Who is Responsible for Conducting your Degree Program

The Student's (Your) Role

It is the student's responsibility to become familiar with all regulations and procedures required by the graduate program being pursued. In no case should a student expect a waiver or exception to published program requirements by pleading ignorance to the regulation or asserting that an advisor or other authority did not directly present the information. All students should become familiar with the general academic information section of the Graduate Bulletin and specific school/departmental/section/program requirements. Only the dean of the Graduate School or the Graduate Council has the authority to waiver the basic requirements stated in the Graduate Bulletin, or the Policies & Procedures Manual for Administering Graduate Programs. No statements made by any person regarding waiver of admission/ program requirements shall in any way bind the Graduate Council or the dean of the Graduate School.

The student's role is perhaps the most important contribution to an advanced degree because you must actively carry out the tasks required to complete the degree.  Be proactive in your discussions with faculty about steps necessary to complete your program. The Graduate Council developed a publication which describes rights and responsibilities for graduate students. Excerpts of that publication follow (see References at the end of this section). Please read the following carefully.

1. The goal of graduate education at Purdue University is to enable students to develop a level of knowledge and expertise such that they are capable of practicing independently, and collaboratively with others, at an advanced level in their discipline of choice. Through graduate education, students learn skills and values that will lay the foundation for lifelong careers.
   
2. To obtain an advanced degree, students typically complete both coursework and research requirements. Students achieve different objectives through these two components. Students learn well-known, advanced concepts in the classroom. Students learn concepts and techniques particular to their research topic outside the classroom, with the help of advisers. During graduate studies, students are expected to mature to a level of self-reliance such that they will be able to learn new information and conduct research independently.
   
3. Graduate students are expected to demonstrate research accomplishment during graduate studies. This accomplishment must be significant, as measured against the standards of the discipline, and must include an important, independent, and original contribution by the student [thesis option master's, educational specialist research project, doctoral dissertation]. Through research experiences and interactions with faculty and peers, students should learn good research practice and the scientific method or equivalent approaches pertinent to the student's chosen field of study.
   
4. tudents enrolled in graduate study should be highly motivated to learn advanced concepts and research techniques, and they should be genuinely interested in developing a career in the discipline of choice. Conscientious students should explore their motivation and understanding of potential career opportunities.  No student should be encouraged to pursue graduate study unless the student is motivated and understands the career opportunities graduate study offers. A student lacking proper motivation should be discouraged from pursuing graduate study.
   
5. 5.      A student should recognize that graduate study is different from undergraduate study. Although in some respects the activities of graduate study may appear similar to undergraduate study, these activities are accomplished differently. Graduate students should recognize that they have significant responsibility for determining the direction of their graduate studies. Conscientious graduate students also make frequent critical assessments of their own progress and achievement. Graduate students also should recognize that the graduate degree is not granted based on time and effort expended, but on the achievement of a significant contribution as evaluated by the faculty.
   
6. Graduate students sometimes have the opportunity to obtain financial assistance to offset the costs of graduate study. These opportunities can be in many forms, such as fellowships, research assistantships, and teaching assistantships. The responsibilities associated with financial assistance will vary depending upon the discipline and the source of the financial support.  Students should discuss, with the supervisory faculty, the responsibilities associated with the financial support that they have been offered and carry out these responsibilities faithfully.
   
7. 7.      Graduate students who are in a course of study that includes a clinical experience must be aware of additional issues related to their participation. The clinic/patient must be protected from harm and must be provided with opportunity for improvement.  Clinical practice is a privilege, not a right, and the welfare of the client/patient must be given primary consideration in making these decisions.
   
8. The student's graduate studies generally are guided and evaluated most directly by an advisor (major professor) or dissertation/ thesis director. The relationship between the advisor and student is extremely important. It is the adviser who acts as the student's mentor, shaping the student's values and understanding of research.  Thus, the agreement by an adviser and a graduate student to work together must be done carefully. Both the graduate student and adviser should consider their research goals, their mutual interests, the compatibility of their work habits and personalities, and the career goals of the student.
   
