I. Introduction

This handbook is provided by the Graduate Training Committee (GTC) to help students succeed in our graduate training areas.

Much of the graduate experience takes place outside the traditional classroom setting, and much of its quality depends upon students’ own initiative and judgment. To help students make good decisions, this handbook describes many of the rules, regulations, requirements, and policies of the Department, College, and the University.

I.A. Special Notes

The WVU Graduate/Professional Catalog is available online through WVU’s Office of Graduate Education and Life.  The Graduate/Professional Catalog includes University rules and policies concerning graduate education and information about students’ rights and responsibilities. Students are responsible for abiding by the rules and responsibilities listed in the Graduate/Professional Catalog. These rules and policies apply to all students in the Psychology graduate programs, unless a rule or policy is superseded by a more stringent rule or policy of the Eberly College of Arts or the Department of Psychology (described in this Handbook and Program Training Area Supplements).

Any deadlines in this Handbook that fall on a weekend or university holiday will be considered to be the next date the University is open.

I.B. Overview of the Graduate Programs

I.B.1. Structure 

The Department of Psychology offers a Doctor of Philosophy degree with concentrations in Behavior Analysis, Behavioral Neuroscience, Clinical Psychology, and Life-Span Developmental Psychology (referred to as “Program Areas” below). Currently, enrollment is about 70 graduate students at various levels of training. The clinical program (Clinical and Clinical Child tracks) is accredited by the American Psychological Association, and the Behavior Analysis program is accredited by the Association for Behavior Analysis International.

For any questions regarding accreditation of clinical programs, please contact the accrediting agency, the Office of Program Consultation and Accreditation of the American Psychological Association , 750 First Street, NE, Washington, DC 20002. Phone Number: (202) 336-5979.

For any questions regarding accreditation of behavior-analysis programs, please contact the accrediting agency, the Association for Behavior Analysis International, 550 W. Centre Avenue, Portage, MI 49024. Phone number: (269) 492-9310.

I.B.2. General Requirements

Our program areas place a number of requirements on students during their first year in graduate school. The overall curriculum, however, offers considerable flexibility so that students can tailor their coursework and other experiences to meet individual objectives. Our programs emphasize not only classroom activities, but also basic and applied research and professional activities. Students in the doctoral programs are expected to become involved in research and professional activities during their first year on campus and to continue this involvement throughout their time in the program.

Students in the doctoral programs must demonstrate competencies in statistics and research design. All students in the doctoral programs complete a master’s thesis, either before or after entering their program. In addition to the Departmental course requirements, each program area requires specific courses for students in that area. The remaining hours in each student’s program are selected by the student in consultation with the student’s adviser and Advising Committee. Each student must fulfill doctoral candidacy requirements before beginning a dissertation; these requirements vary among the program areas. Upon admission to candidacy, the student completes a doctoral dissertation and defends it before a dissertation committee.

I.B.3. Advising and Orientation

New students register for courses and complete a number of online training modules prior to arriving in Morgantown. All first-year students attend orientation meetings during the week before classes begin in the fall. The graduate curriculum and assistantship assignments are discussed and explained by the department chair, director of graduate training, program area coordinators, and administrative staff. Therefore, new students must arrive in Morgantown in time to attend this orientation.

During orientation, students declare an academic adviser and research adviser (who are often, but not always, the same person). Typically, students determine which faculty member(s) will serve as their academic adviser and research adviser during the admissions process, prior to arriving in Morgantown.

Students are expected to be advised by one or more faculty members whose supervision facilitates development of the knowledge and skills needed for professional competence in both their Program Area and a specific research area. Continued professional development occurs through attending and participating in national and regional meetings, the Department of Psychology colloquium series, and other professional activities. Area Coordinators are available to students for information regarding Department and Program Area requirements, competencies, Departmental policy, and so forth.

I.B.3. Communication 

Each graduate student has access to the department letterhead, a university email (MIX) address, and a physical mailbox in the main office of the Psychology Department. Information of concern to graduate students is communicated primarily via e-mail. Graduate students should regularly check their e-mail and department mailbox.

Mail sent to graduate students at the Department of Psychology, West Virginia University, P.O. Box 6040, Morgantown, WV 26506-6040, will be placed in their mailboxes along with campus mail and Departmental notices.

The general Department of Psychology telephone number is (304) 293-2001, and the fax number is (304) 293-6606.

