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Policy or Procedure: Policies

Policy 5.2: Conditions of Appointment for TAs who are not Native Speakers of English

Current Policy – Until Autumn 2026

[Revisions to Policy 5.2 have been approved and will be effective in Autumn 2026; New language can be found at the bottom of this page]

As stated in Section 3 of Executive Order 28 and Policy 5.1, the University expects that newly appointed Teaching Assistants (TAs) receive appropriate training, supervision and support. Graduate students who are not native speakers of English as indicated in the applicant profile may be appointed as TAs with teaching duties if the student fulfills the three requirements below.

Teaching duties are defined as direct interactions with students for instructional issues. Examples include: holding office hours; reviewing test or paper scores with students; working with students one-to-one in study centers, such as writing, mathematics, chemistry, etc.; tutoring; conducting labs; leading discussions; helping students solve problem sets; commenting on studio work; lecturing.

5.2.1     Requirements

The following requirements must be satisfied before receiving the graduate appointment with teaching duties.

1. Meet the English language proficiency (ELP) requirement as stated in Policy 3.2.

2. Meet the additional spoken English language proficiency requirement in one of the five following ways:

  • Hold a bachelor’s degree from a regionally accredited institution in the United States, or hold a bachelor’s degree from an institution in Australia, the Bahamas, Canada, Ireland, Jamaica, Kenya, New Zealand, Singapore, South Africa, Trinidad and Tobago, or the United Kingdom, where English is the medium of instruction. While enrolled at the degree-granting school, the student must be in residence on campus. (Note: A master’s degree does not satisfy this requirement).
  • Hold a Doctor of Philosophy (PhD) or Juris Doctor (JD) from a regionally accredited institution located in the United States where English is the medium of instruction.
  • Demonstrate spoken English proficiency with a test score on file at the University of Washington of at least:
    • 5.0 (26 for tests taken before Jan 21, 2026) on the speaking section of the TOEFL-iBT (Test Center or At-Home version)
    • 7.0 on the speaking section of the IELTS (Test Center or At-Home version)
  • Pass a one-time appeal interview.
    • For students who have been offered or accepted admission and who have satisfied the recommended English proficiency requirements as stated in Policy 3.2, a graduate program can submit an online request for a one-time appeal interview if the student meets one of the following prerequisites:
      • 4.5 (23 for tests taken before Jan 21, 2026) on the speaking section of the TOEFL-iBT on file with the UW.
      • 6.0-6.5 on the speaking section of the IELTS on file with the UW.
      • 125 on the speaking or conversation section of the Duolingo DET on file with the UW
    • An appeal candidate must receive an overall score of 34 (out of a possible 45) points to pass and be immediately eligible to assume TA responsibilities without taking ENGL 105. Appeal scores expire after two years.
  • Pass English 105. This course is designed specifically for International Teaching Assistants (ITAs) and is offered by UW’s Academic English Program (AEP). While a student is completing English language proficiency requirements, that student can be assigned teaching duties that do not include direct interaction with students. Such duties can include, but are not limited to, grading, setting up labs, preparing instructional materials, running equipment in classrooms.

3. TAs who are not native speakers of English as indicated in the applicant profile and do not hold a bachelor’s degree from a regionally accredited institution in the United States are required to participate in additional TA-specific training from the Center for Teaching & Learning prior to the TA appointment. See the Center for Teaching and Learning’s Teaching@UW: Strategies for TAs for details.

5.2.2     Exceptions

An academic unit teaching modern spoken languages may apply to the Graduate School for a program-level waiver to #2 under Policy 5.2.1 that may be used for specific graduate students enrolled in a doctoral program when the following two conditions are met:

  • the teaching assistant’s teaching duties are conducted exclusively in a non-English target language of the academic unit
  • the teaching assistant is a native speaker of the language of the assigned courses. Requirements #1 and #3 of the general policy must still be met.

[Waivers are requested through Slate under the “Other” option.]

Policy 5.2, effective Autumn 2026

Washington State Law (RCW 28B.15.792) requires that undergraduate students be taught by a person fluent in both spoken and written English language.  As such, graduate students assigned teaching duties, defined as direct interactions with students for the purposes of instruction, must demonstrate English language fluency.

Graduate-level reading and writing proficiency in English is established through the admissions process in accordance with Graduate School Policy 3.2 English Language Proficiency Requirements. The requirements below focus specifically on the additional spoken English proficiency necessary for teaching duties that involve real-time interaction with undergraduate students.  

The requirements below establish Graduate School minimum standards. Hiring departments retain the authority to set higher or more specific requirements, including additional evaluation of reading and writing skills, based on the instructional needs of the course. Any additional requirements must be documented and based on measurable components of English language proficiency.