9. The best student/adviser relationships are those that closely approximate the relationship between senior and junior colleagues.  It is the adviser's responsibility to guide the student through the student's first research experiences and to understand and constructively critique the research accomplishments made. It is the responsibility of the adviser and student to meet frequently enough to achieve these goals.
   
10. It is good practice for the student to have regular meetings with the advisory committee to encourage interaction and obtain advisory committee contributions to the research on a continuing basis.
    
11. The goal of research is the discovery of knowledge. The normal phases of research generally can be described as divided into three somewhat overlapping phases: the research definition phase, the achievement phase, and the publication phase.
    
12. The Research Definition Phase. During the research definition phase, the researcher must define the research objective of interest and learn the background of the research area. All research builds on previous investigations. Studies on the topic of interest are sometimes hard to find because they may have been published using different terminology or published in journals of other disciplines or in other languages. Finding and learning all the background material to support a particular research objective is an arduous task. The student will often have the feeling that no progress is being made and that everything important has been accomplished by others. It is important for graduate students to persevere in order that their research will be firmly based and there will be no disastrous revelations when the work is reviewed.
    
13. Interaction of students with advisers is critical during this stage to gain perspective, to identify potential directions of research, and to continue to refine the research objective. This phase of the research takes a significant period of time, often as much as two years [doctoral dissertations], because the student must learn a great deal about the discipline while defining the research objective. The preliminary examinations typically occur during this phase of research.
    
14. The Achievement Phase. During the second phase, the achievement phase, the bulk of the research investigation is completed. The focus of the research is narrowed, research questions are refined, research designs are made, and data are collected. Generally, the student can expect the research direction to change somewhat during this phase.
    
15. Interaction between the adviser and student is important in this phase to give the student constructive criticism and perspective. The adviser should participate in the research effort by performing such activities as reviewing data, methods, and preliminary findings. The adviser should be intimately familiar with the methods used, the experimental apparatus (if any), and results obtained. The advisory committee also should participate actively in advising the student during this phase.
    
16. Near the end of this phase, the student should be a peak efficiency and feel like an expert in the field of study. Sometimes it may be difficult for either the adviser or student to leave this phase and move to the final phase because of the sense of accomplishment that prevails. However the final phase is critical for any successful research endeavor and it must be remembered that the graduate experience should not be the ultimate career objective of the student. Consultation with the advisory committee, at this stage, can help to determine whether sufficient original research results have been achieved to complete the degree requirements.
    
17. The preliminary examination often is used to evaluate the student's research plan. This type of preliminary examination is taken during the achievement phase. The graduate faculty recommends that this type of preliminary examination be scheduled as early in this phase as possible, when the student is fairly certain of the research objective. The examination committee should evaluate whether the research objective will be a significant achievement and whether the student's plan is feasible. After successful completion of the preliminary examination, the advisory committee should be informed periodically about the progress of the research and any variations that occur in the proposed effort.
    
18. The Publication Phase. During the final phase, the primary emphasis of the effort is on writing the dissertation/thesis and other publications to document the work.  Due to the perspective gained during this phase, researchers often identify deficiencies in the effort that should be or must be resolved by further investigation. This effort usually takes longer than the student expects, and compared to the achievement phase, it may seem that no progress is occurring.
    
19. Interaction with the adviser usually involves resolution of the definition of completion, editing the dissertation/thesis, and preparation for the final thesis defense/examination. It is good practice for the student and adviser to discuss the significance of the work carefully and the expectations of the student with regard to a completed body of work. The final examination occurs at the end of this phase.
    
20. The final examination usually consists of a presentation and defense of the thesis or dissertation. A final examination is required for all doctoral students, and in most cases, a final examination is required for master's students.

[Reference: The preceding section (1-20) regarding the student's role is adapted from Graduate Education at Purdue University, prepared by an
ad hoc committee of the Graduate Council on "Graduate Student/Faculty Rights and Responsibilities." 12/95]

Temporary Advisor's Role

• 1.    The faculty admissions panel appointed the temporary advisor for you based on information in your application file, faculty-student ratios, and your area of interest.
  