I.B.4. Accommodations for Students with Disabilities

Students with disabilities and disability concerns should contact the Office of Student Accommodations. This office functions as a resource service, a support service, a counseling service, and a referral service for students with disabilities and disability concerns. 

I.C. Balancing Multiple Roles

I.C.1. Work-Life Balance 

The Department of Psychology statement on Work-Life Balance can be found in the Department Handbook. Students who need support managing their multiple responsibilities are encouraged to approach their academic or research adviser(s), area coordinator, the Director of Graduate Training, or the Department Chair to discuss possible supports or modifications, including (but not limited to) the possibility of an alternate work assignment (see section below). Students who need assistance, but are uncomfortable approaching someone in the department, may contact the WVU Program Director for Graduate Student Success.

I.C.2. Modification of Duties

West Virginia University offers graduate assistants (GAs) an opportunity to apply for a period of time away from assistantship duties. The request may be made when the GA requires time for the birth/adoption of a child, for illness or injury (including mental health issues), bereavement or to care for an immediate family member with a serious health condition. During the time away, known as a Modification of Duty (MOD), the GA may keep their stipend and associated assistantship benefits.

An MOD applies only to assistantship responsibilities. GAs must also discuss their academic plans with the appropriate advisor(s) for their program. Students who would like to request a Modification of Duties should read the full policy and follow the procedures specified by OGEL to request the modification.

I.C.3. Leaves of Absence

Students may request a leave of absence for any reason, and need not specify the reason in the request. Common reasons for requesting a leave of absence include those related to mental health, physical health, parental or family leave, or other personal reasons. In cases where the leave is urgent, the student should refer to the Emergency Leave Policy in the WVU Graduate Catalog for information about course withdrawals.

Students who wish to take a leave of absence must request the leave in writing (i.e. memo or email), and the request must contain the following information:

• The requested duration of the leave (i.e. start and end dates),
• A statement acknowledging that the student must inform the Director of Graduate Training by an agreed upon date  whether they plan to return to the program or if they would like to request an extension of the leave, and that failure to provide this notification will result in the student being terminated from the program,
• Acknowledgement that the leave will suspend the student’s access to university resources (including stipend) during that period of time.

The request is submitted to the Coordinator of the student’s Program Area Training Committee for consideration. The Coordinator may consult the Program Area Training Committee for advice on the decision. Before doing so, however, the Coordinator weighs the sensitivity of the request with the need to inform the members of the committee. The Coordinator then submits the request and a recommendation to the Director of Graduate Training. In cases where the Coordinator supports the leave of absence, their recommendation should accompany a letter with the following information:

• Approved dates of leave
• Approved deadline for the student to notify the program of their return or request for additional leave
• Conditions, if any, that the student must meet to return to the program
• Statements that the leave does not change the maximum time limits for graduation, and cannot exceed one calendar year

If the Director of Graduate Training approves the request, they route the letter from the Coordinator to the Associate Dean for Research and Graduate Studies for final approval. Finally, the Director of Graduate Training will notify the student of the final outcome of the request, and file documentation about the request in the student’s department file. A student who is not granted a requested leave may appeal the decision to the Department Chair. The appeal must be submitted in writing within 10 days of being notified of the decision. Students should consult the WVU Graduate/Professional Catalog for information about probation and appeal procedures at the Department, College and University levels.

I.C.4. Extra Teaching Experience

Graduate students periodically seek additional teaching experiences. This is particularly the case for students who do not have assignments as Graduate Teaching Assistants or students who envision a future as educators (e.g., faculty members).

To serve as an instructor of record or as a full graduate teaching assistant, students must receive financial compensation. The department periodically has sufficient funds to offer experiences to students as per-course instructors or as hourly student workers. When these opportunities arise, students should apply and, if the opportunity arises when the student has other sources of funding (e.g., Graduate Research Assistantship, Graduate Service Assistantship, or fellowship), seek the appropriate approvals as outlined in section I.D.7. Employment Beyond the Assistantship.

When students seek additional teaching experience and funds are not available for them to serve as an instructor of record or teaching assistant, other opportunities may be possible on a voluntary basis. Such opportunities typically consist of guest lectures in faculty-led courses and undergraduate tutoring or mentorship. Students interested in these opportunities should reach out to faculty members teaching courses that match the students’ expertise or more broadly to the Director of Undergraduate Studies, particularly regarding opportunities to tutor or mentor undergraduates.

