This document brings together most of the information that we believe will be helpful to new graduate students and those already enrolled in programs within the Department of Psychology. Three main types of information are included: description of resources available in the Department or the University; guidelines that we hope will give you a greater understanding of how graduate education proceeds and a context within which to make effective decisions about your graduate work; and regulations which, in addition to those specified by the University or the School of Graduate Studies determine what you must do in order to complete your degree. The regulations and guidelines in this document are in addition to those specified in the calendar of the School of Graduate Studies and Research with which you should also be familiar.
The university must stand for better understanding and critical evaluation of ethical values, and it should help foster a stronger personal commitment to those values that will guide its members in their future life. While Queen's must be open to this critical exploration of values – and in this sense not take an official position on social, economic and political policies – there are certain key values that an institution of higher learning must affirm and protect. They include:
academic integrity.Academic integrity is constituted by the five core fundamental values of honesty, trust, fairness, respect and responsibility (as articulated by the Centre for Academic Integrity, Duke University; see www.academicintegrity.org) all of which are central to the building, nurturing and sustaining of an academic community in which all members of the community will thrive.
intellectual integrity.Rigorous standards of intellectual integrity must be upheld in all teaching, learning, and research activities.
freedom of inquiry and exchange of ideas.The University commits itself to remain open to free enquiry and the free expression of ideas, both of which are basic to the University's central purpose. Any restrictions proposed on free expression must be openly stated and subjected to careful public scrutiny and evaluation.
equal dignity of all persons.Queen's cherishes the diversity of human experience and background, and supports the freedom of individuals to study, teach, work and carry out research without fear of harassment, intimidation or discrimination. The Department of Psychology wishes to elaborate on the value of equal dignity of persons as follows: The value of equal dignity implies that all members of the university, that is, faculty, staff and students, deserve to be treated in a dignified, respectful and civil manner. Such treatment extends to the classroom, laboratory and workplace. Behaviour or remarks that are insulting, offensive or demeaning violate the dignity of others, and therefore, have no place in the university.
This program is available to students who work as teaching assistants at Queen's, it is a voluntary confidential counseling and information service for all Queen's University employees and their families. Please see EAP.
Applicants are accepted under the general regulations of the School of Graduate Studies and Research. The Department requires applicants to have written the Graduate Record Examination. Four programs are offered: Brain, Behaviour and Cognitive Science Clinical Developmental Social-Personality The requirements differ among the four programs, students are expected to contact their program chairperson if they have questions about their particular requirements. The program requirements are available in the Calendar of the School of Graduate Studies and Research.
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The Administration Handbook details the organization in the Department (duties of all administrative officers, staff, policies and procedures).
Academic and administrative authority in the Department of Psychology derives from the Head of the Department who is responsible to the Dean and the Principal. The Head is assisted in this by Academic Administrative Officers who are appointed, usually for terms of three years, from the academic faculty. In most cases the Academic Administrative Officer chairs a committee which advises on the formulation of policy and assists the Officer in making administrative decisions within the declared policies. Policies approved in any of the committees are usually submitted to the Departmental Committee for approval at which time they become the official policy of the Department.
Graduate students are represented on all committees of the Department which deal with policies and procedures which affect them. These appointments are made through the Association of Graduate Students in Psychology (AGSIP). Student representatives are, however, excluded from discussions in which confidential information regarding individual students is discussed.
General Premise.Students are accepted into one of the following programs, the Brain, Behaviour and Cognitive Science Program, the Clinical Program, the Developmental Program, or the Social-Personality Program, on the basis of qualifications and stated interest. The presumption is that once accepted into a program, a student stays there. Transfer to one of the other programs is approved only in special circumstances.
Procedure.Students intending to transfer from one program to the other must apply in writing to the Chair of the program into which they wish to transfer. The application should state the special circumstances that, in the student‟s opinion, merit the transfer. The application must also be endorsed, in writing, by the student's supervisor.
Decision.The decision on a request for transfer is made by the Chair of the intended program, after appropriate consultation, which should include the Chair of the other program, the Coodinator of Graduate Studies (particularly regarding financial support) and the Coordinator of Clinical Practica (if appropriate). It may also include referring the request to the respective program committee for advice or decision.
Follow-Up.The Chair of the intended program informs the student, in writing, of the decision. Copies of the decision are forwarded to the Chair of the other program, the Coordinator of Graduate Studies, the Coordinator of Clinical Practica (if appropriate), and the Department Head.
