Plagiarism is not tolerated at UMKC and will result in disciplinary action, potentially including dismissal from the University. The term plagiarism includes, but is not limited to (i) use by paraphrase or direct quotation of author without footnotes, citations or bibliographical reference; (ii) unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials; or (iii) unacknowledged use of original work/material that has been produced through collaboration with others without release in writing from collaborators.

Linked here are the UM Collected Rules and Regulations on Student Conduct, specifically, policy 200C:1.

Graduate students may hold one of four academic appointments: Graduate Instructor Assistant, Graduate Teaching Assistant, Graduate Research Assistant, and or Graduate Professional Assistant.

Depending on the department or the graduate student's role, various training sessions or online modules may be required. These could include training in the following areas: Family Educational Rights and Privacy Act (FERPA), Institutional Review Board (IRB), Title IX, Responsible Conduct of Research, International GTA Certification, and others. Consult with your department and with the School of Graduate Studies to ensure these training requirements are met.

Graduate Instructor Assistant

Instructor of record with full teaching duties for undergraduate courses

Graduate Teaching Assistant

Assists with formal classroom and/or lab instructional duties related to the student's academic program; examples include leading or assisting with lectures and discussions, managing laboratory sections, quizzes, tutoring, grading, and developing materials; may hold office hours

Graduate Research Assistant

Assists with research activities related to the student's academic program; examples include conducting experiments, organizing and analyzing data, documenting research results, assisting with publication preparation; may present findings in publications or at conferences

Graduate Professional Assistant

Administrative, professional, or technical duties which support growth and knowledge related to the student's field of study and career preparations and are not directly involved with academic teaching or research; examples include advising students, coordinating student services, librarian/archivist's duties, and data analytics

Prior to formalizing an advising relationship, it may be beneficial to first establish a mentoring relationship. Mentoring relationships tend to evolve over time and often begin because of a particular need. In order to establish a mentoring relationship on firm footing, be prepared for meetings, have realistic expectations, make a positive impression, and strive to establish a working rapport. The student should have examined their own academic and professional goals and familiarized themselves with the professor's past and current work in order to begin to assess whether a particular faculty member is a good fit as a potential faculty advisor. Below are tips for graduate students in establishing this professional relationship:

• Mutual interests: Faculty will want to know if you have research, scholarly, academic, and/or creative interests similar to theirs. Make certain that you know how your prior academic, professional, or personal experiences might relate to their interests. Ask about current work and discuss the ways in which these intersect with your interests as a graduate student.
• Goals: Faculty want to work with motivated students who are not only eager, but also signal that they want to prepare to move to the next level of their professional growth with the mentor's guidance. State your goals as you see them right now. Ask about ways you can further explore these goals through reading, coursework, research projects, and professional training.
• Initiative: Take action rather than wait to be told what to do. For instance, ask questions about issues recently discussed in class or about a visiting scholar's presentation. Solicit suggestions about other people and experiences that will help you develop your skills and knowledge.
• Skills and strengths: Show why this person should invest in you. Talk about what qualities you would bring to a professional relationship - research or language skills, creativitiy, analytical techniques, computer skills, enthusiasm, and commitment.
• Availability: To understand how much time the professor will be able to give to you, inquire about their other commitments. How frequently will you be able to meet? Ask about the faculty member's plans at the University. Does the professor anticipate being at the University during the entire time you are a student? Will they be away from the department for extended periods (on sabbatical or on a research project) and if so, what arrangements could be made to stay in communication?
• Expectations: Ask how often you might expect to receive an assessment of your general progress, and the nature and format of these evaluations. Determine what the professor considers to be a normal workload. How many hours do they think you should be spending each week on your research or creative project? Does the professor prefer to communicate through email, in person, or by phone?
• Potential support: Depending upon your program and funding commitments, you may have questions about opportunities for teaching, funding through grants, available laboratory space, and equipment for your needs.
• Publishing and presentations: Determine to what extent the professor is willing to help prepare your own articles for publication. Ask whether the professor co-authors articles with graduate students and make certain you understand the disciplinary standards for first authorship. Similarly, depending on the program, find out if the professor collaborates with students for conference presentations, public performances, or exhibitions.