I.C.5. Secondary Mentorship Program

The Department of Psychology recognizes that graduate students may benefit from a relationship with a faculty member who would serve as a mentor besides their primary research advisor. The benefits would vary depending on the needs, interests, and capabilities of the student and the secondary mentor. For example, the secondary mentor might act as a sounding board for the student’s concerns, provide advice, share perspectives developed as member of a minoritized group, expand the student’s professional networks, challenge the student’s assumptions (e.g., about research, the way of the world), or serve as a member of the student’s thesis or dissertation committees or as a professional reference.

The Department’s Secondary Mentorship Program is jointly administered by the Graduate Training Committee and the Diversity Committee. At the start of each academic year, students and faculty members can opt into the program. The student answers a survey in which they indicate the professional or personal characteristics they seek in a secondary mentor. Interested faculty members would answer a survey in which they indicate their personal characteristics and the topics on which they could share their professional experience and expertise.

The Director of Graduate Training, in consultation with the Diversity Committee, will match students with secondary mentors and connect the student and mentor with each other. Either individual can opt out of the program at any time. If the secondary mentor opts out, the Graduate Training Committee and Diversity Committee will try to match the student with a new secondary mentor, if that is the student’s wish.

Secondary mentors and students are encouraged to agree upon a regular schedule of meetings, perhaps twice per semester. Students are encouraged to reach out to their secondary mentors at other times as needed.

I.D. Registration and Financial Considerations

I.D.1. Enrollment Requirements

Students should generally expect to enroll in at least one credit in each fall or spring term from their first semester until the semester in which their dissertation ETD has been accepted by the library, in accordance with the University continuous enrollment policy. Additionally, students who utilize federal financial aid should make themselves aware of the requirements regarding registration, and should contact the Mountaineer HUB (304-293-1988) for questions about aid eligibility.

Students receiving assistantships must meet University enrollment requirements, which require full-time student enrollment (9 credits) in fall and spring and at least 1 credit in summer. When a student receives an assistantship, at least part of the university tuition is waived, in accordance with the university assistantship tuition waiver policy.

Graduate students typically enroll in 9-15 credits per semester. Students who are teaching or engaged in clinical work must register for at least one credit of teaching or clinical practicum (respectively) during each semester that they are engaged in the work.

In addition to the information above, international students should be aware of any enrollment requirements that may impact their visas; information about this is available from the International Students and Scholars Services Office.

I.D.2. University Tuition Waivers

There are two types of tuition charged to student accounts every semester: (a) University tuition, which is the amount charged to graduate students for attending WVU as either an in-state resident or out-of-state resident, and (b) College tuition, which reflects the cost of graduate education for trainees in programs within a given college (e.g., Eberly College of Arts and Sciences has a different college tuition than the School of Law or School of Medicine).

For students who have an assistantship in the Fall or Spring semesters, University tuition will be paid by the University. University tuition waivers for Fall and Spring semesters are processed automatically for students who have an assistantship.

To be eligible to receive a University tuition waiver for the Summer session, a student must have been appointed to a graduate assistantship during the preceding Fall and Spring semesters. Students will be prompted each spring by the Administrative Associate to request a waiver of summer tuition. Students who do not respond to this prompt and request the waiver by the indicated due date, are responsible for paying University tuition during the summer. Students who have questions about the summer waivers should contact the department Administrative Associate.

Students who do not have an assistantship (e.g., are on internship, declined an assistantship) in a given semester may be eligible for a meritorious student waiver of University tuition. The Eberly College of Arts & Sciences limits the number of merit waivers for students to 6 credits per semester, and only to students in good standing in the program. Importantly, students should only request the number of hours needed in a given semester, and should be prepared to pay for some number of credits should the number of requested credits exceed the number of merit waivers that are approved. Recipients are required to email notification to the department Administrative Associate if they will not be using any portion of the merit waiver awarded to them for the semester. This notification must be received no later than the last day to pay an invoice for the semester.

Students in the following prioritized categories will be considered for merit waivers:

1. Students who are eligible for Department funding who receive funding from an approved source that does not cover University tuition and fees.
2. Students engaged in an approved internship (limited to one year).
3. Advanced students who are no longer supported by a graduate assistantship but who are making acceptable progress toward their degree (limited to one year).

As needed, prioritization within categories will be based on timely progress through, and overall performance in (e.g. graduate grades received; in good standing), the degree program. Prioritization will be done by the Director of Graduate Training, with difficult cases referred to the GTC.