The rules laid down in the following paragraphs are most important. In addition, of course, each student must observe any additional regulations that may be laid down by other sources of support such as the restrictions on employment imposed by the terms of specific fellowships.
Lest all this seem too formidable and restrictive, especially to new students, it should be pointed out that we are supported by public funds, so that it is not unreasonable for the Provincial Government and the University to expect them to be disbursed fairly and used efficiently.
A full-time student is expected to engage in his/her studies on a full-time basis. It is expected that a full-time student will limit paid employment unrelated to the student's research to a total of ten hours per week (average); students wishing to exceed this level should consult their supervisor and graduate coordinator. A student who fails to meet program requirements or who fails to maintain progress consistent with full-time status may be required to withdraw from their program. Under no circumstances will a student be permitted to register as a full-time student while maintaining full-time employment (more than 30 hours a week) elsewhere. Full-time students employed as teaching assistants are limited to a maximum of ten hours a week (average) in this capacity.
Each student is responsible for ensuring that their status as a full- or part-time student correctly reflects their employment situation and that the Department is fully informed of this. The University is audited each year by the Provincial Government to check on the accuracy of this information.
Queen's University provides a minimum funding guarantee currently valued at $18,000 per year, for eligible doctoral students in years 1-4. The Department guarantees Master's students $18,000/year for each of years 1 and 2. In both cases the guaranteed funding will include work as a teaching assistant for a minimum of 8 hours/week for 26 weeks. The remaining portion of the guarantee can consist of University Fellowships, Queen's Graduate Awards, and supervisor‟s research grants. Students who are successful in earning external funding are still eligible for a teaching assistantship. Our policy in the Department is that students are required to apply for all external fellowships for which they are eligible.
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Queen’s Graduate Fellowships – The University has a relatively large number of Fellowships to award each year. They include the R.S. McLaughlins, Franklin and Helene Bracken Fellowships, Ontario Graduate Scholarships in Science and Technology, etc. There is no formal application required for these fellowships. However the department does require a Fellowship/Awards form to be filled out to help determine eligibility. Notification for completing the form will be sent by the Graduate Office in early March. The Department prepares the nomination packages and forwards them to the University Fellowship Committee.
Queen's Graduate Awards – No formal application required.
Details on these and other Scholarships and Awards from the School of Graduate Studies
Queen's Student Awardscan help you obtain need-based financial assistance in the way of bursaries, awards or work programs.
The Department of Psychology is fortunate to have a number of prizes/awards/scholarships that are normally awarded yearly to qualified students, no application is necessary. Currently, they are as follows:
The primary purpose of funds for teaching assistantships is for the support of undergraduate teaching. While the priority system below is generally followed, academic requirements of the courses for which teaching assistantships exist will, if necessary, take precedence over this priority system.
First Priority – Incoming students
Second Priority – Continuing students in MSc2 or PhD 1,2,3, or 4 without major external awards (may have QGF or QGA)
Third Priority – Continuing students in MSc2 or PhD1, 2, 3, or 4 who hold major awards
Fourth Priority – Continuing students in PhD5 and above or MSc3
Fifth Priority – Students admitted with a statement indicating that no departmental funding could be counted upon.
For summer positions, those who have not had a prior summer position or an “extra” position will take precedence over those who have.
T.A. positions form part of the guaranteed minimum funding package for full-time students in the Department. A graduate student may decline the offer of a teaching assistantship, in which case their funding package will be reduced accordingly. Unsatisfactory performance can result in termination of the assistantship and pay. If an instructor believes that a student is not carrying out his or her duties in a satisfactory way, he or she will inform the student and the Coordinator of Graduate Studies; the student will then be placed on probationary term. If performance continues to be unsatisfactory employment as an assistant will be terminated. In such cases the Coordinator of Graduate Studies will consult with the Head of the Department in order to decide whether the Department would be prepared to offer further financial assistance of any kind, including support in subsequent years.
Applications for Teaching Assistantship will be circulated among students at appropriate times and are to be submitted to the Graduate Office. Each year, the Department of Psychology offers graduate students the opportunity of serving as Teaching Assistants (TA). The reasons for this include: It enables the Department to fulfill an important teaching function; Students are provided with the opportunity of gaining valuable teaching experience; and Teaching assistantships provide graduate students with a source of funding. Because of the importance attached to this function, it is appropriate that we make as explicit as possible what is expected of a teaching assistant before he or she takes on this position. Most importantly, to be able to discharge their duties appropriately, teaching assistants must be knowledgeable in the area to which they are assigned.
