{"id":386,"date":"2025-01-09T10:57:20","date_gmt":"2025-01-09T15:57:20","guid":{"rendered":"https:\/\/www.yorku.ca\/gradstudies\/blogdev\/?page_id=386"},"modified":"2026-01-29T10:37:50","modified_gmt":"2026-01-29T15:37:50","slug":"planning","status":"publish","type":"page","link":"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/supervisor-hub\/planning\/","title":{"rendered":"Supporting Progress"},"content":{"rendered":"\n<div style=\"height:30px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.3%\">\n<figure class=\"wp-block-image size-large img-thumbnail rounded-0\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"768\" src=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/05\/glendon_library_group3-1024x768.jpg\" alt=\"A group of three students sit around a table in a library as an instructor stands beside them, pointing to a page in an open book. The students are engaged in the discussion, surrounded by books and shelves filled with academic texts.\" class=\"wp-image-2417\" srcset=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/05\/glendon_library_group3-1024x768.jpg 1024w, https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/05\/glendon_library_group3-300x225.jpg 300w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.6%\">\n<p>Supporting a successful graduate student journey requires collaboration between the supervisor and student. Many factors can shape a student's academic pathway, including their specific program of study, personal responsibilities, and professional commitments. The expected timeline should be viewed as a flexible, cooperative effort with continuous monitoring throughout the graduate education experience. This timeline influences the supervisory approach, determining the frequency and quality of interactions, meeting schedules, and the mechanism for delivering timely, constructive feedback.<\/p>\n\n\n\n<p>Visit the Faculty of Graduate Studies <a href=\"https:\/\/www.yorku.ca\/gradstudies\/students\/graduate-supervision\/\">Graduate Supervision<\/a> website for more information on Master's Supervision, Doctoral Supervision, Role of the Graduate Program Office, Supervisory Committees, Annual Progress Reports, and Conflict Resolution.<\/p>\n<\/div>\n<\/div>\n\n\n\n<p>View and complete the <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/10\/2025-10-FGS-Progress-Report.pdf\">Annual Degree Progress Report<\/a> (pdf). This annual report formally documents a graduate student's academic progression, ongoing supervisory engagement, and fulfillment of program milestones toward degree completion.<\/p>\n\n\n\n<div style=\"height:30px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n<style>.kt-accordion-id386_3672b9-0d .kt-accordion-inner-wrap{column-gap:var(--global-kb-gap-md, 2rem);row-gap:0px;}.kt-accordion-id386_3672b9-0d .kt-accordion-panel-inner{border-top:0px solid transparent;border-right:0px solid transparent;border-bottom:0px solid transparent;border-left:0px solid transparent;background:#ffffff;padding-top:var(--global-kb-spacing-sm, 1.5rem);padding-right:var(--global-kb-spacing-sm, 1.5rem);padding-bottom:var(--global-kb-spacing-sm, 1.5rem);padding-left:var(--global-kb-spacing-sm, 1.5rem);}.kt-accordion-id386_3672b9-0d > .kt-accordion-inner-wrap > .wp-block-kadence-pane > .kt-accordion-header-wrap > .kt-blocks-accordion-header{border-top:0px solid #f2f2f2;border-right:0px solid #f2f2f2;border-bottom:0px solid #f2f2f2;border-left:0px solid #f2f2f2;border-top-left-radius:0px;border-top-right-radius:0px;border-bottom-right-radius:0px;border-bottom-left-radius:0px;background:#f2f2f2;color:#555555;padding-top:10px;padding-right:14px;padding-bottom:10px;padding-left:14px;}.kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basiccircle ):not( .kt-accodion-icon-style-xclosecircle ):not( .kt-accodion-icon-style-arrowcircle )  > .kt-accordion-inner-wrap > .wp-block-kadence-pane > .kt-accordion-header-wrap .kt-blocks-accordion-icon-trigger:after, .kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basiccircle ):not( .kt-accodion-icon-style-xclosecircle ):not( .kt-accodion-icon-style-arrowcircle )  > .kt-accordion-inner-wrap > .wp-block-kadence-pane > .kt-accordion-header-wrap .kt-blocks-accordion-icon-trigger:before{background:#555555;}.kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basic ):not( .kt-accodion-icon-style-xclose ):not( 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.kt-blocks-accordion--visible .kt-blocks-accordion-icon-trigger:after, body:not(.hide-focus-outline) .kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basiccircle ):not( .kt-accodion-icon-style-xclosecircle ):not( .kt-accodion-icon-style-arrowcircle ) .kt-blocks-accordion-header:focus-visible .kt-blocks-accordion-icon-trigger:before{background:#444444;}.kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basic ):not( .kt-accodion-icon-style-xclose ):not( .kt-accodion-icon-style-arrow ) .kt-accordion-header-wrap .kt-blocks-accordion-header:hover .kt-blocks-accordion-icon-trigger, body:not(.hide-focus-outline) .kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basic ):not( .kt-accodion-icon-style-xclose ):not( .kt-accodion-icon-style-arrow ) .kt-accordion-header-wrap .kt-blocks-accordion-header:focus-visible .kt-blocks-accordion-icon-trigger{background:#444444;}.kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basic ):not( .kt-accodion-icon-style-xclose ):not( .kt-accodion-icon-style-arrow ) .kt-accordion-header-wrap .kt-blocks-accordion-header:hover .kt-blocks-accordion-icon-trigger:after, .kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basic ):not( .kt-accodion-icon-style-xclose ):not( .kt-accodion-icon-style-arrow ) .kt-accordion-header-wrap .kt-blocks-accordion-header:hover .kt-blocks-accordion-icon-trigger:before, body:not(.hide-focus-outline) .kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basic ):not( .kt-accodion-icon-style-xclose ):not( .kt-accodion-icon-style-arrow ) .kt-accordion-header-wrap .kt-blocks-accordion-header:focus-visible .kt-blocks-accordion-icon-trigger:after, body:not(.hide-focus-outline) .kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basic ):not( .kt-accodion-icon-style-xclose ):not( .kt-accodion-icon-style-arrow ) .kt-accordion-header-wrap .kt-blocks-accordion-header:focus-visible .kt-blocks-accordion-icon-trigger:before{background:#eeeeee;}.kt-accordion-id386_3672b9-0d .kt-accordion-header-wrap .kt-blocks-accordion-header:focus-visible,\n\t\t\t\t.kt-accordion-id386_3672b9-0d > .kt-accordion-inner-wrap > .wp-block-kadence-pane > .kt-accordion-header-wrap > .kt-blocks-accordion-header.kt-accordion-panel-active{color:#ffffff;background:#444444;border-top-color:#444444;border-top-style:solid;border-right-color:#444444;border-right-style:solid;border-bottom-color:#444444;border-bottom-style:solid;border-left-color:#444444;border-left-style:solid;}.kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basiccircle ):not( .kt-accodion-icon-style-xclosecircle ):not( .kt-accodion-icon-style-arrowcircle )  > .kt-accordion-inner-wrap > .wp-block-kadence-pane > .kt-accordion-header-wrap > .kt-blocks-accordion-header.kt-accordion-panel-active .kt-blocks-accordion-icon-trigger:after, .kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basiccircle ):not( .kt-accodion-icon-style-xclosecircle ):not( .kt-accodion-icon-style-arrowcircle )  > .kt-accordion-inner-wrap > .wp-block-kadence-pane > .kt-accordion-header-wrap > .kt-blocks-accordion-header.kt-accordion-panel-active .kt-blocks-accordion-icon-trigger:before{background:#ffffff;}.kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basic ):not( .kt-accodion-icon-style-xclose ):not( .kt-accodion-icon-style-arrow ) .kt-blocks-accordion-header.kt-accordion-panel-active .kt-blocks-accordion-icon-trigger{background:#ffffff;}.kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basic ):not( .kt-accodion-icon-style-xclose ):not( .kt-accodion-icon-style-arrow ) .kt-blocks-accordion-header.kt-accordion-panel-active .kt-blocks-accordion-icon-trigger:after, .kt-accordion-id386_3672b9-0d:not( .kt-accodion-icon-style-basic ):not( .kt-accodion-icon-style-xclose ):not( .kt-accodion-icon-style-arrow ) .kt-blocks-accordion-header.kt-accordion-panel-active .kt-blocks-accordion-icon-trigger:before{background:#444444;}@media all and (max-width: 1024px){.kt-accordion-id386_3672b9-0d .kt-accordion-panel-inner{border-top:0px solid transparent;border-right:0px solid transparent;border-bottom:0px solid transparent;border-left:0px solid transparent;}}@media all and (max-width: 1024px){.kt-accordion-id386_3672b9-0d > .kt-accordion-inner-wrap > .wp-block-kadence-pane > .kt-accordion-header-wrap > .kt-blocks-accordion-header{border-top:0px solid #f2f2f2;border-right:0px solid #f2f2f2;border-bottom:0px solid #f2f2f2;border-left:0px solid #f2f2f2;}}@media all and (max-width: 1024px){.kt-accordion-id386_3672b9-0d > .kt-accordion-inner-wrap > .wp-block-kadence-pane > .kt-accordion-header-wrap > .kt-blocks-accordion-header:hover, \n\t\t\t\tbody:not(.hide-focus-outline) .kt-accordion-id386_3672b9-0d .kt-blocks-accordion-header:focus-visible{border-top-color:#eeeeee;border-top-style:solid;border-right-color:#eeeeee;border-right-style:solid;border-bottom-color:#eeeeee;border-bottom-style:solid;border-left-color:#eeeeee;border-left-style:solid;}}@media all and (max-width: 1024px){.kt-accordion-id386_3672b9-0d .kt-accordion-header-wrap .kt-blocks-accordion-header:focus-visible,\n\t\t\t\t.kt-accordion-id386_3672b9-0d > .kt-accordion-inner-wrap > .wp-block-kadence-pane > .kt-accordion-header-wrap > .kt-blocks-accordion-header.kt-accordion-panel-active{border-top-color:#444444;border-top-style:solid;border-right-color:#444444;border-right-style:solid;border-bottom-color:#444444;border-bottom-style:solid;border-left-color:#444444;border-left-style:solid;}}@media all and (max-width: 767px){.kt-accordion-id386_3672b9-0d .kt-accordion-inner-wrap{display:block;}.kt-accordion-id386_3672b9-0d .kt-accordion-inner-wrap .kt-accordion-pane:not(:first-child){margin-top:0px;}.kt-accordion-id386_3672b9-0d .kt-accordion-panel-inner{border-top:0px solid transparent;border-right:0px solid transparent;border-bottom:0px solid transparent;border-left:0px solid transparent;}.kt-accordion-id386_3672b9-0d > .kt-accordion-inner-wrap > .wp-block-kadence-pane > .kt-accordion-header-wrap > .kt-blocks-accordion-header{border-top:0px solid #f2f2f2;border-right:0px solid #f2f2f2;border-bottom:0px solid #f2f2f2;border-left:0px solid #f2f2f2;}.kt-accordion-id386_3672b9-0d > .kt-accordion-inner-wrap > .wp-block-kadence-pane > .kt-accordion-header-wrap > .kt-blocks-accordion-header:hover, \n\t\t\t\tbody:not(.hide-focus-outline) .kt-accordion-id386_3672b9-0d .kt-blocks-accordion-header:focus-visible{border-top-color:#eeeeee;border-top-style:solid;border-right-color:#eeeeee;border-right-style:solid;border-bottom-color:#eeeeee;border-bottom-style:solid;border-left-color:#eeeeee;border-left-style:solid;}.kt-accordion-id386_3672b9-0d .kt-accordion-header-wrap .kt-blocks-accordion-header:focus-visible,\n\t\t\t\t.kt-accordion-id386_3672b9-0d > .kt-accordion-inner-wrap > .wp-block-kadence-pane > .kt-accordion-header-wrap > .kt-blocks-accordion-header.kt-accordion-panel-active{border-top-color:#444444;border-top-style:solid;border-right-color:#444444;border-right-style:solid;border-bottom-color:#444444;border-bottom-style:solid;border-left-color:#444444;border-left-style:solid;}}<\/style>\n<div class=\"wp-block-kadence-accordion alignnone\"><div class=\"kt-accordion-wrap kt-accordion-id386_3672b9-0d kt-accordion-has-12-panes kt-active-pane-0 kt-accordion-block kt-pane-header-alignment-left kt-accodion-icon-style-arrow kt-accodion-icon-side-right\" style=\"max-width:none\"><div class=\"kt-accordion-inner-wrap\" data-allow-multiple-open=\"false\" data-start-open=\"none\">\n<div class=\"wp-block-kadence-pane kt-accordion-pane kt-accordion-pane-12 kt-pane386_361884-da\"><div class=\"kt-accordion-header-wrap\"><button class=\"kt-blocks-accordion-header kt-acccordion-button-label-show\" type=\"button\"><span class=\"kt-blocks-accordion-title-wrap\"><span class=\"kt-blocks-accordion-title\">Annual Degree Progress Report<\/span><\/span><span class=\"kt-blocks-accordion-icon-trigger\"><\/span><\/button><\/div><div class=\"kt-accordion-panel kt-accordion-panel-hidden\"><div class=\"kt-accordion-panel-inner\">\n<p>It is clearly established that completion rates are enhanced and average completion\/withdrawal times reduced if supervisory committees meet regularly (at least annually) with each student, usually in the spring, and carefully evaluate the student\u2019s activities and progress, keeping in mind any delays attributable to disability related circumstances. <\/p>\n\n\n\n<p>A thesis\/dissertation supervisory committee shall meet annually with the student, normally in the spring, to carefully evaluate the <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/10\/2025-10-FGS-Progress-Report.pdf\">Annual Degree Progress Report <\/a>(pdf) submitted by the student and submit a completed copy of the report to the Graduate Program Director after the meeting.<\/p>\n\n\n\n<p>In accordance with program requirements and procedures, students in non-thesis program options may be required to submit a progress report to the Graduate Program Director. Reports to the Graduate Program Director of unsatisfactory progress may require a student to withdraw from a program of studies, or withdraw from the graduate program in which the student is enrolled.<\/p>\n\n\n\n<p>As some programs have their own Annual Degree Progress Report students and supervisors are to consult with the GPD. Otherwise, students and supervisors are asked to read and complete the FGS&nbsp;<a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/10\/2025-10-FGS-Progress-Report.