I.D.3. College Tuition

Students receiving waivers of any type are responsible for paying both College tuition and fees.

I.D.4. Fees

Students receiving waivers of any type are responsible for paying fees.

I.D.5. Payroll and Health Insurance

Graduate students awarded assistantships are placed on University payroll, with official titles of Graduate Teaching Assistant (GTA), Graduate Research Assistant (GRA), or Graduate Service Assistant (GSA), depending on the funding type. Graduate teaching assistants are paid in arrears, on the same schedule as all other WVU employees (see the Department Handbook for details). GRA or GSA appointments may have special provisions; students should refer to their letters of hire for details.

Graduate Assistants (all types) are automatically enrolled in student health insurance through payroll, but can opt out of health insurance under some circumstances. Details about the coverage provided by this insurance is available by WVU Talent and Culture.

I.D.6. Regular Academic Year Support

Graduate assistantships or fellowships normally are provided for all students in good standing throughout the normal graduate training period. Continued funding requires progress according to the guidelines for timely progress (IV.D.5. ) as well as satisfactory performance of the duties associated with prior assistantships. The following guidelines apply to all students in the program.

Students may be supported by fellowships (such as the Swiger or Dubois Fellowships), teaching assistantships, research assistantships, practicum placements, or other positions. Students also may apply for or accept University assistantships outside the Department. The particular form of University support a student receives must be approved by their Program Area Training Committee and the Director of Graduate Training, regardless of the source of funding (i.e., Department of Psychology funds, individual grant funds, funds from other departments, etc.).

Typically, the Associate Chairperson of the Department solicits information from students concerning their preferred source of funding for the following academic year in March or April of each year. The Associate Chairperson drafts assignments and consults with the Program Area Training Committee regarding the appropriateness of the drafted funding assignment in relation to each student’s strengths and training goals.

Assignment of students to specific assistantships, opportunities for assistantships, and practica takes into consideration students’ availability, standing in the program, interests, competencies, and preferences to the extent possible. Based on the Departmental needs, the Associate Chairperson will inform students of the source of their funding for the following year. When students request funds that are not controlled by the Department of Psychology (i.e., research assistantships funded by grants, teaching assistantships funded by other departments, etc.), students must obtain approval from the Program Area Training Committee before seeking or accepting such support. Faculty members seeking or obtaining grant funds to support students are advised to check with the appropriate Program Area Training Committee before assuming that a particular student will be available for that support.

I.D.7. Employment Beyond Assistantship

Per University policy, students may not hold more than the total equivalent of one assistantship. See the Office of Graduate Education and Life website for more details.

Working up to 100 additional hours: Students funded on assistantships are allowed to work up to 100 additional hours per semester for a unit within the University. Students funded on fellowships are only allowed to work additional hours with permission (see next section). International students must first check with the International Students and Scholars Services if they are interested in any employment beyond their assistantship to determine if there are any implications for their visa. Prior to conducting any additional work, students are strongly encouraged to notify their advisor of their plans. They also are expected to work with the funding source(s) to understand the total time commitment that is expected within a given semester, as well as keeping track of their hours to ensure that they do not exceed 100 total hours in that semester. All hours worked beyond assistantship must be divulged in the students’ activity report. Finally, students must check their program area supplement for any other recommendations or requirements outlined by their training area before engaging in employment beyond assistantship.

Working more than 100 additional hours: Working more than 100 hours per semester for a unit within the University in addition to the assistantship requires permission from their advisor, the Program Area Training Committee, the Director of Graduate Training, and the Office of Graduate Education and Life. These same approvals are required for students on fellowship regardless of the total number of hours worked per semester. To seek approval in a given semester, students must obtain a memo from the hiring person/unit that describes the work (i.e. specific tasks, number of hours, dates of work) and how it will contribute to their training. This memo will then be submitted to the appropriate contact to seek approval at each level: a) the student routes the memo to their faculty advisor, b) the faculty advisor routes the memo to the program area coordinator to take to the training committee, c) the program area coordinator routes the memo to the Director of Graduate Training, and d) the Director of Graduate Training routes the memo to the Office of Graduate Education and Life. This same procedure must be followed for each semester in which the student wishes to work >100 additional hours. Note that approvals cannot be granted retroactively. Students who conduct >100 additional hours without approval may not be paid for those hours, and may be subject to probation.

