Graduate Student Expectations & Feedback: Toolkit - DRAFT

This toolkit is designed to help departments and mentors of graduate students efficiently support their students’ success, prevent problems, and address issues when they arise.
  • Guidance for Individuals who Advise, Mentor, and Supervise Graduate Students
  • Guidance for When Expectations Are Not Being Met

     

    Toolkit Users Guide

    Toolkit Goals

    This toolkit is designed to:

    • Give departments practical tools for managing graduate student expectation and feedback processes.

    • Help those who supervise, mentor, and advise graduate students: 

      • Efficiently support their students’ success

      • Prevent problems

      • Address issues when they do arise

    • Consider the holistic graduate student experience: employment, academics, research, soft skills, and career goals.

    • Ensure compliance with campus policies, such as employment policies in GAPP and the Graduate School’s Annual Written Feedback policy.

    How to Use This Toolkit

    • Visit regularly to refresh…

    • Utilize materials to prompt conversations with colleagues

    • Establish relationships with graduate students

    • Embed case studies and resources into existing trainings in your department

    • Use and modify templates and examples for your own needs

    About the Toolkit & Rationale

    This toolkit was developed by: 

    • Mel Freitag, L&S Assistant Dean for Inclusive Excellence and Organizational Equity

    • Brenda Powles, L&S HR Manager for the Student+ Team

    • Lynne Prost, L&S Assistant Dean for Graduate Student Academic Affairs

    Please reach out to any of us with suggestions for this Toolkit, or with any questions about supporting graduate students.

    Research consistently shows that graduate student success is strengthened when expectations are transparent, communication is proactive, and mentoring relationships are intentional and supportive. While mentoring and advising vary across disciplines, graduate students are more likely to thrive when expectations, feedback processes, milestones, and available resources are clearly communicated.

    This toolkit provides practical resources, examples, and templates that departments, advisors, supervisors, and mentors can adapt to their local contexts. Its goal is to support effective communication, strengthen mentoring and advising relationships, proactively address common areas of conflict, and promote positive graduate student experiences across the College.

    Selected References

    National Academies of Sciences, Engineering, and Medicine. (2019). The Science of Effective Mentorship in STEMM.

    Julie Posselt (2018). Normalizing Struggle: Dimensions of Faculty Support for Doctoral Students and Implications for Persistence and Well-Being.

    Golde, C. M. (2005). "The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments."

    Acknowledgment of Source Materials

    Some resources included in or linked through this toolkit are adapted from evidence-based mentoring curricula developed by the Center for the Improvement of Mentored Experiences in Research (CIMER) and the Entering Mentoring Series. These materials are used with permission for educational and administrative purposes consistent with CIMER guidance. These materials may be used for instructional, educational, and administrative purposes at your own institution/organization. © The Board of Regents of the University of Wisconsin System, on behalf of CIMER.

    For additional information about CIMER and the Entering Mentoring curricula, visit the CIMER website and related mentoring resources.

    All examples from L&S departments are shared with permission.

    Guidance for Departments

    Have a main staff contact person for graduate students with issues, questions, and concerns.

    Departments play crucial roles in setting consistent overarching expectations for graduate students, and in supporting faculty members and staff who are working with those students in different capacities. We recommend the practices below to set both students and mentors up for success.

    Encourage graduate students to have multiple mentors.

    Having one point of contact makes it much easier for students to know what to do when they need help. This might be: 

    • Director of Graduate Studies

    • TA Coordinator

    • Graduate Program Manager/Coordinator

    • Or another department staff person 

    Consider: How and when is this individual identified to students? Does this individual have the support they need when encountering challenging situations with graduate students?

    Consider assigning two academic advisors

    Example approaches:

    Facilitate a peer mentor programs for graduate students
    • Some departments have a formal requirement for graduate students to have two academic advisors. 
    • This practice has many benefits, including ready access to multiple perspectives and a backup if one advisor is unavailable.

    Offer department-level training, resources, and reminders for those who advise, mentor, and supervise graduate students.