• 2.     Your temporary advisor will help you select courses you need as you begin taking classes at Purdue.

Major Professor's Role

• 1.    If the student's temporary advisor agrees, he/she may become your major professor. However, you may also find another faculty member you wish to ask to become your major professor.
  
• 2.    New graduate students are encouraged to talk with as many faculty as possible before selecting a major professor.
  
  3.    Selecting a major professor must be mutually agreeable between the student and faculty member.
  
• 4.     Every student in a degree program is required to select a major professor who acts as the chair of the advisory committee and who agrees to supervise the student's graduate study, research, and writing. [Graduate School Policies & Procedures Manual, VII-A-1.]
  
• 5.    If the student's major professor agrees, a student may ask another faculty member to serve as a Co-Chair of the advisory committee. Selecting a Co-Chair must be mutually agreeable to the student, the major professor as one of the Co-Chairs and to the second faculty member who agrees to serve as a Co-Chair.
  
• 6.    Policy for Co-Chairs of Committees: The practice of having co-chairs for a masters or doctoral committee is not advantageous nor desirable except in the specific instances that follow: (1) The pairing of a new faculty member with an experienced faculty member in the Educational Studies department; (2) A co-chair whose research interest closely matches that of the student; (3) A co-chair who reflects the students' matriculation in a different area (e.g., if a student is admitted to a program area in Educational Studies through another department such as Educational Psychology through the Psychology Department; (4) Co-chairs in the same department at different campuses. It is the policy of the Department of Educational Studies that co-chairs have equal authority and therefore, equal responsibility.  The signature of both co-chairs is required on all committee documents. Either co-chair may sign registration requests. A written proxy statement may be given to one co-chair by the other co-chair for a specific period of time and/or a specific set of responsibilities. [EDST, 4/25/96]
  
• 7.    Preliminary Examining Committee Policy: The Chair (or at least one Co-Chair) of the examining committee must be a faculty member in the Department of Educational Studies and from the student's program/section area. Minimally two faculty members are from the area of concentration and one from an outside program area within the College of Education or from a program area outside the College of Education. [excerpted from Preliminary Examination Policy, Written Portion , 2, EDST, 3/24/95]
  
• 8.    Major Professor/Co-Chair duties include but are not limited to assisting in: developing a plan of study, forming an advisory committee, coordinating examinations, and is responsible for preparing and submitting the report forms on examinations which are required by the Graduate School.

Advisory Committee's Role

• 1.   Selecting an advisory committee must be mutually agreeable between the student, the major professor, and members of the faculty the student ask to serve.
  
• 2.    The committee consists of the major professor and at least two other members of the graduate faculty, and must be approved by the head of the graduate program.  Members of the committee need not be faculty with whom the student has taken coursework. The request to the dean of the Graduate School for appointment of the advisory committee is made on the same form and at the same time as the request for approval of the student's plan of study. The dean of the Graduate School may appoint additional members if it seems advisable. [Graduate School Policies & Procedures Manual, VII-A-2.]
  
• 3.     Policy for Co-Chairs of Committees: The practice of having co-chairs for a masters or doctoral committee is not advantageous nor desirable except in the specific instances that follow: (1) The pairing of a new faculty member with an experienced faculty member in the Educational Studies department; (2) A co-chair whose research interest closely matches that of the student; (3) A co-chair who reflects the students' matriculation in a different area (e.g., if a student is admitted to a program area in Educational Studies through another department such as Educational Psychology through the Psychology Department; (4) Co-chairs in the same department at different campuses. It is the policy of the Department of Educational Studies that co-chairs have equal authority and therefore, equal responsibility.  The signature of both co-chairs is required on all committee documents. Either co-chair may sign registration requests. A written proxy statement may be given to one co-chair by the other co-chair for a specific period of time and/or a specific set of responsibilities. [EDST, 4/25/96]
  
• 4.     Preliminary Examining Committee Policy: The Chair (or at least one Co-Chair) of the examining committee must be a faculty member in the Department of Educational Studies and from the student's program/section area. Minimally two faculty members are from the area of concentration and one from an outside program area within the College of Education or from a program area outside the College of Education. [excerpted from Preliminary Examination Policy, Written Portion , 2, EDST, 3/24/95]
  
• 5.     Master's and Educational Specialist students must have at least 3 faculty (includes the Chair/Co-Chair). A fourth member (optional) may be requested for thesis option master's students.
  
