thesis supervision committee

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A supervisory committee guides and assists a student in working toward a graduate degree.

Master’s supervisory committees consist of three faculty members. The committee chair and the majority of the committee must be tenure-line faculty in the student’s department.

Doctoral supervisory committees consist of five faculty members. The committee chair and the majority of the committee must be tenure-line faculty in the student’s department. One member of the supervisory committee must be from another department.

What does a supervisory committee do?

The supervisory committee is responsible for

• approving the student’s academic program,
• preparing and judging the qualifying examinations subject to departmental policy,
• approving the thesis or dissertation subject,
• reading and approving the thesis or dissertation,
• and administering and judging the final oral examination (thesis or dissertation defense).

The chair of the supervisory committee directs the student’s research and writing of the thesis or dissertation.

Other Responsibilities

• The final oral examination may be chaired by any member of the supervisory committee consistent with departmental policy.
• If a graduate student’s preliminary work is deficient, the supervisory committee may require supplementary undergraduate courses for which no graduate credit is granted.
• Decisions concerning program requirements, examinations, and the thesis or dissertation are made by majority vote of the supervisory committee.

Who can serve on a supervisory committee?

• The faculty member must hold an academic or professional doctorate, the terminal degree in the relevant field, and/or must have demonstrated competence to do research and scholarly or artistic work in the student’s general field.
• Committee chairs must be selected from tenure-line faculty.
• The director of graduate studies is required to review and approve an outside the University of Utah committee member;  this requires an updated CV and a brief justification letter from the director of graduate studies.  These documents must be uploaded to the graduate student's file.  The brief justification can also be entered in the committee comments.
• Immediate family members are not eligible to serve on a student’s supervisory committee.

To see a list of all faculty, their home department, tenure status, rank and education credentials, visit the University Analytics and Institutional Reporting website.

When do I need to form a supervisory committee?

The supervisory committee is usually formed in the first year of graduate work.

It is the responsibility of the student to approach prospective committee members with a view to their willingness and availability to serve in such a capacity . Faculty have the right, however, for justifiable academic reasons, to refuse to serve on a student’s supervisory committee. The department chair or director of graduate studies, depending on departmental policy, appoints the chair and committee members.

The supervisory committee is entered into your Graduate Student Summary by your department. 

Individual Exception Petition to Supervisory Committee Policy

Students seeking an exception must submit a letter from the department chair or director of graduate studies recommending and justifying the individual exception to a supervisory committee policy, along with an updated CV for all proposed committee member(s) requiring the exception to policy.

• Address the letter to the dean of the Graduate School
• Include the full proposed supervisory committee listed with faculty titles, departments/colleges and tenure-line status indicated
• Send letter and CV to the Graduate Records Office

Thesis supervision

Find a thesis supervisor.

Thesis supervisors must be authorized by their Faculty to supervise theses.

Finding a thesis supervisor arrow_drop_down

Before thinking about a supervisor, students should make sure they are committing to the area of study that most interests them. They should ask themselves whether they are enthusiastic enough about a topic area to sustain this enthusiasm over the period of time it will take to prepare the thesis. Speaking to students and professors who do research in the proposed area of study will help clarify the students’ thoughts. The students should make sure they are well-informed before they approach any potential supervisors.

A professor is not obligated to take on a student if he or she feels the match-up would not be a good one, or if the professor lacks lab space, time or funding.

A student may have more than one supervisor. When mention is made of the thesis supervisor, it is implicit that there may be a co-supervisor.

• Information to collect before contacting a potential supervisor
• Questions to ask after the meeting with the potential supervisor
• Professors, by research interest

Appointment of a thesis supervisor arrow_drop_down

From the uoZone Application tab, click Service Requests to create a service request and appoint a thesis supervisor.

Meetings between the supervisor and the student arrow_drop_down

Preliminary meetings.

Before a student begins researching and writing a thesis, the supervisor and the student should have a detailed discussion of expectations and requirements. Below are examples of general and specific issues to be discussed during the preliminary meetings.

As soon as possible, the student should obtain ethics approvals or any other required approvals to conduct research. The student should discuss with the thesis supervisor and visit the  Office of Research Ethics and Integrity  Website.

• General and specific topics to be discussed

Regular meetings

The student and the supervisor should plan to meet regularly whether or not the student has any finished work to show to the supervisor.

If it is a major meeting, the student should draw up and deliver to the supervisor an agenda beforehand. If the meeting is to discuss text that has already been written, the student must send the draft well in advance of the meeting. 

After the meeting, and based on this agenda, the student prepares a brief report on what was discussed and decided, and shares this report with the supervisor.

It is important to be productive at these major meetings, but it is also crucial to just keep in touch.

Components of a typical agenda

• a summary of the purpose of the meeting
• a review of what was discussed at the previous meeting and what has been accomplished to date
• a discussion and clarification of the current topics, ideas and issues
• next steps as a result of this discussion
• agree with a date for the next meeting

Feedback and revision arrow_drop_down

All along during the thesis preparation process, a student will receive feedback and should expect to do revisions. Revising a thesis based on feedback from the thesis supervisor, advisory committee (if applicable) and from the jury is an important part of the thesis preparation process.

Part of the advancement of knowledge that preparing a thesis fosters involves engaging in dialogue and learning from these discussions, learning how to communicate clearly, and responding appropriately to suggestions for improvement

Already a student?

Types of supervision, co-supervision arrow_drop_down.

A joint management with a professor in another discipline may be considered if the research project of a student is favoured.

Cotutelle arrow_drop_down

A doctoral student may prepare a thesis under a cotutelle agreement. You find below additional information to help familiarize yourself with the roles played by each of the stakeholders.  

Learn more about Cotutelle.

Thesis advisory committee arrow_drop_down

In many academic units, a thesis advisory committee, also referred to as thesis committee, is assembled as soon as a student finds a thesis supervisor. Please note that not all academic units have thesis committees, the students must check on the protocol in their own academic unit.

Constitution of the thesis committee

How the thesis committee is formed varies from academic unit to academic unit. The thesis supervisor plays the biggest role by approaching colleagues who have the expertise and inviting them to join the committee.

A thesis committee is made up of:

• the student
• the thesis supervisor, and
• usually at least two other professors.

The thesis supervisor is usually the chair of the thesis committee.

Role of the thesis committee

While the roles and responsibilities of thesis committees may vary from one academic unit to another, members of the committee should provide guidance to the student on thesis planning, research and writing; be available to discuss ideas or for consultation on any other matter related to the thesis; and, if this is the practice within the discipline, evaluate the thesis after submission.

Thesis committees meet according to a schedule set either by the academic unit or by the committee itself. The student is usually responsible for initiating the meetings. When concerns about the progress of the research arise, the supervisor and/or academic unit may require meetings at more frequent intervals.

Useful information

Contracts arrow_drop_down.

Some supervisors and students have contracts or agreements to formalize the expectations and delineate the responsibilities in the preparation of a thesis.

Although these agreements are not considered official documents with force of law, they set out the expectations of the student and supervisor in relation to many of the issues covered in this Website section and help avoid conflict and misunderstandings.

A student should not make assumptions about who will do what in the research and who gets credit for any new discoveries or inventions. A supervisor should not assume the supervised student is aware of any assumptions the supervisor has or any authorship or credit protocols that may exist in the area of research.

Professors who use contracts do so because they have found such agreements are a good tool for helping students achieve their goals and finish their theses. However, while a written agreement can be very useful, one of the keys to a successful supervisor–student relationship is good communication and mutual trust. Both sides need to foster and build on that. 

Absences arrow_drop_down

Sometimes a potential supervisor is approached by a student looking for a thesis supervisor and both the student and professor agree it would be a good match, but the professor is going on an academic leave partway through the period in which the student will be preparing this thesis. In the event of a scheduled absence from the University for more than one month, the thesis supervisor must make the necessary arrangements with his students and the academic unit concerned to ensure that students continue to be accompanied during the supervisor's absence.

A thesis supervisor who is going to be away should let the student know well in advance. The same goes for the student. The student should discuss this with the thesis supervisor well ahead of time. In case of illness, the student should let the supervisor know the expected timeline for recovery.

If the student is planning to suspend work on the thesis for a term or more, for whatever reason, the student needs to apply for and receive approval for a leave of absence. Please note that absence has an impact on eligibility for funding.

Professionalism arrow_drop_down

As a student, the development of professional skills—for example, communicating appropriately in writing and in person, responding promptly to e-mails, coming prepared to meetings, following up after meetings, respecting deadlines, tracking changes to the text so that it is easy for the supervisor to review each draft after revisions—is important in the preparation of the thesis. Some faculties offer courses in professional skills.

If the student feels aspects of the supervisor’s behavior are unprofessional, he or she should consult the graduate program director or the chair of the academic unit.

Changing supervisors arrow_drop_down

As for changing supervisors partway through a thesis, this is not recommended. Keep in mind that as long as the thesis is logical and the conclusions drawn from the data are valid, the student and the supervisor do not need to be in total agreement on methodology, analysis or interpretation.

The thesis committee may be able to fill in whatever gaps the student perceives in the relationship with the supervisor. If the research goes off in an unexpected direction, one that is not very familiar to the thesis supervisor, the student could see what opportunities are available and what guidelines the academic unit has for this situation. The student could consider joint supervision as an alternative to finding a new supervisor.

If the student has explored all other options and still wish to change supervisors, he or she should talk to the graduate program director. If the supervisor happens to be the graduate program director, the student should talk to the director of the academic unit. If the student remains uncertain or dissatisfied, he or she should talk to the vice-dean graduate studies of his/her home faculty. Beyond that, the student can talk to the university ombudsperson. The student can request that the exchanges with any or all of these individuals (directors, vice-dean, ombudsperson) remain confidential.

The student should be sure to explore options carefully before withdrawing from the supervisory arrangement—a student who terminates the relationship with a supervisor before finding another supervisor may have difficulty securing another supervisor and compromise the thesis project.

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The Ph.D. Supervisory Committee

The Ph.D. dissertation is a substantial piece of original research that reflects your ability to select an important problem for investigation and address it using appropriate research techniques. The Ph.D. Supervisory Committee guides you through all phases of the dissertation process.

The chair of the Ph.D. supervisory committee is your primary academic advisor during the Ph.D. phase of the program. This faculty member guides your choice of topics for required subject area examinations (major and minor area exams), works with you to develop a dissertation project, and helps you identify additional members of the committee. We suggest choosing your chair soon after advancement to the PhD program.

The appointment of the Ph.D. committee chair is a sociology requirement, and it is distinct from the Graduate School petition to appoint the full committee. To appoint your committee chair, complete the Petition to Appoint the Ph.D. Committee Chair  form. 

The Full Committee

You will eventually assemble a full supervisory committee, recommended by the department and appointed by the Graduate School. This committee provides advice and feedback on the design and writing of the dissertation. To appoint your full committee, complete the  Petition for Appointment of the Ph.D. Committee . Email signatures work great. You can use this language: 

"In order to make this official, can you please reply to this email (cc [email protected] ) with your agreement to serve on my committee. Attached is the form that you are, in essence, signing."

Composition

The Sociology department requires that the supervisory committee consist of four faculty members:

• The committee chair, who must be a member of the graduate faculty in Sociology
• Two additional sociology faculty members, at least one of whom must be a member of the graduate faculty
• A Graduate School Representative
• (optional) faculty members from outside of the department or university

The Graduate School Representative

The primary duties of the Graduate School Representative (GSR) are to protect you against unfair treatment and to promote quality control in awarding the Ph.D. degree. You choose the GSR in consultation with your chair. The GSR must be outside the home department and have a graduate faculty endorsement. You can use the Faculty Locator  to check faculty appointments and determine eligibility to serve as GSR.

The Reading Committee

After the General Exam, you will choose at least three members of your committee to serve on a reading committee.  Your readers are responsible for approving your dissertation. 

Non-UW Sociology Members

In general, Ph.D. Supervisory Committees are composed of UW Sociology graduate faculty. In some cases, it may be appropriate to include a non-UW faculty member, or a UW faculty member from another department, on a supervisory committee. Such appointments are routinely approved if:

• The non-UW faculty member or non-Sociology UW faculty member will bring something unique to the committee.
• The chair of the committee approves.

Graduate School Links

• Doctoral Supervisory Committee Roles and Responsibilities
• Graduate School Memorandum No. 13: Supervisory Committee for Graduate Students
• Graduate School Representative (GSR Eligibility)
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Policy 4.2: Supervisory Committee for Graduate Students

This section outlines the policy for the supervisory committee of master’s students and doctoral students.

As a general principle, each student working toward a graduate degree at the University of Washington is guided by a faculty supervisory committee. This committee serves an important evaluative and mentoring function for the student throughout the student’s graduate career.

Questions about the timeline and process for appointing a supervisory committees for master’s or doctoral students should be directed to the Graduate School’s Graduate Enrollment Management Services (GEMS) office. All other questions about supervisory committee appointment or function, as well as concerns about the proceedings of an exam, should be directed to the Graduate School’s Office of Academic Affairs.

4.2.1     The Master’s Supervisory Committee

Appointment of a supervisory committee for students aspiring to the Master’s degree is determined by the Graduate Faculty in the degree-offering unit or program. The Graduate Program Coordinator, in consultation with the student and appropriate faculty members, appoints a committee of two to four members. The Chair and at least one-half of the total membership must be members of the graduate faculty.