[NOTE: Examples of teaching duties include: holding office hours; reviewing test or paper scores with students; working with students one-to-one in study centers, such as writing, mathematics, chemistry, etc.; tutoring; conducting labs; leading discussions; helping students solve problem sets; commenting on studio work; lecturing.]

5.2.1     Requirements

Graduate students who are not native speakers of English as indicated in the applicant profile (see Policy 3.2) may be appointed as TAs with teaching duties only if the student fulfills the three requirements below:

1. Meet the English language proficiency (ELP) requirement, without conditions, as described in Policy 3.2.2. Test scores used to meet this requirement must be at the “Recommended” level or higher.

2. Meet the additional spoken English language proficiency requirement in one of the five following ways:

  1. Hold a bachelor’s degree from an regionally accredited institution in Anguilla, Antigua and Barbuda, Australia, the Bahamas, Barbados, Belize, Bermuda, Cayman Islands, Canada, Dominica, Ghana, Grenada, Guyana,  Ireland, Jamaica, Kenya, Liberia, Montserrat, New Zealand, Nigeria, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Singapore, South Africa, Trinidad and Tobago, Turks and Caicos Islands, United Kingdom, the United States, or the Virgin Islands, where English is the medium of instruction. While enrolled at the degree-granting school, the student must have been in residence in the English-speaking country. 
  2. Hold a Doctor of Philosophy (PhD) or Juris Doctor (JD) from a regionally accredited institution located in the United States where English is the medium of instruction.
  3. Demonstrate spoken English proficiency with a test score on file at the University of Washington of at least:
    • 5 (or 26 for exams taken prior to January 21, 2026) on the speaking section of the TOEFL-iBT (Test Center or At-Home version)
    • 7.0 on the speaking section of the IELTS (Test Center or At-Home version)
    • 140 on the Duolingo English Test (DET) Conversation score. [Note: Less than 10% of DET test takers receive a 140 or above; 2025 data from DuoLingo]
  4. Pass a one-time spoken English proficiency assessment with UW staff.
    • For students who have been offered or accepted admission and who have satisfied the recommended English proficiency requirements, without conditions, as stated in Policy 3.2.2, a graduate program may submit an online request  for a one-time spoken English proficiency assessment if the student meets one of the following prerequisites:
      • 4.5 (or 23-25 for exams taken prior to January 21, 2026) on the speaking section of the TOEFL-iBT on file with the UW.
      • 6.0-6.5 on the speaking section of the IELTS on file with the UW.
      • 125 on the speaking or conversation section of the Duolingo DET on file with the UW.
      • The completion of an undergraduate or graduate degree at a university where English is the medium of instruction.
    • A candidate must receive an overall score of 34 (out of a possible 45) points to be immediately eligible to assume TA responsibilities without taking ENGL 105. Assessment scores expire after two years.
  5. Pass English 105. This course is designed specifically for International Teaching Assistants (ITAs) and is offered by UW’s Academic English Program (AEP). While a student is completing spoken English language proficiency requirements, that student can be assigned teaching duties that do not include direct interaction with students. Such duties can include, but are not limited to, grading, setting up labs, preparing instructional materials, and running equipment in classrooms.

3.  TAs who are not native speakers of English as indicated in the applicant profile and do not hold a bachelor’s degree from a regionally accredited institution in the United States are required to participate in additional TA-specific training from the Center for Teaching & Learning prior to the TA appointment. [Note: See the Center for Teaching and Learning’s Teaching@UW: Strategies for TAs for details; this training is recommended for all TAs.]

5.2.2     Exceptions

An academic unit teaching modern spoken languages may apply to the Graduate School to waive requirement #2 under Policy 5.2.1 for specific graduate students enrolled in a doctoral program when the following three conditions are met:

  • The teaching assistant’s teaching duties are conducted exclusively in a non-English target language of the academic unit
  • The teaching assistant is a native speaker of the language of the assigned courses
  • Requirements #1 and #3 under Policy 5.2.1 are met.

[NOTE: Waivers are requested as a MyGrad petition under the “Other” option.]

Policy 5.2 revised: December 2021

Policy 5.2.1, section 3 revised: February 2023

Policy 5.2 and 5.2.1 revised: August 2023

Policy 5.2.1 revised February 2024, February 2025

Policy 5.1: Departmental Responsibilities Regarding Instruction by TAs

Ensuring the quality of instruction offered by UW Teaching Assistants is not solely the responsibility of individual TAs, but also involves responsibilities and activities at the levels of the department, the school or college, the Graduate School, and the university.

This policy describes and delineates the minimum responsibilities that the Graduate School expects of departments for supporting and assessing instruction by TAs during the first two quarters of teaching, and makes explicit the methods by which TAs and the TA’s students can provide input to these processes.

