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Graduate Council Minutes 4/24/13
GBB 202, 12:10-1:00 p.m.
Members Present: D. Biehl, M. Alwell, R. Arouca, A. Borgmann, D. Campbell, N. Hassanein,
J. Hodgin, J. Johnson, M. Mayer, H. Naughton, S. Sprang, K. Swift, E. Stone
Members Absent/Excused: B. Klaassen, J. Hunt, D. Zielaski
Ex Officio Members Present: B. Brown, N. Hinman, J. Laine, S. Ross
The 4/17/13 minutes were approved.
Communication Items

Dean Ross shared the mission statement, structure and function, and organization chart of the
Graduate School in preparation for the fall program review (appended). The School has
approximately $200,000 in personnel costs and $21,000 in operations. Its only revenue is the
money from application fees. The Council briefly discussed possible ways to conduct the
review. The self-study should be completed by early fall. It should include input with regard
to expectations and how programs are being served.

Camie provided a brief demonstration of e-Curr, the electronic approval system for
curriculum forms. Next year all course forms are required to be submitted through e-Curr.
The forms are entered into a database that is searchable. [The electronic forms will also be
used for the subcommittee review. The subcommittee chairs will see the forms in their
approval queue. The subcommittee chair can disapprove a form and request in the comments
field that the requestor make changes. Keep in mind that this disapproval will require the
form to be rerouted through the approval queue. If minor changes are needed, but don’t
require rerouting, the subcommittee chair may inform Camie to make the changes.]
Business Items




The Journalism Interim Assessment was postponed to allow members to review the
document.
The subcommittee reviewing the proposal for the Masters in Applied Online Technologies
should have a list of suggestions for next week’s meeting.
Student member Arouca researched how other Universities are handling information about
mentoring /advising. She distributed a summary (appended below) of her research and links to
various resources. Members were encouraged to review the information carefully.
The draft annual report will also be sent to members to review to determine whether it
captures what should be recorded to summarize this year’s business.
Good and Welfare

Chair Borgmann compared the Council’s charge to the duties of a janitor and building
inspector. The architecture of the building is the purview of the administration. The
Council can advise on architectural issues, such as the current structure of the
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graduate school. The Graduate Dean’s position right now is weak, but should be
strong with the discretion of making policy decisions. The Council will need to ask
the Provost about its role in the review of the Graduate School
The Council may consider bringing the role of distance learning (Michael Burawoy
article), and the contested notion of a university (What happened at the University of
Illinois Article) to the campus community for further consideration.
The meeting was adjourned at 12:58 p.m.…………………………………
Mission of the Graduate School
The mission of the Graduate School is to improve and advance graduate education at
the University of Montana to train the next generation of scholars and to enable
generation of new knowledge that will contribute to the scientific, economic and cultural
needs of the state, the nation and the global community in the 21st century. The
Graduate School carries out its mission through student advocacy, promotion of diversity
and inclusivity, promotion of research, and development of dynamic, synergistic paths
for education.
Organization and Functions of the Graduate School
The business side of the Graduate School manages admission (>2,200 applications
annually) and graduation of students for more than 40 graduate programs across the
University. The academic side of the Graduate School, with no intramural budget,
strives to attain the strategic goals of the University to support and build international
education, interdisciplinary programs and diversity by developing extramural support
from federal (e.g., the NIH and NSF) and philanthropic sources (e.g., the A.P. Sloan
Foundation). It also facilitates graduate education and research by collaboration with
Montana University Graduate Schools (MUGS) to develop graduate programs across
the Montana University System (MUS) (e.g., materials science).
Provost
Graduate Council
Dean of the Graduate School
Native American
Research Laboratory
Dean’s
Graduate Assistant
Interdisciplinary Programs
Assistant Dean
GSA
Staff Manager
IT Systems Analyst
Interdisciplinary
Graduate Assistant
Graduation (A III)
IT intern / reception
Associate Provost for
Dynamic Learning
Admission (A III)
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To: Graduate Council
Date: April 17th, 2013
Regarding: Graduate Student Advising
1. UM Graduate School Policy
2. Tufts University, Graduate Student Handbook, Academic Policies, Advisers
3. California University of Pennsylvania, Graduate School Policy: Academic
Advising
4. Stanford University, Academic Advising Policy
1. UM Graduate Student Advising
Graduate School Policies
F1.000 Graduate Student Advising
F1.100 - The faculty member assigned to a graduate student as adviser must possess a
degree at least at the level of the degree to be awarded. Programs may petition for
exceptions to this policy on the grounds that the adviser possesses specialized
experiences and expertise relevant to the graduate offerings. All such petitions must be
submitted to and approved by the dean of the Graduate School.