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Annual Degree Progress Report<\/a>&nbsp;(pdf). This annual report, to be completed each winter term and signed by both graduate student and supervisor, formally documents a graduate student's academic progression, ongoing supervisory engagement, and fulfillment of program milestones toward degree completion.<\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-kadence-pane kt-accordion-pane kt-accordion-pane-11 kt-pane386_f92973-ea\"><div class=\"kt-accordion-header-wrap\"><button class=\"kt-blocks-accordion-header kt-acccordion-button-label-show\" type=\"button\"><span class=\"kt-blocks-accordion-title-wrap\"><span class=\"kt-blocks-accordion-title\">Convening Supervisory Meetings<\/span><\/span><span class=\"kt-blocks-accordion-icon-trigger\"><\/span><\/button><\/div><div class=\"kt-accordion-panel kt-accordion-panel-hidden\"><div class=\"kt-accordion-panel-inner\">\n<h2 class=\"wp-block-heading\">Supervisor Responsibilities<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Meet regularly with the graduate student (no less than once per term) and be reasonably accessible at other times throughout the supervisory journey.&nbsp;<\/li>\n\n\n\n<li>Convene an annual meeting of the supervisory committee \n<ul class=\"wp-block-list\">\n<li>Typically occurs in the spring<\/li>\n\n\n\n<li>Evaluate the student\u2019s Progress Report and submit a copy of the completed report to the Graduate Program Director after the meeting. <\/li>\n\n\n\n<li>The Progress Report should also clearly identify the challenges, if any, facing the student, including considerations for students with disability.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>Be reasonably accessible to the student for consultation and discussion of the student\u2019s academic progress and research problems. \n<ul class=\"wp-block-list\">\n<li>The frequency of such meetings will vary according to the discipline involved and the stage and nature of the student\u2019s work, but should normally occur at once a month, and never less than once each term.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>The Strong Start to Supervision Checklist (pdf) represents a curated list of key discussion topics to be discussed during regular supervisory meetings.&nbsp;<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Minimum Meeting Frequency Recommendations<\/h2>\n\n\n\n<p>At York, graduate supervisors are expected to be reasonably accessible to their student for consultation and discussion of the student\u2019s academic progress and research problems. <\/p>\n\n\n\n<p>The frequency of such meetings will vary according to the discipline involved and the stage and nature of the student\u2019s work but should <em>normally occur once a month<\/em> and never less than once each term. <\/p>\n\n\n\n<p>Additionally, supervisors should encourage supervisory committee members to meet with the graduate student to discuss their specific areas of contribution to the student\u2019s work. Supervisors can assist graduate students to secure these meetings and in setting agenda items.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Planning Meetings<\/h2>\n\n\n\n<p>A successful supervisor-student meeting requires&nbsp;preparation from parties, including developing a co-constructed agenda with space for follow up from past meetings. <\/p>\n\n\n\n<p>The meeting should include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Time for an informal check-in and have a set start and finish time. &nbsp;<\/li>\n\n\n\n<li>Helpful agenda items such as the provision of progress updates from the student, establishing or refining next-step goals, programmatic and FGS milestone timelines, and where work has been submitted in advance of the meeting, the provision of oral constructive feedback to augment written feedback.&nbsp;<\/li>\n\n\n\n<li>Specific requests for assistance, being prepared to discuss challenges, establishing trust, demystifying policies, linking to resources and ensuring a professional and respectful environment where both parties can openly discuss needs and ask questions.<\/li>\n\n\n\n<li>Supervisory dyads are encouraged to make use of the <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2024\/11\/Meeting-Agenda-Template.docx\">Meeting Agenda template<\/a> (docx) and <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2024\/11\/Meeting-Notes-Template.docx\">Meeting Notes template<\/a> (docx). Ensuring congruence in what was discussed, and next steps contributes to the wellbeing of the student and supervisor.&nbsp;<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Annual Progress Reports <\/h2>\n\n\n\n<p>It is clearly established that completion rates are enhanced and average completion and withdrawal times reduced if supervisory committees meet regularly. <\/p>\n\n\n\n<p>For the express purpose of annual progress discussion and reporting, supervisory committees must meet at least annually with each student, usually in the spring, and carefully evaluate the student\u2019s activities and progress, keeping in mind any delays attributable to disability related circumstances.<a> <\/a><\/p>\n\n\n\n<p>Therefore, supervisors should convene an annual meeting of the supervisory committee and submit a signed copy of the completed report to the Graduate Program Director after the meeting. Apart from highlighting the student\u2019s academic progress thus far, the Progress Report should also clearly identify the challenges, if any, facing the student, including accommodation considerations for students with disability&nbsp;. <\/p>\n\n\n\n<p>Supervisors are asked to check with each student\u2019s program, to determine the specific form or online platform in use for annual progress reports.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Remote Supervision<\/h2>\n\n\n\n<p>While supervisory styles vary, supervision at a distance requires higher structure and higher support. Distance from supervisors, programs and peers creates additional burden for students to self-organize, necessitating proactive structure as supervisory practice.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Co-develop and maintain<strong> <\/strong>regularly scheduled meetings with graduate students.<ul><li>Co-develop an agenda ahead of regularly scheduled meetings. Use the <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/supervisor-hub\/getting-started\/https:\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/supervisor-hub\/getting-started\/\">meeting agenda template<\/a> (docx) under communication resources in the <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/supervisor-hub\/planning\/\">Graduate Supervision Toolkit<\/a>.<\/li><\/ul>\n<ul class=\"wp-block-list\">\n<li>Keep informal contact going, e.g., periodic emails to check in or provide support.