    • For example, Physics manages a robust peer mentor program.
      • Volunteer mentors are sought from the current PhD students. Current students complete a form indicating their interests (both in Physics and personal) and what they can offer mentees. Incoming students complete a similar form, but with a question about what kind of support would be most helpful from a peer mentor.
      • Mentors are asked to commit to meeting mentees once a month through the first year, but especially during the first semester.
      • Peer mentor training takes place each August. It is run by experienced peer mentors. The agenda includes: 
        • Discussion of mentor expectations and boundaries
        • Review of the Graduate Handbook and any other relevant departmental resources
        • Small group case study discussion and share out
        • Q&A panel with experienced peer mentors
      • Peer mentors and mentees are connected via email in early August and gather for a kickoff event during orientation. One or two group events are also typically planned during the fall semester (e.g., apple picking, game night, etc.).
    Astronomy

    Department examples:

    Atmospheric and Oceanic Sciences

    Sends prompts at regular intervals to faculty regarding suggested timing and topics for check-ins with their advisees: Astronomy Reminders re: Expectations Check-ins 

    Communication Arts

    Shares mentor-mentee expectation documents that different faculty share with each other in a google drive. The graduate chair points faculty towards these on a regular basis.

    Geography
    Has hosted a faculty workshop on creating a mentor/advisor letter of commitment and, each year, the DGS and another faculty host a breakout session during Fall orientation for incoming students about how to work/build relationships with your advisor(s).
    Integrative Biology
    Created department faculty mentor training sessions, with support from the CTLM. The department deployed an advising survey completed by faculty and graduate students, the results of which were used to frame and organize the faculty mentor trainings.
    Math
    All faculty are expected to take Research Mentor Training at least every five years.

    Regularly inventory, update, and share department-controlled documents, webpages, policy documents, etc.

    Runs a workshop for instructors who are new to working with TAs.

    Provide detailed information about expectations to students who are preparing for major milestones, including preliminary/qualifying exams and dissertation writing.

    Departments can help students and faculty by communicating clearly and consistently about graduate expectations.

    • Consider how students in your department receive information about standard department expectations and practices: a Graduate Handbook, the Graduate Guide, departmental webpages, graduate seminars, etc. 

      • How often does each of these need to be updated?

      • How can you ensure information stays consistent across the different components?

    • The Graduate School provides guidance and an annually updated Graduate Handbook Template here: Graduate Program Handbook: Download and Use Template

    • Regular reminders to both faculty and students about standard practices and support resources that exist can be really helpful. 

      • Send an email to all faculty at key times of year, highlighting upcoming academic milestones and resources for supporting their students

      • Include reminders in faculty meetings or regular department communications

      • Remind students at key times of year about relevant academic progress resources, such as certain sections of the Graduate Handbook

    All Area Milestone Workshops: offered each Fall

    Communication Arts takes several approaches to providing transparent expectations for major academic milestones, including:

    Milestone One-Pagers
    • “The goal of this event is to offer students a range of smaller-group sessions on examinations specific to those at particular stages of the PhD program … and on other key professionalization topics.”
    • 90 minute sessions are run concurrently. Each is facilitated by 3-4 faculty (one from each area of the department). The sessions include an overview of the process and time for questions. All students in the department are expected to sign up for the one most relevant to them.
    • Topics included in the 2025 workshops were:
      • MA Comprehensive Exam
      • MA Thesis
      • PhD Preliminary Exam
      • Dissertation Proposal and Dissertation Writing
      • Conferences
      • Journal Publications
      • Job Market

    Coordinate annual written feedback to graduate students regarding their progress.

    • Accessible, short summaries of major milestones. 
    • Sent to graduate students every semester by the Graduate Program Coordinator.
    • Example: Comm Arts: Wondering About Taking Prelims
    • Other topics available include:
      • Wondering About Defending Your MA Thesis?
      • Wondering About Taking Comps?
      • Wondering About Defending Your Dissertation Proposal?
      • Wondering About Defending Your Dissertation?
    Collect information about the student’s progress, such as:

    PhD students must receive annual written assessment on progress to degree, per UW policy UW-1250. 

    Best practices in establishing a departmental annual feedback process:

    Consider what your department values (conference participation? development as a teacher?)
    • Coursework completed
    • Milestones met (i.e. qualifying exam)
    • Publications
    Students should have an opportunity to share their progress and set goals.

