Departmental guidelines for graduate student supervision and mentorship

Written By: Professor Hai-Ling Margaret Cheng

Effective July 1, 2024

1. Introduction

Graduate research and education are a collaborative endeavor between the graduate student and supervisor, guided by the collective responsibilities and expectations shared with the supervisory committee, graduate unit, and the School of Graduate Studies (SGS). This document outlines the best practices, responsibilities, and expectations for each party involved. Guidelines presented herein follow those set forth by SGS in “Graduate Supervision Guidelines”.  Additional guidelines specific to the Institute of Biomedical Engineering can be found in the relevant sections.

These guidelines are not exhaustive, and the intent is to ensure uniformity in expectations and responsibilities, on the part of both students and supervisors, across an institute as diverse as the Institute of Biomedical Engineering in terms of geography, discipline, and research. Through specific examples of best practices in graduate research, these guidelines aim to promote and maintain a world-class academic environment for nurturing the next generation of thinkers and innovators.

2. The Role of the Supervisor(s)

Guidelines set forth by SGS, University of Toronto

2.1  Academic Progress and Success

• Coach the student in the development of a research program that will meet scholarly expectations and program requirements.
• Help prepare and guide the student through timely completion of program milestones.
• Identify - in collaboration with the student - needs, skills, and knowledge gaps for their scholarly work, and guide the student in resolving these gaps.
• Provide regular assessments and supportive and timely feedback on student performance, including research projects, conference presentations, manuscripts, grants, etc.
• Offer the student regular individual meetings and regular meetings with the supervisory committee.
• Assist in understanding and navigating the funding structure of the degree and graduate unit and advise, encourage, and support student applications for grants and awards that are appropriate.
• Refer and encourage the student to be familiar and engage with the appropriate University and/or graduate-unit supports and resources.
• Implement student accommodations approved by Accessibility Services in a timely manner.
• Make arrangements for the continuity of supervision, including regular meetings and feedback, in the event of a research leave; assist in facilitating continuity of supervision in the event of a personal leave.  

2.2  Research Excellence and Integrity

• Allow the student to learn essential methodologies and concepts of the discipline, and the opportunity to conduct research of high quality and significance and receive appropriate recognition in publications, presentations, etc.
• Mentor the student to adhere to principles of research excellence and integrity to meet expectations in the field for reproducibility (where appropriate), to avoid plagiarism, and to adhere to any intellectual property requirements.
• Take responsibility for and provide academic and administrative oversight on research ethics, health and safety as well as other research processes and policies, as applicable to the research setting.
• Mentor the student to comply with all ethics and health and safety regulations applicable to the research setting.
• Understand, recognize, and address conflicts of interest in accordance with applicable University policies and guidelines.
• Establish and promote among students best practices in the collection and management of information/data.
• Fairly and equitably recognize student academic and professional development, and other productivity achievements.

2.3  Supportive and Professional Relationships

• Adhere to the principles of trust, openness, and care; this includes treating all students with respect.
• Consider each student’s individual needs regarding timelines for meetings and the nature, frequency, and amount of feedback.
• Display fairness and transparency in academic assessment, grading, and evaluation.
• Handle any emerging problems in a timely fashion with compassion, clarity, and transparency. Recognize and address problems and conflicts as early as possible and engage in conflict resolution as appropriate.
• Respect boundaries between work and personal time. Respect and recognize religious or cultural observances and holidays, as well as the need for flexibility and/or time off to attend to personal responsibilities (including parental and family responsibilities) or take leaves of absence.
• Engage in a professional manner in all interactions with the student, including those conducted on social media platforms or other forms of electronic communications.

2.4  Scholarly Breadth and Professional Development

• Advise and support the student to develop a diverse knowledge base, methods, and professional skills.
• Support the student in exploring and developing their individual career aspirations, within and beyond academia.
• Share information and encourage engagement in appropriate events, such as workshops and conferences.
• Inform students about and promote professional expectations and best practices.
• Encourage and facilitate professional success, networking opportunities, and relationship-building within and beyond academia.
• Ensure the student understands the terms, potential benefits, and risks associated with any collaborations with external partners.