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>Prioritize the time you schedule to meet with your graduate student online. Communicate your work schedule to people staying with you at home, to facilitate your full attention during remote supervisory meetings.<\/li>\n\n\n\n<li>Considerations of the student\u2019s right to privacy, despite taking a meeting in their personal home environment, are the responsibility of the supervisor to protect. At times, a student may need to have their camera off, so having this discussion and setting this as an acceptable option when needed is important.<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Some helpful remote tips<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Send <\/strong>documents in advance of the meeting and agree on an agenda. As with face-to-face supervisory meetings, documents should be sent several days in advance of the meeting so that participants can read them and be fully prepared to discuss them. While screen sharing is a useful tool, it should be used sparingly, and it is not a replacement for giving someone time to read documents ahead of time.<\/li>\n\n\n\n<li><strong>Take time <\/strong>to start with a general check-in. Start each remote meeting with a quick catch up about your lives outside of work and research provided you both wish to share. Not only will this help you to understand each other better, the supervisory meeting fosters connection between your student and the university.<\/li>\n\n\n\n<li><strong>Choose<\/strong> a mode of communication that works for you both.<strong> <\/strong>This can be via phone, or online platforms such as Microsoft Teams or Zoom. Access to internet bandwidth must be considered as video conferencing requires a connection stronger than some students have access to.<\/li>\n\n\n\n<li><strong>Remember <\/strong>the time difference.<strong> <\/strong>When setting up a supervisory meeting across countries, consider time differences and strive to meet during typical hours that the institution is open unless your student requires a bit earlier or later. Their comfort and privacy concerns as well as yours, are to be considered.<\/li>\n\n\n\n<li><strong>Keep <\/strong>records and check understanding.<strong> <\/strong>Taking notes of the key points covered in remote supervisory meetings can be shared or rotated. Follow up with email agreements related to follow up actions via email.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Towards Degree Completion<\/h2>\n\n\n\n<p>Consistent check-ins on your student's academic progress and overall wellness are vital to helping them achieve timely program completion. <\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Schedule regular meetings to provide an opportunity to review the quality and advancement of the student's work.<\/li>\n\n\n\n<li>Offer constructive feedback and provide support and guidance. <\/li>\n\n\n\n<li>Identify any challenges the student may be encountering and direct them to appropriate resources or support services. <\/li>\n<\/ul>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-kadence-pane kt-accordion-pane kt-accordion-pane-1 kt-pane386_8a7d93-c2\"><div class=\"kt-accordion-header-wrap\"><button class=\"kt-blocks-accordion-header kt-acccordion-button-label-show\" type=\"button\"><span class=\"kt-blocks-accordion-title-wrap\"><span class=\"kt-blocks-accordion-title\">Milestones and Goal Setting<\/span><\/span><span class=\"kt-blocks-accordion-icon-trigger\"><\/span><\/button><\/div><div class=\"kt-accordion-panel kt-accordion-panel-hidden\"><div class=\"kt-accordion-panel-inner\">\n<ul class=\"wp-block-list\">\n<li>View the YorkU <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/01\/2024-04-18_Doctoral-Defence-Timelines-2023_DDDT_v4.pdf\">Doctoral Dissertation and Defence Timelines<\/a> (.pdf).<\/li>\n\n\n\n<li>View the <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/01\/Thesis-Planner-Moveable-Tasks.pptx\">Moveable Thesis Planner<\/a> (.pptx). Share with students this template with suggested tasks, from <a href=\"https:\/\/www.ithinkwell.com.au\/index.php?route=common\/home\">iThinkWell<\/a> to help them plan.<\/li>\n\n\n\n<li>View the<a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/01\/Thesis-Planner-No-Tasks.pptx\"> Moveable Thesis Planner<\/a> (.pptx). Share with students this template with no tasks, from <a href=\"https:\/\/www.ithinkwell.com.au\/index.php?route=common\/home\">iThinkWell<\/a> to add their own tasks and help them plan.<\/li>\n<\/ul>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-kadence-pane kt-accordion-pane kt-accordion-pane-4 kt-pane386_3f260d-2c\"><div class=\"kt-accordion-header-wrap\"><button class=\"kt-blocks-accordion-header kt-acccordion-button-label-show\" type=\"button\"><span class=\"kt-blocks-accordion-title-wrap\"><span class=\"kt-blocks-accordion-title\">Scholarly Skills Resources and Videos<\/span><\/span><span class=\"kt-blocks-accordion-icon-trigger\"><\/span><\/button><\/div><div class=\"kt-accordion-panel kt-accordion-panel-hidden\"><div class=\"kt-accordion-panel-inner\">\n<h4 class=\"wp-block-heading\">Editing<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/01\/Proofreading-Tips-one-pager.pdf\">Proofreading Tips<\/a> (.pdf). It can be difficult to see the mistakes in work \u2013 we are familiar with it and know what\u2019s coming next, so try to disrupt that familiarity.<\/li>\n\n\n\n<li><a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/01\/Reverse-Outline-One-pager.pdf\">Reverse Outline<\/a> (.pdf). Once a student has completed a draft of an assignment, or a section of it, they can make an outline or skeleton to help revise and restructure the text. The reverse outline technique helps students to stand back and think about how parts of a text are related.<\/li>\n\n\n\n<li><a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/01\/Testing-your-Text-One-pager.pdf\">Testing Your Text (.pdf).<\/a> Students can check the flow of an argument or line of reasoning. They can test pieces of text by evaluating them against set criteria or asking themselves a set of questions. Testing can be done for a sentence or two, a paragraph or longer sections.&nbsp;<\/li>\n\n\n\n<li>View the <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/04\/FocusOfEditing.pdf\">Focus on Editing<\/a> (.pdf) checklist from Hugh Kearns at <a href=\"https:\/\/www.ithinkwell.com.au\/for-research-supervisors\">iThinkWell<\/a>.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Writing<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>View the <a href=\"https:\/\/advice.writing.utoronto.ca\/\">Advice on Academic Writing<\/a> resources that cover planning, researching, using sources and revising.