    Capture successes and encourage goal setting in these areas.

    Faculty must document feedback in writing.

    This is typically accomplished via a form that is filled out by the student.

    The department must document that annual feedback is provided to all PhD students.
    • This can also be facilitated by providing prompts in a form.
    • If multiple faculty will be contributing comments to an evaluation, this process should be transparent for students.
     Departmental process examples:
    Anthropology
    CANES

    This process is facilitated by the Graduate Program Manager. Each spring, non-dissertators provide a 1-2 page self-evaluation report detailing their academic progress and identifying goals for the next academic year. Faculty in the appropriate section of the department provide written feedback in the form of a letter reflecting faculty discussion of the student’s academic standing and plans. The process for dissertators is similar and conducted in the fall.

    CSD

    Each student meets with the DGS three times per year to discuss and reflect on progress. The DGS writes an annual report for each student, providing feedback.

    Philosophy

    An annual progress report is completed between the student and advisor. Each progress report is discussed at an annual meeting with the student, all advisors, and the Graduate Program Coordinator. The meeting covers academic, TA/PA/RA, and general career progress and feedback.

    Physics

    Implements a mandatory mentor-mentee backwards-planning and self-evaluation exercise, completed by both the graduate student and their mentor. This is a two-part exercise to bookend the year. The student backwards plans their year in consultation with their advisor in September and the student self-evaluates their success, obstacles, etc. in executing their backwards plan in May in consultation with their advisor. The advisor then writes feedback for the student framed by the exercise in May.

    You can access the form they use to facilitate this process here: Philosophy Planning Reflection Exercise

    Psychology

    Through the support of an internal IT team, the department developed their own digital system for annual progress reports. Students login to the system, which provides information about student progress, and provides both the student and advisor space to provide comments. Students and advisors both have access to view reports from previous years.

    Guidance for Individuals who Advise, Mentor, and Supervise Graduate Students

    Students and their mentor have a mandatory meeting in the Spring where progress and future expectations are discussed. This discussion is documented in a Google form which also forms the basis for area group discussions of student progress and an annual written progress letter (which is written by the area group head).

    Mentor Training and Professional Development Opportunities

    Advancing Research Mentoring Practice (ARMP), WISCIENCE
    Research Mentor Training (RMT), CTLM and Campus Partners

    Training is one way to strengthen mentoring, advising, supervision, and communication skills. UW–Madison offers several evidence-based options that support faculty, staff, postdoctoral scholars, and graduate students in these roles. We encourage individuals to participate in opportunities that best fit their disciplinary context, mentoring responsibilities, and professional goals.

    Equity in Graduate Education (EGE): Mentoring & Well-Being

    ARMP is an evidence-based mentor training program grounded in the Entering Mentoring curriculum. Workshops focus on effective communication, aligning expectations, fostering inclusion, supporting professional development, and cultivating productive mentoring relationships.

    Currently, ARMP primarily serves STEM disciplines. WISCIENCE continues to expand mentor training capacity and support across campus.

    Research Mentor Training Through CIMER

    Research Mentor Training workshops provide practical tools and case-based approaches for strengthening mentoring relationships and supporting trainee success. Workshops are offered through partnerships across campus and may be adapted to disciplinary contexts, including humanities and social sciences.

    Graduate Assistantships Online Training

    The EGE Mentoring & Well-Being curriculum was introduced at UW–Madison through support from the Sloan Foundation and has been offered to faculty and graduate student mentors across multiple academic years.

    The curriculum explores mentoring relationships, communication, well-being, belonging, and graduate student success through discussion-based and reflective learning activities.

    For information about future offerings, contact the CGRS program.

    Campus TA Trainers Group

    The Center for the Improvement of Mentored Experiences in Research (CIMER) was established to expand and sustain nationally recognized, evidence-based mentor training developed at UW–Madison. CIMER's Entering Mentoring and Culturally Aware Mentoring curricula are widely used across higher education and are often considered a national standard for research mentor training.

    CIMER offers facilitator training and institutional workshops that may be funded through grants, professional associations, or departmental professional development resources.

    Expectations & Feedback for Academics and Research

    This brief asynchronous training introduces graduate assistantship policies, employment expectations, supervisory practices, and key campus resources for graduate assistants and their supervisors.

