Graduate Advising

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Graduate students rely on staff and faculty to support them throughout their academic careers. Advisors work with graduate students on a regular, one-on-one basis, guiding them through the program and helping them reach their academic and professional goals.

On this page: 

Relationship Between Students and Advisors

Graduate study requires independent learning and individualized professional development, supported by collaboration and consultation with an advisor. You hold the primary responsibility for the proper conduct of your research and the completion of your degree requirements.

As a graduate student, you are encouraged to complete the academic integrity module on MyLS in order to:

  • Recognize the virtues of being an academic with integrity.
  • Identify the various forms of academic misconduct from a writing perspective.
  • Distinguish between behaviours associated with academic integrity and academic misconduct.

Regular, constructive interaction between you and your advisor supports successful completion of graduate degrees.

You may wish to consult the following resources for information regarding mentorship/supervision of graduate students.

Graduate Student-Advisor Resource

The student and advisor should discuss expectations for the completion of the degree and revisit those expectations while evaluating whether satisfactory progress is being made toward meeting those expectations. Advisors and graduate students may wish to consult the Graduate Student–Advisor Resource for discussing important topics and setting mutual expectations.

This resource:

  • Aims to provide a starting point for discussing important topics and mutual expectations between a graduate student and an advisor, and largely pertains to graduate programs where there is a research component.
  • Is meant as a guide to facilitate discussion of important topics and an understanding of the advisor’s and graduate student’s mutual expectations.
  • Helps establish open communication between the advisor and graduate student, as well as avoid any misunderstandings that might otherwise ensue.
  • Aids in navigating academic milestones and mutual expectations to keep all parties on the same page in terms of graduate student progression.

The use of this resource can be initiated by the student, by the advisor or both, but does not supersede university regulations.

Best Practices in Mentorship Model (MyLearningSpace via Self-Registration)

Although this module was designed primarily for faculty members in mentorship roles with graduate students, this module may also benefit student mentees, senior faculty mentoring junior faculty, and others who finds themselves in a mentorship relationship.

Mentorship in research-based degrees (e.g., thesis/dissertation), rather than course-based degrees, is the central consideration of this module but many of its components are applicable to other forms of mentorship as well. 

Learning objectives for module users:

  • Identify mentorship relationships in which one is participating and in what capacity.
  • Acquire skills for building personal and professional relationships between students and faculty.
  • Set goals for academic and personal growth and learning.
  • Identify resources mentees may need to be successful.
  • Provide students with resources, either through the mentorship relationship or via another service offered on/off campus.
  • Engage in conversations with mentees to improve their experiences at Laurier.
  • Foster a more equitable community at Laurier.

Participating in mentorship has great potential to be fruitful and positive for both faculty and graduate students.

  • Engaging with this guide will help new and experienced faculty employ practical strategies at various stages of graduate student mentorship.
  • These strategies encourage mentors and mentees to be proactive in their relationships, diminishing the potential for adverse outcomes and increasing the opportunities for positively enhanced mentorship experience.
  • In many cases, fostering a constructive relationship can be relatively straightforward, especially if strategies from this guide are put into practice.

Principles for Graduate Supervision at Ontario’s Universities

This resource was developed by the Ontario Council on Graduate Studies (OCGS).

The following is an excerpt from the OCGS Principles for Graduate Supervision document, developed as a guide for the graduate studies sector in Ontario:

“High quality academic supervision is a key driver of graduate research-based education and is central to ensuring a positive and successful graduate student experience. Respectful and productive relationships between supervisors and graduate students promote a thriving university research culture where students are supported to make meaningful contributions to their fields of specialization.

A good working relationship between supervisors and graduate students is built on common expectations and trust, and incorporates principles of academic integrity, freedom of inquiry, and expression free of any form of discrimination, intimidation, or harassment.

While it is important to acknowledge that graduate students are partners in the university research enterprise, it is equally important to recognize that the supervisor is the senior partner. Both the graduate supervisor and the graduate student have certain rights and responsibilities within the context of the supervisor–student working relationship. The best student outcomes occur when supervisors provide leadership and guidance that is respectful of the student’s personal and professional goals.

Although the graduate student bears the primary responsibility for their program success and intellectual growth, the onus is on the department, program, supervisor, supervisory committee, school/faculty of graduate studies and the university to foster an environment that is supportive of the inherent dignity and value of the supervisor and student, and supports student success. This document outlines the responsibilities and standards of conduct for individuals and groups involved with graduate student supervision in research-oriented programs.” (OCGS, 2023: pg 1)

Topics discussed within the document include: core values of graduate education, in addition to responsibilities of: the supervisor; graduate student; the supervisory committee; departments/centres or teaching faculties, graduate offices, and graduate coordinators/directors the school/faculty of graduate studies; and the university.