F1.200 - At the close of the annual or biennial faculty evaluation process, any faculty
member receiving a less-than-normal salary increase due to deficiencies related to
advising graduate students shall lose his or her eligibility to serve on graduate committees
until completion of the next review. The dean of the Graduate School is responsible for
requesting a list of these faculty members from the academic deans and notifying them in
writing of their lost eligibility.
2. Tufts University - Academic Policies section
Advisers
Graduate students are assigned academic advisers and thesis or dissertation advisers by
their departments. There are occasions when it is desirable for students to switch to a new
adviser.
These changes are considered to be a standard practice so long as they conform to the
policies and procedures of the department. Students may consult with the dean if
questions arise about adviser assignments.
The faculty director of the graduate certificate program in most cases serves as the
adviser of participating students.
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3. California University of Pennsylvania
Graduate School POLICY: Academic Advising
A. Purpose & Scope
The purpose of this policy is to provide students with appropriate counsel in pursuing
their academic degrees.
B. Definition(s)
The University has embraced developmental academic advising which is a goaloriented, growth-oriented process helping students to assess their strengths and
weaknesses, set realistic academic and other goals, and to monitor progress toward
achievement of these goals. In this process, seven elements are essential:
1. Advising is a continuous process with accumulation of personal contacts between
advisor and student—these contacts have both direction and purpose.
2. Advising must concern itself with quality-of-life issues, and the advisor has a
responsibility to attend to the quality of the student’s experience in college.
3. Advising is goal related. The goals should be established and owned by the
student and should encompass academic, career, and personal development areas.
4. Advising requires the establishment of a caring human relationship, one in which
the advisor must take primary responsibility for its initial development.
5. Advisors should be models for students to emulate, specifically demonstrating
behaviors that lead to self-responsibility and self-directedness.
6. Advising should seek to integrate the services and expertise of both academic and
student affairs professionals.
7. Advisors should seek to utilize as many campus and community resources as
possible.
From: Developmental Academic Advising, Jossey-Bass, 1984.
C. Policy
Faculty advisors are available to assist graduate students in planning their academic
programs, but students have the responsibility for meeting all requirements for their
degrees. Students are urged to take advantage of the advisory and consultation
services available at the University. They should feel free to consult with professors,
academic advisors, department chairpersons, staff of the School of Graduate
Studies & Research and others, as needed. All of these university representatives
maintain regular office hours for student consultations.
D. Procedure(s)
New graduate students should create course schedules based on the requirements
specified in the official advisement sheet for their program of study. Currently
enrolled students are expected to seek the resources described under Part C. Each
student may register online or contact the Graduate Admissions Office for
assistance. Some graduate programs block registration access until students have
consulted with their advisors. Fulfillment of program requirements for a degree is
ultimately the responsibility of the student.
E. Effective Date:2005-2006 Graduate Catalog
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Updated Date: August 15, 2010
4. Stanford University
Stanford University (http://gap.stanford.edu/3-3.html)
Academic Advising (GAP 3.3)
SUMMARY
Provides that all graduate students are to receive appropriate advising throughout their
degree programs
Rationale
Effective academic advising is a critical component of a successful graduate degree
program. At Stanford, all matriculated graduate students are to be advised by a member
of the faculty. The nature of academic advising may differ for different programs and at
different stages in a degree program.
1. POLICY
By the start of their first term, students should be paired by the department with faculty
advisers who assist them in planning a program of study to meet degree requirements.
The department should also ensure that doctoral students are informed in a timely fashion
about procedures for selecting a dissertation adviser, reading committee members, and
orals committee members. Departments should make every effort to assist doctoral
students who are not yet admitted to candidacy in finding an appropriate adviser.
Students are obliged to follow department procedures for identifying advisers and
committee members for their dissertation reading and university oral examinations (see
GAP 4.7, Doctoral Degrees: University Orals Examinations and Committees, and GAP
4.8, Doctoral Degrees: Dissertations and Dissertation Reading Committees).