For any thesis project that may include human or animal subjects, the GPC or GPA must advise the student of the need to  comply with the University of Washington Human Subjects Division and Institutional Animal Care and Use Committee’s requirements, as appropriate, and the student and committee chair must complete the Use Of Human And Animal Subjects For UW Graduate Student Theses And Dissertations form.

4.2.2     The Doctoral Supervisory Committee other than Practice Doctorates

The appointment of a doctoral supervisory committee indicates that the Graduate Faculty in the student’s field find the student’s background and achievement a sufficient basis for progression to the next stage of a program of doctoral study and research.

Doctoral supervisory committee member responsibilities include the approval of a course of study which will fulfill the general course requirements of the student’s major and supporting fields, conducting the student’s General Examination and, when appropriate, recommending advancement to Candidacy.

The doctoral supervisory committee approves the Candidate’s dissertation proposal and guides the student in carrying out appropriate research for the dissertation. The Graduate School does not stipulate the content of the dissertation; guidance on the dissertation is the responsibility of the supervisory committee.

For doctoral committee responsibilities for the General Exam and Final Exam, see Policy 1.1.4 .

4.2.2.1     Timeline and Process

• In order to allow time to identify a suitable Graduate School Representative (GSR), it is suggested that the doctoral supervisory committee be established at least four months prior to the intended date of the General Examination.
• The appointment of a committee is initiated by the Graduate Program Coordinator (GPC) after consultation with appropriate Graduate Faculty members in the student’s field and with the student.
• The GPC recommends members of the supervisory committee to the Dean of The Graduate School by entering this information into MyGradProgram (MGP).
• For any dissertation project that may include human or animal subjects, the GPC or GPA must advise the student of the need to comply with the University of Washington Human Subjects Division and Institutional Animal Care and Use Committee’s requirements, as appropriate, and the student and committee chair must complete the Use Of Human And Animal Subjects For UW Graduate Student Theses And Dissertations form.

4.2.2.2     Committee Composition

• The doctoral supervisory committee consists of a minimum of four members, at least three of whom (including one Chair and the GSR) must be members of the Graduate Faculty with an endorsement to chair doctoral committees.
• A majority of the members must be members of the Graduate Faculty.
• The GSR must be a productive scholar in the GSR’s own research area that may differ from that of the student’s dissertation project.
• The members outside the GSR must be identified by the student’s appointing department or program as productive scholars in the student’s major field and/or subfields.

4.2.2.3     The Committee Chair

• The Chair(s) of a committee must be able and willing to assume principal responsibility for advising the student. In addition, the Chair(s) should have adequate time available for this work and should expect to be accessible to the student.
• Emeritus/a and affiliate faculty may serve as Chair(s) if the above conditions are met.
• If a committee has Co-Chairs, both serve with equal importance on a student’s supervisory committee and equally share the responsibility for the student’s progress. In the case of Co-Chairs, the first Co-Chair must have a Graduate Faculty appointment with doctoral endorsement. The second Co-Chair may be appointed without Graduate Faculty status if the individual has a qualified UW faculty appointment. Qualified faculty appointments in this case are those appointments eligible for continuous or five-year graduate faculty roles. A Co-Chair without qualified UW faculty appointment may be appointed only by petition through the Office of Academic Affairs to the Dean of the Graduate School or the Dean’s designee.

4.2.2.4     The Role of the Graduate School Representative (GSR)

The GSR represents the broad interests of the Graduate School with respect to high standards of scholarly performance. The GSR is a voting member of the dissertation supervisory committee, and as such provides an important service function to the Graduate School and the University.

In all cases, the GSR must meet the following Graduate School requirements:

• attest to the validity of examinations and indicate approval of the process by which examinations are conducted;
• ensure that the student is treated in an unbiased manner; and
• represent the Graduate School in ensuring university-wide standards of scholarly performance.

In addition, any graduate program may choose to define the role of the GSR to include one or both of the following:

• ensure that the student’s mastery of the subject matter is broad and comprehensive;
• provide additional support for the student as the student navigates the exam and dissertation process.

If a graduate program sets additional expectations for the GSR beyond the Graduate School requirements, the graduate program must clearly articulate these expectations, and the Graduate Program Coordinator (GPC) or designee must communicate them in writing to all parties (student, chair, committee members, GSR) upon appointment of the GSR. The minimum role of the GSR must be defined consistently across all committees in the graduate program.

The GSR’s signature on the committee signature form affirming the decision of the committee communicates to the Dean of the Graduate School that the Graduate School and program-level responsibilities have been met.

4.2.2.5     Graduate School Representative (GSR) Eligibility

• As with all doctoral supervisory committee members, the GSR is proposed to the Graduate School by the Graduate Program Coordinator in the student’s degree-offering unit and must be a member of the Graduate Faculty with an endorsement to Chair.
• Faculty members with a primary, joint, or affiliate appointment in the student’s degree-offering unit or the committee chair’s department are not eligible to serve as the GSR.
• It is vital that a conflict of interest in the selection of the GSR be avoided. Budgetary relationships, personal relationships, or research and/or publication relationships between the GSR and either the student or the committee chair are examples of possible conflicts of interest. (See GSR Eligibility for more information.) The GSR is responsible for ensuring that no such conflicts of interest, or appearance of conflicts of interest, exist, and must attest to this upon request.

4.2.2.6 Reading Committee Timeline and Composition

• After the General Examination, the Graduate Program Coordinator informs the Dean of The Graduate School of at least three members of the supervisory committee who will serve on the reading committee.
• At least one of the members of the reading committee must hold an endorsement to chair doctoral committees. The reading committee is appointed to read and approve the dissertation.

4.2.2.7 Function of the Reading Committee

It is the responsibility of the reading committee to:

• Ensure that the dissertation is a significant contribution to knowledge and is an acceptable piece of scholarly writing.
• Determine the appropriateness of a candidate’s dissertation as a basis for issuing the Committee Signature Form for a Final Examination.

4.2.3 The Practice Doctorate Supervisory Committee

The appointment of a practice doctoral supervisory committee indicates that the Graduate Faculty in the student’s field finds the student’s background and achievement a sufficient basis for progression in the doctoral program.

Responsibilities of the practice doctoral supervisory committee include: approval of the student’s program of study; criteria for progression, which may include a general examination, certification, or other requirements set by the graduate program; approval and oversight of the student’s project proposal; and approval of the completed project.

4.2.3.1 Timeline and Process

The practice doctoral supervisory committee should be established as soon as possible during the student’s training. The Graduate Program Coordinator initiates the appointment of the committee after consultation with appropriate Graduate Faculty members in the student’s field and with the student. The Graduate Program Coordinator recommends members of the supervisory committee to the Dean of The Graduate School by entering this information into MyGrad Program.

4.2.3.2 Committee Composition

The practice doctoral supervisory committee consists of a minimum of three members. At least two committee members, including the Chair, must be members of the Graduate Faculty with an endorsement to chair doctoral committees, and at least half of the total number must be members of the Graduate Faculty. The following applies to all practice doctoral supervisory committees:

• Any committee members who are not Graduate Faculty must be identified by the student’s appointing department or program as productive scholars or practitioners in the student’s major field and/or subfields.
• Co-chairs may be appointed when both serve with equal importance on a student’s supervisory committee and equally share the responsibility for the student’s progress. If co-chairs are appointed, each must be a member of the Graduate Faculty with endorsement to chair.
• The Chair or Co-chairs of a committee must be able and willing to assume principal responsibility for advising the student. In addition, the Chair or Co-chairs should have adequate time available for this work and should expect to be accessible to the student. Emeritus faculty may serve as a Chair if the above conditions are met.
• A Graduate School Representative (GSR) is not required.

Policy 4.2 revised: October 2021, March 2022; May 2022; December 2022

Policy 4.2.1 and 4.2.3 revised March 2023

Policy 4.2.3.6 and 4.2.4 revised March 2023

Policy 4.2.3.7 and 4.2.3.9 were deleted March 2023 , with content moved to Policy 1.1

Policy 4.2 revised October 2023

Getting the most out of thesis supervision meetings

Chances are that postgraduate students meet their thesis supervisor/s only every few weeks, and for a limited amount of time. Therefore, it is extremely important to take full advantage of supervision meetings. The following tips help bachelor’s, master’s and PhD students to make the most of thesis supervision meetings.

What can you expect from a thesis supervisor?

A thesis supervisor supports and guides you through writing your thesis. However, ultimately you are responsible for your work.

What this role division means in practice is that students cannot expect their thesis supervisor/s to tell them exactly what to do. And the thesis supervisor/s will not simply provide students with solutions to their challenges on a silver platter.

Taking charge of thesis supervision meetings

Considering that students are ultimately responsible for their thesis, they do benefit from taking charge of supervision meetings.

Pre-meeting updates, a meeting agenda and strategy for note-taking, as well as post-meeting action points, help students to get the most out of thesis supervision meetings.

Each of these points will be explained in more detail below. Combined, they offer concrete and repeatable structure to prepare, take part in, and summarise thesis supervision meetings.

Pre-meeting progress updates before thesis supervision meetings

Both master’s and PhD thesis supervisors tend to supervise many students at the same time. They might lose track of the progress of individual students. Progress updates before a meeting help to bring everyone up to date.

And of course, if you have written text for review, make sure to give your supervisor/s enough time to review it. Supervisors have busy agendas. So don’t hand in the written text an hour or a day before the meeting.

Agendas and note-taking strategies during thesis supervision meetings

In addition to the agenda, explain what your key objectives are for the meeting. Then, ask if your supervisor/s would like to add points to the agenda. Edit the agenda on the spot so that all points and objectives are reflected.

Either take your time to take proper notes by hand or ask all parties present whether it is okay to record the meeting. You will thank yourself later.

Post-meeting action points after thesis supervision meetings

Why? Because there is a chance that you misunderstood each other. Asking your supervisors for brief feedback on your action points provides an extra layer of security. It shows whether you are on the same page and whether you are moving in the right direction.

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Thesis Committee

The Ph.D. Thesis Committee has the responsibility of advising a student on all aspects of the thesis experience, from the proposal process through the preparation and defense of the final document.

The Committee should be comprised of

• the Thesis Advisor(s),
• the Thesis Committee Chair who presides at all committee meetings (must be a BE faculty member), and
• at least one additional member (unrestricted).

The student and research supervisor should agree upon members of a Thesis Committee, and the student is responsible for inviting faculty to sit on their committee. Beyond administration of the Oral Exam, the Thesis Committee is meant to provide guidance on the various aspects of the student’s project; Thesis Committee members should therefore be selected with this goal in mind.

Forming the Committee

During the summer of the second year, the student must submit the BE PhD Thesis Committee form  to the BE Academic Office ) to request approval of the Thesis Committee membership.

Changing the Committee

The Thesis Committee constituted for the Oral Exam/Thesis Proposal may change over the course of the student’s research, as determined by the student and advisor with approval by the Graduate Program Chair. Students should submit a new PhD Thesis Committee form (above) to the BE Academic Office.

School of Graduate Studies

Supervisor guidelines for the doctoral thesis, doctoral thesis.

The doctoral thesis is the culmination of advanced studies and rigorous research in a field of study. It is the pinnacle of the student’s doctoral program. Although the thesis is indisputably significant, it is also important to remember that the doctoral thesis is just one of many steps along the student’s career path and should therefore be well-defined and manageable. 

At the University of Toronto, the term ‘thesis’ is generally used to refer to the culminating project for either a Master’s or a doctoral degree. At other institutions and in other countries, the term ‘dissertation’ is more commonly used at the doctoral level. This document uses the term ‘thesis’ to refer to a doctoral thesis, but supervisors or departments may prefer the term ‘dissertation’. 

Doctoral thesis writers have often written a Master’s thesis (or a Major Research Paper) earlier in their careers. A doctoral thesis will have elements in common with those projects while also needing to offer a higher degree of originality and a broader scope. 

The doctoral thesis has been historically written as a unified work, similar in form to a scholarly monograph; this traditional format remains the norm in some disciplines. In other disciplines, the traditional thesis has been replaced by a publication-based thesis in which a series of scholarly publications on the same research problem are combined into a coherent whole. Today, there is a growing acceptance of more flexible formats and structures that aim to enhance professional practice or that include creative scholarly artefacts such as film, audio, visual, and graphic representations. There is also growing recognition of the need to welcome Indigenous forms of knowledge building and dissemination. Regardless of format or structure, all doctoral theses must meet the fundamental requirements of demonstrating academic rigour and making a distinct contribution to the knowledge in the field.

The decision about the structure and format of the student’s doctoral thesis should be made by the supervisor and the supervisory committee members and be informed by the practices in the specific discipline and the student’s academic and professional goals. In some fields, the decision about structure and format is relatively easy to make while in others the decision requires careful consideration from all involved parties.

The following guidelines have been designed to help students, supervisors, and supervisory committee members by identifying the required academic criteria of the doctoral thesis and by describing the various available formats and structures. Supervising faculty members are encouraged to clearly communicate the required academic criteria and expected format of the doctoral thesis early in the student’s doctoral program to facilitate the student’s writing process.