Other requirements:

The funding source is responsible for placing the student on payroll. The student should seek clarification from the funding source about who will submit the necessary documentation. Once the Eberly Business Office (EBO) accepts the payroll form, the student may start the extra work for pay. Any work done prior to EBO approval cannot be paid. That is, the payroll form must be approved prior to the work being completed. The student is responsible for seeking input about how hours must be documented. In most cases, the student will clock in and out using MyTime.

Students must adhere to APA Ethical Standards (and, for Behavior Analysis students, the BACB Ethics Code) when representing their affiliation and credentials to outside employers. Note that only a licensed psychologist can use the title “psychologist.” Students must also be aware that when they are engaged in outside employment or professional activities that are not part of their training program, they are not insured against claims of malpractice.

I.D.8. Summer Support

The Department of Psychology does its best to provide some funding for all students who lack any summer funding from the institution and who request it.  Funded positions can include teaching on-campus or online summer school courses, summer research assistantships, course support positions (e.g., PSYC 491: Field Experience), course development assistantships, and other work needed by the department (e.g., installing computers in offices and labs). Typically, there are more requests for summer funding than we have funded positions, so the following factors are used in assigning these positions to students:

1. Students who are not receiving support of any kind from the department over the summer have a higher priority than students already receiving some summer support (e.g., practicum or grant that ends mid-summer).
2. Students who have been enrolled for more than one year and have never received summer funds from the department or institution have a higher priority for summer funding over students who have received summer funding in the past.
3. Graduate students in good standing have a higher priority for summer employment than those on probation.
4. Students enrolled in the doctoral program of the Department of Psychology have a higher priority over students enrolled in other academic programs.  Students from other academic units should not expect summer funding from the department, but can be hired if no graduate student in the department is interested or available for a designated position.
5. Because faculty supervision of teaching is limited over the summer, first-time instructors do not receive the amount of supervision we normally provide.  Therefore, for teaching positions of both on-campus and online summer courses, students who have taught a class offered in summer school before and were evaluated positively by their teaching supervisors are given preference over students who have yet to teach a class.  Students who have taught a class before and were evaluated positively by their teaching supervisors are also eligible for teaching a different class over the summer based on their teaching experience; they are given a higher priority over students who have yet to teach a class.

Students do not need to obtain approval to accept summer support, but should consult with their adviser before accepting summer support outside the Department. Students who request summer funding from the Department must inform the Associate Chairperson about any other sources of support. Departmental summer funding consists of teaching assistantships, practicum assignments, research stipends, and occasionally other forms of funding.

The Director of Clinical Training solicits applications for clinical practicum placements that begin in the summer and the Associate Chairperson solicits applications for other forms of Departmental summer funding in March. Students are assigned to these sources of funding based primarily on their qualifications, and secondarily on their rank, history of prior funding, and progress and standing in their program. To the extent possible, students are not assigned to more than one source of Departmental summer funding.

I.D.9. Number of Years of Funding

Students entering the doctoral program in Psychology after completing a bachelor’s degree can expect to receive a stipend and University tuition waiver for 4 years. Students entering the doctoral program after completing a Master’s degree elsewhere can expect funding for 3 years if their request for a thesis waiver is approved, and for 4 years if they are required to complete a thesis as part of their program (see Section III.D.2). Eberly College of Arts and Sciences fees are non-waivable and thus are the responsibility of the student. The current fee schedule is available on the WVU website.

Students who are not on probation may request an additional year of funding (often colloquially called a “fifth year”). Requests are due between August 15th and April 1st of the student’s 3rd year (if tracked for 4 years) or 2nd year (if tracked for 3 years). This allows sufficient time for the student to establish a performance record for the training area to consider in its deliberations about whether to grant the funding request. 

To request an additional year of funding, students submit a short (one page or less) rationale for remaining at WVU for an additional year and a copy of their curriculum vita to their area coordinator. The area training committee reviews the requests and decides whether or not to grant the request, taking into consideration the student’s professional development, training area needs for admitting new students during the next admissions cycle, and criteria outlined in the training area supplement to this Handbook. If the request is granted, it is understood that this constrains the availability of resources that might be offered to an incoming student. It is also understood that the student will refrain from entering the job market, and that faculty will refrain from writing letters of recommendation in support of such efforts. The additional year of funding is conditional on the student remaining in good standing, including but not limited to proposing the dissertation by Dec 15 of the following academic year (year 4 if the student enters the graduate program with a bachelor’s degree).

