. Consider these potentially even more important questions like: Do you want to be close to your friends and family? Will there be adequate childcare support? Are you comfortable with studying abroad? How does the potential university treat international or underrepresented students? When thinking about your next steps, keep in mind that although obtaining your PhD will come with many challenges, you will be at your most productive when you are well rested, financially stable, nourished, and enjoying your experience.

Rule 9: Trust your gut

You have made it to our most “hand-wavy” rule! As academics, we understand the desire for quantifiable data and some sort of statistic to make logical decisions. If this is more your style, consider every interaction with a prospective supervisor, from the first e-mail onwards, as a piece of data.

However, there is considerable value in trusting gut instincts. One way to trust your gut is to listen to your internal dialogue while making your decision on a PhD supervisor. For example, if your internal dialogue includes such phrases as “it will be different for me,” “I’ll just put my head down and work hard,” or “maybe their students were exaggerating,” you might want to proceed with caution. If you are saying “Wow! How are they so kind and intelligent?” or “I cannot wait to start!”, then you might have found a winner ( Fig 2 ).

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Rule 10: Wash, rinse, repeat

The last piece of advice we give you is to do this lengthy process all over again. Comparing your options is a key step during the search for a PhD supervisor. By screening multiple different groups, you ultimately learn more about what red flags to look for, compatible work styles, your personal expectations, and group atmospheres. Repeat this entire process with another supervisor, another university, or even another country. We suggest you reject the notion that you would be “wasting someone’s time.” You deserve to take your time and inform yourself to choose a PhD supervisor wisely. The time and energy invested in a “failed” supervisor search would still be far less than what is consumed by a bad PhD experience ( Fig 3 ).

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The more supervisors your interview and the more advice you get from peers, the more apparent these red flags will become.

Conclusions

Pursuing a PhD can be an extremely rewarding endeavor and a time of immense personal growth. The relationship you have with your PhD supervisor can make or break an entire experience, so make this choice carefully. Above, we have outlined some key points to think about while making this decision. Clarifying your own expectations is a particularly important step, as conflicts can arise when there are expectation mismatches. In outlining these topics, we hope to share pieces of advice that sometimes require “insider” knowledge and experience.

After thoroughly evaluating your options, go ahead and tackle the PhD! In our own experiences, carefully choosing a supervisor has led to relationships that morph from mentor to mentee into a collaborative partnership where we can pose new questions and construct novel approaches to answer them. Science is hard enough by itself. If you choose your supervisor well and end up developing a positive relationship with them and their group, you will be better suited for sound and enjoyable science.

Funding Statement

The authors received no specific funding for this work.

Expectations of Graduate Students
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To work responsibly toward completion of the degree in a timely fashion
To learn the research methods, ethical dimensions, and historical knowledge bases of the discipline
To communicate regularly with faculty mentors and the masters/doctoral committees, especially in matters relating to research and progress within the degree program
To discover and pursue a unique topic of research in order to participate in the construction of new knowledge in the chosen field and application of that knowledge to new problems/issues
To exercise the highest integrity in all aspects of their work, especially in the tasks of collecting, analyzing, and presenting research data
To obtain appropriate training, compensation, and evaluation for all instructional roles graduate students are asked to take on
To acquire an appropriately sequenced variety of teaching opportunities relevant to their career expectations and likelihoods
To devote the same seriousness to undergraduate or graduate instructional duties that they would expect from their own instructors

Professional Development and Program Progress

To develop, to the extent possible, a broad network of professional relations
To contribute, wherever possible, to the discourse of the scholarly discipline through conference presentations, publications, collaborative projects, and other means
To seek out a range of faculty and peer mentors that can help them prepare for a variety of professional and career roles and responsibilities
To take responsibility for keeping informed of regulations and policies governing their graduate studies and to complete all required paperwork and other degree obligations in a timely fashion
To create, in their own classrooms and laboratories, an ethos of collegiality and collaboration
To realize their responsibilities as individual and professional representatives of both the university as a whole and the department or program in which they are studying
To assist graduate student peers in their own professional and scholarly development

How to tackle the PhD dissertation

Finding time to write can be a challenge for graduate students who often juggle multiple roles and responsibilities. Mabel Ho provides some tips to make the process less daunting

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Writing helps you share your work with the wider community. Your scholarship is important and you are making a valuable contribution to the field. While it might be intimidating to face a blank screen, remember, your first draft is not your final draft! The difficult part is getting something on the page to begin with.