Key Criteria of the Doctoral Thesis 

Regardless of the format of the doctoral thesis, certain criteria must be met. For the thesis to be acceptable, the student must do the following:  

• Demonstrate how the research makes an original contribution by advancing knowledge in the field
• Show a thorough familiarity with the field and an ability to critically analyze the relevant literature
• Display a mastery of research methods and their application
• Offer a complete and systematic account of their scholarly work
• Present the results and analysis of their original research
• Document sources and support claims 
• Locate their work within the broader field or discipline
• Write in a style that respects the norms of academic and scholarly communication 

Most doctoral writers understand that their thesis will need to meet these criteria without necessarily understanding  how  they will do so. A central element of writing a thesis is coming to understand how to write an extended text that meets these criteria. With guidance—from the supervisor, the supervisory committee, from peers, and from institutional writing support—these criteria will ultimately help the student to understand when they have met their thesis writing goals.

Formats of the Doctoral Thesis 

Traditional thesis.

The traditional, or monograph-style, thesis format reflects the original conception of a thesis as a “book” presenting the candidate’s research project. The traditional format is organized as a single narrative describing the research problem, the context of the research, the methods used, the findings, and the conclusions. The organization of  a  traditional thesis is generally organic. If the thesis deals with experimental research, it may be structured with an introductory chapter, a literature review chapter, a method chapter, some number of findings chapters, and a discussion/ concluding chapter. If the thesis is based on non-experimental research, the form is likely to be determined by the exigencies of the particular topic. After doctoral studies are complete, a traditional thesis will often be revised into a scholarly monograph or a number of research articles, but the form in which it is presented for the final oral exam is not itself intended for publication. This style of thesis remains the norm in the Humanities and in many Social Science disciplines.

Publication-Based Thesis

The publication-based thesis (PBT), also referred to as the manuscript or article-based thesis, is a coherent work consisting of a number of scholarly publications focusing on the same research problem. The PBT, which takes many forms, generally includes an introductory section, the publishable manuscripts, and a cumulative discussion or conclusion chapter. To promote coherence, the introduction and cumulative concluding chapters clearly explain how these separate manuscripts fit together into a unified body of research. The opening and closing chapters—which act as bookends to the publishable articles—are integral to the purpose of these theses. In these sections, the writer will set out the broad contours of the problem and its significance, review the relevant literature and contextualizing material, and draw the ultimate conclusions about the implications of the whole research project.  As the PBT is a relatively new type of thesis structure designed to meet different professional demands, its form is necessarily different in different contexts. For instance, in some fields, the articles may appear in the thesis in their precise published form; in others, the articles may need to be adapted to better serve the needs of the full thesis. The student and supervisor/supervisory committee will need to establish a clear understanding from the outset about the internal structuring of the PBT.

Although departmental requirements and norms may vary, below are some general guidelines that may be helpful for those writing PBT. 

• The number of articles required for inclusion is usually three, although the number depends on the articles’ scope, scientific quality and significance, and publishing forum, as well as the author’s independent contribution to any co-authored articles included in the thesis. 
• Publication of manuscripts, or acceptance for publication by a peer-reviewed journal, does not guarantee that the thesis will be found acceptable for the degree sought. 
• Published-based theses may include published, in press or in review manuscripts or articles that have not yet been submitted for publication. Normally, the thesis and examination committees must deem the articles as publishable if the articles are not published at the time of defence.  
• In some departments, the publication-based thesis includes each individual manuscript in a form that is identical to the published/submitted version, including the reference list.  In other departments, students are permitted or required to adapt the articles into a form more suitable for inclusion in the thesis. 
• Publication-based theses can include co-authored publications and, in such cases, a detailed statement on individual student contributions to each article must be clearly articulated. Students are strongly recommended (and, in some units, required) to have their contributions approved by the authors of the articles in question.
• No two student theses will be allowed to be identical.
• In the case of multiple-authored articles, the expectation is that the thesis writer will be the first or co-first author. In rare cases, a supervisor may decide that a paper can be included when the thesis writer is not a first author, provided that their contribution to the paper is substantial. In all cases, the parts of the PBT that are not written for publication (the Introduction, Discussion, Conclusions and Future Recommendations chapters) must be entirely the work of the thesis writer.

Multimodal Thesis 

All doctoral theses must contain a written component; however, other elements may be included in addition to the written text. Some examples of other elements that may be included with the written text are films or videos, electronically interactive word/image-based texts, poems, novels or sections of a novel, play scripts, short stories, documentation of performances, or pieces of art. In multimodal theses, the creative element should be integrated into the theoretical context in order to show explicitly how the thesis, as a whole, leads to new insights and contributions. In all other respects, the thesis must conform to the same standards required for all doctoral theses. It should make an original contribution to knowledge, demonstrate appropriate research methods and training, and be worthy of publication in whole or in part.

Portfolio Thesis

The portfolio thesis is a form of thesis in which a certain amount of publishing will “equal” a thesis, without requiring a separate text to be written. This type of thesis is also known as a stapler thesis or a Ph.D. by publication, a name that highlights the absence of an actual thesis. This form of thesis is currently rare at the University of Toronto.

Professional Doctoral Thesis in Practice  

At the University of Toronto, the professional doctoral thesis in practice includes the identification and investigation of a problem in practice, the application of theory, research and policy analysis to the problem of practice, translating research into practice, and a proposed plan for action to address the problem of practice. The professional doctoral thesis in practice is expected to have meaningful generative impact on practice and policy.

Ontario Council of Academic Vice-Presidents’ (OCAV) Doctoral Degree Expectations for Doctoral Students in Ontario

• Supervision
• Graduate School
• Current Students

At the core of research-intensive graduate education is the mentorship and learning that occurs between a supervisor and student.

UBC has specifically noted in its 2018-2028 Strategic Plan, a focus on improving graduate student mentorship and supervision.  This website provides helpful information and guidance about this relationship and the roles and responsibilities of each party. It gives practical advice and insights based on scholarly principles and experience , describes the roles and practices related to supervisory committees, and outlines how to access support if needed.

The words 'supervisor' and 'mentor' may reflect different roles; however, the two words are often used interchangeably. A graduate supervisory role (that of the primary overseer of a student's research to facilitate optimal outcomes) should include mentorship (positive influence on a mentee's overall professional growth. A student ideally has several mentors beyond the supervisor, either formal or informal, and may also act as a mentor to others. 

The supervisor-student relationship is not one-size-fits-all: different students working with the same supervisor require different mentoring approaches; different disciplines often have different ways of interacting; and environmental and institutional factors are important to consider. Thus, the individual attributes of both the supervisor and student can, and often should, influence what the relationship looks like. Importantly, there is an expected shift as the student progresses through their degree, with a trend toward increased independence and focus on evolving (usually professional or career based) mentoring needs.

I credit my supervisor for making my experience and development as a scholar as wonderful as it has been through their engagement, interest, empathy, support, guidance, advice, and ways of setting me up for success. - Student

Supervising graduate students, learning from and with them, and feeling pride in their accomplishments are true joys of the academic life. - Supervisor

Roles and Responsibilities

Research and graduate education are integral to the responsibilities the university has to the public and to its students, faculty, and staff. To ensure that these commitments are met, both the supervisor and student roles come with distinct responsibilities. Both supervisors and students are expected to interact respectfully and ensure all scholarship and interactions follow the ethical norms of the discipline and university.

In joining the supervisor-student relationship, a student is expected to commit the time and energy needed to learn and engage in the research and to disseminate it in the thesis (or other venues) as appropriate. They are expected to take responsibility for their learning and completing their program. Students need to be aware of, and follow, the regulations of the degree program and university, including the deadlines associated with specific academic milestones.

• Take responsibility for their progress towards their degree completion.
• Demonstrate commitment and dedicated effort in gaining the necessary background knowledge and skills to carry out the thesis.
• At all times, demonstrate research integrity and conduct research in an ethical manner in accordance with University of British Columbia policies and the policies or other requirements of any organizations funding their research.
• In conjunction with you, develop a plan and a timetable for completion of each stage of the thesis project.
• As applicable, apply to the University or granting agencies for financial awards or other necessary resources for the research.
• Meet standards and deadlines of the funding organization for a scholarship or grant.
• Adhere to negotiated schedules and meet appropriate deadlines.
• Keep you and the Faculty of Graduate Studies informed about their contact information.
• Meet and correspond with you when requested within specified time frames.
• Report fully and regularly on their progress and results.
• Maintain registration and ensure any required permits or authorizations are kept up to date until the program is completed.
• Be thoughtful and reasonably frugal in using resources.
• Behave in a respectful manner with peers and colleagues.
• Conform to the University and departmental/school requirements for their program.
• Meet at regular intervals with the supervisory committee (no less than yearly).
• Progress to candidacy defense (including completion of comprehensive exam) within 36 months of the initiation of the program.
• Keep orderly records of their research activities.
• Develop a clear understanding concerning ownership of intellectual property , inventions and scholarly integrity
• Take any required training programs that are discussed and agreed.
• Work at least regular workday hours on their research project after course-work has been completed.
• Discuss, with you, the policy on use of computers and equipment.
• Complete thesis and course work within timelines specified by the Faculty of Graduate Studies and suitable for their discipline.
• Finish their work and clear up their work space when program requirements have been completed.
• Return any borrowed materials on project completion or when requested.
• Explain to you their comfort with modes of communication (e.g. formal or informal, use of questioning) and independent activities.
• Make it clear to you when they do not understand what is expected of them.
• Describe their comfort with approaches to your academic relationship, e.g. professional versus personal.
• Contribute to a safe workplace where each individual shows tolerance and respect for the rights of others.
• Respond respectfully to advice and criticisms (indicating acceptance or rationale for rejection) received from you and members of the supervisory committee.
• Inform you in a timely manner about any of their presentations to facilitate attendance.
• Discuss, with you, their career plan and hopes for professional growth and development.

Download the Graduate Student / Supervisor Expectations document

A supervisor is expected to be available and knowledgeable to guide and help their graduate students at every stage – from advising on course selection and formulation of their research projects and methodologies, to thesis-writing, presentation and possible dissemination of their research. Supervisors must also ensure that the student’s work meets the standards of the University and the academic discipline. Good supervisors mentor the whole person in consideration of their broader intellectual development and post-graduation aspirations. 

Research and academic guidance, support, and assessment

• Have sufficient familiarity with the student’s field of research and research methodology to provide an appropriate degree of guidance
• Assist with identification of a research topic that is suitable for the student and appropriate in scope for the degree; continue to assist with refining and/or modifying the topic as needed
• Assist the student in planning the program of research, setting time frames, and adhering as much as possible to the schedule
• Get to know the student’s background and goals to be able to mentor them according to their needs, interests and circumstances
• Provide sufficient freedom of exploration to ensure the development of the student’s independence as appropriate to the degree
• Provide or ensure access to required research facilities, stipend and research funding, collaborators, research materials and data needed for the student’s research
• Facilitate the student’s development of the necessary knowledge and skills for their area of research and its communication, including sharing and encouraging relevant training opportunities
• Integrate student into any existing research groups with clear communications around shared research, authorship and intellectual property issues
• Discuss, model, and ensure knowledge and commitment to the responsible conduct of research, and academic integrity
• Provide consistent support, encouragement, and constructive feedback to the student as they progress in their research; keep track of progress and address concerns in a timely, respectful, and fair manner.
• Ensure a supervisory committee is established, with appropriate input from the student, and that it meets on a regular basis (at the very least once a year) to review the student’s progress, advise on coursework as appropriate, provide guidance for planned research, and to formally document the progress and plan
• Support the student in preparation for their comprehensive exam and admission to candidacy (doctoral students), and their thesis/dissertation writing and defence.
• Encourage students to finish up when it is not in their best interest to extend their programs.
• Be aware of program requirements and deadlines and assist the student as needed in ensuring they are met.
• Support and encourage students in their engagement with activities and professional opportunities that enhance their overall development and career goals; these include formal and informal learning opportunities and occasions to present their research results

Supervisor/student relationship, conditions

• Observe at all times the principles outlined in UBC’s Statement on Respectful Environment for Students, Faculty and Staff, and acknowledge the inherent power differential between student and supervisor that may impede a student’s communication of any concerns about the relationship.
• Come to an agreement on reasonable expectations regarding work hours and vacation time in accordance with UBC policies on student classification and graduate student vacation;
• Ensure at the outset that mutual expectations and conditions of the research environment are discussed, negotiated as appropriate, understood, and written down (as per Policy SC6). These may be modified over time. A template is available for this purpose [link].
• Refrain from requiring or expecting the student to perform tasks or activities that are unrelated to the student’s research progress or to the normal collegial activities that support a research group
• Ensure an understanding of and sensitivity to students’ cultural identities and scholarly strengths and interests.
• Be reasonably accessible to the student for consultation and discussion of their progress; the frequency of meetings may vary by area of research and the stage of students’ experience and independence.
• Respond thoroughly and in a timely fashion to students’ work submitted for feedback or approval (e.g., manuscripts, theses, presentation materials)
• Ensure that an environment exists for fruitful and respectful discussion of ideas and research plans and results in individual meetings as well as group settings.
• Strive to create a a the research environment is free from inequities, discrimination and harassment.
• Be attentive to students’ wellbeing and any barriers or challenges related to equity and inclusion, and advocate for students when necessary; become familiar with campus wellbeing resources and guidelines for accommodations as needed.
• Alert the graduate program director or other appropriate individuals if there are concerns about students’ progress, health, wellbeing or other issues.
• Make alternative arrangements to ensure continuity of supervision if/when there will be disruptions for extended periods.