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Read the <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/09\/2025-09-12-Writing-Centre-Guide-for-Graduate-Student-Support-vF.pdf\">Writing Centre Guide for Graduate Student Support<\/a>. This guide invites graduate students and their supervisors to reflect on the often-unspoken dynamics of academic writing, highlighting how reciprocal, respectful communication practices can foster both scholarly success and developmental integrity.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Videos<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Watch <a href=\"https:\/\/www.youtube.com\/watch?v=kxHHT6Xgomw&amp;list=PLxFWsLp8y4NQGVdHBiT9dyfHbhxksq2ua&amp;index=6\">Learning to Love the Conference Spotlight<\/a>. Expert advice about graduate and scholarly conferences, presentations skills, stories about how to nail that talk \u2013 even when things slip off the rails, and learn strategies for getting that key idea across.<\/li>\n\n\n\n<li>Watch <a href=\"https:\/\/www.youtube.com\/watch?v=FPaG28TzMEA&amp;list=PLxFWsLp8y4NQGVdHBiT9dyfHbhxksq2ua&amp;index=4\">Navigating the Ethics Approval Journey<\/a> in Graduate Studies. A discussion on what graduate students need to understand and do as they approach the milestone. Key aspects of the Research Ethics Protocol Form for Graduate Student Theses or Dissertations are demystified with a particular emphasis on working with human participants. Topics include understanding risk assessment, the outlining of goals, objectives, participant criteria and recruitment, proposed methodologies and data analysis.<\/li>\n\n\n\n<li>Watch <a href=\"https:\/\/www.youtube.com\/watch?v=QYj6KaERErA&amp;list=PLxFWsLp8y4NQGVdHBiT9dyfHbhxksq2ua&amp;index=3\">Publishing Your Work<\/a>. A panel of distinguished writers and mentors tackle some of the most common concerns, worries, and questions about academic publishing such as choosing a journal, working with co-authors, finding a scholarly voice, responding to reviewers, predatory journals and how to write for a public audience.<\/li>\n\n\n\n<li>Watch <a href=\"https:\/\/www.youtube.com\/watch?v=dz9LNJkoMGY&amp;list=PLxFWsLp8y4NQGVdHBiT9dyfHbhxksq2ua&amp;index=1\">Put Your Stress to Work.<\/a> Academic work takes creative effort, focused concentration, long-term project management, collaboration, receptivity to feedback, and must be fit into the context of busy lives with other commitment. A discussion on how to distinguish between productive and discombobulating stress, and strategies for working through it.<\/li>\n\n\n\n<li>Watch <a href=\"https:\/\/www.youtube.com\/watch?v=EF7dc3W6urU&amp;list=PLxFWsLp8y4NQGVdHBiT9dyfHbhxksq2ua&amp;index=5\">Starting from Scratch! <\/a>First Steps in a Major Research Project. The FGS Dean and a panel of experienced experts from across York discuss everything from outlining a proposal, managing data and sources, to sketching early drafts and avoiding disorganization and burnout.<\/li>\n<\/ul>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-kadence-pane kt-accordion-pane kt-accordion-pane-2 kt-pane386_e67ca9-c4\"><div class=\"kt-accordion-header-wrap\"><button class=\"kt-blocks-accordion-header kt-acccordion-button-label-show\" type=\"button\"><span class=\"kt-blocks-accordion-title-wrap\"><span class=\"kt-blocks-accordion-title\">Feedback<\/span><\/span><span class=\"kt-blocks-accordion-icon-trigger\"><\/span><\/button><\/div><div class=\"kt-accordion-panel kt-accordion-panel-hidden\"><div class=\"kt-accordion-panel-inner\">\n<h4 class=\"wp-block-heading\">Feedback<\/h4>\n\n\n\n<p>We constantly exchange feedback, both explicitly through speech and writing, and implicitly through gestures and tone. It is important to distinguish feedback from evaluation: feedback is a formative tool that uses descriptive, constructive, and nonjudgmental language to support growth, while evaluation is summative, judging performance against a standard.<\/p>\n\n\n\n<p>Iterative feedback is ideal, as it gives recipients a chance to improve before the next activity or formal evaluation. Effective feedback depends on a positive relationship between giver and recipient, creating an environment that supports development.<\/p>\n\n\n\n<p>Formative feedback is used to provide information to learners by a supervisor or committee member to guide recognition of strengths, gaps in knowledge or skills, areas to improve\/clarify\/augment, what support resources may be needed, and learning strategies that might be changed or adapted to meet the expected learning outcomes.&nbsp;Formative feedback is meant to be constructive in nature.<\/p>\n\n\n\n<p>Feedback is an essential part of the learning process and therefore important for supervisors to point out both positive features as well as areas of improvement, and to provide detailed feedback in an organized and timely manner. <\/p>\n\n\n\n<div style=\"height:15px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h4 class=\"wp-block-heading\">Giving Feedback <\/h4>\n\n\n\n<p>Focus on the behaviour, not the person.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Use \u201cI\u201d statements to describe actions, feelings and desired outcomes. For example: \u201cI haven\u2019t seen you in class this week. I\u2019m concerned you\u2019re missing key info. Can we talk?\u201d<\/li>\n\n\n\n<li>Focus on changeable behaviour and avoid absolutes like \u201calways\u201d or \u201cnever.\u201d<\/li>\n<\/ul>\n\n\n\n<p>Do not rely solely on discussion for feedback on writing: <\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Provide written comments that outline concrete, specific examples or actions for improvement to support and document progress. <\/li>\n\n\n\n<li>Consider recording audio comments to retain some of the advantages of verbal communication (e.g., nuance, tone).<\/li>\n<\/ul>\n\n\n\n<p>As part of the learning process,&nbsp;feedback needs to be specific, detailed, constructive and timely: <\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Vague or derogatory comments (e.g., \u201cthis is nonsense\u201d) do not explain or address the problem.<\/li>\n\n\n\n<li>Constructive comments (e.g., \u201cdefine X before introducing Y\u201d) make specific suggestions that help to quickly improve writing by reducing trial and error. Give specific examples.<\/li>\n\n\n\n<li>Encouraging students to revise immediately after getting feedback is also an effective strategy for facilitating student progress (Brookhart, 2012).<\/li>\n\n\n\n<li>Balance strengths and areas for growth. Reinforce what is working and offer constructive suggestions for improvement with clear, actionable steps.<\/li>\n\n\n\n<li>Give feedback promptly, choose the right moment and prepare for when delivering negative feedback.<\/li>\n<\/ul>\n\n\n\n<p>It can be helpful to both the supervisor and the student to organize and prioritize comments. Feedback can be broken down by level of abstraction:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>High-level content-oriented comments<\/strong> might include your overall impression of the work, offer suggestions for organization, identify gaps to address, or offer relevant references.