5.1.1     Departmental Procedures

  • Training and supervision: In keeping with Executive Order 28, all TAs are to receive appropriate training and close faculty supervision while performing TA duties.
  • For TAs assigned to labs, studios, study centers, quiz sections, and those who teach their own courses, supervision is to include at least one observation by supervising faculty as early as possible during each of the TA’s first two quarters of teaching at UW. The purpose of this observation is to confirm that TAs are teaching content competently, to provide guidance regarding content, presentation, and student involvement, and to assess TAs’ needs for further training or assistance. Criteria for teaching competence and procedures for observations are to be determined by each department.
  • If the observer concludes that the TA is not meeting departmental criteria for teaching competence, then supervising faculty will work with the TA to determine a specific, written plan for addressing the TA’s teaching difficulties. To the extent that funding permits, possible options include:
    • Increase training, observation, and/or supervision by a faculty member or experienced TA mentor.
    • Refer the TA to the Center for Teaching and Learning for instructional consultations.
    • Employ a more experienced teacher to team teach with the TA.
    • In exceptional cases where other responses cannot adequately address the issues that have been identified, re-assign the TA to another role. Acquire a more experienced teacher to fill the role from which the TA was removed, and provide additional training to prepare the TA for re-assignment during subsequent quarters.

Supervising faculty should follow up on the specific plan during that quarter, and at the end of the quarter, should confirm the extent to which the plan was followed and what results were achieved.

5.1.2     Informing TAs of Departmental Procedures

  • Criteria for teaching competence and procedures for observations are to be determined by each department and are to be communicated to the TA prior to the observation, at the beginning of the quarter. Departments are also to specify procedures by which TAs can give input to the observation process, and if they choose, appeal the outcomes of any decisions based on observations.
  • Reports to TAs in the TA’s first two quarters of teaching: By the end of the fourth week of the following quarter, departments will provide the TA with a report summarizing the TA’s performance of TA duties. Departments are to use departmental forms for these reports.

5.1.3     Informing Students How to Communicate Concerns about TAs

  • In all classes in which TAs are assigned teaching duties, departments are to make explicit to students a policy regarding student responsibilities and specific procedures to follow if they are having trouble working with or understanding the TAs.
  • Teaching duties are defined as interactions with students over instructional issues. Examples of teaching duties include holding office hours, reviewing tests or paper scores/evaluations with students, answering questions in special centers such as those focused on assistance with writing, math, chemistry, etc., tutoring, conducting labs, leading discussions, assisting students to solve problem sets, commenting on studio work, or lecturing.
  • Departments should also specify the methods by which the policy will be communicated to students (for example, announced by the professor, included on the syllabus, posted in the department and on the web, etc.). The following example illustrates one way a department might choose to communicate with students, bearing in mind the importance of encouraging students to approach the TA first:
    • If you have any concerns about the class or your TA, please see the TA about these concerns as soon as possible. If you are not comfortable talking with the TA or not satisfied with the response that you receive, you may contact (immediate supervisor) in (room number) (building), or at (phone or e-mail).
    • If you are still not satisfied with the response that you receive, you may contact (department chair) in (room number) (building) or at (phone or e-mail.) .
    • For your reference, these procedures are posted on the (name of department) Bulletin Board, next to the Departmental Office in (room number) (building).
  • It is up to departments to determine to what extent departmental communication to students addresses only instruction by TAs, instruction by both TAs and faculty, or broader issues in addition to instruction.

Policy 5.1 revised: January 2000; November 2010; December 2022

Policy 4.4: Interdisciplinary Committees and Degree-Offering Groups

Certain fields of knowledge or inquiry may be of interest to members of the graduate faculty associated with two or more academic units across different schools, colleges, or campuses. To facilitate collaboration, the Dean of the Graduate School may establish two types of faculty organizations under the Graduate School’s administrative structure: non-degree-offering interdisciplinary committees or degree-offering interdisciplinary groups.

Deans of colleges or schools other than the Graduate School may support interdisciplinary activities within those units according to local policies and established faculty governance. Policy 4.4 applies exclusively to interdisciplinary committee and degree-offering groups within the Graduate School.

The Dean of the Graduate School appoints Graduate School interdisciplinary committees and Graduate School interdisciplinary groups at the request of a group of graduate faculty. Interdisciplinary committees and groups may be established when the interests of participating faculty cannot easily be represented by a single chair, dean, or chancellor, and when a single college, school, or campus cannot provide the administrative structure required to support related educational activities. Interdisciplinary committee and group membership is limited to members of the graduate faculty. These faculty serve as committee or group members, nominate a chair who is appointed by the Dean of the Graduate School, and identify additional members. Faculty members active in these committees and groups retain primary association and faculty appointment in the home academic unit.