    CIMER Mentor Agreements

    This community of practice brings together colleagues who support and train teaching assistants across campus. Participants share resources, discuss challenges, and learn from peers engaged in TA development and support.

    Beyond Training

    Training is only one component of effective mentoring and supervision. While workshops can build awareness, knowledge, and skills, faculty and staff often return to busy departments unsure how to translate broad concepts into day-to-day practices. 

    This toolkit is designed to help bridge that gap by providing practical resources, templates, examples, and conversation tools that support the implementation of evidence-based mentoring, advising, communication, and feedback practices. 

    We encourage faculty, advisors, supervisors, and departments to revisit this toolkit regularly and use its resources to strengthen expectations, communication, mentoring relationships, and graduate student success.

    L&S Templates & Examples
    Best practices:

    CIMER Mentor Agreement Template 1  [link will be added]

    CIMER Mentor Agreement Template 2  [link will be added]

    CIMER Mentor Agreement Template 3  [link will be added]

    Giving Constructive Feedback

    Mentor Agreement Template 1(adapted from Astronomy)

    This template provides detailed written expectations, and a number of prompts to use for a guided conversation and space to record agreements reached.

    Mentor Agreement Template 2(adapted from Scandinavian Studies)

    This template is organized around the responsibilities of the advisor vs the advisee.

    Communication Arts Example: Advising Expectations 2025

    Psychology Example: Advisor-Advisee Compact 2023

    Academics & Employment

    Note that sometimes your advisee is also your employee (i.e. if they are an RA). It is a good practice to make these dual roles clear in any mentor agreements. 

    If there are any concerns or issues with performance, academics vs employment have separate formal processes (see Guidance for When Expectations Are Not Being Met below). These cases can get very complicated and it is best to seek help early from support staff in your department or in the college.

    Find Venues to Regularly Discuss Graduate Student Mentoring with Colleagues

    The following sections contain best practice recommendations, case studies, examples, and worksheets to help all graduate advisors grow in their mentoring practice.

    These resources are here for you to access whenever you need reminders or guidance on a situation. We also recommend using these materials periodically in faculty meetings or other group settings to facilitate shared exploration of common issues with graduate mentoring.

    Communication and Feedback Resources 

    Building a Relationship with a Mentee

    • Schedule regular meetings and/or virtual check-ins

    • Most importantly: Communicate regularly! 

    Aligning Expectations

    Giving Constructive Feedback (Case Study): A discussion-based case exploring feedback conversations, communication barriers, trust, and mentor-mentee interactions. Useful for advisor reflection or departmental discussions about effective feedback practices.  

    Best Practices

    Building a Relationship with a Mentee (Case Study): Resource focused on communication, active listening, and relationship-building strategies between mentors and graduate students. 

    Doctoral Student Blues
    Misaligned Expectations
    Inclusion and Belonging

    • Make sure expectations are understood by both parties

    • Check in on alignment of expectations after ~six months

    • See also guidance below on managing difficult conversations [link to section below]

    Professional Development and Career Planning

    Doctoral Student Blues (Case Study): Examines how unclear expectations can affect graduate student experiences and progress. Useful for advisor training and departmental discussions.

    Mentor Reflection and Continuous Improvement

    Misaligned Expectations (Case Study): Provides a realistic scenario for discussing communication breakdowns and strategies for establishing mutual expectations early in the mentoring relationship.

    Doctoral Student Blues

    Expectations & Feedback for Teaching Assistants

    Establishing a Practice of Inclusion

    Resources and case studies that help mentors reflect on how diversity, inclusion, belonging, and bias can influence mentoring relationships and graduate student experiences.

    Step 1: Provide a detailed TA Workload (note that these may be standardized by department)

    Individual Development Plan (IDP) Examples (Link Here)

    Examples and tools that support career conversations, professional goal-setting, and long-term planning with graduate students. The Graduate School also provides information for UW Graduate Students about IDPs: Individual Development Plan

    Doctoral Student Blues
    Step 3: Check in on expectations regularly during TA meetings.

    Mentoring Competencies Reflection Worksheet (Link Here)

    A self-assessment tool that helps advisors and mentors reflect on their strengths and areas for growth.

