Expectations for Graduate Education: Virginia Tech Graduate School

The Virginia Tech Graduate School is committed to providing a “rich learning environment” for graduate students and a quality graduate education experience.  To do so requires clear communication about policy and procedures and especially the expectations for graduate study.  The VT Graduate School’s commitment is articulated in the “Expectations for Graduate Education at Virginia Tech.”

Originally created by graduate students and faculty in 2003, the expectations document was revised in 2011 and highlights the “vital elements of 21st-century graduate education, including ethics, civility, professional and academic development, teaching/learning, and inclusive community”.  The document describes the graduate environment promoted at VT and articulates expectations for graduate students, faculty, departments (programs, schools) and the Graduate School.  The document also includes a section on mentoring and a section on complaints and the appeals process.  A summary of the expectations are shared in a printable format as well.

The expectations are discussed in relation to major components of graduate education: progress toward degree, research and ethics, teaching and training, professional development, assistantships and financial aid, and community.  Although written in 2011, the expectations still provide relevant guidelines for graduate education today. Examples include the following:

  • Clear communication about departmental and Graduate School policy and procedures
  • Regular communication between faculty advisor and student
  • Understand and adhere to responsible conduct of research and scholarly endeavors
  • Discuss and agree upon requirements and expectation for authorship
  • Ensure that graduate programs conform to the highest academic standards and remain relevant through appropriate curriculum
  • Adherence to professional codes of conduct, student conduct and honor codes
  • Provide appropriate teacher training and professional development opportunities
  • Provide annual feedback to students and provide opportunity for students to correct academic deficiencies
  • Ensure fair and equitable treatment of students
  • Provide a safe and collegial work environment; respect work-life balance and working conditions
  • Provide pertinent resources and mentoring for degree completion
While the information seems fairly straightforward and common sense, it is valuable to have the expectations clearly identified and shared with the graduate students and faculty in order to provide the foundation for a quality graduate education experience at the beginning of one’s graduate study and to remind faculty, departments and the Graduate School of our collective responsibility for quality graduate education. The goal of graduate education should be to provide the academic context(s) and mentoring that allows graduate students to demonstrate their ability to achieve, their desire to succeed and their commitment to future professional contributions.
Unfortunately, academic bullying and questionable professional behavior are still prevalent in higher education.  And as I mentioned in the previous blog entitled Academic Bullying and graduate education, these must be eliminated from graduate education and replaced with a challenging yet affirming academic environment.

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  1. Pingback: InclusiveVT initiatives: Graduate School updates | transforming graduate education

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