Faculty Council Policy on Graduate Education in the Jacobs School of Medicine and Biomedical Sciences

The mission of the Jacobs School of Medicine and Biomedical Sciences (Jacobs School), University at Buffalo is “to advance health and wellness across the life span for the people of New York and the world through the education of tomorrow’s leaders in healthcare and biomedical sciences, innovative research and outstanding clinical care”.

Master’s and PhD education serves a core function of this mission. Individual MS and PhD programs within the Jacobs School operate autonomously, meaning that individual programs set curriculum, the PhD candidacy exam requirements, and requirements for graduation, all within the overarching guidelines of the Graduate School of the University at Buffalo. Degree-granting departments and programs within the Jacobs School are approved by SUNY and the State of New York. The activities and policies are further defined by the Graduate School of the University at Buffalo.

The function of this document is to set forth a minimum standard for graduate student matriculation, to provide a consistent and equitable policy regarding aspects of student treatment, and to provide guidance for the expectations of students and mentors engaged in research training. These policies are part of the larger Biomedical Education mission to provide rigorous training in an inclusive learning environment that values each student, and works to prepare students for career-long success. The office of Graduate Education provides, where appropriate, a mechanism to track activities of departments with a goal of supporting students and faculty in ways that are consistent with the SUNY, UB Graduate School, and department policies.

PhD Programs within the Jacobs School will provide the necessary courses, resources, and support for students enrolled in their programs in compliance with policies put forth from the Graduate School of UB. Student matriculation will be overseen by a Committee of Faculty chaired by a Director of Graduate Studies/Program Director (DGS/PD).

The Departmental Director of Graduate Studies or Program Director (DGS/PD) has responsibility to monitor progress of graduate students in coursework and research progress via regular graduate committee reports to be completed by the student and thesis advisor. The DGS/PD will fulfill the requirements of the Graduate School and the Jacobs School and will provide the Office of Research and Graduate Education with requested tracking information and documents to ensure School-wide policies are met. The DGS/PD will be available to meet with all students in the Department upon request to discuss any issues related to academic or research progress. The DGS/PD will guide students in their course registration to ensure that they are taking the required sequence of courses, including recommending any substitution of courses in the required sequence. The DGS/PD will inform students of actions by the Department faculty or by the Department Chairperson and may informally mediate minor disputes when requested by a student.

The Dissertation Committee for a PhD student must adhere to the minimal guidelines set forth by the graduate school, as well as additional, specific policies in the student’s PhD program. For students in PhD programs within the Jacobs School, the Doctoral Thesis Committee will meet with the student on an annual basis at minimum. The progress of the student will be documented on a form signed by the student, major professor, and all committee members, and placed in the student’s file. Graduate programs are free to develop their own form and specific assessment criteria. Samples of committee report forms are provided in Appendix A. The goal of each thesis committee meeting is for the committee to monitor student progress, provide technical and scientific support for the project, and to engage the student in the process of career development. To this end, the committee meeting should also include a discussion of the student’s updated individual development plan (IDP). Successful Graduate programs require a commitment by involved parties, including programs, faculty, and students.

Effective biomedical training in a supportive environment requires communication of an accountability to expectations of both parties in a mentor-trainee relationship. The following are a minimal set of guidelines for students and mentors in Jacobs School Programs adopted from recommendations by the American Association of Medical Colleges (AAMC) in the “Compact Between Biomedical Graduate Students and Their Research Advisors.”

Throughout the graduate student’s time in the laboratory, the research advisor will be supportive, equitable, accessible, encouraging, and respectful. The research advisor will foster the graduate student’s professional confidence and encourage intellectual development, critical thinking, curiosity and creativity. They will continue their interest and involvement as the student moves forward into a career.