    Mentor Self-Reflection Template (Link Here)

    Structured reflection guide to support ongoing development as a mentor, advisor, and supervisor.

    Best practices for teaching observations:

    It is important to recognize boundaries in the advisor-advisee relationship. Advisors should not take on the role of friend or therapist. Instead, refer students to available campus resources. 

    • For almost any concern a graduate student faces, a good first referral or contact is Elaine Goetz, Graduate & Professional Student Assistance Specialist, Office of Student Assistance and Support.

    • For mental health concerns, utilize the UHS Recognize, Respond, Refer framework (Overview available here). You can also consult about immediate mental health concerns by calling the UHS 24/7 number: 608-265-5600 (option 9).

    Guidance for When Expectations Are Not Being Met

    Expectation-Setting for TAs

    • GAPP: campus-wide policy requires that TAs be provided workload documents. You can find the policy under “Teaching Assistant and Project Assistant Duties”

    • TA Appointments in L&S: describes the process of writing a workload, includes examples, and describes the L&S support and review process 

    It is easier to bring up concerns if expectations are a routine part of group discussions.

     Expectation-Setting for TAs

    The Graduate Assistantship Policies and Procedures (GAPP) includes the following policy for performance evaluation for TAs:

    Teaching Assistant evaluations may include input from the following sources, but should not consist solely of student evaluations:

    1. Individual student evaluation of the teaching performance of a Teaching Assistant in a course in which the student is enrolled.

    2. Faculty and staff review of employee performance. If such a review includes an assessment of a Teaching Assistant’s laboratory or classroom performance, the assessment shall include at least one (1) visit by a faculty or staff member. A Teaching Assistant will be given at least twenty-four (24) hours’ notice prior to the initial visit in a semester for this purpose. Prior notice is not required for faculty and/or staff visits for any other purpose, including subsequent visits for evaluation purposes.

    3. Self review.

    4. Peer Review.

    As student evaluations may not be the sole form of evaluation, teaching observations are highly recommended.

    • Be sure the TA has advance notice of the observation date, and be transparent with the TA about the goals of the observation.

    • Learn about the TA’s teaching goals. If they are working toward something specific, providing meaningful feedback on that aspect of their teaching will be more impactful than general feedback.

    • Be sure to highlight things the TA is doing well.

    • If improvements are suggested, offer resources and/or follow up with the TA to support their growth.

     L&S Examples:

    In the English department, the director of the Literature program consults with Lecturers to provide the following guidance on observing TAs:

    • Preview and discuss the lesson plan in advance (may be via email).

    • Keep the aim of the observation in mind: to help TAs become even better instructors.

    • Observe the lesson and take careful notes, possibly using a form such as: English TA Observation Form

    • Meet with the TA within a few days of the observation. Discuss:

      • What did the TA think went well, what might they do differently, and why they made certain choices.

      • Observer offers feedback, sometimes seeding a conversation about pedagogy.

    • Write a 1-2 page report, highlighting positives, and framing areas for improvement around the mutual discussion of any issues.

    Additional L&S TA observation and feedback forms:

    Managing Difficult Conversations

    8 Steps for Conflict Resolution 
    Set yourself up for success by reviewing these steps to managing conflict before entering a difficult conversation.

    Responding During Conflict
    Provides practical tips and example responses to deploy during conflict.

    Further Learning                                                                                                                                                                                                                                The Principles of Management and Supervision series offered by UW OHR periodically runs courses on Conflict Management, where these resources were drawn from.

    When academic expectations are not being met

    When a student is not meeting academic progress or research expectations, it is important to inform them as soon as possible. 

    Types of academic expectations include:

    • Behavioral expectations in a classroom, research lab, or shared office setting.

    • Academic progress as described in the program’s graduate handbook (i.e. progressing to the qualifying/preliminary exam, successfully completing coursework on time, etc.).

    • Research progress as defined by the student’s advisor(s) and/or committee.

    Recommendations for advisors:

    • Typically, a DGS or other department support person should be informed right away when there are concerns, to provide support to both you and the student.

    • Provide clarity on the issues and specific steps for improvement, with a timeline. This can happen through the annual feedback process, but not necessarily- issues should be addressed as soon as they are identified.