2.5  Additional Guidelines Set Forth by BME, University of Toronto

• Meet regularly with graduate students to review research results, guide next steps, discuss challenges, and provide feedback for manuscripts, committee reports, presentations and thesis-related documents. The format and frequency of meetings will differ from lab to lab. A good practice is to hold group meetings weekly and one-on-one meetings monthly. However, the frequency of one-on-one meetings is best tailored according to the student’s progress and needs, with more frequent meetings at the early stage of the student’s research career.
• Use committee meetings as an opportunity for deep discussions and guidance. Typically, committee meetings are 1.5 to 2 hours in length to ensure sufficient time for post-presentation Q&A and discussion. Committee meetings must be held at least once a year (required according to SGS policy), and more frequently if the committee so requires.
• Ensure that PhD theses conform to standard norms – a cohesive and significant body of work that describes a progression of contributions to the field and for which the student’s efforts account for most of the thesis work. Typically, a PhD thesis results in 3 first-authored original research manuscripts, published or accepted by the time of program completion. The exact number may differ depending on the field of study.
• Encourage and support the presentation of students’ original research at local, national, and international conferences.
• Exemplify professionalism for students to model. This includes regular attendance in person, prompt replies to emails and calls, and any other practice that promotes engagement and professionalism.

3.  The Role of the Supervisory Committee 

3.1  Guidelines Set Forth by SGS, University of Toronto

• Monitor and advise on academic progress and research strategies.
• Provide regular assessments and supportive and timely feedback on student performance, including, when appropriate, on research projects, presentations, manuscripts, and grants.
• Display fairness and transparency in academic assessment and evaluation.
• Provide expertise and perspectives that complement and expand upon the abilities and views of the supervisor(s), including supporting the student-supervisor relationship.
• Provide mentorship and support outside of regular committee meetings to help address questions concerning academic progress, research, and professional development.
• Evaluate thesis and research documents and, when required, provide feedback in a supportive and timely manner.
• Assist in the management of actual or potential conflicts of interest that may impact the student-supervisor relationship and affect the student’s academic progress.

3.2  Additional Guidelines Set Forth by BME, University of Toronto

• Reply promptly to requests for scheduling committee meetings.
• Make your availability for committee meetings as flexible as possible. This helps ensure timely scheduling and maximal overlap with other committee members.

4.  The Role of the Graduate Student

4.1  Guidelines Set Forth by SGS, University of Toronto

• Be familiar with and follow the graduate unit’s policies and guidelines as well as University policies and guidelines related to behaviours, practices, and expectations relevant to program requirements and student experience.
• Become familiar with the policies and regulations of the SGS, including the program requirements as laid out in the SGS Calendar.
• Establish, monitor, and update a research program in consultation with the supervisor or co-supervisor and the supervisory committee.
• Work to meet all essential program milestones and timelines to maintain Good Academic Standing and Satisfactory Academic Progress.
• Establish academic and professional development plans and gain exposure to a diversity of research ideas, methods, and practices.
• Participate in training and adhere to the principles of responsible conduct of research and research integrity.
• Follow best practices in the collecting, dissemination, and management of information/data, in consultation with the supervisor.
• Understand, recognize, and address conflicts of interest in accordance with applicable University Policies and Guidelines.
• Maintain regular contact with the supervisor(s) about academic progress and needs throughout the program. 
• Raise concerns with the supervisor, supervisory committee members, and/or Associate Director, Graduate Programs, when worried about not progressing or when feeling overwhelmed.
• Be aware of services available at the unit and/or University related to academic progress, health and wellness and student-supervisor relationships and seek supports when necessary. 
• Actively monitor award and conference announcements as well as attend workshops, networking events, and career fairs.
• Ensure that requests for feedback, approval, applications, and letters of recommendation and support are made with sufficient advance notice to allow deadlines to be met.
• Adhere to the principles of trust, openness, and care; this includes treating all community members (e.g., faculty, peers, undergraduate students) with respect.
• Engage in a professional manner in all interactions with community members (e.g., faculty, peers, undergraduate students), including those conducted on social media platforms or other forms of electronic communication.