Graduate School interdisciplinary committees do not offer graduate degrees or certificates, while Graduate School interdisciplinary groups serve as qualified academic units that have been authorized to offer a graduate degree and/or graduate certificate. The Graduate School serves as the college-level administrative location for any resulting academic programs.

4.4.1     Interdisciplinary Committees

Graduate faculty members from more than one school, college, or campus who wish to establish an interdisciplinary committee concerned substantially with research or graduate education may ask to be designated as a Graduate School interdisciplinary committee.

  • Among the purposes of such committees may be to formalize coordination across institutional boundaries of research projects, proposal submissions, graduate student recruitment, consulting, seminars, or graduate curricula.
  • An interdisciplinary committee does not offer its own graduate degree, certificate, coursework, or independent curriculum; graduate students associated with such a committee must be enrolled in and meet all requirements of an authorized degree program.
  • Interdisciplinary committees may initiate development of a new graduate degree or graduate certificate program.

4.4.1.1     Establishing an Interdisciplinary Committee

A request to establish an interdisciplinary committee is made by letter from participating graduate faculty to the Dean of the Graduate School.

  • The letter should describe the purpose of the committee and list the proposed members along with faculty ranks and units of primary appointment. General faculty engagement in interdisciplinary committee activities is open to any appropriate faculty, and the interdisciplinary committee may include non-voting participants. In order to maintain appropriate university faculty oversight, the voting members of the governing interdisciplinary committee may include a maximum of 40% faculty with affiliate appointments.
  • The letter should also identify the committee chair or co-chairs who will serve for the duration of the committee’s activities or until the committee formally elects another chair.
  • The committee chair leads the committee and reports to the Dean of the Graduate School regarding committee activities.

Committees are initially appointed for up to three years, coinciding with the academic calendar.

The Graduate School normally does not offer financial support for committee activities.

4.4.1.2     Committee Administration

  • At the end of the appointment period, the committee chair must inform the Graduate School as to whether reappointment of the committee is desired.
  • Changes to either committee membership or the committee chair are by the following process: (1) nomination by a committee member or chair; (2) quorum majority vote endorsing the new chair or committee member (in person, electronic, or paper); (3) submission of vote results from the committee chair to the Dean of the Graduate School via the Office of Academic Affairs and Planning; and (4) confirmation from the Graduate School.
  • Members are removed from the committee when: (1) the faculty member resigns from the committee; (2) the faculty member’s graduate faculty appointment ends; (3) the defined appointment term on the committee ends; or (4) the committee members vote to remove the member according to the voting process described above.

4.4.2     Interdisciplinary Groups

If faculty wish to create an interdisciplinary graduate degree or certificate program under the Graduate School Dean’s Office, the first step is formation of an interdisciplinary committee. Following approval of the interdisciplinary committee, its faculty may propose a graduate degree or certificate program following the same process as a new degree or certificate proposal from any department, school, college, or campus.

If the Board of Regents grants authority to offer the new degree, the interdisciplinary committee is designated as a qualified degree-offering interdisciplinary “group” and is administered through the Graduate School. The chair of the interdisciplinary committee becomes chair of the newly formed interdisciplinary group on an interim basis. The chair’s appointment must be re-confirmed by vote of the faculty group according to the procedures below and be submitted to the Dean of the Graduate School for formal appointment.

4.4.2.1     Authority of the Interdisciplinary Group

A Graduate School interdisciplinary group functions as the degree-offering academic unit authorized to offer a graduate curriculum and to supervise graduate students associated with its graduate degree program.

  • The interdisciplinary group recommends admission to and graduation from its degree program.
  • It may administer an operating budget and space when these are available from cooperating schools and colleges; normally the Graduate School does not allocate such funds or facilities.
  • A group may administer research grants and contracts associated with the graduate program.
  • A group does not maintain primary appointments of its faculty; these are held in departments, schools, colleges, or campuses.

4.4.2.2     Interdisciplinary Group Membership

  • Members of an interdisciplinary group must be members of the University graduate faculty (see Policy 4.1). General faculty engagement in an interdisciplinary program, including teaching, mentoring, and other activities, is open to any appropriate faculty as defined in the program’s governance documents. Non-voting participants may join interdisciplinary group meetings and activities, as defined in the group’s governance document. In order to maintain appropriate university faculty oversight, the voting members of the governing interdisciplinary group may include a maximum of 40% faculty with affiliate appointments.
  • Changes to group membership, group chair, or academic program director are by the following process: (1) nomination by a group member or group chair; (2) quorum majority vote by the faculty group regarding endorsement of the new member, chair, or director (in person, electronic, or paper); (3) submission of vote results from the group chair to the Dean of the Graduate School via the Office of Academic Affairs and Planning; and (4) confirmation by the Graduate School of new group members or formal appointment by the Dean of the Graduate School for a new chair or director.
  • Members are removed from the group when: (1) the faculty member resigns from the group; (2) the faculty member’s graduate faculty appointment ends; (3) the defined appointment term on the group ends; or (4) the group votes to remove the member according to the voting process described above.