One of the most frequent functions required of a teaching assistant is the grading of examinations and essays. Teaching assistants should be aware that there are facilities on campus, such as the Writing Centre that provide very useful guidance; and are encouraged to make full use of the facilities themselves, and to encourage undergraduate students to do so as well.
The Centre for Teaching and Learning provides support to Teaching Fellows/Teaching Assistants through workshops, individual consultations, and advocacy. They also organize and run a Professional Development Day for Teaching Assistants each September.
Teaching Assistants form part of the teaching team. As such, they should meet with the instructor prior to the commencement of the course in order to set goals. In any such discussions, it should be noted that student are formally required to spend between 8 and 10 hours per week working as a teaching assistant. To clarify their roles, it is suggested that the exact requirements placed on the teaching assistant (e.g., number of papers or tests to be graded, showing movies, photocopying, proctoring of tests or examinations), timing of these assignments and tasks, deadlines for feedback and the amount of feedback required should be discussed, decided and entered in the Teaching Assistant Agreement Form and submitted to the General Office in the Department.
Teaching assistants are normally required to be full-time on campus during the terms they serve as teaching assistants. If students are going to be away for any reason, they are obligated to notify the instructor and the undergraduate office. Students must expect to be asked to assist with final examinations. This could involve proctoring and/or some marking. As such, they must be on campus during the examination period. However, ensuring the accuracy of the final grade entered on the transcript remains the responsibility of the instructor. The Department believes quality of performance as a teaching assistant to be of considerable importance. For this reason, the Department has instituted an annual award for the best teaching assistant. Each year, a determination will be made as to the best teaching assistant, and he or she will receive an award of $400.00 that can be used to advance his or her academic career (e.g., conference attendance, journal subscription). In addition just as an evaluation is placed on each academic‟s file each year, an evaluation by the course instructor (and summary of the students evaluation, where applicable) may be placed in the student's file.
The following procedures apply regarding final examinations in the Department of Psychology: 1. In large lecture courses, where examination must be standardized across sections, final examinations consisting entirely of multiple choice questions may be necessary. For multiple choice examinations, matching marking, or marking by teaching assistants is permissible, but course instructors are responsible for preparing the marking key and for assigning the final marks. 2. In large intramural courses with a single section, final examinations may consist partly of multiple choice and short answer questions. Some essay questions(s) are highly recommended. Marking the multiple choice and the short answer questions can be performed by teaching assistants, but instructors are required to provide appropriate marking keys and to supervise the marking. Instructors are expected to mark a reasonable proportion of those questions that require comprehensive and integrative answers, on each student paper. 3. In upper-year courses with smaller enrollments, examinations should take the form of essay questions, take-home examinations or term papers. Instructors are responsible for all the marking in these courses.
Some graduate students are paid from research grants held by members of faculty. Amounts vary, depending on the qualifications and level of training of students and the availability of research funds.
School of Graduate Studies:
Full-time graduate students are eligible to apply for the student conference travel award of up to $300 each fiscal year (May 1 – April 30). The student must be registered in a degree program at the time of the conference. Awards may be used to provide partial support for travel, accommodation, food, and registration fee associated with a recognized conference at which the student is presenting an authored or co-authored paper or a poster. Applications must be submitted and approved prior to any expenses being incurred. Application form
The Department of Psychology endeavours to admit outstanding students into its programs, and to train them in such a way that they leave the University ready to assume academic, research, or service positions in the top institutions of the country and abroad. The Department is committed to use its resources so as to optimize the quality of the work done by faculty and students. In the current climate of financial restraint, limited resources have to be used in a judicious and responsible way. A key responsibility for education towards excellence lies with graduate supervisors. Throughout a student's stay at the University, the supervisor is the student's most significant academic contact. The supervisor advises the student regarding curriculum, plan of study, research opportunities, degree requirements and other regulations of the School of Graduate Studies and the Department of Psychology. The supervisor approves (together with the Coordinator of Graduate Studies representing the Head of the Department, and the Registrar of the School of Graduate Studies) the study status and the program of studies for each term during which the student is registered. The supervisor approves research conducted by the student and supervises the thesis research and report. The supervisor monitors the student's progress according to departmental guidelines and those of the School of Graduate Studies, and provides regular feedback. The Annual Progress Report is the Department's mechanism to put the supervisor's feedback on record and to transmit a statement of the student's progress to the Department.