As the adage goes, a good dissertation is a done dissertation, and the goal is for you to find balance in your writing and establish the steps you can take to make the process smoother. Here are some practical strategies for tackling the PhD dissertation.

Write daily

This is a time to have honest conversations with yourself about your writing and work habits. Do you tackle the most challenging work in the morning? Or do you usually start with emails? Knowing your work routine will help you set parameters for the writing process, which includes various elements, from brainstorming ideas to setting outlines and editing. Once you are aware of your energy and focus levels, you’ll be ready to dedicate those times to writing.

While it might be tempting to block a substantial chunk of time to write and assume anything shorter is not useful, that is not the case. Writing daily, whether it’s a paragraph or several pages, keeps you in conversation with your writing practice. If you schedule two hours to write, remember to take a break during that time and reset. You can try:

The Pomodoro Technique: a time management technique that breaks down your work into intervals
Taking breaks: go outside for a walk or have a snack so you can come back to your writing rejuvenated
Focus apps: it is easy to get distracted by devices and lose direction. Here are some app suggestions: Focus Bear (no free version); Forest (free version available); Cold Turkey website blocker (free version available) and Serene (no free version).

This is a valuable opportunity to hone your time management and task prioritisation skills. Find out what works for you and put systems in place to support your practice.

Resources on academic writing for higher education professionals
Stretch your work further by ‘triple writing’
What is your academic writing temperament?

Create a community

While writing can be an isolating endeavour, there are ways to start forming a community (in-person or virtual) to help you set goals and stay accountable. There might be someone in your cohort who is also at the writing stage with whom you can set up a weekly check-in. Alternatively, explore your university’s resources and centres because there may be units and departments on campus that offer helpful opportunities, such as a writing week or retreat. Taking advantage of these opportunities helps combat isolation, foster accountability and grow networks. They can even lead to collaborations further down the line.

Check in with your advisers and mentors. Reach out to your networks to find out about other people’s writing processes and additional resources.
Don’t be afraid to share your work. Writing requires constant revisions and edits and finding people who you trust with feedback will help you grow as a writer. Plus, you can also read their work and help them with their editing process.
Your community does not have to be just about writing! If you enjoy going on hikes or trying new coffee shops, make that part of your weekly habit. Sharing your work in different environments will help clarify your thoughts and ideas.

Address the why

The PhD dissertation writing process is often lengthy and it is sometimes easy to forget why you started. In these moments, it can be helpful to think back to what got you excited about your research and scholarship in the first place. Remember it is not just the work but also the people who propelled you forward. One idea is to start writing your “acknowledgements” section. Here are questions to get you started:

Do you want to dedicate your work to someone?
What ideas sparked your interest in this journey?
Who cheered you on?

This practice can help build momentum, as well as serve as a good reminder to carve out time to spend with your community.

You got this!

Writing is a process. Give yourself grace, as you might not feel motivated all the time. Be consistent in your approach and reward yourself along the way. There is no single strategy when it comes to writing or maintaining motivation, so experiment and find out what works for you.