The graduate program advisor is (preferably) a tenured Associate Professor or Full Professor. In addition to her or his own teaching and research responsibilities, the program graduate advisor agrees to take on the following responsibilities for a certain tenure of time.

The graduate advisor’s duties may vary, but they typically include the following:

Acts as liaison with the Faculty of Graduate and Postdoctoral Studies

Ensures that graduate students working on research theses are matched with appropriate supervisors and supervisory committees

Compiles and coordinates information concerning deadlines, procedures, etc. and communicates these regularly to graduate students and faculty members. Ensures that faculty supervising, or teaching graduate students are aware of, and adhere to, applicable policies and procedures

Every research master's or doctoral student must have a supervisory committee, consisting of the supervisor and at least two other individuals (for doctoral students) or at least one other (for master’s students). The purpose of the supervisory committee is to provide support to both student and supervisor by broadening and deepening the range of expertise and perspective in the research area. Some programs assign a faculty member from outside the committee as chair; otherwise, the supervisor chairs the committee. 

Committee members are normally faculty members. The committee's role is to provide support by broadening and deepening the range of expertise and experience available to you and your supervisor. The committee offers advice about and assessment of your work.

A doctoral student's supervisory committee is responsible for guiding the student in selecting any required courses, planning the research, and preparing the thesis.

Students in a master's program with a thesis will have a supervisory committee that advises them on coursework, research, and thesis preparation.

Graduate students who establish their supervisory committees early in their programs and who meet with their committees regularly, tend to complete their degree programs successfully, and more quickly, than students who wait to establish their committees.

Doctoral students: If there are changes to the composition or distribution of roles on a doctoral student's supervisory committee after candidacy, Graduate and Postdoctoral studies must be notified so that the committee can be re-confirmed. Failure to do this may result in delays at the time of the doctoral defence if there are problems with the non-confirmed committee.

The roles of the committee

The committee guides the student in selecting coursework, planning the research, and writing the thesis/dissertation, and often has helpful advice and support for other aspects of the graduate journey. Members provide constructive feedback and assessment, and at least some of the committee will be among those who determine the acceptability of the final thesis or dissertation (both before and at the examination). Committee members should be available for consultation and advice at times other than at formal meetings, and they can be valuable mentors who understand the research and broader situation. For further information on the structure of and other policies related to the supervisory committee.

Assembling the committee

In general, the student and supervisor should establish the supervisory committee as soon as possible after agreement on a thesis or dissertation topic, with membership choices based largely on the research interests and expertise of the individuals and their availability and willingness to serve. Check UBC Policies and Procedures to ensure that potential members, and the composition of the committee as a whole, meet all UBC requirements.  

Note that committee members may come from outside UBC or any university. These could include professionals or others with relevant expertise and experience (e.g. Indigenous community members).  

The committee is required to meet at least once a year to review progress (academic, research, professional) and to make recommendations as needed. Some programs have formal structures for their meetings, where the student submits a written summary of their research and academic progress before the meeting and presents their work orally at the meeting. This is excellent practice for developing oral presentation skills and allows the committee to more fully understand the progress. Most programs will also have a standard form to be filled out after the meeting that documents progress and that may summarize the committee's recommendations.  

Supervision - for students

Every UBC student in a thesis-based graduate degree must have a supervisor.

If you are a prospective student or an admitted student who does not yet have a supervisor, please visit Finding a Supervisor  for guidance on identifying a faculty member who may be an appropriate fit for you.  

Finalizing a supervisor arrangement is not just about whether a faculty member decides to take you on as a student.  Rather, you should also be evaluating the supervisor, and your academic and professional fit with them.  In addition to speaking with them directly, you can also reach out to current or former students to hear more about their personal experience (many programs have lists of current and former graduate students, and many supervisors have websites that list the same). 

As for any long-term working relationship, it is critically important to invest time and energy as soon as possible to establish mutual expectations and common understanding between you and your supervisor.  

The standard expectations UBC has of supervisors and graduate students as noted above are generally non-negotiable. However, there are additional conditions of the working relationship to consider, some of which may be negotiable on either side. For example: 

• How does your supervisor anticipate they’ll be guiding, directing and overseeing the research project and your progress? 
• How often will you meet with your supervisor, and in what form normally (online or in person)? 
• What are your supervisor’s expectations for the amount of time spent in research? 
• What is the best way to communicate (e.g., email, chat)? 
• How is funding expected to work over the course throughout the program, and what roles do you each have in securing that funding?  
• Will there be support for travelling to conferences? 
• What is expected with regard to research publications and presentations?  
• Will you be expected to take on additional roles (e.g., research assistant or teaching assistant)? 
• How much time is available for non-academic pursuits, especially professional development? 

Other, more complex points of communication might include: 

• Especially if there are cultural differences, mutual communication and working styles, and how both of you can be clear and respectful in your discourse. 
• If you have a disability or on-going medical condition that may impact your learning or progress, it is important to connect as early as possible in your program with the Centre for Accessibility to discuss accommodations and receive access to academic supports. Where appropriate, the graduate specialists will provide you a letter of accommodation to share with your supervisor, and offer guidance on how to discuss your needs in your unique setting.   
• Early on is also an ideal time to talk about your particular interests or concerns or life circumstances, as well as any long-term career or related aspirations. Ask whether and how these aspirations may be supported either through your research project and/or other learning opportunities.  

So often expectations are not openly discussed, which can lead to misunderstandings and conflict later on. It is UBC's policy ( Scholarly Integrity , section 2.1.3) to have research environment conditions outlined in writing. Your program may have a template for documenting these, and there is also a common UBC-wide template available. It is a good idea to revisit these expectations periodically (at least annually) to ensure the two of you continue to be on the same page, and can revise them as necessary.

It is important to have agreed on the basics of what is expected of you and your supervisor, including how and how often you will interact, acknowledging of course that life rarely follows our specific expectations or ideal course. Remember that you are responsible for your own learning and research. You need to be proactive in asking for advice, support or clarification when needed, keeping your supervisor informed about your progress and any situations or events that may impact your work. 

Here are some tips on developing and maintaining a productive relationship, keeping on track with your research and program, and avoiding problems, or addressing them if they arise. 

Communication

Among the key origins of many difficulties in the relationship or in research progress are problems in communication. Complications in communication may be especially true when you and your supervisor are from different cultures or are more comfortable in different languages. What is intended by one person may not be received in the same way by the other. There are also often unspoken assumptions on the part of either you or your supervisor which the other is not aware of. 

It is important for both you and your supervisor to have open and clear communication. If you are about something that was said or think something may have been incorrectly assumed, ask your supervisor to clarify; likewise, be explicit with the thoughts and questions that are important for your supervisor to understand. To help ensure the two of you understand the conversation the same way, it is often helpful to tell your supervisor what you understood they said so that it can be corrected if needed. Direct conversations like these can be challenging depending on your and your supervisor's communication style, your respective cultural and social norms, the stage in your program, the subject matter, the power differential, etc. However, ensuring there is a shared understanding and mutual expectations between student and supervisor is critical to the success of the relationship, and of the research, and finding a way to communicate in a way that works for both parties should be a priority.

Factors such as the specifics of the project, where the student is in their program, and other individual student or supervisor preferences are important to consider when determining an optimal meeting schedule. It may be beneficial to meet frequently (e.g., weekly) at certain stages of the program, while sporadic meetings may be more appropriate in other circumstances. It is UBC policy for student progress to be reviewed at least once a year.  

When coming to a meeting, ensure both parties understand its purpose. Come prepared with the relevant information and/or plans, and be able to summarize your progress, questions, or concerns. It is often good to write down (even just for yourself) what you would like to discuss. It is best practice to write and share a summary of the conversation with the supervisor after the meeting (e.g. an email summarizing your understanding of what was discussed and the plan for next steps). 

Most people find giving and receiving (especially negative) feedback difficult. However, feedback is crucially important for learning, research, and a productive working relationship. Feedback should be constructive and given respectfully and with good intentions and be received with an open mind. It is good practice to specifically ask for feedback periodically or when needed, whether from your supervisor, your supervisory committee, or your colleagues. They all have different perspectives and experiences which can enrich your growth. And do not forget to provide feedback as needed to your supervisor and others, noting especially that sincere, positive feedback can be beneficial to everyone. 

Group dynamics

Many areas of research are conducted in group settings – whether the researchers are collaborating or working independently – and the importance of collegial interactions in such groups cannot be overstated. Researchers are generally expected to help one another as needed, share knowledge and ideas, and contribute to the functioning of the group. This is to everyone’s benefit, as such interactions nurture learning, the research itself, and the wellbeing of the researcher(s). The time dedicated to helping one another or the group can be a matter of judgment, and the decision involves balancing the benefits and drawbacks (e.g., possibly delaying completion time) of that time spent. 

It is realistic to expect that challenges may come up over time in your relationship with your supervisor or colleagues. In general, the best way to address or resolve a problem is to identify it early, and to start by working directly and constructively with the person or people involved. There is an inherent power differential between you and your supervisor, as your supervisor has significant (but not complete) authority over your status in your program and research and may have significant influence on your future career. Although this power dynamic should not negatively affect student learning and progress, it can be difficult to openly disagree or share negative feedback with your supervisor. There are several units or individuals on campus who can advise you or help you navigate challenging situations if they occur. 

Here are some general pointers that may help you to navigate challenges with your supervisor:

• Acknowledge your shared goals and values and demonstrate that you understand your supervisor’s constraints
• Share your facts, including how you feel or felt about the issue; when it is a communication issue, it might be helpful to indicate what 'you heard' your supervisor say
• Tell your story, and the context behind your concern
• Ask for their view and listen carefully
• Suggest or discuss together a potential solution or trial solution
• The other members of your supervisory committee
• Your Graduate Advisor/Chair of the graduate program
• Your fellow students
• Other faculty members
• Graduate Student Society (GSS)
• Ombuds Office
• Graduate and Postdoctoral Studies (G+PS)
• If the problem is such that you are considering a change of supervisor, consult the Conflict Resolution section. 
• Perhaps most importantly, ensure as much as possible that the nature of the relationship is clarified at the beginning (see Getting Off to a Good Start), and that the best ways of communicating are discussed

Here are a few specific challenges that sometimes arise:

Difficulties in meeting or responding

At times, your supervisor may be too busy with other requirements of their academic position to meet when or as often as you would like or be slow in responding to correspondence. This can be frustrating, especially when you need their help or advice on the next step in your research. Here are a few points to consider: 

• As always, it is best to talk about these issues at the outset. How often should you meet? Are there times that they will be away or will be expected to be less responsive? What can I generally expect for turnaround times for emails or submitted material?  
• Faculty are incredibly busy, with many other responsibilities in addition to supervising graduate students. Often, a lack of or delay in response may not reflect any intent to ignore you, but rather competing priorities - reach out with an open mind, follow up as necessary and have realistic expectations for response.  
• When communicating by email, make sure you are as clear and concise as possible, and that you provide sufficient information for a well-informed response. It is also extremely helpful to state the main point(s) or question(s) of the email at the beginning with further details next, and for complex information, an attachment might be best. All this helps your supervisor to make a quick estimate of how urgent the subject is, how much time they will take to answer it, and whether or not they need further information to be able to respond appropriately. 
• A gentle reminder after a reasonable period of time is usually fine. A general rule of thumb is 1-2 weeks, depending on the nature of the request and the time of year. 

If you continue to have trouble connecting with your supervisor, contact your Graduate Advisor for advice or assistance.

Breaching boundaries

The relationship between a graduate student and their supervisor can be complex. Healthy boundaries with regard to issues such as expectations, availability, and the friendly nature of the relationship can be challenging to define or address when they are perceived to be breached. 

As a student, you have a right to expect respectful and professional interactions with your supervisor, and a duty to demonstrate those yourself. Breaches in those boundaries might include being asked to perform work that’s not related to either your research or to the standard mutual support that occurs within a research group, or to be available to a degree you feel is unreasonable. Of course, some offers may be welcome (e.g., helping out on a grant application, giving a lecture), and you have the choice of agreeing to the request or not. If you feel that it is justified, yet too difficult to say no to these requests, speak with your Graduate Advisor or an experienced colleague for advice.  

There may be situations when you feel uncomfortable in the relationship with your supervisor. While it is usually best to communicate your concerns directly, you may not feel that you have the capacity or are able to have that conversation directly. As always, your Graduate Advisor or G+PS are available to support you in the situation if needed. Note that any sexual or intimate relationship between faculty and students at UBC is strictly prohibited ( Policy SC17 ). In general, other types of relationships that give rise to perceived or actual conflicts of interest (i.e., in which the supervisor has personal or other interests that may influence how they assess or guide you, either positively or negatively) need to be declared to the Department Head, and handled as appropriate.  