4.4.2.3     Interdisciplinary Group Chair

The interdisciplinary group chair reports to the Dean of the Graduate School in the same manner that the chair of a department reports to the dean of a departmentalized school or college with regard to the academic program offered by the interdisciplinary group (Executive Order I.4). The chair is selected by the interdisciplinary faculty group as described under 4.4.2.2.

  • The chair has the additional responsibility of furnishing information regarding program details and coordinating support for the program with other chairs, directors, and deans who are directly concerned with the operation of the program.
  • The interdisciplinary group chair is responsible for monitoring the program’s budget and resources in coordination with program staff and the Graduate School.
  • The interdisciplinary group chair normally serves as the academic program director and Graduate Program Coordinator (GPC). In some cases, the role of the interdisciplinary group chair may be separate from the role of the academic program director. When these roles are distinct, either the chair or the program director may serve as the GPC. The academic program director must be a member of the graduate faculty and a member of the interdisciplinary group.

4.4.2.4     Group Administration

An interdisciplinary group may be continued indefinitely in the Graduate School, subject to periodic review by the Graduate School in the same manner as all graduate degree programs and at least once every ten years, or the degree program may be moved to another degree-offering unit following the appropriate university-level process. If the degree program is moved to another academic unit, the graduate faculty of that unit will have oversight of the degree program and the Graduate School interdisciplinary group will be dissolved.

Policy 4.4 revised: December, 1985; Updated: June 2010, October 2014; Revised: September 2017; Revised: October 2024.

Policy 4.3: The Graduate Program Coordinator and the Graduate Program Advisor

Each academic unit offering a graduate program must designate at least one Graduate Program Coordinator (GPC) and one Graduate Program Advisor (GPA). GPCs and GPAs are knowledgeable of UW Graduate School policies and internal unit and program-related policies and procedures. In general, GPC and GPA responsibilities include but are not limited to communicating and facilitating Graduate School policies for prospective and current graduate students, faculty, and staff, and serving as an intermediary between the student, graduate program, and the Graduate School.

4.3.1     The Graduate Program Coordinator (GPC)

The Graduate Program Coordinator (GPC) is appointed from the Graduate Faculty and must hold the rank of Professor, Associate Professor, Teaching Professor, or Associate Teaching Professor. Eligibility includes faculty in Research appointments and faculty in Without Tenure (WOT) appointments. The GPC serves as an official representative of an academic unit which offers a graduate degree program or graduate certificate program. One or more alternate GPCs may serve as deputy. An academic unit may define additional qualifications for the GPC beyond the Graduate School minimum requirements.

Individual units are responsible for assigning specific roles and responsibilities to the GPC. At minimum, the GPC role must encompass the oversight responsibility described under “Graduate Program Coordinator and Graduate Program Advisor Roles and Responsibilities” below.

The Chair/Director of each unit submits to the Graduate School the name(s) of graduate faculty member(s) recommended to serve as GPC and alternate GPC(s). Appointment to these positions is made by the Dean of the Graduate School.

4.3.2     The Graduate Program Advisor (GPA)

The Graduate Program Advisor (GPA) role is normally appointed to staff. The GPC may also serve as the GPA at the discretion of the academic unit. The GPA serves as an official liaison between the academic unit and the Graduate School. A unit may have one or more Graduate Program Advisors.

Individual units are responsible for assigning specific roles and responsibilities to the GPA. The GPA must participate in training provided by Graduate Enrollment Management Services regarding relevant Graduate School policies and procedures in order to support graduate education in the academic unit. Recommended practices for the GPA are available on the Graduate School website.

The Chairperson/Director or GPC of each academic unit appoints the GPA(s) and submits the GPA name(s) to the Graduate School.

4.3.3     Graduate Program Coordinator and Graduate Program Advisor Roles and Responsibilities

At minimum, GPC responsibilities include acting on behalf of the Graduate Faculty to assure appropriate oversight and implementation of the items below. The GPA works in coordination with the GPC who may delegate specific duties to the GPA, other graduate faculty, or other members of the academic unit.