These functions assigned to the supervisor can be summarized by saying that the role of the supervisor has two major components, (1) the authority and associated responsibilities for directing and approving the program of study for a student (subject to further approval by the Department and the School of Graduate Studies), and (2) the authority and associated responsibilities for approving research conducted by students and for supervising the research leading to an advanced degree.
The present document describes the supervisor-student relationship and should be read in conjunction with Regulations of the School of Graduate Studies and the Senate document, University Appointment: Freedom and Responsibility.
Specific Areas of Responsibility
After a research topic has been chosen and approved by the supervisor, the student must prepare a written research proposal under the guidance of the supervisor. The preparation of the proposal will typically involve a review of the existing literature and may well include conducting pilot studies. The appropriate length of the proposal may vary by field of study and by supervisor preference. The proposal should be considered as a planning document that may undergo modification as a result of early experiments or new insights from the literature. Such modification, however, should be approved by the supervisor and the committee. The proposal is not and must not be considered to be a contract that entitles a student to a guaranteed degree. The judgment about the worthiness for a degree is made on the basis of the thesis and its oral defense. A research proposal should contain a succinct statement of the problem to be addressed, a review of the major and relevant literature, a description of the methods to be employed and a proposed analysis of data. The proposal must also contain a feasibility assessment including the specification of the time required to complete the project and the resources necessary (space, equipment, and money). Before a meeting of the thesis committee is called, the supervisor must approve the proposal.
In recognition of both the importance of academic integrity and recent demonstrations that dishonesty in science is far from unknown, the supervisor has a responsibility to pass on to graduate students explicitly the attitudes and practices necessary to maintain the dignity and integrity of the profession. Supervisors should always know and approve of the methods of data collection used by their students. Supervisors are expected to maintain a “healthy interest” in their students' data and be confident that the data were actually collected in the manner described. Supervisors are expected to be vigilant to obvious signs of inaccuracies resulting from ignorance, carelessness or academic dishonesty and be prepared to investigate suspicious cases, and willing to act, when evidence of carelessness or misconduct exists.
The supervisor is expected to prepare the student for the oral exam by going over its format sometime before the actual date. Students should be advised to describe the essence of their work in 10 to 15 minutes in an initial presentation. Many supervisors and their students find it useful to have a mock oral with members of their research group where the candidate gives the prepared presentation and is asked some likely questions.
The supervisor has an important but quiet role to play during the oral exam. He or she looks after the interest of the student. This may occur by asking a passive Chair of the examining committee quietly and politely to establish order if the examiners speak out of turn or start arguing with each other. The supervisor should bear in mind that the oral exam is the place for the student and not the supervisor to defend the thesis. Supervisors who actively answer other examiner's questions might create the impression that they, and not the student, are responsible for the thesis, or that the student is not capable of answering. The use of the pronoun “we” by the supervisor, or the student, when referring to the work by the student could easily create a similar impression. The supervisor normally serves the student best by being quiet until it is his or her turn to ask questions. It is at this time that he or she may be able to coax an answer out of a student who previously may have misunderstood a question. It is perfectly appropriate for the supervisor to draw the best out of a student at this point.
Several documents should be consulted prior to the preparation of a thesis. See University requirements. The School also provides periodic updates of instructions regarding the format and other guidelines in a set of instructions called “General Forms of Theses”. The Department of Psychology has the additional requirement of following the Publication Manual of the American Psychological Association (APA) or another format that is generally accepted in the relevant field of specialization. The APA Publication Manual has specific guidelines for preparing theses which are somewhat different from the instructions for creating manuscripts for submission. Those students for whom writing is not second nature may find the short book by Colin Norman The Queen's English, available in bookstores, useful. The Writing Centre at Queen's is a resource for students. Some students have a tendency to write the thesis for a very specialized audience of experts in the narrow topic area of the thesis. Instead, the thesis should be written in such a way as to be comprehensible by an intelligent generalist in psychology. Such an approach requires that basic terms are defined and that sufficient detail about theory, method, and procedure are provided for a generalist to understand. In this context the APA rule discouraging or even prohibiting the use of abbreviations should be followed. The appropriate length of a thesis in Psychology cannot be precisely specified. Theses of extreme length (in either direction) should be avoided, however. A thesis is typically longer than an article submitted to a journal for publication. The review of the literature is longer than in an article, as it places the problem in a somewhat broader context. This serves to make the problem understandable to the generalist, as opposed to the person working in the area. The method section is also somewhat more detailed. It should be written in such a way that a complete and precise replication is possible. This guideline requires that apparatus is described accurately. Paper and pencil tests of the author's design or otherwise unpublished, should be included as appendices, with appropriate scoring keys. Published tests that cannot be included in the thesis because of copyright, can be submitted as a separate for the convenience of the examiners. Student authors can also err in the opposite direction by making their theses too long. Excessive length can come from a review of the literature that is too broad, or too detailed. An appropriate level of breadth and detail has to be found. Theses can also become too long by over-analysis and over-reporting of results. A student should think very carefully before including more than five tables of figures per experiment or investigation in the main body of a thesis. The number of pieces of information in a table or figure should also be limited. The inclusion of long and detailed tables may be quite appropriate in an Appendix.