      • Have a conversation with the student, and follow it up in writing. 

      • These conversations can be difficult, and your DGS (or other department support person) may be able to offer support.

      • These conversations can also be difficult for the student. Be prepared to provide support resources, including referrals to:

        • Elaine Goetz, Graduate & Professional Assistance Specialist, Office of Student Assistance and Support: can help graduate students manage a wide range of challenges.

        • McBurney Disability Resource Center: if a medical issue is affecting the student’s academic performance.

        • University Health Services (UHS): provides physical and mental health services to UW students, including graduate students.

        • Employee Assistance Office (EAO): for students who also hold graduate assistantships, the EAO provides counseling and consultations at no cost.

      • Follow up frequently to be sure progress is being made. Be sure all follow ups, progress checks, etc. are documented in writing.

      • When a student is enrolled in research/independent study credits, it is important that a grade of Satisfactory “S” is accurate. If a student is not meeting expectations, the appropriate grade is Unsatisfactory “U.”

        • If additional steps need to be taken to address student performance, a U grade is important documentation of concerns.

        • A grade of U should not be a surprise. It is important to have clear conversations with the student early about progress concerns.

    Recommendations for departments:

    • Regularly remind faculty to involve the appropriate department support person (often the DGS) when there are concerns about a student.

    • When the department becomes aware of an issue with a student, provide assistance to both the faculty and student, as needed.

    • Check back regularly to be sure improvements are being seen. If the situation is not improving, provide guidance on next steps and formal actions.

    • Certain types of formal actions must follow set procedures:

      • Pausing or canceling a funding commitment must be reviewed by L&S. See: L&S Graduate Admissions: Funding Commitments

      • Dismissal of a student must follow the program’s published processes. If needed, connect with L&S or the Graduate School for support.

    • When formal actions must be taken, it is best practice not to inform the student at the end of business day, and especially not on a Friday afternoon. This is to ensure the student has immediate access to UW resources, including mental health support, if needed.

    • Ensure that students are aware of any applicable appeal or grievance processes following formal action.

    When Grad Assistant appointment expectations are not being met

    The following steps apply to performance concerns that are not serious and do not involve safety issues. If the concern is serious, please contact the appropriate authority (such as law enforcement, legal counsel, or HR).

    1. Review the expectations that have been communicated to the graduate student regarding their job responsibilities. E.g. showing up on time, meeting milestones on research, communicating professionally, providing proper notice for absences. 

      1. Should be having ongoing conversations about expectations, per guidance above

    2. Have a conversation with the student to discuss expectations:

      1. Conversation includes stating the behavior as well as the expectations going forward;

      2. Follow this conversation with an email to the student that documents the discussion, specifically naming the expectations. 

      3. Be prepared to provide support resources, including referrals to:

        1. Elaine Goetz, Graduate & Professional Assistance Specialist, Office of Student Assistance and Support: can help graduate students manage a wide range of challenges.

        2. Divisional Disability Representative (DDR): assists in cases where a medical issue requires an employee (including graduate assistants) requires a workplace accommodation.

        3. Employee Assistance Office (EAO): for students who also hold graduate assistantships, the EAO provides counseling and consultations at no cost.

    3. If a previous conversation has already occurred and the behavior continues: 

      1. Inform someone else in the department of the issues (dept point person - DGS, DA, etc) 

      2. Consult with  L&S HR on next steps. When contacting L&S HR, please include all steps taken to this point, including all documentation (such as emails, etc). Consultation will include: 

        1. Discuss if there has been any link between a disclosure of a medical issue and performance (in which case a Division Disability Representative (DDR) would need to be involved;

        2.  A letter of expectation (LOE) is likely the next step. L&S HR will assist with drafting/finalizing all LOEs. A conversation with the student will precede the issuing of an LOE.

    4. If the behavior still persists later and LOE is sent to the student:

      1. Consult with L&S HR for next steps. Steps may vary depending on the situation. 


    • Keywords:
    Graduate Student, Toolkit, Mentoring, Mentor 
    Doc ID:
    162678
    Owned by:
    Idamis R. in L&S KB
    Created:
    2026-07-16
    Updated:
    2026-08-12
    Sites:
    L&S KB