• The research advisor will be committed to meeting one-on-one with the student on a regular basis. They will regularly review the student’s progress and provide timely feedback and goal-setting advice.
• The research advisor will be committed to the graduate student’s research project.
• They will work with the student to help plan and guide the research project, set reasonable and attainable goals, and establish a timeline for completion of the project.
• The research advisor will help the graduate student select a thesis/dissertation committee. The research advisor will assure that this committee meets at least annually (or more frequently, according to program guidelines) to review and discuss the graduate student’s progress and future directions. The research advisor will support the committee’ role in helping the student complete the doctoral research and will respect the ideas and suggestions of their colleagues on the committee.
• The research advisor will provide an environment that is intellectually stimulating, emotionally supportive, safe, equitable, and free of harassment.
• The research advisor will demonstrate respect for all graduate students as individuals without regard to gender identity, race, national origin, religion, disability, sexual orientation, or any other protected category, and will cultivate a culture of tolerance among all members of the laboratory.
• The research advisor will provide financial resources, as appropriate and according to Jacobs School and Graduate School guidelines, for the graduate student to conduct their thesis/dissertation research. The research advisor will not require students to perform tasks that are unrelated to the training program and professional development. To maintain equity in the Jacobs graduate student cohort, compensation may not exceed or be lower than the current stipend rate established by the Office of Biomedical Education. Some stipends may be subject to additional requirements, such as negotiated rates for Graduate Student Employees Union (GSEU) members.
• The research advisor will communicate the expectation that the graduate student will share common laboratory responsibility and use resources carefully and frugally. The research advisor will meet with the graduate student to review data management, storage and record keeping. They will discuss with the student intellectual policy issue regarding disclosure, patent rights and publishing research discoveries.
• The research advisor will discuss with the graduate student authorship policies regarding papers. They will acknowledge the graduate student’s scientific contributions to the work in their laboratory and will provide assistance in getting the student’s work published in a timely manner.
• The research advisor will be knowledgeable of and guide the graduate student through the requirements and deadlines of the graduate program, the Jacobs School and UB, as well as teaching requirements, if any, and human resourcesguidelines.
• The research advisor will encourage the graduate student to attend and present their research at scientific/professional meetings and make an effort to secure and facilitate funding for such activities. In addition, the research advisor will provide opportunities for the student to discuss science and their research findings with colleagues and fellow scientists within the institution and broader scientific community – for example, at lab meetings, research days and seminars.
• The research advisor will promote the training of the graduate student in professional skills needed for a successful career. These skills include but are not limited to oral and written communication, grant writing, management and leadership, collaborative research, responsible conduct of research, teaching and mentoring. They will encourage the student to seek opportunities to develop skills in other areas, even if not specifically required by the student’s program. They will also encourage the graduate student to seek input from multiple mentors.
• The research advisor will create an environment in which the student can discuss and explore career opportunities and paths that match their skills, values, and interest and be supportive of their career path choices. The research advisor will be accessible to give advice and feedback on career goals. They will work with the student on an individual development plan to help define career goals and identify training milestones. They will provide letters of recommendation for the student’s future phases of professional development.
• The research advisor recognizes that the development of effective approaches to mentoring is an evolving process that requires ongoing mentorship training, learning and self-reflection. The research advisor will seek out resources to continuously improve the quality of mentorship they provide. They will participate in mentoring workshops offered by the Office of Biomedical Education in the Jacobs School as a condition of student placement in their laboratory.