The generalist reader expects a section headed “Conclusions”. Such a section is not the same as an abstract, nor is it a mere continuation of the discussion, nor a recital of implications or limitations. The conclusions consist of substantive generalizations that the author feels appropriate on the basis of results obtained. Hedges and caveats weaken the conclusions and leave the reader unsatisfied. The conclusions emphasize the “point” of the thesis. Sometimes students are reluctant to state conclusions for fear of stating the obvious. Such concerns should be placed aside because what may sound obvious to the author may not appear so to the reader who may in fact have different views. The author should also be aware that a reader is unlikely to read the thesis exactly in the order presented. It is not uncommon to look at the title first, then examine the references to see what authors are cited, then to read the conclusions, followed by the abstract, etc. To enable various reading sequences, each section should clearly contain what it suggests and should also be relatively self-contained. The appropriate content of each section from title to appendices is very well described in the Publication Manual of APA. As the title is the most frequently read part of a thesis, special care should be taken in its composition. The APA guide that the length of the title of an article be 10 to 12 words should also be followed in the preparation of thesis titles. APA also makes the point that shorter titles are more likely to be cited than longer ones. Initial responsibility for ensuring a thesis is prepared according to the appropriate guidelines rests with the supervisor and the committee. The Department Head will examine a thesis for appropriate format before requesting an oral examination. Revisions may be required before setting an examination date.
Selection of Supervisor
The student/supervisor arrangement is formed at the time of initial registration. Should the student find it necessary to seek a new supervisor, the current supervisor must be so informed. Normally only those faculty members who hold a regular academic appointment in the department of psychology are eligible to be supervisors. If a supervisor is absent from the Department for over a month, and there is no co-supervisor, the supervisor shall designate an acting supervisor who is willing to supervise the student during the absence. The supervisor shall inform the graduate office about the identity of the acting supervisor. Thesis Committee Membership on a graduate thesis committee will consist of a minimum of three members and must be explicitly approved by the Department of Psychology Graduate Office. Normally, members on a graduate thesis committee will be full-time Queen's University faculty members (with at least two members from the Department of Psychology). Any exceptions must be justified in writing and be approved by the Graduate Committee. In formulating this committee, all involved persons should be aware of any potential conflicts of interest that may arise from personal or other extra-academic relationships among those involved.
The student must prepare a written research proposal. Thesis Proposal Guidelines are under the guidance of the supervisor. After the supervisor has approved the thesis proposal, a meeting of the thesis committee is held in order to examine its scientific merit as well as its feasibility. The supervisor will communicate the committee's approval in writing to the Graduate Office via the Thesis Form. Responsibilities of the Supervisor are outlined in the "Guide to Graduate Supervision". This handbook is given to all new incoming graduate students and new faculty members (see Appendix). The supervisor must approve the student's study status and the plan of study that is appropriate for the degree requirements. The supervisor has a responsibility to pass on to graduate students explicitly the attitudes and practices necessary to maintain the dignity and integrity of the profession. Supervisors are responsible for the reliability and academic honesty of their student to the extent that they should be vigilant to obvious signs of inaccuracy resulting from carelessness or academic dishonesty and be prepared to investigate suspicious cases, and willing to act, when evidence of carelessness or misconduct exits. The supervisor has the major responsibility of monitoring the progress of a student, and informs the Graduate Office on a regular basis through the Annual Progress report of the student‟s progress. The supervisor and the Department Thesis Committee must approve the thesis before it can be submitted to the Department Head. The supervisor, after consultation with the student about appropriate dates, initiates a request to set up an oral examination and makes recommendations regarding the proposed date and the examining committee membership.