4.2  Additional Guidelines Set Forth by BME, University of Toronto

• Demonstrate consistent, diligent effort and full engagement in research (equivalent to full-time employment). To allow meaningful interaction with the supervisor and other members of the research team, ensure that in-person attendance overlaps significantly with the supervisor’s schedule and those of other lab members. Alternate arrangements (e.g. writing manuscripts or thesis at home) require approval from the supervisor.
• Follow best practices established in the supervisor’s laboratory. In certain settings, research results confidential to the lab may be shared during group meetings. Students are expected to maintain the confidentiality of their own research, if appropriate, and that of their supervisor and lab mates.
• Publish first-authored original research articles in respected journals in the field. A typical PhD thesis in BME yields 3 original research manuscripts, and differing expectations should be clearly discussed at the start of the program.
• Demonstrate that the research proposal has sufficient scope and originality commensurate with a PhD thesis to successfully bypass from a MASc to a PhD program, or to qualify in the case of students entering directly into the PhD program. The student should also demonstrate the ability, maturity, and professionalism to successfully undertake PhD research. It is expected that some students will not successfully complete a bypass/qualifying examination.
• Changing supervisors during the latter half of a PhD program is uncommon and should not be used to resolve interpersonal conflict. A change in supervisor is typically considered where individual goals and competencies change during training. The student is responsible for securing a new supervisor.
• Transitioning from a PhD to a MASc/MEng program is normally discouraged. Such transitions are last-resort measures in instances where research progress is severely inadequate or where research progress is satisfactory but other extenuating circumstances exist.
• Focus on the thesis research over the course of the program. Leaves of absence are typically taken for health- or family-related reasons and will involve discussions with the supervisor to ensure the ability to publish the thesis work is not compromised. Leaves taken for other reasons can also be disruptive and require collaboration with the supervisor minimize disruption.
• Inform and consult with supervisor regarding teaching assistantships. The committee form also asks for confirmation that approval from the supervisor in regard to the number of TA hours has been obtained. BME recommends that students refrain from exceeding 140 hours of TA per year as, in most cases, greater TA engagement may negatively impact students’ productivity.  
• Schedule a committee meeting at least once a year, as per SGS requirements, and more frequently as deemed necessary by the committee.
• Address concerns raised from a committee meeting before the next meeting. Pay particular attention to assessments deemed “unsatisfactory”. Two consecutive “unsatisfactory” assessments may result in a recommendation to SGS to terminate the registration and eligibility of the graduate student. Note that committee members judge progress by taking into consideration several factors: research output (research articles, conference abstracts), research potential, diligence and conscientiousness, and professionalism. These are judged collectively to inform the student and to provide guidance for improvement.

5.  The Role of the Graduate Unit

5.1  Guidelines Set Forth by SGS, University of Toronto

• Maintain and review Graduate Faculty Membership applications and ensure appropriate faculty qualifications for graduate supervision.
• Establish and maintain graduate student selection/admission standards appropriate for the program of study, including faculty training in the unit’s standards and practices of selection/admission.
• Establish clear and transparent processes for the initiation of a supervisory relationship and the composition of a supervisory committee.
• Establish program-specific benchmarks for Good Academic Standing and Satisfactory Academic Progress.
• Develop and maintain documentation that outlines the common processes that govern a program including a graduate student handbook, website, supervisory committee forms etc.
• Share information with students and supervisors on SGS and unit-level policies, guidelines, requirements, and responsibilities as well as University services available to support faculty and students throughout the graduate lifecycle.
• Share information with students on accessing support services.
• Advise supervisors on the implementation of approved accommodations from Accessibility Services.
• Consistently monitor student progress throughout the graduate program. Increase monitoring and support for students if they become delayed in their program (e.g., require program extensions).
• Provide clear and consistent expectations in scholarly activities and civil conduct.
• Provide training in responsible conduct of research and research integrity.
• Establish a clear and transparent funding policy. Oversee funding distribution and help resolve funding-related conflicts between students and supervisors.
• Advise students about funding opportunities, financial aid, and resources available.
• Ensure potential conflicts of interest in the supervisory committee are being appropriately declared and managed.
• Ensure the names of the supervisor(s) and members of the supervisory committee of each graduate student are documented in ROSI and updated when changes are made.
• Work with students and supervisors to ensure continuity of supervision during anticipated supervisor leaves; work with students and graduate faculty to identify and appoint acting supervisors in cases of unanticipated leaves.
• Support students in professional development; for example, by establishing individualized development plans, facilitating professional development opportunities, and connecting students with alumni.
• In the event of conflict, support students and faculty in conflict resolution and establish a process for changing a supervisor or supervisory committee members, if needed.
• Facilitate the PhD Final Oral Examination.
• Ensure that supervisory engagements of graduate faculty members are fairly and accurately documented and recognized during performance reviews and promotion.