The quality of the graduate student experience and the eventual professional career into which students are propelled are strongly influences by the relationship between the graduate student and their advisor. An advisor spends a significant amount of time guiding the student in design, performance, and analysis of their research, and also makes effective use of all the faculty to ensure that the student is well-trained and well-educated. An advisor is there to support the student during challenges as well as successes, to assist the navigation of the unfamiliar waters of a graduate degree program, and to provide a model of commitment, productivity, and professional responsibility. Thus, choosing an advisor, and accepting an advisee, require careful consideration.

In some programs, a temporary or permanent advisor is assigned at the time of admission. However, some graduate students will be responsible for choosing an advisor. These students should seek an advisor with whom they feel compatible both in personality and research interests. They should ask an appropriate faculty member with whom they would like to be associated to act as their research advisor. This relationship is a personal one, established after thoughtful consideration by both the student and prospective advisor. Typically, an advisor should be determined relatively early in the course of a graduate student's degree to assist with the plan of study and research trajectory. There is variability among disciplines on the advising process, therefore we recommend students and faculty consult guidelines within their department for specific details on the process for choosing an advisor.

A primary goal of graduate education is to reinforce in each student the understanding of and capacity for scholarship, independent judgment, academic rigor, and intellectual honesty. It is the joint responsibility of faculty and students to work together to foster these ends through partnerships that encourage freedom of inquiry, demonstrate personal and professional integrity, and foster mutual respect. Graduate students should act as and be viewed as early-career professionals, not as students desiring to complete a degree.

In order to set a beneficial course from the outset, the chart below establishes a set of mutual expectations for graduate students and graduate faculty that hopefully will maximize efficiency and minimize unrewarding diversions. It is highly recommended that these themes (and others found in the sections below) are discussed prior to finalizing an advisor-advisee relationship.

Your advisor is important to you as a graduate student not only because of the knowledge and skills they shared, but also because of many other aspects of professional socialization and personal support that are needed to facilitate success in graduate school and beyond. A good mentoring relationship with your advisor benefits you because:

• It supports your advancement in research activity, conference presentations, publication, pedagogical skill, and grant-writing.
• You are less likely to feel surprised by potential bumps in the road having been alerted to them and provided with resources for dealing with stressful or difficult periods in your graduate career.
• The experiences and netowrks of professional contacts your advisor helps you accrue may improve your prospects of securing professional placement.
• The knowledge that someone is committed to your progress, can give you solid advice, and be your advocate, can help to lower stress and build confidence.
• Constructive interaction with your advisor and participation in collective activities they arrange promote your engagement in the field.

However, you should remember that admission to graduate school only guarantees an opportunity, not an outcome. Faculty are willing to invest a lot of time and money in you, and they expect you to work hard in order to succeed. You will be expected to devote significant and productive time and energy toward achieving academic excellence and earning the advanced degree. Therefore,

• Take ownership or your academic progress.
• Take the intiative to ask questions that promote your understanding of the academic subject and advances in the field.
• Be proactive in seeking out and identifying opportunities to help you advance your career and establish life after graduate school.
• Stay well informed of the up-to-date requirements for degree completion, policies in your department, and policies authored by the School of Graduate Studies.
• Initiate communication with your advisor, and maintain open and regular communication, especially in matters related to research and/or creative works, progress or concerns within the graduate program, career goals, and teaching responsibilities.
• Respect the responsibilities of your advisor and be sensitive to the other demands of their professional and personal life.
• Analyze what you need from your advisor and explicitly ask for assistance that will help you address that need.
• Allow sufficient time for the advisor to provide feedback in advance of deadlines.