The department has considered the question of the authorship of papers arising from joint research done in the Department and recommends the following guidelines.
A research assistant who is hired to conduct a study is not normally included as an author. If his or her contributions exceed the job requirements, this should be acknowledged in a footnote. Financial support for the project should be acknowledged in a footnote.
The production of a thesis involves an interaction between a student and a supervisor and the authorship of any resulting publications should reflect the contributions of each. Supervision is part of the teaching duties for university staff and does not necessarily warrant authorship. However, if the supervisor has contributed to the research, he or she should be included so that others are not misled about the student's capabilities for independent research.
The student should be the sole author if the thought and work are the student's and the supervisor has provided no more than general guidance and encouragement during data collection and writing. The contributions of the supervisor should be acknowledged in a footnote.
The supervisor should be included as a junior author if he or she has contributed to the planning and design of the research and the student has written the paper with no more than usual guidance from the supervisor.
The supervisor should be included as senior author if he or she initiates the research, determined the course of data collection, and wrote the resulting paper.
The interaction between the student and the supervisor is complex and serves many purposes. The student is often unaware of the stimulation and guidance provided by the supervisor; indeed, a good supervisor may foster a sense of independence while maintaining close, though indirect, control.
Authorship should be determined by mutual agreement prior to the completion of the project if possible. If disagreements arise, the Head of the Department or the Dean of the School of Graduate Studies should be asked to mediate.
The student has a responsibility to provide broad public access by publishing the results of the thesis in an appropriate journal. If s/he chooses not to then the supervisor should be given the opportunity to prepare & publish the manuscript.
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All students should be aware that the publication of scientific results entails a responsibility to provide other researchers with access to the raw data. The fifth edition of Publication Manual of the American Psychological Association states:
“To permit interested readers to verify the statistical analysis, an author should retain the raw data after publication of the research. Authors of manuscripts accepted for publication in APA journals are required to have available their raw data throughout the editorial review process and for at least 5 years after the date of publication.” This should also be observed with all theses as well as scientific papers. Whenever possible, the above information should be included as an appendix to the theses. In all cases, the supervisor should be regarded as an “interested reader” and should have access to the results.
Student progress is assessed in the Spring. More frequent assessments may be made if the Graduate Committee judges this to be necessary.
The major purpose of these guidelines is to make explicit to student and supervisors the criteria which will be used by the Graduate Committee in monitoring each student's progress. In many ways these guidelines mirror the guidelines which have been established by the Provincial Government for funding arrangements for graduate students across the province. We have found that a major cause of slow progress in the past has been a delay in starting M.Sc. and Ph.D. research projects. As a result, it is of utmost importance that we as a Department do everything possible to encourage an early start on thesis committee formation and research initiation. Also, the times at which comprehensive examinations are to be taken have not in the past been clearly defined; and recent guidelines attempt to reduce that uncertainty. The guidelines provide a definition of satisfactory progress in the graduate program and specify the consequences of failure to maintain satisfactory progress. The timetable and policies outlined are designed to assist the student, the supervisor, and the Graduate Committee in monitoring each student's progress. The "deadline date", indicates the dates after which, if the particular objective in question is not completed, progress will be deemed to be unsatisfactory. Normally, if a student's progress is deemed to be unsatisfactory he/she will be placed on academic probation by the Department as per the existing rules and procedures regarding probationary status. As already provided in this mechanism, failure to meet conditions imposed during the probationary term will normally result in a student being asked to withdraw. In addition, having one's progress deemed unsatisfactory by the Graduate Committee may jeopardize: (1) admission to the Ph.D.; and (2) continued financial support from external, University, or Departmental sources. It is recognized that each student and each thesis is unique and that slavish adherence to a timetable is not always feasible or desirable. Faster progress than that suggested by the “Deadline Dates” is considered desirable and possible; slower progress than that required by the “Deadlines Dates” may not inevitably indicate unsatisfactory progress. When progress is slower than the “Deadlines” indicated students are required to make a case for their progress to be considered satisfactory and, thus, for not being placed on probation.
If progress is deemed to be unsatisfactory, the respective committee may recommend to the Graduate Committee that the student be placed on Probation.