Supervisor is away

There may be times in your program when your supervisor is away from the University for extended periods, which is often the case when faculty are on a study (sabbatical) or other leave. For leaves extending beyond two months, it is University policy that an arrangement be made for continuity of supervision. This may be simply a mutually agreed-upon mode of communication (e.g. regular video meetings), but it is also common for an interim co-supervisor to be appointed, especially if your supervisor is unable to offer sufficient interaction. 

If your supervisor leaves the university for another position, it may be possible to continue under their supervision, but a UBC co-supervisor must be appointed. These arrangements must be approved by the program and the Dean of Graduate and Postdoctoral Studies. If it is not feasible to continue with your original supervisor, you will (with your program’s help) need to identify a new supervisor. 

If your supervisor retires, they are eligible to continue to act as your supervisor if the program agrees to it. 

Ending the relationship

Though it is rare, there are a variety of circumstances and events that might lead you and/or your supervisor to consider ending your supervisory relationship. Given the potential for substantial ramifications for both parties, it is important to carefully consider the decision before taking action.  

A graduate student is expected to have consistent supervision throughout their degree and are not permitted to be without a supervisor for an indefinite or prolonged period. Students without a supervisor will be required to withdraw from the program if they are not able to find an alternative supervisory arrangement within a short period of time, normally a maximum of six weeks. If students are proactive and resourceful during this period and are still unable to find someone new to supervise, we have found it to be highly unlikely that additional time will be of benefit. A period of inactivity and lack of progress lasting longer than six weeks is sufficient grounds for a program to recommend withdrawal for inadequate academic progress. Finally, it is unfair to allow a student to remain registered, pay tuition, use University resources, and continue losing time on a degree which, as above, is unlikely to be completed if a supervisor is not identified in the initial six-week window. Short extensions may be possible if concrete progress is being made on the search within the allowed period. 

Before deciding on ending the supervisory relationship

Identify for yourself (list out) the reasons why you are considering ending the relationship. Then:  

• A co-supervisor should always play a meaningful academic role, but can also bring a new interpersonal dynamic and perspective to the supervisory relationship. If applicable, familiarize yourself with the policy regarding co-supervision within and outside of the department. 
• Seek consultation and support.  Speak with your program's Graduate Advisor, G+PS (Associate Director, Student Academic Support), or other members of your committee. You may also wish to speak with the Ombuds Office, Equity & Inclusion, International Student Advising (if applicable), and/or the Graduate Student Society. These resources can provide a confidential space to explore options.   
• Seek clarity on potential consequences . If you do not already have a new supervisor willing to work with you, you will normally have a maximum of six weeks to arrange for one. Your program is expected generally to advise or assist you with this, but they are unable to simply appoint a new supervisor. Note that depending on the circumstances, you might have to limit your choice to those who have funding for you. If a new supervisor is not secured within the six-week period, you will have to either withdraw from your program voluntarily or be required to withdraw. Starting with a new supervisor has ramifications, including significant delays in program completion. You may also not receive the same financial support. All of the above has the potential to impact your academic, professional, personal, and financial circumstances, as well as your international student status if applicable.
• Understand your responsibility.  Ultimately it is a student's responsibility to secure a new supervisor, though the Graduate Advisor is expected to make their best effort to support the process. "Best effort" may include a meeting to discuss potential supervisors to approach, reviewing a portfolio of work to present to potential supervisors, offering introductions, and advising on applicable policies. 

If you do decide to end the relationship, you should do so in a professional manner and, if appropriate, be open to compromise in terms of timing or the future relationship. This would be particularly important if your supervisor is dependent on you to reach a critical research goal. G+PS and the other resources listed above can help you in preparing your communications with your supervisor. 

Supervision - for supervisors

As a supervisor, you are the key person in your student's graduate degree program and have considerable influence in helping them achieve their full potential academically, intellectually, and professionally. Most faculty would agree that it is also one of the most fulfilling aspects of academic work.  

It is important to recognize the responsibilities that come with this role and to ensure that these are met to the best of your abilities with each graduate student. Key foundational elements of successful graduate supervision include: 

• Mutual respect 
• Clear and frequent communication 
• Agreement on mutual expectations 
• Mentoring tailored to the needs, attributes and aspirations of each student 

See below for more detailed guidelines on the nature of excellent graduate supervision pedagogy and practical advice on developing a mutually beneficial and productive relationship with your student: 

Graduate supervision is a nuanced and complex form of pedagogy and is evolving as the nature of the university and its students are changing. The UBC Guide to the Principles of Excellent Graduate Supervision Pedagogy was created to support faculty in their roles as educators in this domain. It was written by a group of experienced mentors, drawing from scholarly literature, and was endorsed by the Graduate Council and the UBC Senate. You are encouraged to review the guide and to reflect on how these principles might relate to your own practice and situation.

Especially in your early years as a supervisor, you will likely need to be proactive in your search for graduate students. For advice and best practices around recruitment, see the comprehensive resources on recruitment in the Faculty and Staff Intranet. 

Your choice of student has long-lasting implications for you, for your research group if you have one, for the student themselves, for the program, and for all those the student interacts with and influences at UBC and in their future career. Among the questions it would be important to ask yourself are: 

• Is there an intellectual fit between the student’s research interests and your research program? 
• Will you be able to provide the necessary resources to this student? (e.g. infrastructure, equipment, access to data as appropriate, your time and expertise) 
• Will the student thrive in your research environment? 
• Will the student ask insightful research questions and conduct impactful research; do they have intellectual spark and curiosity? 
• Will the student be collegial, helpful, and collaborative? 
• Are they committed? 
• Will they contribute to the diversity of the program or research group (e.g., diversity in demographics, expertise, ways of thinking)? 
• Does the student have the experience and/or motivation necessary to be successful in the program with you as their supervisor? 

In addition to academic grades and evidence of research expertise or promise, answers to these questions will need more in-depth assessment, best gained through an interview and communication with the student and their referees. Ideally, the student is also evaluating you as a supervisor and it is a good idea for them to meet with your research group or past students, if applicable and feasible.

The quality of the student-supervisor relationship is crucial to effective learning, to success, and to the wellbeing of both parties and beyond. It is extremely important to get started on the right foot, and to ensure both you and your student share and agree on the expectations of the working relationship. This can prevent problems and misunderstandings down the road, and lead to a more open and productive relationship. 

Mutual expectations

Having a conversation at the start of the supervisory relationship is essential, and written confirmation of the understanding is best (or required in some cases). Important issues to discuss include applicable funding, meeting frequency and mode, practices around authorship and intellectual property, preferred modes of communication, and ways of interacting. Clarifying expectations and surfacing assumptions are important because of the diversity of experiences, backgrounds and personal circumstances that may or may not be shared between you and the student. . There should also be mutual understanding of the amount of time the student will spend on their research, what additional requests or opportunities may be asked or available to the student, and how long the program is likely to take.  

So often these expectations are not openly discussed, which can lead to misunderstandings and conflict. It is UBC's policy ( Scholarly Integrity , section 2.1.3) to have research environment conditions outlined in writing. Your program may have a template for documenting these, and there is also a common UBC-wide template. It is a good idea to revisit these expectations periodically (at least annually) to ensure the two of you continue to be on the same page, and to revise them as necessary. 

Graduate Student / Supervisor Expectations document

Although not all points in the document may apply to your situation, and additional elements may be important, they reflect the responsibilities UBC has articulated for both the supervisor and student. G+PS views these generally as hallmarks of a positive, productive, and respectful relationship between a student and their supervisor. This document may be modified according to circumstances. We encourage signing by both parties to indicate a high level of mutual commitment to the principles laid out. The template letter we have provided may be used by the supervisor to expand on the expectations/conditions associated with supervision or to place the expectations document in context. It is highly recommended to revisit this document occasionally (e.g., annual review meeting), as student needs and circumstances evolve. 

Getting to know one other

It is important for you to get to know your students - their learning preferences, interests, background, and career or other aspirations - as those should ideally influence your mentorship approach with them (see Supervision Excellence Principle 1 ). Likewise, it is helpful for your student to know more about you, including your values, experience, challenges and particular excitement about your work. 

Potential ways to support your student’s interests and their career exploration and aspirations might include: 

• Discuss career issues with them as they evolve, and work with them to identify potential professional development opportunities and experiences. Opportunities for students to gain additional competencies are available through Graduate and Postdoctoral Studies, the Centre for Teaching and Learning, and other units at UBC and external to UBC.  
• Encourage them to use an Individual Development Plan to help with their goal-setting and achievement. 
• Consider at least a partial alignment of their research subject, approach, and research outputs (including their thesis format) with their interests. See Emerging Dissertation Approaches and Designs for the scope of possible thesis formats and content. 
• Include your students as appropriate in your professional life and introduce them to your broader intellectual community. 

Every relationship between a student and their supervisor is different, and each one changes over time and as circumstances evolve. There are a number of principles and good practices, however, that are universally relevant, or that are helpful to be aware of in different situations or times. The following expands on the list of supervisor responsibilities listed above and offers guidance and tips on promoting a positive and effective relationship with your student over time and in varying circumstances. 

Mentorship, not employment

Although the language of employment ('boss', 'hire', etc.) is often used in describing the student-supervisor relationship, it is NOT an employer-employee relationship, regardless of the funding arrangement for the student. A Graduate Research Assistant (GRA) stipend is considered a scholarship and its payment does not impart any employment-related duties, expectations, or requirements on the student. If a student is receiving a Graduate Academic Assistant (GAA) salary (which is taxable, unlike the GRA stipend), that must be for work that is not intended to contribute to the student's thesis, and it represents a distinct employment relationship separate from the student-supervisor relationship. 

While there may be instances where these funding mechanisms - appropriately used - can be beneficial to the student, it is imperative to remember that the primary objective during their time in graduate school is education, not employment. There is a substantial difference between a mentoring/advising relationship and an employment relationship in terms of the mutual expectations, parameters of authority, and fundamental purpose and nature of the interactions. For example, an employer may justifiably ask an employee to perform work unrelated to their primary focus, or to insist on strict work hours and breaks, or even prohibit participation in outside activities during those work hours, etc. Although there is some overlap with these in the expectations in the mentoring relationship, the degree of justifiable restrictions, and the inherent authority and tenor of the interaction are entirely different. Check the Boundaries section below for more guidelines. 

Accessibility and meetings

Supervisors are expected to be accessible to their student for discussion and feedback on their research and academic progress. The frequency of meetings or other communication will vary depending on the discipline, your student’s stage in the program and the progress of the research among other factors. It may be beneficial to at least begin with a regular schedule of meetings, with the frequency changing according to the situation. This should be discussed with the student at the outset, including any other accommodations, accessibility or health related needs; responsibilities, such as childcare or family commitments; or other factors such as commutes, etc.  preferences that will support the student to be successful.  

Students commonly cite frustration with long times to receive feedback on written work or to reply to emails (or not receiving a response at all). It is certainly acknowledged that faculty can be very busy and may struggle to ensure prompt responses. However, your student does have a legitimate expectation of timely responses, as slow response times can negatively impact their research and completion times. It is best practice to at least acknowledge your student’s emails if there is an expected delay, indicating when your response is anticipated. These issues and normal response times should also be discussed at the outset and revisited as needed.  

If you are absent for an extended period (e.g., are on leave) you must ensure that arrangements are made with your student(s) to provide them with continued supervision. These may include regular virtual check-ins or the assignment of a co-supervisor during your absence. 

Communication and cross-cultural engagement

Clear, thoughtful, and respectful communication with your student is critical to effective supervision. Active and empathic listening is equally important – listening to what they understand, their questions, ideas, and concerns. 

The power differential in the relationship may make it difficult for your student to discuss disagreements or concerns, and it is important to promote an open and respectful environment that encourages them to discuss these without fear of reprisal or shame. 

Among the key origins of difficulties in the student-supervisor relationship or in research progress are problems in communication. Complications in communication can arise in the best of relationships but especially when you and your student do not share common lived experiences (e.g. personal, cultural, educational) or are more comfortable in different languages. For example: 

• There may be a misunderstanding or unintended interpretation of what you or the student has said. 
• There are often unspoken assumptions on the part of either you or your student which the other is not aware of. For example, the student may not be aware of normal expectations or processes, while you may assume that they “should know how things work.” 
• Direct criticism is uncommon in some cultures, especially in public, and may be interpreted by the other party as insulting or belittling. Conversely, indirect criticism may not be fully understood. 

Tracking Progress

Keeping track of your student’s progress is one of your core responsibilities. Regular assessment is an opportunity to provide encouragement and positive feedback and helps to identify and address potential problems or misunderstandings, whether in the research project itself, in the student’s scholarly development, or in personal, environmental or program issues that are hindering effective advancement. A fair and supportive approach to monitoring and facilitating progress is essential. 

If and when any problems in your student’s progress are not resolved after several attempts and any legitimate contributing factors have been considered and addressed, it is important to be more deliberate in documenting the issues and timelines if that has not been done. Specific advice on how to do this fairly and compassionately is outlined below (Research progress concerns), as are possible consequences for the student. 

While regular assessment is usually an informal process, it is essential that it is done formally at least once a year and is reviewed by the graduate program (see UBC Policy on Academic Progress ).  