Advising benefits both students and faculty as it ensures the quality and commitment of the next generation of scholars. Effective advising advances the discipline because it helps ensure the quality of research, scholarship, and teaching well into the future. In fact, students often begin making significant contributions to their field long before they complete their graduate degrees. Faculty know that students with good mentors are more likely to have productive, distinguished, and ethical careers that reflect credit on the mentors and enrich the discipline. Consider the following multi-faceted definition of advisor as someone who:

• takes an interest in developing another person's career and well-being;
• has an interpersonal as well as professional relationship with those whom they mentor;
• advances the person's academic and professional goals in directions most desired by the individual; and
• tailors mentoring styles and content to the individual.

While various departments and particular students may have differing advising needs, the following bullets describe some "best practices" regarding the role of an effective advisor:

• Maintain frequent, clear, and open communication with advisees.
• Share clear intentions, expectations, and requirements early on in the advising relationship.
• Encourage an ethos of collegiality and develop an academic culture that is welcoming and free of hazing and harassment.
• Be sensitive to the inherent asymmetrical power structure in the advising relationship.
• Provide guidance regarding students' academic progress, stay current with degree requirements, encourage completion of each step on an appropriate timeline, and communicate clear expectations for overall time to degree completion.
• Respect students' academic and non-academic responsibilities and provide guidance in balancing these, if needed.
• Allow reasonable time for students to prepare requested materials and provide constructive feedback in a timely manner.
• Demonstrate investment in the training and success of your students, not just their work product.
• Discuss advisees' career goals and help them develop professional skills that will make them competitive for employment, including participation in professional conferences and other networking activities.

Advisors should also be informed of the UM System Standards of Faculty Conduct found here.

Problems in advising relationships most often occur because of misunderstandings and lack of explicit communication. Some people find it helpful to specify a mutual agreement about their respective roles and responsibilities. One method of doing this is the use of a written mentoring plan or set of core expectations. The advisor and advisee can use the written agreement as the basis of a discussion to acknowledge they have established an advising relationship and to review their respective responsibilities. If the terms of an advising relationship have been clearly established from the beginning, there should be few problems as progression through the graduate program occurs. However, if problems arise, be aware of the avenues available to seek resolution. Issues should be addressed immediately and clearly so that both parties can work to remedy them in an expedient manner. Typically, informal and formal means of resolution are available. Strive to first communicate about the problem face-to-face. Face-to-face meetings can lead to more satisfactory results than email, since one's tone and message can be easily misconstrued when communicating online or even by phone. Guidance can also be found through other departmental faculty and resources. Below are recommended courses of action in utilizing faculty and administrators to assist with conflict resolution.

General Conflict-Resolution Flow

The following outlines the recommended order in which students, fauclty, and administrators should navigate the resolution process. In certain situations, it may be appropraite to involve personnel in a different order than listed here, especially if a faculty member holds multiple responsibilities within the chart.

• Informal resolution between those in conflict
• Program Director
• Area/Department Chair
• Unit Dean
• Dean of the School of Graduate Studies

Note: For concerns within the interdisciplinary-style programs (such as the Natural Sciences and Interdisciplinary Ph.D. programs), please consult the program director throughout the entire process.

UMKC Help Central is a general University resource for conflict resolution. Students, faculty, and staff can submit questions or concerns about their safety, well-being or level of respect during their university experience.

Student Affairs offers informal conflict resolution through a voluntary process whereby both parties decide to discuss and attempt to resolve their issue(s) through civil and respectful dialogue (mediation). The informal conflict resolution process helps those involved engage in respectful communication in an attempt to clarify issues, problem solve, and understand the other's viewpoint with an intention of agreeing on a solution to move forward.

Other Formal Mechanisms for Conflict Resolution

In addition to the general conflict management processes outlined above, the UM System Collected Rules and Regulations has policies and processes regarding formal complaints of student conduct, faculty conduct, and discrimination/harassment.

Formal complaints of student conduct should be reffered to Student Affairs. Complaints of faculty conduct should be referred to Faculty Affairs. Complaints (student, faculty, or staff) involving discrimination and/or harassment should be referred to Human Resources.