• The student will recognize their primary responsibility as the successful completion of their degree. They will be committed to their graduate education and will demonstrate this by efforts in the classroom, the research laboratory, and all other related academic and professional activities. The student will maintain a high level of professionalism, self-motivation, initiative, engagement, scientific curiosity, and ethical standards, including complying with institutional and research group standards for contributing to an inclusive research environment.
• The student will meet regularly with their research advisor to provide updates on the progress and results of their course work, research, and professional and career development activities.
• The student will work with their research advisor to develop a thesis/dissertation project. This will include establishing a timeline for each phase of their work. They will strive to keep engaged with the work, discuss experimental findings and any pitfalls, and meet the established goals and deadlines.
• The student will work with their research advisor to select a thesis/dissertation committee. The student will commit to meeting with this committee at least annually (or more frequently, according to program guidelines). The student will discuss their progress to date and be responsive to the advice and constructive criticism from their committee.
• The student will be a good lab citizen. The student will take part in shared laboratory responsibilities and will use laboratory resources carefully and frugally. The student will maintain a safe and clean laboratory space. They will be respectful of, tolerant of, and work collegially with all laboratory personnel. They will be an active contributing member to all team efforts and collaborations and will respect individual contributions. They will also contribute to an environment that is safe, equitable and free of harassment.
• The student will maintain detailed, organized, and accurate research records. With respect to data ownership, the student understands that original notebooks, digital files and tangible research materials belong to the institution and will remain in the lab when they finish their thesis/dissertation so that other individuals can reproduce and continue related research in accordance with institutional policy. Only with explicit approval from the research mentor and in accordance with institutional policy may the student make copies of their notebooks and digital files and have access to tangible research materials that they helped to generate during their graduate training.
• The student will adhere to policies on work hours, medical leave, and vacation outlined in this document and in coordination with their graduate program and research advisor. The student will consult their advisor in advance of any planned absences and apprise their advisor of any unexpected absences due to illness or other issues.
• The student will discuss policies on authorship and attendance at professional meetings with their research advisor. The student will work with their advisor to disseminate all relevant research results in a timely manner before completion of all degree requirements.
• The student will be knowledgeable of the policies and requirements of their graduate program, the Jacobs School and the Graduate School of UB. They will commit to meeting these requirements in the appropriate time frame and will abide by all institutional policies and procedures.
• The student will attend and actively participate in laboratory meetings, seminars and journal clubs that are part of their educational program. To enhance research, leadership and additional professional skills, the student will seek out other enrichment opportunities, such as participation in professional organizations and meetings. Student representation on institutional committees, and coordination of departmental events are encouraged as part of their responsibility to the broader institutional environment.
• The student will be knowledgeable of all institutional research policies. The student will comply with all institutional laboratory safety practices, animal-use and human-research policies. The student will participate in our institution’s Responsible Conduct of Research Training Program (CITI) and practice the guidelines presented therein while conducting their research. They will also seek input on and comply with institutional policies regarding research design and data analysis.
• The student will recognize their own primary responsibility for the development of their career. The student will recognize the need to explore career opportunities and paths that match and develop their individual skills, values and interests to achieve their desired career goals. The student will utilize available tools, such as IDPs, that can help define career goals and develop a training plan. The student will seek guidance throughout their graduate education from their research advisor, committee, other mentors as well as resources offered by the Jacobs School and UB, the NIH and other funding agencies, and professional societies that can provide career development information. The student shall use this information for personal reflection to discern their path among a wide range of opportunities available in the biomedical workforce.