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Show evidence of strong problem-solving and analytical skills through a combination of academic background, work experience, and optional GMAT, GRE or Executive Assessment test scores
Demonstrate professional readiness and motivation for chosen field of study
Qualities of character (e.g., academic excellence, intellectual curiosity, strong work ethic, ability to collaborate, awareness & ability to engage cross differences, growth mindset, initiative, resilience & perseverance, social engagement, unique perspective, professional excellence, leadership, and personal & professional integrity)
Evidence of strong written and oral communication skills; non-native English speakers also must demonstrate proficiency in oral and written English to be successful in the graduate program

Admission Requirements

Candidates seeking admission to the M.S. in the Management of IT program will submit the following items:

Completed online application
Three required essays
One letter of recommendation (professional reference preferred)
Transcripts and academic records from every college and/or university attended
TOEFL or IELTS score (if applicable); McIntire requires a minimum TOEFL score of 100iBT or IELTS score of 7.5
GMAT, GRE or Executive Assessment (EA) score (accepted but not required)
Application fee: $85
Interview (invitation only)

Candidates who accept their offer of admission must submit their online enrollment agreement as well as $1,000 non-refundable deposit to reserve their place in the class and initiate their University of Virginia student account. A second and final non-refundable deposit of $1,500 is required to confirm your place in the class. Please refer to the M.S. in the Management of IT deadlines page for specific enrollment deposit submission dates. Upon enrollment, the entire $2,500 enrollment deposit will be applied to your tuition account.

For additional information, please visit the M.S. in the Management of IT program website or contact:

McIntire Office of Graduate Marketing and Admissions

140 Hospital Drive

P.O. Box 400173

Charlottesville, VA 22904-4173

(434) 982-6800

[email protected]

https://www.commerce.virginia.edu/ms-mit

Departmental Financial Aid

The McIntire School of Commerce offers a limited number of departmental scholarships to qualified graduate students in the M.S. in the Management of IT program. Scholarships are awarded based on merit and financial need and prospective students may express interest in being considered for a departmental scholarship in their application for admission. If awarded, scholarships will be communicated at the time of admission.

Transfer of Credit

The Master of Science in the Management of Information Technology Program typically requires students to complete all 30 credits of the program during their period of enrollment. Transfer credits must be approved by the Director of the M.S. in Management Information Technology Program.

Program Attendance

Given the intensive and cumulative nature of the Master of Science in the Management of Information Technology Program, students are expected to attend all scheduled class meetings (including online meetings) in their entirety. If a student arrives late, leaves early, or misses an entire day, there may be a deduction in class participation, which is part of the final course grade. Absence for more than two days in any module will automatically result in an evaluation of non-performance (“F”) in that module. Students are expected to communicate clearly and in advance their program commitments to all relevant parties, including family and work relationships. In the event that a student cannot be present for any part of the program, or falls behind for any reason, it is the responsibility of the student to make arrangements with the appropriate faculty to make up the work as approved by the appropriate faculty member.

Grading & Academic Performance Expectations

Grading Policy

Grades are awarded only to students who are registered for and complete a course for credit. All courses are on a credit basis only and students must receive a grade. The letter grades used for grading students in McIntire graduate courses are: A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F.

GPA Requirements for Graduation

Students are required to complete their program of study with a GPA of 2.70 or better in order to graduate.

Academic Performance Expectations

Good academic standing is defined as maintaining a 2.70 cumulative GPA. At the end of each module, a student’s academic performance will be evaluated by the Academic Program Director(s) to determine if a student is still in good academic standing. A student not meeting the 2.70 cumulative GPA criteria at the end of a given term (or after two modules) will be placed on Academic Probation. A notation of Academic Probation will be placed on the student’s academic record until resolution of the academic issues.

Good module performance is defined as a “B” grade or better. A student not meeting the module performance standard or on academic probation will meet regularly with his or her Academic Program Director(s) to ensure appropriate progress is being made toward degree completion.

A student who earns a cumulative GPA below 2.70 in three modules will be dismissed from his or her program of study. A student who earns a grade of “F” in any course will be dismissed from the program.

Behavioral & Administrative Expectations

Behavioral and administrative expectations are outlined throughout the Graduate Record and include but are not limited to required class attendance, making progress toward a degree, and fulfilling all expectations implied by enrollment at the University (e.g. Honor Code or Standards of Conduct).