&nbsp;<\/li>\n\n\n\n<li><strong>Mid-level stylistic and presentation comments<\/strong> apply not just to a specific instance but to a broader pattern of argumentation or analysis, mid-level comments would explicitly address this pattern rather than simply correcting a given occurrence.&nbsp;<\/li>\n\n\n\n<li><strong>Low-level comments <\/strong>on syntax, grammar and other surface issues are important (e.g., writing style, typos), but should be avoided until high-level or mid-level comments that necessitate major revisions to content are first completed.<\/li>\n<\/ol>\n\n\n\n<div style=\"height:15px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h4 class=\"wp-block-heading\">Receiving Feedback<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Listen: don\u2019t interrupt and focus on hearing what is being said rather than planning your response.<\/li>\n\n\n\n<li>Watch your reactions: body language and tone matter so be attentive to show respect, interest and value for what is being shared.<\/li>\n\n\n\n<li>Be receptive: stay open to different perspectives, opinions and new ideas as you might learn something valuable.<\/li>\n\n\n\n<li>Clarify: ensure you understand the feedback by asking questions, repeating and summarizing key points, and, when possible, stating the specific kind of feedback you are seeking.<\/li>\n\n\n\n<li>Reflect and choose: consider the feedback\u2019s value and decide how to respond. If unsure, seek a second opinion.<\/li>\n\n\n\n<li>Follow up: act on the feedback where appropriate which may include revising your work or scheduling a follow-up discussion.<\/li>\n<\/ul>\n\n\n\n<div style=\"height:15px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h4 class=\"wp-block-heading\">Regular Review <\/h4>\n\n\n\n<p>Reviewing research plans and processes on a regular basis can be helpful for both the student and supervisor. Students may encounter unexpected problems such as errors in data analysis, unexpected results, data collection challenges, or technological issues. Establishing a regular meeting schedule allows supervisors to review research plans and address unexpected issues before they become larger problems. Follow up, be available for questions, and offer future feedback opportunities.<\/p>\n\n\n\n<p>Adapted from <em>Receiving and giving effective feedback.\u00a0Centre for Teaching Excellence, University of Waterloo<\/em> and <em>Graduate and Postdoctoral Studies, McGill University<\/em>. This work is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC 4.0<\/a><\/p>\n\n\n\n<div style=\"height:15px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h4 class=\"wp-block-heading\">Additional Support<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>For graduate students who need additional support and resources to improve their writing, there is the <a href=\"https:\/\/www.yorku.ca\/laps\/writing-centre\/\">Writing Centre<\/a>, <a href=\"https:\/\/learningcommons.yorku.ca\/\">Learning Commons<\/a>, the <a href=\"https:\/\/www.yorku.ca\/laps\/eslolc\/\">ESL Open Learning Centre<\/a>, <a href=\"https:\/\/www.yorku.ca\/laps\/support\/academic-advising\/\">Academic Advising <\/a>the <a href=\"https:\/\/www.yorku.ca\/laps\/mlc\/\">Multimedia Language Centre<\/a> and the <a href=\"https:\/\/www.yorku.ca\/glendon\/supports-and-services\/welcome-to-the-glendon-writing-centre\/\">Glendon Writing Centre<\/a>.<\/li>\n\n\n\n<li>Read the <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/04\/DEFT-Toolkit-for-Feedback.pdf\">Developing Engagement with Feedback Toolkit<\/a> (DEFT) (.pdf) from the Higher Education Academy written by Dr. Naomi Winstone, University of Surrey and Dr. Robert Nash, Aston University. The <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/04\/DEFT-Toolkit-for-Feedback.pdf\">DEFT Toolkit<\/a> (.pdf) was developed to support educators and students to work together in partnership, to overcome some of the key barriers to student engagement with feedback. The resources contained in the toolkit are designed to be flexible, such that an educator can choose different elements that seem most applicable to their students\u2019 discipline area or level of study.<\/li>\n\n\n\n<li>Read <a href=\"https:\/\/www.timeshighereducation.com\/campus\/giving-and-receiving-doctoral-writing-feedback\">\"Giving and Receiving Doctoral Writing Feedback\"<\/a> by Susan Carter (2023), honourary associate professor, School of Critical Studies in Higher Education, Faculty of Education and Social Work, Waipapa Taumata Rau, University of Auckland.<\/li>\n\n\n\n<li>Read <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2026\/01\/Ignoring-me-is-part-of-learning-Supervisory-feedback-on-doctoral-writing.pdf\">Ignoring Me is Part of Learning: Supervisory Feedback on Doctoral Writing<\/a> (pdf) by S. Carter &amp; V. Kumar (2016).<\/li>\n<\/ul>\n\n\n\n<div style=\"height:15px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<p class=\"has-text-align-left\"><\/p>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-kadence-pane kt-accordion-pane kt-accordion-pane-6 kt-pane386_0449b7-d2\"><div class=\"kt-accordion-header-wrap\"><button class=\"kt-blocks-accordion-header kt-acccordion-button-label-show\" type=\"button\"><span class=\"kt-blocks-accordion-title-wrap\"><span class=\"kt-blocks-accordion-title\">Research Proposal and Ethics Approval<\/span><\/span><span class=\"kt-blocks-accordion-icon-trigger\"><\/span><\/button><\/div><div class=\"kt-accordion-panel kt-accordion-panel-hidden\"><div class=\"kt-accordion-panel-inner\">\n<p>Although your graduate student will have had a research methods-type course, it is crucial for the supervisor to support the development of the student's research proposal and related ethics documents. FGS developed a checklist for you to work through with your student, in order to discuss all aspects of the responsible conduct of ethical research. Supervisors are requested to schedule time with their graduate students in order to collaboratively walk through all aspects.<\/p>\n\n\n\n<p><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Read the <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/04\/2023-07-06_Ethics-and-Proposal-Review-Process-A-Quick-Guide.pdf\">FGS Ethics &amp; Proposal Review Process<\/a> (.pdf). This is a Quick Timeline Guide for Students, Faculty &amp; Graduate Program Staff.<\/li>\n\n\n\n<li>Review <a href=\"https:\/\/www.yorku.ca\/gradstudies\/students\/current-students\/thesis-and-dissertation\/doctoral-dissertation\/\">FGS'<\/a> and the student's own graduate program's requirements for a research proposal.