Funding issues

Most students rely on some form of funding throughout their degree, yet the sources and amounts can change over time which can sometimes cause some distress and confusion. For any students on GRA stipends, it is important to be very clear about the parameters of these (e.g., How long will they be paid? Will the stipend change in value? Will they be expected to seek other sources? If so, will the GRA stipend be affected if the student is successful in securing other funding?) A student may feel uncomfortable discussing funding, and clarity and openness on your part to the subject is important. 

Boundaries, conflicts of interest

The relationship between a graduate student and their supervisor can be complex. Having healthy, professional boundaries concerning issues such as work expectations and availability can be challenging to build and for a student to identify or to address when they experience a breach of such boundaries. 

Students have a right to expect respectful and professional interactions with their supervisor, and a duty to demonstrate those attributes themselves. Breaches in those boundaries might include supervisors: 

• asking a student to perform work (paid or unpaid) that's unrelated to either their research or to the standard mutual support that occurs within a research group,  
• asking a student to be available to a degree that could be seen as unreasonable (e.g., weekends and evenings) 
• asking a student to do tasks for the supervisor of a personal nature 
• exerting inappropriate control (e.g., improperly restricting their non-research activities or insisting that they complete research above and beyond what is needed for their thesis) 
• threatening a student with a mediocre reference letter, reduced funding, or withholding of academic approval if they refuse to carry out the supervisor's wishes 
• interacting with a student in an inappropriate way (e.g., becoming too intrusive in their personal lives, or entering into a sexual or intimate relationship - note that such relationships are prohibited at UBC - Policy SC17 ) 

Of course, some offers of tasks or activities may be welcome (e.g., helping out on a grant application, giving a lecture), and but it is the supervisor’s responsibility to ensure that students feel free to agree to them or not. Given the power differential, however, it can be very difficult for them to say no to these requests, and it is incumbent on the supervisor to be sensitive to that dynamic. 

Sometimes perceived or actual conflicts of interest may arise, and these must be managed. Apart from the inherent potential conflicts of interest (e.g., the supervisor’s career interests vs. the student’s learning needs), examples include a supervisor’s financial interest in the research being performed by the student, the supervisor and the student having a familial or other close relationship, or any personal or other interests that may influence how the supervisor assesses or guides the student. The student may also have their own conflict(s) of interest. If and when these arise, it is critical that they be disclosed to the appropriate people (e.g., the student, the department head, and the graduate advisor and/or the supervisory committee), and in the RISe COI declaration. The department head or equivalent manager may require a management plan. It should be remembered that a conflict of interest can exist whether it be actual or perceived. 

Research progress concerns

Helping your students maintain good progress through to the successful completion of their program is one of your key roles. Students can run into problems in their research or coursework, or simply lose momentum at any stage of their program for a variety of often interrelated reasons. Frequent and open two-way communication, clearly defined expectations of progress, and ongoing assessment (with the help of the supervisory committee as needed) will help you identify when a student is experiencing difficulty.  

For a student experiencing challenges for primarily personal reasons (e.g., life circumstances, mental or physical health, etc.), check advice and guidelines below for how you can help or who to contact. It is not uncommon for a student to experience both academic and personal challenges, and for these and any other complex situations it is advisable to contact your graduate advisor for assistance. 

When a student is unable to make progress for primarily academic-related reasons after all reasonable support has been offered, it is in everyone’s best interest to address the problem directly and expeditiously. It is essential that principles of fair and supportive performance management are followed. These include: 

• The identification of specific, measurable tasks with individual deadlines , that are clear and preferably mutually agreed upon. They should be written out, especially if the academic status of your student is at stake. If your student believes the tasks and/or timelines are unreasonable, they can contact their supervisory committee members or graduate advisor for advice. 
• Provide reasonable guidance to support the completion of tasks. 
• As the situation calls, communication in writing of the consequences for not meeting the tasks. In cases of clearly unacceptable progress, these might include remedial work (e.g., coursework), a change in the research project, transfer to a different supervisor or program (e.g. to a master’s from a doctoral), or withdrawal from the program (following G+PS policies and procedures ).  

If a student is considering withdrawal or transfer, ensure that you coordinate with the program's graduate advisor and G+PS personnel to ensure due process is followed.

Although rare, sometimes the student-supervisor relationship becomes untenable for any number of reasons, and sometimes student’s research interests change to a degree that they would be better supervised by another faculty member (or be co-supervised). Sometimes, conflicts arise and the supervisory relationship becomes unhealthy and unsustainable.  Given the potential for substantial ramifications for both parties, it is critical to carefully consider the decision before taking action. Importantly, students are expected to have consistent supervision throughout their degree and are not permitted to be without a supervisor for an indefinite or prolonged period. They will normally be given six weeks to secure a new supervisor, and if unsuccessful, will have to leave the program.  

If you are considering this step, you should consult with your graduate advisor before taking any action. In cases of concerns about inadequate student progress, the supervisor and supervisory committee must address this in a fair and well-documented way before deciding to end the relationship. 

Faculty must be mindful of the fact that when supervisory relationships end, supervisors are able to move forward with greater security than a student, who is in a more vulnerable position. As noted above, withdrawal of supervision often leads to withdrawal from the program as students cannot continue with their program without a supervisor. To better understand the short- and long-term consequences of the decision, consider the following that may result from withdrawal of supervision: 

• negative impact on student's finances; 
• drastic changes to academic and/or professional trajectories if a student is withdrawn from a program; 
• unexpected delays or gaps in education and professional experience if a student has to change supervisors or projects, or transfer programs; 
• negative impact on mental health; 
• for an international student, having to leave Canada and potentially abandon plans to remain in Canada post-graduation; and 
• for students with families, needing to re-locate and secure new family-friendly housing, childcare, and schooling. 

Before ending the supervisory relationship: 

• Document and communicate your concerns . As above, concerns about inadequate student progress must be documented and communicated to the student, along with a fair opportunity to respond to those concerns and address them and/or improve, before recommending withdrawal from the program. This may include, for example, email evidence that (1) specific, measurable tasks with individual deadlines were agreed to by all parties, (2) reasonable guidance was offered to support completion of those tasks, and (3) a formal, scheduled check-in took place at the end of the planned assessment period to provide feedback on the work completed. In general, it is important to document any concerns about student performance and progression, any verbal or written conversations with the student to address these concerns, any recommendations for improvement, and any consequences for failure to mitigate these concerns. 
• Consider an alternative or modified approach . Given the significance of the decision to step down, alternative arrangements should be considered. Could the project be modified? Could the relationship be improved through direct communication or the support of a third party? Would a co-supervisor or modified supervisory committee improve the situation? 
• Seek consultation and support . Speak with the program’s Graduate Advisor, G+PS, or other members of a student’s committee. 
• If a student is permitted to continue with a new supervisor, a continuity plan should be established including consideration of whether they can continue with their existing project, incorporate their work thus far in their thesis, or publish the work, etc. Potential authorship and/or intellectual property issues need to be clarified. 
• Consider funding implications . If a student is still receiving funding when a supervisor steps down, and particularly if a student is still under the Minimum Funding Policy , the program must ensure funding is continued for the maximum six-week search period or until a new supervisor is secured (whichever comes first). If the former supervisor is unwilling or unable to fund the six-week search period, the responsibility sits with the program. Depending on the circumstances of the termination, it is ultimately the responsibility of the program to ensure the minimum funding level is maintained for the student throughout the required funding period of their program. 
• Set a deadline . A student is normally provided with six weeks to secure a new supervisor. During the six-week period, the student is encouraged to reach out to potential supervisors to discuss their research interests and work so far, communicate their timeline to commence work with the new supervisor and liaise with their Graduate Advisor regarding decisions and outcomes. The program must make their best efforts to support a student in this search. 

If after these steps, you still decide to end the supervisory relationship, check in with your Grad Advisor as they might be able to provide you with helpful information on the manner and timing of your communications with the student.  An invite to a face-to-face meeting, notifying the student that you would like to discuss the decision you have reached, giving them sufficient notice of the meeting and inviting them to bring along a support person is good practice. You should be prepared to explain to the student the factors you considered and weighed to come to your decision and offer contacts and resources to help them with the transition. Helping the student understand why the relationship is ending can support the student to move forward.

Problems & support

Despite our best efforts, issues and conflict can arise. It’s realistic to expect that challenges will come up in the course of your working relationship. The best way to handle a problem between you and your supervisor is to identify it while it’s small and manageable and communicate openly and collaboratively on finding a solution.

For particularly sensitive or complex challenges however, you may feel the need for some additional support to help you navigate the situation. The Faculty of Graduate & Postdoctoral Studies offers confidential services to support graduate students in these circumstances.

Here are just some examples of the situations that can arise.

Changing circumstances

A supervisor may leave, retire or go on sabbatical for an extended period of time. Or a student may change their area of research or change fields entirely.

Incompatibility

Sometimes two individuals simply don’t get along or cannot work together due to differing working styles, even after honest efforts to do so.

Changing supervisors

Graduate students should contact discuss changing supervisors with the Graduate Advisor for their program, unit or Faculty. For particularly complex challenges, reach out to G+PS for support in constructively ending the relationship.

Support resources Check out some frequently asked questions regarding supervisors, committees, and resources you might need

Life happens while in grad school.  You may experience challenges with relationships, marriage, parenting or other family issues. Health problems or other unexpected situations can add to the stress of academic work. If you are needing support, from counselling to taking a leave of absence, there are resources to support you.

• UBC Ombuds Office is an impartial and confidential resource for students to obtain assistance when they feel they have been treated unfairly in the university setting.
• The Equity & Inclusion Office provides a range of services to support equity, diversity and inclusion; offers consultation services to help members of UBC community navigate and resolve conflicts; and assists with human-rights related discrimination concerns.
• Graduate Student Society Peer Support Specialists provide confidential assistance to individual fellow graduate students experiencing difficulties.
• Faculty of Graduate & Postdoctoral Studies (G+PS) Associate Director of Student Academic Support can meet with you to confidentially to discuss your concerns, how UBC policies may apply and resources that may be beneficial, and steps to work towards a resolution.

Frequently asked questions

Supervisors should be available for consultation and discussion of your academic progress and research. The frequency of meetings will vary according to the discipline, stage of work, nature of the project, independence of the student, full- or part-time status, etc. For many, weekly meetings are essential; for others, monthly meetings are satisfactory. In no case should interaction be less frequent than once per term.

Yes, Supervisors can provide constructive suggestions for improvement and give input on continuation of work. Supervisors should respond in a timely manner, with the turnaround time for comments being less than 3 weeks maximum.

The procedure for changing supervisors is specific to individual programs at UBC; therefore Graduate and Postdoctoral Studies has no formal role in the process. Programs are primarily responsible for ensuring that each graduate student has a supervisor. However, there may be times when Graduate and Postdoctoral Studies is consulted and can play a supporting role.

If the supervisor leaves the university due to retirement, resignation, sabbatical or extended leave, the program or unit has a responsibility to make their best effort to appoint a replacement. The program/unit will then inform Graduate and Postdoctoral Studies of the change.

If you are considering changing supervisors:

• Discuss this with the Graduate Advisor for your program, unit or Faculty. 
• Attempt to resolve the issue through discussion with the Graduate Advisor and the original supervisor. 
• Ensure that both "old" and "new" supervisors are part of the decision and consult with the full committee when appropriate. 
• Ensure that your program approves the change. As appropriate, your program will then notify Graduate and Postdoctoral Studies. 

For complete information, see  Policies and Procedures / Supervision

Any faculty member who is a member of the UBC Faculty of Graduate and Postdoctoral Studies is eligible to serve as a graduate student supervisor.

The UBC Calendar has the full Senate policy on  membership in the Faculty of Graduate and Postdoctoral Studies .

Supervision of a student can be shared by two co-supervisors. At least one co-supervisor must meet the criteria (a member of the UBC Faculty of Graduate and Postdoctoral Studies). Other appropriately qualified individuals may be approved to serve as co-supervisors.

In all cases where the Faculty of Graduate and Postdoctoral Studies must approve a supervisory role for a non-member, the request must be made when the committee is formed.

Wellness resources

UBC Wellness Centre believes that a healthy mind, body, and spirit are foundations for students to achieve their personal and academic goals. Located in the UBC Life Building, the Wellness Centre is a friendly, peer-hosted space that offers many wellbeing programs for graduate students.

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Strategic Priorities

• Strategic Plan 2019-2024
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• Enhancing Graduate Supervision
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• Reimagining Graduate Education
• Enriching the Student Experience

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• Public Scholars Initiative
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Main navigation

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Supervisory committees

• Clarifying expectations
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• Tracking student progress
• Warning signs
• Giving feedback
• Infrastructure and resources
• Roles over time
• Resolving Conflict
• Fostering Equity, Diversity, and Inclusion
• New supervisors
• Improving the supervisory practice
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• Ideas for reflection

All PhD students at McGill must have a supervisory committee

Supervisory committees act as a support system for both students and supervisors, and assist with progress tracking and research project development. They also help with problem solving in the supervisory relationship. Participating in supervisory committees can help faculty members develop important supervisory skills, including communication with graduate students and evaluation of student work.