Student adherence to these expectations will be evaluated periodically or when a situation is brought to the attention of an Academic Program Director. If a student’s behavior is found to not be in adherence with the expectations, a warning will be issued to the student and a behavior modification plan will be put in place. This plan will include a timeframe for reevaluation of the student’s behavior. After a reevaluation is conducted, a student who has met the expectations of the behavior modification plan will return to good standing. A student who is still not meeting the behavioral expectations outlined in the plan will be given a final opportunity to remediate the deficient behavior and return to good standing. If, after a second opportunity to meet the expectations of the program and university, a student is still found to display behaviors inconsistent with the program expectations, an ‘Enforced Withdrawal’ will be enacted.

M.S. in MIT Course Descriptions

GCOM 7790 - Enterprise Architecture Credits: 4
GCOM 7800 - Advanced Enterprise Architecture Credits: 4
GCOM 7810 - Strategic Management of IT Credits: 4
GCOM 7830 - IT Project Management Credits: 2
GCOM 7831 - IT Product Management Credits: 5
GCOM 7832 - IT International Project Management Credits: 2
GCOM 7840 - Innovation and Technology Management Credits: 4
GCOM 7850 - IT-Driven Organizational Transformation Credits: 3
GCOM 7860 - Digital Innovation Credits: 4

Optional Independent Study

With approval of the Academic Program Director, students may enroll in GCOM 7993 for any semester in the MSMIT program. Interested students should consult with the Director of the MS in the Management of Information Technology program.

Watch: 83-year-old woman becomes Howard University's oldest graduate

May 13 (UPI) -- An 83-year-old woman became Howard University's oldest-ever gradate when she walked across the stage to receive her doctoral degree in divinity.

Marie Fowler, who previously earned a bachelor's degree and two master's degrees from the Maple Springs Baptist Bible College and Seminary, said she initially did not think she would make it all the way to graduation.

"It was never my thought that I would go beyond maybe one semester because, after all, I had been out of school since 1959," Fowler told WJLA-TV . "I didn't even know if I could retain information."

Fowler exceeded her own expectations by earning her doctoral degree in three years.

"I want to say is that it is never too late," she said. "I want everyone to realize that I am 83, which means if I can do it, why not you?"

She said her parents were a major inspiration in deciding to continue her education.

"My mom and dad were born in an era when it was illegal for them to learn to read and write," she said. "We taught my dad how to read and write and how to sign his name so he wouldn't have to put that X."

The Howard University School of Divinity hailed Fowler's "milestone achievement" in a Facebook post.

"We at the Howard University School of Divinity would like you to help us celebrate recent 83-year-old Doctor of Ministry graduate Dr. Marie A. Fowler, who serves as the oldest graduate of both the Howard University School of Divinity and Howard University overall," the post said.

"In addition, she joins the 156th Commencement's graduating class, which serves as the largest in Howard University's history."

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Best Practices and Core Expectations for Graduate Education at Duke University

1. Research

2. Teaching/Training

3.Professional Development/Program Progress

4.Community

2.Teaching/Training

3. Professional Development/Program Progress

4. Community

Graduate Handbook

Master’s Student Expectations Link to section

Master’s Student Responsibilities Link to section

PhD Student Expectations Link to section

Research, Teaching, and Training Link to section

Community and Administrative Link to section

PhD Student Responsibilities Link to section

Expectations & Responsibilities of Students, Advisors, and Graduate Groups

Responsibilities of the Faculty Advisor

Responsibilities of the Graduate Group

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What to Expect From a PhD

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Time Management

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Managing Information

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Responding to Critique

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Professional Development

Dissertation-Specific Expectations and Responsibilities

Expectations for Graduate Education, Graduate students

Here's a link to a downloadable PDF file of the Expectations.

Ten simple rules for choosing a PhD supervisor

Catherine Bannon

Rule 1: Align research interests

Rule 2: Seek trusted sources

Rule 3: Expectations, expectations, expectations

Rule 4: It takes two to tango

Rule 5: Workstyle compatibility

Rule 6: Be sure to meet current students

Rule 7: But also try to meet past students

Rule 8: Consider the entire experience

Rule 9: Trust your gut

Rule 10: Wash, rinse, repeat

Conclusions

Funding Statement

Professional Development and Program Progress

How to tackle the PhD dissertation

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