To establish a collegial environment, I will:
Create a positive work and learning environment free from
Provide advice on professional development and both academic and non-academic career opportunities.
Be available to my student as the first point of contact for conflict resolution or during moments of transition.
Assist the student in navigating their program of study and the University community.
of the University (such as the
Policy on Ethical Conduct in Research and Code of Behaviour on Academic Matters) and
School of Graduate Studies Intellectual Property Guidelines for Graduate Students & Supervisors as well as resources and referrals to campus services.
Advise and approve, if appropriate, all aspects of the student's academic program including courses, comprehensive/qualifying/field examinations, language, seminars, internship/practicum, thesis proposal requirements, etc.
an appropriate research project. Discuss the required knowledge and skills to undertake the desired research program, the expected time to completion as well as the level of independence that is expected.
Meet regularly to provide constructive input into the student's research project and provide an assessment of the student's progress.
in the student's program referring to the
School of Graduate Studies' Intellectual Property Guidelines for Graduate Students and Supervisors at U of T
SGS Intellectual Property Awareness Form.
of research-related funding that will be provided to the student including support for conferences and travel for research. Assist with review of grant applications, as appropriate.
Availability of research and study space as well as the protocol for requesting additional resources or equipment.
I have discussed academic program
of the supervisory committee as well as my role as supervisor in selecting appropriate and eligible members.
Ensuring that the supervisory committee meets a minimum of once per year to assess the progress of the graduate student.
Frequency, length, and format of individual and/or group meetings including the preferred method of communication and timelines for feedback.
Roles and responsibilities of others involved in the student's research program (e.g., postdoctoral fellows, lab managers, fellow students, etc.) and lab etiquette.
for myself or others critically involved in the student's research and a plan for continuity of supervision.
if appropriate, all aspects of the student's academic program including courses, comprehensive/qualifying/field examinations, language, seminars, internship/practicum, thesis proposal requirements, etc.
How an external appraiser will be selected for the student's Final Oral Examination.
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How can these guidelines help you?
Key topics: Defining key terms; General characteristics of good supervisory practice; Effective supervision and mentorship strategies
Key topics: How do supervisory styles differ across grad units and disciplines? What characteristics do students of all disciplines value in a supervisor?
Key topics: Agreeing to Supervise a Student; Setting up a Committee; Program Timelines, Good Progress, and Academic Standing; Funding; and Submitting the thesis for the Final Oral Examination
Key topics: Guiding principles that may help your student through the final stages of their PhD; Graduate Professional Development and career preparation
Key topics: Defining "equality" and "equity"; How experiences of grad school differ among students; Considering students' backgrounds (e.g. students with family responsibilities, First Nations students, international students, students with mental health issues, students with writing support needs, etc.)
Key topics: Accommodations vs. time-limited academic adjustments; Defining "accommodations"; Disclosure and Confidentiality; Available resources
Key topics: Identifying potential sources of problems in the student/supervisor relationship; Who can you talk to?; Vignettes