According to McGill’s Regulations on Graduate Student Supervision , “PhD students must have a supervisory committee consisting of at least one faculty member in addition to the supervisor(s). The supervisory committee must provide, on a regular basis, guidance and constructive feedback on the student’s research.”

The supervisor and supervisee should choose supervisory committee member(s) as early as possible in the PhD program. This is often in the first or second term of the program.

Points to consider when selecting committee members

Field of expertise

What value will this expertise add to the student’s research program?

Does the expertise of committee members and supervisor(s) cover a broad range?

Availability

Do they have the time to complete the responsibilities of a committee member, such as attending annual progress tracking meetings and giving feedback on writing?

Objectivity on committee

Committee members cannot have a conflict of interest with the supervisor(s) or supervisee.

General roles and responsibilities of committee members

All supervisory committee members are expected to:

participate in annual progress tracking meetings (see the Tracking student progress page and the Graduate and Postdoctoral Studies’ page on progress tracking for more information);

participate in additional meetings if there is unsatisfactory performance, or if requested by the student;

evaluate academic progress and advise on the next year’s objectives;

assist in providing guidance, consultation, and advice on the student’s research;

determine mutually-agreed upon expectations for feedback and best methods of communication (see Clarifying expectations for more information);

provide expertise that complements and expands on that of the supervisor; and

with the rest of the committee, approve when the thesis is ready for examination.

According to Graduate and Postdoctoral Studies, it is the responsibility of students to communicate regularly with and send progress reports to their supervisory committee (for more, see Responsibilities of the Academic Units ).

Specific responsibilities of committee members

Although many roles and responsibilities of supervisory committee members are consistent across all graduate programs at McGill, some responsibilities may be specific to the requirements of certain programs. A list of possible responsibilities are below; however, it is a good idea to contact your academic unit for clarification of their expectations.

Helping define courses and other program requirements (e.g., comprehensive exam requirements)

Providing timely feedback on draft dissertation chapters only after the student has completed at least one round of revision based on feedback from the supervisor, or on other written work

Evaluating comprehensive exams, research proposal, final thesis and oral defence (note that the composition of the oral defence committee is slightly different than supervisory committee)

Advising on career options and opportunities for professional development

Providing mentoring/mediation if the relationship with the supervisor is strained

Remaining available for consultation with the student or supervisor throughout the year 

How would you handle conflicts in the supervisory relationship?

When there is a conflict between a supervisee and supervisor, supervisory committee members are often expected to help with conflict resolution.

Consider the following situations that may be experienced by committee members. If you were a committee member, how would you respond? Would your thoughts on the situations change if you were the student’s primary supervisor (i.e., how would you expect the student’s committee members to respond)?

• The student has not had a committee meeting or a formal evaluation (comprehensive or thesis) for over a year. You have not received any updates from them since the last meeting.  
• What if, despite attempts to resolve this disagreement, you continue to have differences of opinions with the other committee member(s) and the student appears to be confused and unsure how to proceed?  
• The student’s primary supervisor approaches you and expresses that they are having conflicts with the student (e.g., lack of progress or communication, differences of opinion). What would you suggest? Would you react differently if the student approached you expressing the same conflict?  

In all cases, attempt to resolve the conflict between those involved; however, if this is not successful, supervisory committee members, supervisors, and students can contact the Graduate Program Director. If this still does not resolve the issue, contact a GPS Associate Dean .

This work is licensed under a Creative Commons Attribution Non-Commercial 4.0 International License . Graduate and Postdoctoral Studies, McGill University .

Department and University Information

Graduate and postdoctoral studies.

Graduate Studies

Graduate supervision.

The relationship between the graduate student and supervisor/advisor is unique and provides a remarkable opportunity to guide and mentor the student engaged in advanced academic learning.

Getting the Supervisory Relationship Off to a Good Start

Supervision guidelines for graduate students.

• Commit to scholarly activity.
• Engage in effective, timely and ongoing communication with your supervisor/advisor regarding the status of your project.
• Discuss expectations with your supervisor/advisor to ensure a mutual understanding of research goals and related activities, coursework, timelines and deadlines.
• Graduate program academic expectations will not be modified if you choose to engage in other activities, such as working outside of graduate studies, studying for professional program entrance exams or applying for jobs or postdoctoral fellowships.
• Student–supervisor meetings for thesis work typically occur at least monthly, although meeting regularity will vary amongst disciplines and at various stages.
• Discuss concerns about the type and amount of supervision needed for your work with your supervisor.
• Inform the academic head of your graduate program if you are concerned about inadequate or inappropriate supervision.
• Develop effective communication and collaborative skills.
• Demonstrate respect for others.
• Carefully and earnestly consider advice, suggestions, comments and criticisms received from your graduate supervisor/advisor.
• Expect timely, but not immediate, responses (regarding meetings, feedback on written work, etc.) from your supervisor/advisor and supervisory committee.
• Document and honestly report research data.
• Conscientiously cite information and data sources.
• Seek guidance on any data exclusions.
• Acknowledge contributions of the supervisor/advisor, committee members and others, in accordance with the norms of your academic discipline.
• Carry out all work safely and in accordance with standard operating procedures.
• Learn about safe practices, ask questions, and seek appropriate help and guidance on safety matters.
• Be aware of all the requirements, regulations, and guidelines outlined in the Graduate Calenda r, as well as all university policies pertaining to graduate work .

Supervision guidelines for supervisors

• Be aware of the inherent power imbalance in the relationship you have with your students.
• Behave professionally.
• Communicate appropriately.
• Provide a safe, healthy environment free from harassment, discrimination, and intimidation.
• Foster productive scholarly work, curiosity, and freedom of expression.
• Have sufficient time and resources (as appropriate for your field) to support student’s work effectively.
• Ensure that your students have safety training appropriate to carry out all work safely, and in accordance with standard operating procedures, once properly trained.
• Reasonable plans balance exploration with achievable, manageable and focused goals, and allow completion of scholarly work “in time.”
• Be aware that a student might experience changes in motivation and productivity.
• Be prepared to adapt your mentorship approach to promote success in a range of different situations.
• Support students with disabilities in designing and organizing accommodations.
• Be respectful of graduate students who are dealing with stressful situations and personal difficulties.
• Direct the student to campus resources and other supports when appropriate.
• Promote a culture of respect and collaboration.
• This may require consultation with the supervisory committee or others (e.g. head of the graduate program).
• Regularly communicate and have face-to-face meetings with your student to provide feedback on progress, strengths, weaknesses, gaps in knowledge, and how well they are addressing deficiencies.
• When a student is struggling with meeting graduate program/thesis work expectations, a supervisory committee meeting should be scheduled early to assess progress and plans, and to provide a clear statement of requirements to meet expectations.
• As an example, corrections to a thesis chapter, major research project, or a manuscript optimally should occur within a few weeks.
• Review and provide feedback on materials that a student produces prior to external review or defence. (Note: you are not expected to be a copy editor)
• Name an alternate faculty member, with graduate supervisory privileges, who will have day-to-day responsibility and signing-authority for students if you will be away from campus for extended periods of time must
• Encourage increasing independence as a student progresses through graduate work.
• Acknowledge student contributions to research in accordance with the university policies and the norms of your academic discipline.
• Encourage your students to submit their graduate work for presentation at conferences and workshops, and for publication, when feasible and appropriate.
• Be respectful of your student’s choice of career path, and provide advice, where appropriate, on the best way for your student to reach their career goals.
• Be aware of professional development opportunities for students offered through the department/program, Faculty, or university, and encourage your student to take advantage of such opportunities.
• Be aware of all requirements, regulations, and guidelines outlined in the Graduate Calendar and university policies .

Supervision guidelines for programs

As per section 3.1 of Graduate Calendar, it is the responsibility of the department/program to:

• Ensure that every graduate student has, at all times, a faculty advisor or a properly constituted supervisory committee. The supervisor must be declared within the first 5 months of study and the supervisory committee must be declared within the first 12 months of study.
• In identifying a supervisory committee, the department/program should consider the following, among other things: the balance of the committee by rank and experience; publications and other demonstrations of competence in scholarship or research on the part of the supervisor. Supervisory committees for PhD candidates shall be reviewed annually by the department/program. Supervisory committee members are assumed to continue their participation on student committees unless otherwise replaced by the associate chair or graduate advisor.
• For PhD students who have entered or transferred into the PhD effective January 1 or May 1, they must have a PhD supervisory committee meeting completed no later than November 30 of that same calendar year; those entering September 1 must have at least one meeting by November 30 of the next year.
• Forward annual PhD supervisory committee progress reports to the School of Graduate Studies.
• The guidelines should deal with the selection and functioning of supervisory committees and should cover the joint responsibilities of faculty members and graduate students. The guidelines may be attached to or incorporated in department/program handbooks which give regulations supplementary to those in the calendar. Items relevant to graduate supervision should be approved by the appropriate Faculty committee on graduate admissions and study.
• A copy of the guidelines shall be given to each faculty member and each graduate student.
• Supervisors and/or supervisory committee members may not resign without the department’s/program’s approval. A change in supervisor is at the discretion of the department/program, not the student or supervisor.
• Be available for consultation on matters of supervision and, refer students to speak with the appropriate associate dean of Graduate Studies about problems not resolved at the program level  (see Section 3.4.2 – Supervision ).

Supervision guidelines for the supervisory committee

• The supervisory committee must approve thesis project plans, including those that are part of a larger collaborative project led by others (e.g. research team members or collaborators).
• Provide students with timely, but not instantaneous, feedback. As an example, corrections to a thesis chapter, major research project, or a manuscript optimally should occur within a few weeks, and to a draft of the thesis within the timelines outlined in the graduate calendar.
• to assist in planning and to approve the student’s program of courses and research;
• to approve the thesis proposal;
• to decide, within departmental regulations, on the timing of the comprehensive examination and, where applicable, of the language and other examinations;
• to maintain knowledge of the student’s research activities and progress;
• to give advice on research, usually through the student’s supervisor;
• to provide the student with regular appraisals or progress or lack of it;
• to perform such other duties as may be required by the department;
• to report on the above matters annually, in writing, on the approved form to the department, which in turn will report to the Faculty Graduate Committee on Admissions and Study;
• to initiate appropriate action if the student’s progress is unsatisfactory, including any recommendation that the student withdraw, for approval by the department and the Faculty Committee on Graduate Admissions and Study;
• to decide when the student is to write the thesis and give advice during this process;
• to act as internal examiners for the student’s thesis;
• to act as members of the examination committee for the final oral defence when so appointed.

Download communication tool for supervisory relationship

Information box group.

Updated December 2023

Getting the Supervisory Relationship Off to a Good Start (accessible download)

January 2024

Thesis supervision committee

1. MEETING OF THE INDIVIDUAL COMMITTEE (FOLLOW-UP COMMITTEE)

We remind you that all PhD students must organise a meeting of their individual committee before the end of June. This is mandatory for all PhD students who are not about to end their PhD, viz. (1) at the end of their 1st or 2nd year, or (2) at the end of their 3rd or more year and who have not scheduled their defence yet. This is moreover strongly encouraged for the others.

As a reminder, the meeting can be help using videoconferencing, and the meeting must include a moment without the thesis director(s). A typical organization is the following, but it can be adapted if everyone agrees (except the time without the director(s), which is mandatory):

– upstream (for example ten days before the meeting), send the members of the monitoring committee all useful documents, a CV, the annual report (see point 2 below) and publications if you have, current submissions, etc.,

– presentation of the context (funding, place of work, etc.), work, progress, other missions (teaching, publications, participation in schools, conferences, etc.) by the PhD student (15 minutes for example),

– discussion without the director(s), about the conditions of the thesis (material conditions, relations with the director, with the laboratory, wishes for the future career, etc.).

Following the meeting, the two committee members must agree on a report, which one of them sends to the doctoral school ( [email protected] ), with a copy to the PhD student, the director(s) and the other committee member. The committee may use the attached form, or send a free file (in PDF format).

For doctoral students at the end of their 2nd year or more (i.e. enrolled, even late, during academic year 2019 – 2020 or before), the report of the individual committee must give an opinion (favourable, or unfavourable) about the re-enrolment for the PhD (i.e. for a 3rd year or more).

2. ANNUAL REPORT (annual report or end of thesis report)

In addition, all PhD students must complete a short report on their activities over the past year, using the attached form. This report is intended for the registration institutions as well as for the region. Please fill it in carefully; we remind you in particular that the region insists on the missions of diffusion of scientific, technical and industrial culture.

The end of thesis report is to be completed if your proposal for the jury of defense is filed in SYGAL (instead of the annual report)

After having filled it in, signed it, and had it signed by your PhD director(s) and your laboratory director, you must to file it in SYGAL apllication ( https://sygal.normandie-univ.fr/ ) .

Form for the composition of the CSI

Form report of csi, rapport d’activité annuel 2022 – v2, rapport de fin de contrat de thèse 2022 – v1, after the first registration, the doctoral student must form a committee composed of two members..

This committee will serve in particular to check the proper functioning of the PhD student and director couple, to give the PhD student advice on all aspects of his thesis and professional integration, to detect possible problems as early as possible and to help solve them.

The setting up of a monitoring committee is mandatory for PhD students starting their thesis from the beginning of the 2017 academic year.