Students who plan to enter the job market in their final year of graduate training (4th yr for students entering with a bachelor’s degree; 3rd yr for students entering with an approved master’s degree) should not request an additional year of funding.  However, if the student’s job search is unsuccessful, and funding is available, they are able to receive funding if assistantships are available. Similarly, if a student does not request an additional year of funding or requests an additional year of funding and the request is disapproved, the student is still eligible to receive funding, when funding is available.

I.D.10. FICA—Federal Insurance Contributions Act (Social Security Exemption)

Information about the student exemption for FICA tax can be found on the IRS website. The determination of whether or not a graduate assistant is exempt from FICA withholding is an automated process made on a pay-cycle-by-pay-cycle basis each semester. If a graduate assistant does not meet credit hour requirements each pay cycle, each semester, FICA will be withheld from the paycheck. FICA will continue to be withheld until the credit hour requirements are met. To ensure that FICA is not withheld from their paycheck, graduate assistants must be registered for classes by the appropriate payroll processing date. 

When students receive summer funding, there are special considerations for enrollment during the summer term because the number of credits impacts FICA withholding as well as the student’s responsibility for fees. Students should carefully read the university’s guidance on summer enrollment.

I.E. Graduate Student Role within Junior Colleague Model

The Department of Psychology at WVU uses a “Junior Colleague” training model, which emphasizes positive and productive professional relationships between faculty and graduate students. This section outlines the specific role of graduate students within the Junior Colleague Mode. For more information about the Junior Colleague Model, please refer to the Department Handbook.

I.E.1. Department Participation

Graduate students serve as voting representatives on all standing Department committees. Graduate student representatives are encouraged to participate freely in all meetings. When matters of student business are discussed, graduate student representatives are dismissed from committee meetings to maintain student privacy.

Graduate students are encouraged to participate in all Departmental activities and appropriate university and community activities. For example, graduate students are involved in planning and conducting Departmental conferences and social events and in selecting graduate applicants and new faculty members.

Graduate student input is considered whenever possible when faculty members make decisions that affect graduate student training (such as making changes in requirements, assigning office or research space, implementing new policies, making teaching and practicum assignments).

Graduate students are involved in faculty evaluations at several levels, including evaluating individual and classroom faculty performance and serving, if elected, as full voting members of the Faculty Evaluation Committee.

I.E.2. Graduate Student Relationships with Faculty

Contact among faculty members and graduate students outside of the classroom is frequent and informal. Graduate students typically address faculty members on a first-name basis.

Graduate students and faculty members should set clear expectations for communication and professional interactions at the start of their relationship. This may include topics such as expected response times for emails, turn-around times for edits to drafted documents, acceptable methods for communication (e.g., email, text, phone calls), and other personal/professional boundaries. Such expectations can be set informally or formally (e.g., using a checklist).

Graduate students share joint responsibility with their advisers for their timely progress in the program. Thus, faculty members show a professional interest in graduate students’ general well-being, progress, and accomplishments. To that end, graduate students should expect appropriate reinforcement and constructive criticism of their research ideas, papers, teaching activities, and so forth from faculty members. Graduate students can also expect that faculty members will assist them in obtaining resources to support their work and in solving work-related problems, at least as much as the faculty member would assist any other colleague.

Faculty members and graduate students seek one another’s input and advice when appropriate. Both parties are respectful of one another’s time, opinions, professional questions, suggestions, and so forth, and are courteous toward each other at all times. Both parties minimize interruptions and distractions during meetings. Faculty members strive to be as accessible to graduate students for consultations as they would be for their faculty colleagues.

Graduate students are free to select faculty members to serve as advisers and on thesis, prelim, and dissertation committees. These selections are, of course, also with the faculty members’ consent and within the constraints of University and Department guidelines.

Faculty members treat graduate students as colleagues in social situations. For example, faculty members introduce students to colleagues and interact with students at social functions.

Student-faculty relationships sometimes can be disrupted by personality clashes or other considerations. If such disruptions occur, the parties should first seek resolution through discussion. If resolution is not achieved, the student may seek advice from the Area Coordinator or the Director of Graduate Training (or the Department Chair in cases where the Director of Graduate Training is perceived to have a conflict of interest). As an alternative, or in addition to seeking advice from faculty within the Department, students may seek advice outside of the Department (e.g., from the Program Director for Graduate Student Success in the Office of Graduate Education and Life).