MS Programs within the Jacobs School will provide the necessary courses and resources for students enrolled in their programs in compliance with policies put forth from the Graduate School of UB. Student matriculation will be overseen by a Committee of Faculty chaired by a Director of Graduate Studies/Program Director (DGS/PD).

The Departmental Director of Graduate Studies or Program Director (DGS/PD) has responsibility to monitor progress of graduate students in coursework and research progress via assessment of grades and research progress. The DGS/PD will fulfill requirements of the Graduate School and the JSMBS and will report to the Office of Research and Graduate Education to ensure School-wide policies are met. The DGS/PD will be available to meet with all students in the Department upon request to discuss any issues related to academic or research progress. The DGS/PD will guide students in their course registration to ensure that they are taking the required sequence of courses, including recommending any substitution of courses in the required sequence. The DGS/PD will inform students of actions by the Department faculty or by the Department Chairperson and will informally mediate minor disputes when requested by a student.

Effective biomedical training in a supportive environment requires communication of and accountability to expectations of both parties in a mentor-trainee relationship. The following are a minimal set of guidelines for students and mentors in Jacobs School Programs adopted from recommendations by the American Association of Medical Colleges (AAMC) in the “Compact Between Biomedical Graduate Students and Their Research Advisors.”

• Throughout the graduate student’s time in the laboratory, the research advisor will be supportive, equitable, accessible, encouraging, and respectful. The research advisor will foster the graduate student’s professional confidence and encourage intellectual development, critical thinking, curiosity, and creativity. They will continue their interest and involvement as the student moves forward into a career.
• The research advisor will be committed to meeting one-on-one with the student on a regular basis. They will regularly review the student’s progress and provide timely feedback and goal-setting advice.
• The research advisor will be committed to the graduate student’s research project. They will work with the student to help plan and guide the research project, set reasonable and attainable goals, and establish a timeline for completion of the project.
• The research advisor will help the graduate student select a thesis committee. The research advisor will assure that this committee meets at least annually (or more frequently, according to program guidelines) to review and discuss the graduate student’s progress and future directions. The research advisor will support the committee’s role in helping the student complete their research and will respect the ideas and suggestions of their colleagues on the committee.
• The research advisor will provide an environment that is intellectually stimulating, emotionally supportive, safe, equitable, and free of harassment.
• The research advisor will demonstrate respect for all graduate students as individuals without regard to gender identity, race, national origin, religion, disability, sexual orientation, or any other protected category, and will cultivate a culture of tolerance among all members of the laboratory.
• The research advisor will provide financial resources, as appropriate and according to Jacobs School and Graduate School guidelines, for the graduate student to conduct thesis/dissertation research. The research advisor will not require students to perform tasks that are unrelated to the training program and professional development.
• The research advisor will communicate the expectation that the graduate student will share common laboratory responsibility and use resources carefully and frugally. The research advisor will meet with the graduate student to review data management, storage and record keeping. They will discuss with the student intellectual policy issues regarding disclosure, patent rights and publishing research discoveries.
• The research advisor will discuss with the graduate student authorship policies regarding papers. They will acknowledge the graduate student’s scientific contributions to the work in their laboratory and will provide assistance in getting the student’s work published in a timely manner.
• The research advisor will be knowledgeable of and guide the graduate student through the requirements and deadlines of the graduate program, the Jacobs School and UB, as well as teaching requirements, if any, and human resources guidelines.
• The research advisor will encourage the graduate student to attend and present their research at scientific/professional meetings and make an effort to secure and facilitate funding for such activities. In addition, the research advisor will provide opportunities for the student to discuss science and their research findings with colleagues and fellow scientists within the institution and broader scientific community – for example, at lab meetings, research days and seminars.
• The research advisor will promote the training of the graduate student in professional skills needed for a successful career. These skills include but are not limited to oral and written communication, grant writing, management and leadership, collaborative research, responsible conduct of research, teaching and mentoring. They will encourage the student to seek opportunities to develop skills in other areas, even if not specifically required by the student’s program. They will also encourage the graduate student to seek input from multiple mentors.
• The research advisor will create an environment in which the student can discuss and explore career opportunities and paths that match their skills, values, and interest and be supportive of their career path choices. The research advisor will be accessible to give advice and feedback on career goals. They will work with the student on an individual development plan to help define career goals and identify training milestones. They will provide letters of recommendation for the student’s future phases of professional development.
• The research advisor recognizes that the development of effective approaches to mentoring is an evolving process that requires ongoing mentorship training, learning and self-reflection. The research advisor will seek out resources to continuously improve the quality of mentorship they provide. They will participate in mentoring workshops offered by the Office of Biomedical Education in the Jacobs School as a condition of student placement in their laboratory.

• The student will recognize their primary responsibility as the successful completion of their degree. They will be committed to their graduate education and will demonstrate this by efforts in the classroom, the research laboratory, and all other related academic and professional activities. The student will maintain a high level of professionalism, self-motivation, initiative, engagement, scientific curiosity, and ethical standards, including complying with institutional and research group standards for contributing to an inclusive research environment.
• The student will adhere to policies on work hours, medical leave, and vacation outlined in this document and in coordination with their graduate program and research advisor. The student will consult their advisor in advance of any planned absences and apprise their advisor of any unexpected absences due to illness or other issues.
• The student will be knowledgeable of the policies and requirements of their graduate program, the Jacobs School and the Graduate School of UB. They will commit to meeting these requirements in the appropriate time frame and will abide by all institutional policies and procedures.
• The student will attend and actively participate in laboratory meetings, seminars and journal clubs that are part of their educational program. To enhance research, leadership and additional professional skills, the student will seek out other enrichment opportunities, such as participation in professional organizations and meetings. Student representation on institutional committees, and coordination of departmental events are encouraged as part of their responsibility to the broader institutional environment.
• The student will recognize their own primary responsibility for the development of their career. The student will recognize the need to explore career opportunities and paths that match and develop their individual skills, values and interests to achieve their desired career goals. The student will utilize available tools, such as Individual Development Plans, that can help define career goals and develop a training plan. The student will seek guidance throughout their graduate education from their research advisor, committee, other mentors as well as resources offered by the Jacobs School and UB, the NIH and other funding agencies, and professional societies that can provide career development information. The student shall use this information for personal reflection to discern their path among a wide range of opportunities available in the biomedical workforce.