The doctoral school recommends that one of the members be geographically close to the PhD student, so that the latter can easily meet him if necessary, but outside the immediate scientific or personal environment of the thesis director, in order to guarantee his independence. The other member must be outside the Normandie Université (Caen, Le Havre, Rouen) and close enough to the scientific field of the thesis. At least one of the members must be an academic (researcher or teacher-researcher) holding an HDR.

The members of the committee can be part of the jury during the defense, but cannot be rapporteurs of the thesis.

The members of the committee are proposed by the doctoral student and/or his director, and validated by the doctoral school. It is important that the doctoral student feels comfortable with the members of the committee, so it is the PhD student’s opinion that takes precedence in case of disagreement with the thesis director.

The committee meets (videoconferencing possible) about once a year, more if the PhD student or the thesis director so wishes, to examine all aspects of the thesis (material conditions, progress of work, training followed, participation in congresses, etc.) ). He/she writes a report, which may be quite short if the thesis is proceeding normally (the doctoral school will provide a model).

PhD Program

Accelerate progress.

Adapting to rapid change requires unwavering conviction. And that goes double for creating it. Make a global impact and leave the world a better place than you found it. A PhD can get you there.

The Duke Difference

World-class research.

Cultivate new possibilities in computer engineering, engineering physics and microelectronics.

Mentoring, from Day One

An early introduction to research with a team that’s dedicated to your success.

Interdisciplinary Environment

Cross-disciplinary approaches foster innovation. Experience our unique learning and research ecosystems.

Comprehensive Mentorship & Support

Comprehensive mentoring is a cornerstone of the Duke ECE PhD experience. Once admitted, we help you assemble your Advising Team. Your team will include your research adviser, your departmental adviser, the director of graduate studies, a five-member dissertation committee, and the department chair.

Additional High-Value Resources

• Conference and travel support
• Grant supported traineeship programs
• Graduate certificate programs in tissue engineering, nanoscience and photonics

Certificates & Training Programs

Certificate in photonics.

Offered through the Duke Fitzpatrick Institute of Photonics

Certificate in Nanoscience

Offered through the Duke Graduate School

AI for Understanding and Designing Materials

Traineeship for the Advancement of Surgical Technology

Doctor of Philosophy in Electrical and Computer Engineering

The information below is a summary of the formal degree requirements for the PhD in ECE.

Requirements Overview

• Complete approved courses for PhD degree
• Complete  Responsible Conduct of Research  (RCR) training
• Complete the Qualifying Examination (QE)
• Establish and meet with a Supervisory Committee
• Complete the Preliminary Examination
• Complete two Teaching Assistantship assignments
• Prepare and defend a dissertation [ dissertation guidelines ]
• Complete the  Final Examination

For students  matriculating with a bachelor’s degree , a minimum of 10 courses are required, as follows:

• Six graduate-level courses in ECE (500-level or higher)
• Two approved graduate-level technical electives (500-level or higher, technical in nature, and chosen to provide a coherent program of study)
• Two approved electives (chosen to provide a coherent program of study)

For students  matriculating with a master’s degree from another institution , a minimum of five (5) courses are required, as follows:

• Three graduate-level courses in ECE (500-level or higher)
• One approved graduate-level technical elective (500-level or higher, technical in nature, and chosen to provide a coherent program of study)
• One approved elective (chosen to provide a coherent program of study)

A program of study detailing the planned/completed coursework must be approved at the Qualifying Exam (bring to exam with advisor’s signature) and Preliminary Exam stages of the PhD.

Access the  ECE PhD Program of Study

Important Notes:

• Courses must be worth 3 (or more) graduate semester hours
• Courses must be graded (Credit/No Credit or audited courses may not count toward the Program of Study)
• ECE 899 Independent Study can be used to satisfy only the Approved Elective requirement
• Undergraduate Courses (numbered 499 or lower) require DGS and Graduate School permission for enrollment and may have special restrictions
• Overall Program of Study must indicate adequate breadth, including some courses distinctly outside student’s main curricular area and research topic
• Course selection must be formally approved by a student’s adviser and the DGS through the submission and approval of a Program of Study (Qualifying Exam committee approves the first draft version as part of the exam process)
• Student must maintain a 3.0 GPA in order to remain in good standing and to graduate

Qualifying Examination

The purpose of the Qualifying Exam is to assess the potential to succeed in the PhD program by having students demonstrate:

• Reading and deeply understanding three selected papers in the field
• Understanding the strengths and shortcomings of the three papers
• Understanding why the particular problem space defined by the three papers is important
• Generating sound research ideas based on the strengths and shortcomings of the three papers
• Writing and presenting information supporting the points above

Qualifying Exam Details

• Qualifying Exam Guidelines
• QE Student Procedural Guidelines (step-by-step how-to document)
• QE Details Approval/Submission Form

Supervisory Committee

The supervisory committee is formed in preparation for the preliminary examination and must consist of at least five members (including the student’s advisor), at least three of which must be graduate ECE faculty members.

In addition, as required by The Graduate School, at least one (1) member of the committee must be from either another department or a clearly separate field of study within the Duke ECE Department. Committees are proposed using the  Committee Approval Form .

Note:  While the Graduate School’s Committee Approval Form lists a minimum of four (4) committee members, the ECE Department requires five (5) committee members.

Teaching Assistantship

All PhD students must complete two semesters of a Teaching Assistantship (TA) prior to graduation. We provide training before you enter an undergraduate classroom for the first time.

The student is expected to complete this requirement sometime during his or her third through the eighth semester. Teaching Assistantships will be assigned by the DGS based on the background and interests of the student and the current department needs.

Teaching Assistantships are expected to require 10 hours per week on average and may involve such activities as organizing and leading discussion sections, grading homework and quizzes, assisting in the development of course materials, supervising laboratory sessions and so forth.

TA training information »

Preliminary Examination

The preliminary examination, which must be completed by the end of academic year three, consists of (1) a written dissertation research proposal and 2) an oral presentation and defense of this proposal to an approved five-member faculty committee.

The written dissertation research proposal should consist of a 10-page (maximum) report plus appendices providing additional supporting information as well as an anticipated timeline for completion of all PhD degree requirements.

The oral presentation, approximately 45 minutes with extra time allotted for questions posed by the committee throughout and after the presentation, should reflect the contents of the report.

• Preliminary Exam Description
• Preliminary Exam Student Procedural Guidelines
• Graduate School PhD Committee Approval Form
• Preliminary Exam Details Form
• Preliminary Exam Outcome Form
• Preliminary Exam Rubric

Final Examination

The student must follow the Graduate School’s guidelines for submitting the dissertation and scheduling the Final Examination, including submitting the departmental defense announcement to the ECE Graduate Office and uploading the dissertation at least two weeks prior to the defense.

• Final Exam Student Procedural Guidelines
• Graduate School Guide for Electronic Submission of Theses and Dissertations
• Graduate School PhD Committee Change Form
• Final Exam Details Form
• Departmental Defense Announcement

Note:  Details concerning important dates and deadlines, filing of intention to graduate, committee approval, and additional details may be found in the  Graduate Bulletin .

PhD Contacts

Angela Chanh, M.Ed.

Assistant Director of Graduate Studies

Michael E. Gehm

Director of Graduate Studies, Professor of ECE

Kevyn Light

Senior Program Coordinator

Graduate Program Coordinator

Program Requirements

As a student in IPiB, you are required to complete coursework, laboratory rotations, a preliminary exam, one semester of teaching as well as a second semester of teaching or approved professional development activities, and a thesis defense. Read on to learn more about each of these program elements and to see a sample schedule. The Program Handbook is also a fantastic, in-depth guide to keep you on track toward your Ph.D.

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Laboratory Rotations and Thesis Lab Selection

Although many students arrive with an idea of which laboratories they are interested in joining, all IPiB students must complete three laboratory rotations in their first semester before being matched with a laboratory in which they complete their Ph.D. research. Each rotation must be with a different faculty member in the program and lasts approximately 4-5 weeks. Lab rotations are monitored by the New Student Orientation Committee. This committee is also available for advice until you join a research lab.

After rotations are completed, students rank their choices and the New Student Orientation Committee assigns each student to a lab they rotated in, making every effort to place students in their first or second choice lab. Final lab assignments consider both your preference and professors’ preferences. The majority of students start their thesis research during their second semester in the program in their first-choice lab.

Course Requirements

All IPiB students must meet curriculum requirements to graduate with a Ph.D. in biochemistry. Required coursework and optional selections are determined by the Examination and Certification Committee and the New Student Orientation Committee. A full list of courses offered and course descriptions can be found on our Courses page . Required coursework for all IPiB students includes:

• BIOCHEM/BMOLCHEM 701: Professional Responsibility (1 credit; Fall semester of first year)
• BIOCHEM 719: From Atoms to Molecules (3 credits; Fall semester of first year)
• BMOLCHEM 720: Experimental Design & Paradigms in Cellular Biochemistry & Molecular Biology (3 credits; Spring semester of first year)
• BIOCHEM 721: Biochemical Communication (2 credits; Fall semester of second year)
• Biochemistry Colloquium (in first year)
• A minimum of five 900-level seminars, which must include one in their research area, one outside their research area, and two IPiB seminars.

In addition to the courses listed above, students must complete a minimum of two additional approved graduate level (600 level or above, or that carry the graduate attribute) didactic or laboratory courses to fulfill their breadth requirements. Each course must be a minimum of two credits. A minimum of six total credits is required. Courses much be chosen from at least two of the following categories: physical sciences, biological sciences, quantitative sciences. All coursework must be completed before a student is able to defend their thesis.

Thesis Committee

Before starting their second year in the program, students form their faculty thesis committee in consultation with their advisors. Committees determine a student’s curriculum, offer advice and guidance, and meet annually to follow students’ progress.

Teaching and Professional Development Option

All IPiB students are required to teach for one semester in their second year, and they have the option to either teach for a second semester in their third year or fulfill an equivalent (approximately 60 hours) approved professional development plan. The one-semester teaching requirement and professional development option allow students to gain valuable teaching experience and to receive recognition for their professional development in ways that align with their professional interests. For more information, see Professional Development .

• Preliminary Exam

Students must pass a preliminary exam to obtain dissertator status. The preliminary exam is usually completed during the spring semester of a student’s second year in the program. The student prepares a written research proposal based on their thesis project and modeled after an NIH grant application, and defends the proposal orally in front of their thesis committee.

Thesis Defense

Successful completion of a student’s research program culminates in the written and oral presentation of their work in a public seminar, followed by a closed meeting with their thesis committee. Students generally reach this stage in 5-6 years.

Doctoral Minor

IPiB does not require a minor; instead, we have a breadth requirement that constitutes at least six credits in at least two of three breadth areas (physical, biological, and quantitative sciences). Students who wish to pursue a minor must meet the minor requirements of the home department or program and may be exempt from the breadth requirement with approval of the Education & Career Development Committee. Examples of minor options pursued by some IPiB students are:

• Quantitative Biology for students interested in biophysics, systems biology, bioinformatics, or biostatistics. This interdisciplinary minor includes coursework in quantitative methods, biological science, and integration of quantitative biology.
• Life Sciences Communication for students interested in the social, ethical, and legal implications of emerging technologies.
• Biophysics for students interested in biophysics and chemistry.

Sample Schedule

Year 1 fall semester.

• BIOCHEM 719: From Atoms to Molecules
• BIOCHEM/BMOLCHEM 701: Professional Responsibility
• Advanced research (BIOCHEM or BMOLCHEM 990)
• Biochemistry Colloquium (Fall and Spring)
• Breadth requirement or Minor option (optional)
• 3 lab rotations
• Laboratory orientation. Upon completion of lab rotations, students are matched with a research lab and thesis research begins in the Spring semester of their first year.

Year 1 Spring Semester

• BMOLCHEM 720: Experimental Design & Paradigms in Cellular Biochemistry & Molecular Biology
• Advanced Seminar (optional; minimum of five required)
• Breadth requirement or Minor option
• Thesis research begins

Year 2 Fall Semester

• BIOCHEM 721: Biochemical Communication
• Breadth and/or other coursework recommended by committee
• Teaching requirement (Fall or Spring)

Year 2 Spring Semester

• Teaching requirement (Fall or Spring) OR Professional Development option
• Advanced research (BIOCHEM or BMOLCHEM 990)  
• Advanced Seminar (optional; minimum of five required)  
• IPiB Seminar
• Thesis defense

Essays on Government Policy and Food Safety

Food safety is important to prevent foodborne illnesses that can negatively affect public health and the economy. Preventative measures can be taken by government agencies, food-related workers, and consumers to reduce the occurrence of such illnesses. This paper examines the impact of government policies on food safety from the perspective of consumers, restaurant employees and employers, and food processing workers. The first essay explores how food safety recalls affect consumer behavior. The second essay studies the impact of minimum wage policies on service quality in the restaurant industry. The third essay investigates the effect of minimum wage policies on product food safety in the meat and poultry processing industry. 

Degree Type

• Doctor of Philosophy
• Agricultural Economics

Campus location

• West Lafayette

Advisor/Supervisor/Committee Chair

Additional committee member 2, additional committee member 3, additional committee member 4, usage metrics.

• Agricultural economics
• Health economics
• Food and hospitality services
• Labour economics

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