<\/li>\n\n\n\n<li>Visit <a href=\"https:\/\/www.yorku.ca\/gradstudies\/students\/current-students\/thesis-and-dissertation\/research-ethics\/\">Research Ethics<\/a> for helpful information for graduate students embarking on research associated with their graduate studies.&nbsp;Information includes: what to review, research involving Indigenous people, how to submit a research proposal and ethics protocol, risk assessment, forms and processes. <\/li>\n\n\n\n<li>Download and use the YorkU <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/05\/Supervisory-Ethics-Checklist-2025-05-14.pdf\">Guiding the Graduate Students' Research Ethics Process: A Supervisory Checklist<\/a> (.pdf). This checklist is intended to support graduate supervisors as they guide students through the research proposal milestone and research ethics submission process.<\/li>\n<\/ul>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-kadence-pane kt-accordion-pane kt-accordion-pane-7 kt-pane386_d9aa72-ab\"><div class=\"kt-accordion-header-wrap\"><button class=\"kt-blocks-accordion-header kt-acccordion-button-label-show\" type=\"button\"><span class=\"kt-blocks-accordion-title-wrap\"><span class=\"kt-blocks-accordion-title\">Helping My Student with Financial Matters<\/span><\/span><span class=\"kt-blocks-accordion-icon-trigger\"><\/span><\/button><\/div><div class=\"kt-accordion-panel kt-accordion-panel-hidden\"><div class=\"kt-accordion-panel-inner\">\n<ul class=\"wp-block-list\">\n<li>Share <a href=\"https:\/\/www.yorku.ca\/gradstudies\/students\/current-students\/awards-and-scholarships\/other-funding-sources\/ph-d-completion-fund\/\">Ph.D. Completion Fund<\/a> which is support for eligible doctoral students in their final term of full-time study. Information includes eligibility, when to apply, how to apply and allocations.<\/li>\n<\/ul>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-kadence-pane kt-accordion-pane kt-accordion-pane-10 kt-pane386_ed1409-43\"><div class=\"kt-accordion-header-wrap\"><button class=\"kt-blocks-accordion-header kt-acccordion-button-label-show\" type=\"button\"><span class=\"kt-blocks-accordion-title-wrap\"><span class=\"kt-blocks-accordion-title\">Graduate &amp; Postdoctoral Professional Skills (GPPS)<\/span><\/span><span class=\"kt-blocks-accordion-icon-trigger\"><\/span><\/button><\/div><div class=\"kt-accordion-panel kt-accordion-panel-hidden\"><div class=\"kt-accordion-panel-inner\">\n<p>Supporting the professional development of our graduate students and postdoctoral researchers in a multifaceted way drives the mission of Graduate Studies at York and is key to creating success.&nbsp;<\/p>\n\n\n\n<p>The <a href=\"https:\/\/www.yorku.ca\/gradstudies\/gpps\/\">Graduate &amp; Postdoctoral Professional Skills<\/a> (GPPS) program is divided into six broad areas to connect you to opportunities and resources that will help you develop your professional plans and goals, and to strategically meet those goals:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Career Exploration and Planning&nbsp;<\/li>\n\n\n\n<li>Communication<\/li>\n\n\n\n<li>Health and Wellness<\/li>\n\n\n\n<li>Managing Time and Resources<\/li>\n\n\n\n<li>Research Dissemination<\/li>\n\n\n\n<li>Teaching<\/li>\n<\/ul>\n\n\n\n<p>Other units and centres at York also strive to support graduate students and postdoctoral fellows in specific research areas. They offer a variety of workshops, presentations, resources, and opportunities with a focus on a particular community. Professional development resources relevant to specific research area include (note: this list is not exhaustive):<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.yorku.ca\/cityinstitute\/projects\/city-professional-graduate-training-program-2022-2023\/#tab-cityinstitutefortnightfridaysciff\" target=\"_blank\" rel=\"noreferrer noopener\">City Institute Professional Training Program<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/schulich.yorku.ca\/current-students\/case-competitions\/\" target=\"_blank\" rel=\"noreferrer noopener\">Schulich\u2019s Case Competition Program<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.yorku.ca\/research\/robarts\/robarts-connects-series-2\/\" target=\"_blank\" rel=\"noreferrer noopener\">Robarts Connects Series<\/a><\/li>\n<\/ul>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-kadence-pane kt-accordion-pane kt-accordion-pane-9 kt-pane386_0007f8-e4\"><div class=\"kt-accordion-header-wrap\"><button class=\"kt-blocks-accordion-header kt-acccordion-button-label-show\" type=\"button\"><span class=\"kt-blocks-accordion-title-wrap\"><span class=\"kt-blocks-accordion-title\">Individualized Development Plan (IDP)<\/span><\/span><span class=\"kt-blocks-accordion-icon-trigger\"><\/span><\/button><\/div><div class=\"kt-accordion-panel kt-accordion-panel-hidden\"><div class=\"kt-accordion-panel-inner\">\n<h4 class=\"wp-block-heading\">The Individualized Development Plan<\/h4>\n\n\n\n<p>Visit the <a href=\"https:\/\/www.yorku.ca\/gradstudies\/idp\/\">IDP Website <\/a>at the Faculty of Graduate Studies at YorkU.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Read the <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/01\/York-Individualized-Development-Plan-IDP-for-Graduate-Students.docx\">Individualized Development Plan<\/a> (IDP) (.docx) from YorkU. The IDP is a useful tool to help graduate students assess their skills and interests. It helps refine their research and\/or professional skills-orientated goals during and nearing the completion of their studies.<\/li>\n\n\n\n<li>Read the one-page IDP <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/01\/IDP-one-page-professional-skills-faculty-guide.pdf\">Guide for Supervisors\/Faculty Mentors<\/a> (.pdf). It is designed for academic supervisors and other faculty mentors seeking a short overview of graduate professional skills programming and to encourage a productive dialogue with supervisees around career planning and exploration.<\/li>\n\n\n\n<li>View an example IDP <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/01\/IDP_lesson_plan-4.docx\">Lesson Plan<\/a> (.docx) and IDP <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/01\/IDP_worksheets.docx\">Worksheets<\/a> (.docx). This is a 60-75 minute activity designed for instructors to go over a select portion of the IDP with students as part of an appropriate course in the program. It can be used, for example, as a primer for faculty members introducing the IDP to students, in workshops for students, or as a lesson within a seminar course in which you review student success strategies. <\/li>\n\n\n\n<li>View an example <a href=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/01\/IDP-presentation.pptx\">PowerPoint presentation<\/a> (.pptx). This can be used to introduce the IDP in a variety of settings, including program orientations, program executive meetings, colloquiums, symposiums and more.