For MS programs that specifically involve research activities

• The student will meet regularly with their research advisor to provide updates on the progress and results of their course work, research, and professional and career development activities.
• The student will work with their research advisor to develop a thesis/dissertation project. This will include establishing a timeline for each phase of their work. They will strive to keep engaged with the work, discuss experimental findings and any pitfalls, and meet the established goals and deadlines.
• The student will work with their research advisor to select a thesis/dissertation committee. The student will commit to meeting with this committee at least annually (or more frequently, according to program guidelines). The student will discuss their progress to date and be responsive to the advice and constructive criticism from their committee.
• The student will be a good lab citizen. The student will take part in shared laboratory responsibilities and will use laboratory resources carefully and frugally. The student will maintain a safe and clean laboratory space. They will be respectful of, tolerant of, and work collegially with all laboratory personnel. They will be an active contributing member to all team efforts and collaborations and will respect individual contributions. They will also contribute to an environment that is safe, equitable and free of harassment.
• The student will maintain detailed, organized, and accurate research records. With respect to data ownership, the student understands that original notebooks, digital files and tangible research materials belong to the institution and will remain in the lab when they finish their thesis/dissertation so that other individuals can reproduce and continue related research in accordance with institutional policy. Only with explicit approval from the research mentor and in accordance with institutional policy may the student make copies of their notebooks and digital files and have access to tangible research materials that they helped to generate during their graduate training.
• The student will discuss policies on authorship and attendance at professional meetings with their research advisor. The student will work with their advisor to disseminate all relevant research results in a timely manner before completion of all degree requirements.
• The student will be knowledgeable of all institutional research policies. The student will comply with all institutional laboratory safety practices and animal-use and human-research policies. The student will participate in our institution’s Responsible Conduct of Research Training Program (CITI) and practice the guidelines presented therein while conducting their research. They will also seek input on and comply with institutional policies regarding research design and data analysis.

As stipulated by Graduate School policy, a PhD Student’s thesis advisor and thesis committee with approval of the Director of Graduate Studies shall assess a PhD Student’s satisfactory progress toward degree, and upon approval, submit the Advancement to Candidacy (ATC) form to the graduate school. For students in PhD programs within the Jacobs School, doctoral qualifying exams should be administered expeditiously, according to program guidelines, often no later than the spring semester of the second year. For students with extenuating circumstances that delay advancement to candidacy, an exception should be communicated to the Office of Biomedical Education by the Director of Graduate Studies.

If a PhD Student in a Jacobs School PhD program finds themselves in an environment not conducive to their matriculation, that student may petition for a change of laboratory. The student should contact their Director of Graduate Studies or the Office of Biomedical Education to discuss the change process, which consists of a series of short (3-week) rotations facilitated by the Office of Biomedical Education. Students are limited to 3 rotations. If the student finds a laboratory in the same graduate program, the student will continue to matriculate in that program. If the new laboratory is in a different program, reasonable effort will be made to prevent additional coursework other than those required for degree by the new program. If a student fails to identify a new laboratory after three rotations, the student may be dismissed from the graduate program.

In addition to grievance policies set out by the UB Graduate School: https://www.buffalo.edu/grad/succeed/current-students/policy-library.html, students are encouraged to preemptively address concerns through policies set forth within their departments. The Office of Graduate Education has identified faculty that serve as a Faculty Advocate committee who may be approached by a student to address concerns, facilitate communication, and identify steps that may be taken prior to initiation of steps described in the Graduate School policy. The Faculty Advocate committees will advise the student and will communicate, where appropriate, with the Associate Dean for Graduate Education. If the nature of the disagreement is unable to be resolved, or if the student has experienced mistreatment by a faculty member other than their research advisor, the student may choose from the following official channels for reporting and resolution. Students in the PhD Programs in Biomedical Sciences (PPBS) year should report conflicts/mistreatment either verbally or in writing to the PPBS Program Director and/or a member of the PPBS steering committee. Opportunities to discuss learning environment issues are provided in regularly scheduled town hall meetings where students can share feedback/report grievances to the program director. Once a student has joined a department, students are encouraged to report conflicts/mistreatment to their Departmental Director of Graduate Studies, the departmental Graduate Affairs Committee and/or Chair of the Department. Should the complaint involve the Director of Graduate Studies or the Department Chair, students are advised to report to the Senior Associate Dean for Biomedical Education, or directly to the Office of the Dean. MS students are encouraged to report conflicts/mistreatment to their program director or department chair. Should the complaint involve the program director and/or department chair, students are advised to report to the Senior Associate Dean for Biomedical Education, or directly to the Office of the Dean.

Students who feel that they have been subjected to mistreatment and/or conduct which violates the Learning Environment (LE) Policy, or have witnessed behavior they believe violates the LE policy are encouraged to report the incident on the anonymous UB-wide Ethics Point System. https://secure.ethicspoint.com/domain/media/en/gui/48992/index.html

Students may also report complaints of discrimination or harassment to UB’s Office of Equity, Diversity, and Inclusion at (716) 645-2222 or https://www.buffalo.edu/equity/Inquiries.html.

Policies regarding academic probation and potential dismissal from a graduate program are defined by the UB Graduate School.

https://www.buffalo.edu/grad/succeed/current-students/policy-library.html

As stated in that policy:

“Any graduate student who receives a grade of U or F in any course, including lab work or informal credit (e.g., independent study, research, dissertation guidance, etc.); or who indicates a lack of ability as determined by the director of graduate studies or student's academic advisor, must receive an immediate academic review. Upon completion of the academic review, the director of graduate studies may place the student on academic probation.