Not all advising relationships are successful, often for appropriate reasons such as changed research interests or conflicting commitments. In many cases, academic departments have their own policies and practices to assist students in changing advisors. Programs whose funding of graduate students is generated primarily from research grants need to work with faculty advisors and other graduate students to ensure they understand the importance of completing their research commitments. In all cases, changing advisors is best accomplished if students enter the process with an attitude of respect. Here are some basic guidelines for the student:

• Remain professional at all times. Think through the most diplomatic way to express to your advisor, and to others, why you would like to make this change. Avoid doing or saying anything to others in the university community (including your fellow students) that would be embarrassing if it were repeated to your advisor.
• Seek the advice of a trusted faculty member, your department chair or division head, and/or other professional staff to determine whether it is in fact desirable to change your advisor.
• Before you make any decisions about discontinuing the relationship with your current advisor, approach another suitable faculty member and inquire about the prospect of serving as your advisor. Avoid saying anything negative about your past advisor and explain your desire to change only in professional terms.
• When you do decide to make a change, be sure to inform your advisor promptly and arrange a schedule for completing any outstanding obligations.
• Be sure to complete or update any formal paperwork that contains information about your advisor.

Situations could arise in which an advisor may with to assign their advisee to a different advisor. For example, the faculty member may change roles at UMKC, choose to leave the university due to retirement or a new career opportunity, or experience a personal situation that requires a leave of absence. Below are some basic guidelines for faculty who are considering reassigning their advisee:

• Inform your student of your need to discontinue your mentorship role as soon as possible. It can be very distressing for students to learn of mentorship changes from other faculty, staff, or students.
• Assess with your student their desired characteristics or scholarship expertise in an alternate mentor. Do your best to find an alternate mentor whose style and expertise will minimize disruption in the student's plan of study and progress toward degree completion.
• Work with your department chair or division head, program director or discipline coordinator, and colleagues to identify alternate mentors. In some situations, this process will happen before you discuss alternate mentors with your students. In other situations, you and your student will identify an alternate mentor together and then approach them. Each situation is different and if you are unsure consult with your program director, chair, unit graduate officer, and/or SGS Dean for guidance.
• Once a new mentor is identified, arrange for a mentorship transition meeting to outline when your formal mentorship will stop and when the new mentor will begin. If you will maintain a secondary advising relationship with the student, be clear about boundaries of your new role.
• Document the mentorship transition plan and ensure that all parties have a copy for future reference. Be clear in your plan about the data/resources, if any, the student can continue to have access to and your expectations for future letters of reference.
• Always remain professional and remember that a change in mentorship can be a distressing experience for a student - it can have emotional, social, academic/professional, and financial consequences for a student.
• Failure to progress on the part of the student is generally not a reason to assign a new advisor, unless both parties agree that there is something about the relationship or scholarly opportunities that is preventing progress. Generally, failure to progress should be handled through annual evaluation, remediation, and program-specific or School of Graduate Studies policies.

The School of Graduate Studies has several policies related to minimum academic requirements (e.g., minimum graduate grade point average). Each program has the ability to create more stringent academic policies. In the spirit of a supportive learning environment, many programs allow for students to remediate knowledge or skill deficiencies through formal remediation planning and evaluation. Remediation plans should include the following:

• Specific behaviors expected of the student (e.g., course to be retaken, experience to be pursued, training to be completed)
• Resources for the student to engage in the remediation (e.g., readings, workshops, mentors)
• Expectations for the type and timeline of feedback to be provided to the student during the remediation period
• Assessment plan, including the specific knowledge or skill deficits to be assessed, how, when, where, and by whom. Assessment plans should be objective and related directly to the knowledge or skill deficit and remediation plan.
• Possible outcomes, should the remediation be successful, partially successful, or not successful.

Remediation plans do not need the approval of the School of Graduate Studies, but programs are welcome to consult with the School of Graduate Studies to determine appropriateness of remediation plans, assessments, and outcomes - particularly as they align with SGS policies.