• 6.      Doctoral students must have at least 3 faculty at the time a plan of study is filed; at least 3 faculty must serve on the student's preliminary examination committee; and there must be at least 4 members sign the dissertation proposal and serve on the student's final examination committee.
  
• 7.      In all committee structures, at least 51% of the committee must be comprised of "tenure track Purdue University faculty." (For example, visiting professors and professors from other institutions may be specially certified to serve, but do not count toward satisfying the 51% requirement.) [Graduate School Policy.]
  
• 8.      Submit a vita with the plan of study form for non-tenure track/non-Purdue committee members requested on the plan. In addition, if the requested member is not employed as a faculty member at another institution, a memo is needed stating how this person will contribute to the student's program. [Graduate School Policy.]
  
• 9.      Advisory committee member duties include but are not limited to assisting the student and Chair/Co-Chairs in: the preparation of the plan of study and to offer advice during the period of graduate work, including research and thesis preparation when these are required components of the student's degree program. [Graduate School Policies & Procedures, VII-A-2.]
  
• 10.    Members of the advisory committee participate in the examination process and recommendation of awarding the degree.
  
• 11.    Requests for changes in the advisory committee are made on a Request for Change of the Plan of Study (G.S. Form 13). Each request for change must be accompanied by a rationale and be signed by the student and each committee member whose status is affected by the request...The request must be approved by the major professor, the head of the graduate program, and the Graduate School. [Graduate School Policies & Procedures, VII-A-3.]

Heads of Graduate Programs and Academic Deans' Role

Usually the head of the graduate program is the head of a West Lafayette department. Heads of graduate programs are responsible for the supervision and governance of all graduate study conducted and the maintenance of academic standards within their respective fields of study at all campuses. Such authority is delegated by the Graduate School and is exercised in accord with all pertinent regulations and procedures established by the Board of Trustees, the executive vice president for academic affairs, the dean of the Graduate School, and the Graduate Council.  Recommendations concerning a student or a student's program of study should flow to the Graduate School through the head of the graduate program to which the student has been admitted, and when so requested by the school, through the academic school dean. [Graduate School Policies & Procedures, I-C.]

Department Graduate Committee's Role

The head of each graduate program appoints a graduate committee annually. The functions of the committees vary depending upon individual organization and division of responsibility. In general they have the following functions:

• 1.   They provide general guidance to the graduate program.
  
• 2.   They may suggest new course offerings, and they review and recommend new courses proposed by the faculty.
  
• 3.   They may consider and recommend new areas or degree programs for graduate study.
  
• 4.   They may initiate recommendations for changes in graduate policies or regulations for consideration by the Graduate Council.
  
• 5.   They may act to coordinate the areas of graduate studies in the department with that of departments in other disciplines or in the same discipline at other campuses.
  
• 6.   Each West Lafayette department that is responsible for an authorized graduate degree program offered at a non-West Lafayette campus is requested to name a member from that campus faculty to the West Lafayette departmental graduate committee.
  
• 7.   They may provide guidance and counseling for new graduate students before they have been assigned to a major professor.
  
• 8.   They may take a major role in recruiting new graduate students and make recommendations regarding admission of prospective students.
  
• 9.   They may administer or give general guidance concerning required comprehensive examinations.
  
• 10. The committee chair may advise other committees regarding availability of staff to serve on advisory and examining committees for students majoring in other subjects.

Graduate School/Graduate Council's Role

In accordance with the action of the general faculty (June 1949), the Graduate Council acts as the faculty of the Graduate School. The Graduate Council is responsible for all academic policies related to postbaccalaureate study and degree programs, particularly those policies that involve admission to the Graduate School; standards of work; courses and programs of study; written English, foreign language, and residence requirements; and all other requirements for advanced degrees. [Graduate School Policies & Procedures, I-B.]