1.1 Co-Advisers
At their discretion, students may identify co-advisers, normally both are members of the
Academic Council. If a former Stanford Academic Council member, emeritus professor,
or non-Academic Council member is serving as the principal dissertation adviser, the
appointment of a co-adviser who is currently on the Academic Council is required (see
GAP 4.8, Doctoral Degrees: Dissertations and Dissertation Reading Committees).
1.2 Change or Replacement of Adviser
Occasionally, a student’s research may diverge from the area of competence of the
adviser, or irreconcilable differences may occur between the student and the faculty
adviser. In such cases, the student or the faculty adviser may request a change in
assignment. If the department decides to grant the request, every reasonable effort must
be made to pair the student with another suitable adviser. This may entail some
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modification of the student’s research project.
In the rare case where a student’s dissertation research on an approved project is in an
advanced stage and the dissertation adviser is no longer available, every reasonable effort
must be made to appoint a new adviser, usually from the student’s reading committee.
This may also require that a new member be added to the reading committee before the
draft dissertation is evaluated, to keep the reconstituted committee in compliance with the
University requirements for its composition. (Adviser changes are made with the Change
of Dissertation Adviser or Reading Committee Member form).
In the event that a student’s adviser leaves Stanford University or becomes emeritus, that
adviser may continue to work with the graduate student, including, upon approval of the
appropriate petition, serving on the orals or dissertation reading committee. If this
individual is to continue to serve as the principal dissertation adviser, however, the
appointment of a co-adviser who is currently on the Academic Council is required (see
GAP 4.8, Doctoral Degrees: Dissertations and Dissertation Reading Committees).
1.3 Advisers from Other than the Student’s Home Department
It is expected that faculty advisers will hold an appointment in the student’s major
department or program. An adviser may be appointed from outside the major department
subject to the approval of the major department. Departmental approval is conveyed by
means of recording the name of the adviser in the PeopleSoft Student Administration
record.
1.4 Responsibilities of Advisers
1.4.1 General Responsibilities of Faculty Advisers
Faculty advisers are to:
serve as intellectual and professional mentors to their graduate students
provide knowledgeable support concerning the academic and non-academic policies
that pertain to graduate students
help to prepare students to be competitive for employment
maintain a high level of professionalism in the relationship.
1.4.2 Dissertation Advisers
The dissertation adviser (also called thesis adviser or research adviser) establishes a
critically important relationship with the doctoral student. The dissertation adviser
provides guidance and direction to the doctoral student’s research, as well as evaluation
of the student’s progress, often in the context of a research group. As a mentor and a role
model, the dissertation adviser plays a critical role in the student’s development as an
academic researcher. In many cases, the dissertation adviser is expected to provide
financial support for the doctoral student, typically from research grants and contracts.
The dissertation adviser will normally serve as a member of the student’s oral
examination committee, and as the chair of the student’s doctoral dissertation reading
committee.
Because of the critical importance of this role, and the potential significance of
difficulties that may arise in this relationship, departments should designate a resource for
faculty members and graduate students to call on for assistance in resolving difficulties.
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This role may be filled by the department chair, the graduate studies director, or a
specially designated departmental resource.
2. IMPLEMENTATION GUIDELINES
2.1 Ongoing Advising
(See also Guidelines for Good Practices in the Graduate Student - Faculty Advisor
Relationship.)
PROCESS STEPS
RESPONSIBILITY
1 Assigns each incoming graduate student to an appropriate
adviser by the start of his or her first term.
2 Familiarizes him or herself with and follows departmental
procedures for identifying dissertation advisers, orals and
reading committee members, including appropriate forms (see
GAP, Chapter 4).
3 Monitors the ongoing health of the student-adviser
relationship and provides support for conflict resolution as
needed, including referrals to other university offices.
4 Records the name of each student’s adviser and committee
members in PeopleSoft.
5 Carries out advising responsibilities.
Department
Student
Department
Department
Adviser
2.2 Changing Advisers
PROCESS STEPS
1 Completes the Change of Dissertation Adviser or Reading
Committee Member (pdf) form, and gathers necessary
signatures
2 Reviews and approves (or denies) the requested changes
Records the name of the new adviser in PeopleSoft
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RESPONSIBILITY
Student
Department
Department
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