  • To advise, counsel and assist graduate students, or to arrange and verify that this service is rendered by another member of the Graduate Faculty or program staff, as appropriate. To ensure that special attention is given to newly admitted students and others with particular needs.
  • In accordance with Policy 3.1, to act for the unit in admitting students into Graduate School, i.e.,:
    • to receive documentation for graduate student admission applications;
    • to review applications with the faculty in the unit; and
    • to submit to the Dean of the Graduate School the recommendations of the unit respecting admissions of new students.
  • As soon as practicable to transmit to the Dean of the Graduate School the names of those to serve as Chairperson and Members of the Supervisory Committee for the student. (See Policy 4.2)
  • To acquire and maintain familiarity with policies and procedures of the Graduate School.
  • To serve as the liaison between the academic unit and the Graduate School in other appropriate ways.

Policy 4.3 revised: November 2020

Policy 4.3.2 revised April 2024

Policy 4.2: Supervisory Committee for Graduate Students

The Graduate School, per EO VII, has jurisdiction over the membership of committees charged with supervising advanced course programs and dissertations of students in the various fields of graduate study.

The supervisory committee serves important evaluative and mentoring functions for the student throughout the student’s graduate career. Programs may specify additional requirements of the supervisory committee as described in their program handbook.

Each committee must have a Committee Chair (or Co-Chairs) who is able and willing to assume principal responsibility for advising the student and should have adequate time available for this work and be accessible to the student.

[Note: Questions about the timeline and process for appointing a supervisory committee for master’s or doctoral students should be directed to the Graduate School’s Graduate Enrollment Management Services (GEMS) office. All other questions about supervisory committee appointment or function, as well as concerns about the proceedings of an exam, should be directed to the Graduate School’s Office of Academic Affairs.]

4.2.1     The Master’s Supervisory Committee

Appointment of a supervisory committee for students pursuing the master’s degree is made by the Graduate Program Coordinator (GPC), acting on behalf of the Graduate Faculty of the degree‑offering unit. The GPC approves and appoints the committee in consultation with the student and appropriate Graduate Faculty members.

4.2.1.1 Committee Composition

A master’s supervisory committee must:

  • include at least two members.
  • have at least one‑half of its members drawn from the Graduate Faculty.
  • have a Committee Chair who is a member of the Graduate Faculty.
    • A program can petition to the Office of Academic Affairs to have a non-Graduate Faculty member serve as Committee Chair if: 1) the student’s area of specialization is uniquely supported by the proposed Committee Chair, and 2) one-half of the total committee members are Graduate Faculty.

4.2.2    The Doctoral Supervisory Committee other than Practice Doctorates

The appointment of a doctoral supervisory committee indicates that the Graduate Faculty in the student’s field find the student has developed the skills and knowledge necessary to prepare for their general examination and doctoral research.  It is approved according to the rules and published norms of the program by the Graduate Program Coordinator (GPC) after consultation with appropriate Graduate Faculty members in the student’s field and with the student.

4.2.2.1 Doctoral Committee Responsibilities

Doctoral supervisory committee member responsibilities include the approval of a course of study which will fulfill the general course requirements of the student’s major and supporting fields, conducting the student’s General Examination and, when appropriate, recommending advancement to candidacy.

The doctoral supervisory committee approves the candidate’s dissertation proposal and provides intellectual mentorship supporting the development of the dissertation. The Graduate School does not stipulate the content of the dissertation; guidance on the dissertation is the responsibility of the supervisory committee.

[For doctoral committee responsibilities for the General Exam and Final Exam, see Policy 1.1.4. See also: Guidance (Academic Requirements) – Final Examination: Dissertation Defense, Guidance (Academic Requirements) – Instructions for Virtual Doctoral Examinations, and Guidance (Academic Requirements) – If a Committee Member is Missing]

4.2.2.2      Committee Composition

The doctoral supervisory committee must:

  • include a minimum of four members.
  • include at least three Graduate Faculty members with Doctoral Endorsement, including the Committee Chair and the Graduate School Representative (GSR).
  • have a majority of members who are Graduate Faculty.
  • include members—except the GSR—who are identified by the student’s appointing department or program as productive scholars in the student’s major field and/or subfields

4.2.2.3     The Committee Chair

  • A program can petition to the Office of Academic Affairs to have Graduate Faculty member without Doctoral Endorsement serve as chair if: 1) the student’s area of specialization is uniquely supported by the proposed chair, and 2) one-half of the total committee members have a Doctoral Endorsement.
  • Emeritus and affiliate faculty may serve as Chair(s) if the above conditions are met.
  • If a committee has Co-Chairs, both serve with equal importance on a student’s supervisory committee and equally share the responsibility for the student’s progress. In the case of Co-Chairs, one Co-Chair must have a Graduate Faculty appointment with a Doctoral Endorsement. The other Co-Chair may be appointed without Graduate Faculty status if the individual has a qualified UW faculty appointment. Qualified faculty appointments in this context are those titles eligible for continuous or five-year Graduate Faculty roles (see this document for the list of eligible titles). A Co-Chair without qualified UW faculty appointment may be appointed only by petition through the Office of Academic Affairs to the Dean of the Graduate School or the Dean’s designee.