<\/li>\n<\/ul>\n<\/div><\/div><\/div>\n<\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<div style=\"height:50px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<div class=\"wp-block-columns social-bar-block is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<h2 class=\"wp-block-heading h6 text-white text-center\">Connect with FGS<\/h2>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<ul class=\"wp-block-social-links aligncenter my-2 is-style-default is-layout-flex wp-block-social-links-is-layout-flex\"><li class=\"wp-social-link 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c-2.552,0-4.622,2.069-4.622,4.622S9.448,16.622,12,16.622s4.622-2.069,4.622-4.622S14.552,7.378,12,7.378z M12,15 c-1.657,0-3-1.343-3-3s1.343-3,3-3s3,1.343,3,3S13.657,15,12,15z M16.804,6.116c-0.596,0-1.08,0.484-1.08,1.08 s0.484,1.08,1.08,1.08c0.596,0,1.08-0.484,1.08-1.08S17.401,6.116,16.804,6.116z\"><\/path><\/svg><span class=\"wp-block-social-link-label screen-reader-text\">Instagram<\/span><\/a><\/li>\n\n<li class=\"wp-social-link wp-social-link-linkedin  wp-block-social-link\"><a href=\"https:\/\/www.linkedin.com\/showcase\/york-university-grad-studies\/\" class=\"wp-block-social-link-anchor\"><svg width=\"24\" height=\"24\" viewBox=\"0 0 24 24\" version=\"1.1\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M19.7,3H4.3C3.582,3,3,3.582,3,4.3v15.4C3,20.418,3.582,21,4.3,21h15.4c0.718,0,1.3-0.582,1.3-1.3V4.3 C21,3.582,20.418,3,19.7,3z M8.339,18.338H5.667v-8.59h2.672V18.338z M7.004,8.574c-0.857,0-1.549-0.694-1.549-1.548 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c0,1.618,0.2,3.237,0.2,3.237s0.195,1.378,0.795,1.985c0.761,0.797,1.76,0.771,2.205,0.855c1.6,0.153,6.8,0.201,6.8,0.201 s4.203-0.006,7.001-0.209c0.391-0.047,1.243-0.051,2.004-0.847c0.6-0.607,0.795-1.985,0.795-1.985s0.2-1.618,0.2-3.237v-1.517 C22,9.62,21.8,8.001,21.8,8.001z M9.935,14.594l-0.001-5.62l5.404,2.82L9.935,14.594z\"><\/path><\/svg><span class=\"wp-block-social-link-label screen-reader-text\">YouTube<\/span><\/a><\/li>\n\n<li class=\"wp-social-link wp-social-link-flickr  wp-block-social-link\"><a href=\"https:\/\/www.flickr.com\/photos\/201755710@N04\/albums\" class=\"wp-block-social-link-anchor\"><svg width=\"24\" height=\"24\" viewBox=\"0 0 24 24\" version=\"1.1\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M6.5,7c-2.75,0-5,2.25-5,5s2.25,5,5,5s5-2.25,5-5S9.25,7,6.5,7z M17.5,7c-2.75,0-5,2.25-5,5s2.25,5,5,5s5-2.25,5-5 S20.25,7,17.5,7z\"><\/path><\/svg><span class=\"wp-block-social-link-label screen-reader-text\">Flickr<\/span><\/a><\/li><\/ul>\n<\/div>\n<\/div>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Supporting a successful graduate student journey requires collaboration between the supervisor and student. Many factors can shape a student's academic pathway, including their specific program of study, personal responsibilities, and professional commitments. The expected timeline should be viewed as a flexible, cooperative effort with continuous monitoring throughout the graduate education experience. This timeline influences the [&hellip;]<\/p>\n","protected":false},"author":1235,"featured_media":0,"parent":395,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","footnotes":""},"tags":[144,149,147,7,146,54,57,145,6,150,143],"class_list":["post-386","page","type-page","status-publish","hentry","tag-editing","tag-feedback","tag-goal-setting","tag-graduate-supervision","tag-milestones","tag-planning","tag-progress","tag-scholarly-skills","tag-supervision","tag-thesis","tag-writing"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Supervisors Support Grad Student Progress | Supervision Toolkit<\/title>\n<meta name=\"description\" content=\"Faculty of Graduate Studies at YorkU has resources to help supervisors support grad students with milestones, goals, feedback and ethics.\" \/>\n<meta name=\"robots\" content=\"noindex, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Supervisors Support Grad Student Progress | Supervision Toolkit\" \/>\n<meta property=\"og:description\" content=\"Faculty of Graduate Studies at YorkU has resources to help supervisors support grad students with milestones, goals, feedback and ethics.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/supervisor-hub\/planning\/\" \/>\n<meta property=\"og:site_name\" content=\"Graduate Supervision Toolkit\" \/>\n<meta property=\"article:modified_time\" content=\"2026-01-29T15:37:50+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.yorku.ca\/gradstudies\/supervisiontoolkit\/wp-content\/uploads\/sites\/370\/2025\/05\/glendon_library_group3-1024x768.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"1024\" \/>\n\t<meta property=\"og:image:height\" content=\"768\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"16 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/www.yorku.ca\\\/gradstudies\\\/supervisiontoolkit\\\/supervisor-hub\\\/planning\\\/\",\"url\":\"https:\\\/\\\/www.yorku.ca\\\/gradstudies\\\/supervisiontoolkit\\\/supervisor-hub\\\/planning\\\/\",\"name\":\"Supervisors Support Grad Student Progress | Supervision Toolkit\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.yorku.ca\\\/gradstudies\\\/supervisiontoolkit\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/www.yorku.ca\\\/gradstudies\\\/supervisiontoolkit\\\/supervisor-hub\\\/planning\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/www.yorku.ca\\\/gradstudies\\\/supervisiontoolkit\\\/supervisor-hub\\\/planning\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/www.yorku.ca\\\/gradstudies\\\/supervisiontoolkit\\\/wp-content\\\/uploads\\\/sites\\\/370\\\/2025\\\/05\\\/glendon_library_group3-1024x768.jpg\",\"datePublished\":\"2025-01-09T15:57:20+00:00\",\"dateModified\":\"2026-01-29T15:37:50+00:00\",\"description\":\"Faculty of Graduate Studies at YorkU has resources to help supervisors support grad students with milestones, goals, feedback and ethics.\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/www.yorku.ca\\\/gradstudies\\\/supervisiontoolkit\\\/supervisor-hub\\\/planning\\\/#breadcrumb\"},\"inLanguage\":\"en-CA\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/www.yorku.ca\\\/gradstudies\\\/supervisiontoolkit\\\/supervisor-hub\\\/planning\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-CA\",\"@id\":\"https:\\\/\\\/www.yorku.ca\\\/gradstudies\\\/supervisiontoolkit\\\/supervisor-hub\\\/planning\\\/#primaryimage\",\"url\":\"https:\\\/\\\/www.yorku.ca\\\/gradstudies\\\/supervisiontoolkit\\\/wp-content\\\/uploads\\\/sites\\\/370\\\/2025\\\/05\\\/glendon_library_group3.jpg\",\"contentUrl\":\"https:\\\/\\\/www.yorku.ca\\\/gradstudies\\\/supervisiontoolkit\\\/wp-content\\\/uploads\\\/sites\\\/370\\\/2025\\\/05\\\/glendon_library_group3.jpg\",\"width\":8164,\"height\":6123,\"caption\":\"A group of three students sit around a table in a library as an instructor stands beside them, pointing to a page in an open book. 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