Any student who is not in good academic standing as defined above or who is otherwise determined to be making unsatisfactory academic progress must be placed on academic probation. A probationary letter must be issued to the student (with a copy to the advisor, if applicable) indicating the conditions that must be met and outlining an appropriate period of time in which to regain good academic standing. The outcome that will result if the conditions are not met must also be included in the probationary letter.

In general, academic review takes place at the end of each fall and spring semesters. After review, the department must issue probation letters (in late-December/early-January for fall, and/or in late-May for spring) to the appropriate students. Probation letters must indicate the terms of the probation and the pathway toward its removal. After the specified period outlined in the probation letter, the student must be sent another letter to either remove the probationary status or issue a second probationary letter with new conditions for regaining good academic standing, or to dismiss the student from the program.”

“Graduate students not meeting the written terms of their academic probation may be academically dismissed from the program by the director of graduate studies, chair of the department or graduate program director. Such dismissals shall be done in a timely fashion but no later than three weeks after the completion of the term. The Graduate School will be notified in writing of all such academic dismissals.”

In addition, failure to pass a preliminary exam required for admission to candidacy, or failure to meet other academic standards as defined in departmental policies, may also be grounds for dismissal.

Vacation Leave:

PhD students matriculating in programs within the Jacobs School of Medicine are entitled to paid vacation leave. Full-time PhD students (twelve-month appointment) receiving a stipend may use 10 working days of paid vacation time (two-weeks) per academic year. The vacation time is in addition to University holidays on which offices are closed. Students on twelve-month appointments are expected to be present at all other times, and must utilize vacation time if away for academic-year breaks (Spring Break, Thanksgiving Break, Winter Break, intersessions and the Summer Session if not registered for classes or teaching). With consent of their primary thesis advisor, PhD students may carry over up to one week that may be used in a subsequent year. This policy may particularly be relevant for international students who may benefit from longer, but less frequent, vacations. Students whose appointments are less than twelve months are entitled to pro-rated vacation time proportional to the length of their appointment.

To use vacation time, PhD students must coordinate with their major professor as well as any other faculty in supervisory roles (course directors for teaching, training grant PI, etc.) for approval of leave. Students may not take vacation time that conflicts with obligations tied to teaching. Unauthorized absences may lead to a loss of funding for that period.

Sick Leave:

Graduate school policy allows for five sick days per year for graduate students. Students requesting longer leave of absence should discuss this with their faculty mentor and DGS.

Family Leave:

New Parent Accommodation

All eligible students will be granted a Parental Accommodation period up to six weeks long immediately following the birth of a child or the adoption of a child under the age of 6 for whom the student has parental responsibilities; students who give birth will be granted up to eight weeks of Parental Accommodation.

During this period of accommodation, the student will continue to be enrolled as a full-time student. Because the student remains enrolled as a full-time student and continues to pay tuition, this is not a leave of absence. It is instead a modification of deadlines and academic expectations to accommodate the student’s new parental responsibilities. The student will be able to postpone completion of course assignments, examinations, and other academic requirements. The advisor and student should consult in advance about how the student will meet academic goals and requirements. The student is responsible for ensuring that this consultation takes place. The Accommodation Period needs to be tailored to the student’s individual circumstances, and the timing of the student’s academic responsibilities.

The student must complete the accommodation period within eight weeks of the birth or adoption. The student may not divide the time period of parental accommodation for use past this time limit. If both parents are eligible graduate students, both may take the six-week accommodation period. The total accommodation period for each birth or adoption is limited to six weeks per student. However, eight weeks is allowed for the birth parent; in the event of a multiple birth or adoption, the length of the accommodation period will be limited to six weeks, or eight weeks for the birth parent.

After the end of the Parental Accommodation period, students are expected to return to graduate study and resume progress toward completing their degrees. Faculty are encouraged to remain flexible in their expectations of students who become new parents, so that students can meet the demands of graduate study at the same time that they face new demands in their parental roles. Nothing in this policy can or should replace communication and cooperation between student and advisor, and the good-faith efforts of both to accommodate the birth or adoption of a child. It is the intent of this policy to reinforce the importance of that cooperation, and to provide support to make that accommodation possible.

Special Notice to International Students: Students with a F-1 student visa or J-1 Exchange Visitor visa are strongly encouraged to consult in advance with the International Center about their plans during the period of Parental Accommodation.