4.2.2.4     The Graduate School Representative (GSR)

See also: Guidance (Academic Requirements) – Graduate School Representative (GSR) Eligibility

The GSR represents the broad interests of the Graduate School with respect to high standards of scholarly performance. The GSR is a voting member of the dissertation supervisory committee, and as such provides an important service function to the Graduate School and the University.

4.2.2.4.1     GSR Eligibility

The GSR:

  • must be a member of the Graduate Faculty with a Doctoral Endorsement.
  • may have a scholarly area that differs from that of the student’s dissertation project.
  • must not have any actual or perceived conflicts of interest with the student or graduate program. The GSR is responsible for ensuring that no such conflict exists. Budgetary relationships, personal relationships, research and/or publication relationships between the GSR and either the student or the Committee Chair are examples of possible conflicts of interest. Faculty members with a primary, joint, or affiliate appointment in the student’s degree-offering unit or the Committee Chair’s department are not eligible to serve as the GSR.

4.2.2.4.2   GSR Responsibilities

The GSR must meet the following Graduate School requirements:

  • attest to the validity of examinations and indicate approval of the process by which examinations are conducted;
  • ensure that the student is treated in an unbiased manner; and
  • represent the Graduate School in ensuring university-wide standards of scholarly performance.

In addition, any graduate program may choose to further define the role of the GSR to include one or both of the following:

  • ensure that the student’s mastery of the subject matter is broad and comprehensive.
  • serve as a neutral resource to support clarity and fairness as the student navigates the exam and dissertation process.

Any additional expectations for the GSR beyond the Graduate School requirements must be clearly articulated and communicated in writing by the Graduate Program Coordinator (GPC) or designee to all parties (student, chair, committee members, GSR) upon appointment of the GSR. The minimum role of the GSR must be defined consistently across all committees in the graduate program.

The GSR’s signature on the committee signature form affirming the decision of the committee communicates to the Dean of the Graduate School that the Graduate School and program-level responsibilities have been met.

4.2.2.5   The Reading Committee

After the General Examination, the GPC or their delegate informs the Dean of The Graduate School of at least three members of the supervisory committee who will serve on the reading committee. At least one of the members of the reading committee must hold a Doctoral Endorsement.

It is the responsibility of the reading committee to:

  • ensure that the dissertation is a significant contribution to knowledge and is an acceptable piece of scholarly writing.
  • determine the appropriateness of a candidate’s dissertation as a basis for issuing the Committee Signature Form for a Final Examination.

4.2.3  The Practice Doctorate Supervisory Committee

The appointment of a practice doctoral supervisory committee indicates that the Graduate Faculty in the student’s field finds the student has developed the skills and knowledge necessary to complete the requirements of the doctoral program. The GPC initiates the appointment of the committee after consultation with appropriate Graduate Faculty members in the student’s field and with the student.

4.2.3.1 Committee Responsibilities

Responsibilities of the practice doctoral supervisory committee include: approval of the student’s program of study; criteria for progression, which may include a general examination, certification, or other requirements set by the graduate program; approval and oversight of the student’s project proposal; and approval of the completed project.

4.2.3.2 Committee Composition

The practice doctoral committee must:

  • include a minimum of three members.
  • be chaired by a Graduate Faculty member with a Doctoral Endorsement (unless petitioned under the conditions described in 4.2.4.3).
  • include at least one‑half Graduate Faculty members with primary, joint, emeritus, or adjunct appointments in the degree program’s academic unit and holding one of the following titles at any rank: Professor, Professor (WOT), Teaching Professor, Research Professor, Professor of Clinical Practice or Clinical Professor (Salaried).
    • A program can petition to the Office of Academic Affairs to have more than half of their committee be non-Graduate Faculty if 1) the student’s area of specialization is uniquely supported by the expertise of the non-graduate faculty, and 2) the committee is chaired by a Graduate Faculty member with Doctoral Endorsement.
  • have any non-Graduate Faculty members identified by the program as productive scholars or practitioners in the student’s major field and/or subfields.

4.2.3.3 Committee Chair

  • Emeritus faculty may serve as a Chair if they can meet the time and access expectations of the role.
  • A program can petition to the Office of Academic Affairs to have a Graduate Faculty member without Doctoral Endorsement serve as chair if: 1) the student’s area of specialization is uniquely supported by the proposed chair, and 2) at least one committee member is endorsed to chair.
  • Co-chairs may be appointed when both serve with equal importance on a student’s supervisory committee and equally share the responsibility for the student’s progress. One Co-Chair must have a Graduate Faculty appointment with Doctoral Endorsement. The other Co-Chair may be appointed without Graduate Faculty status if the individual has a qualified UW faculty appointment. Qualified faculty appointments in this case are those appointments eligible for continuous or five-year graduate faculty roles. A Co-Chair without qualified UW faculty appointment may be appointed only by petition through the Office of Academic Affairs to the Dean of the Graduate School or the Dean’s designee.

4.2.4 Program Responsibilities in Committee Formation and Maintenance

While students hold primary responsibility for forming and maintaining their supervisory committee, programs are accountable for meeting their own obligations as outlined in the sections below—including providing clear written expectations, proactive advising, and timely documentation—so that students are adequately supported in fulfilling this responsibility.

Programs should strive to admit only the number of students who can be well supported by available faculty who are qualified to serve as supervisory committee chairs and members. Programs are not required to guarantee that a student will be able to work with a specific faculty committee chair or supervisory committee member.

[Note: This policy does not address student funding. Funding offers that are contingent on a student working with specific faculty should clearly state the conditions on which the offer depends.]

4.2.4.1 Interim Faculty Point of Contact

Students must have a faculty point of contact at all times. Once a committee is established, the Committee Chair is the faculty point of contact.

If a student does not yet have a Committee Chair, or if they lose their Committee Chair, they must be assigned an Interim Faculty Point of Contact.  While it is the student’s responsibility to find a Committee Chair, the Interim Faculty Point of Contact plays an essential support role during these periods.

The Graduate Program Coordinator (GPC) must either serve in this role or delegate this responsibility to another faculty member (for example, another member of the committee) who agrees to serve. 

The Interim Faculty Point of Contact:

  • is responsible for assisting the student in registering for research, thesis, or dissertation credits.
  • is responsible for providing good‑faith academic guidance, as needed, to help the student determine whether and how a viable graduate committee can be formed (or re-formed), based on the student’s scholarly objectives, available faculty expertise, and applicable Graduate School and program policies; the Faculty Point of Contact is not responsible for securing a Committee Chair or resolving the absence of one.
  • is not a replacement for a Committee Chair and therefore cannot be required to provide the student with content-specific expertise, review of their scholarly work, or funding.
  • does not fulfill the expectation that students have a complete supervisory committee.

4.2.4.2   Program Responsibilities related to committee formation and maintenance.

As the representatives of their degree programs per Policy 4.3, GPCs, assisted as appropriate by GPAs and/or additional delegates, must:

  • ensure students and committee members receive clear communication about relevant Graduate School policies, including this policy (Policy 4.2: Supervisory Committees) and Policy 4.1 (Membership in Graduate Faculty).
  • provide guidance, including clear written information, about committee formation timelines and any committee composition requirements beyond those in this policy. This includes any expectations related to department membership or the disciplinary expertise of chairs and/or members.
  • ensure committee members, especially those outside of the program (e.g., GSRs) are aware of program-specific committee member responsibilities and expectations.
  • ensure students receive timely communication (e.g., required annual review, quarterly letters as needed) of expectations and available options for progress towards the degree.
  • monitor student progress toward committee formation or re-formation by conducting periodic check- When progress falls behind expected timelines, the program should provide written guidance to the student and identify next steps in a Notification or Academic Alert (per GSP 3.7.3).
  • document when students report difficulties such as patterns of miscommunication, unavailability of faculty with the appropriate scholarly expertise, or personality conflicts that may impede formation or maintenance of a viable committee.
  • consult with their department chair, appropriate school, college, or campus administrator and/or the Graduate School’s Associate Dean of Student Success. The Civil Rights Compliance Office should be consulted in circumstances where harassment, bullying or other types of unprofessional behavior are claimed as issues preventing the formation or maintenance of supervisory committee or appointment of the chair.

4.2.4.3  Unsatisfactory Progress in Supervisory Committee formation.

Failure to establish or maintain a supervisory committee by the program’s required deadline must be documented with clear expectations for committee composition and due dates and an opportunity for the student to resolve the issue through the processes described in Policy 3.7.3: Unsatisfactory Performance and Progress Documentation. This includes at least two quarters of documentation and communication with the student, consisting of an Academic Alert followed by a Final Academic Alert, before the Graduate School will consider an Academic Drop. Expedited procedures under GSP 3.7.5 cannot be applied when the only documented issue is the lack of a complete supervisory committee, except in the following circumstance:

  • Programs with lab rotations or similar models in which students are expected to find a chair or committee by an established date can issue either an Academic Notification or Academic Alert at least two quarters prior to the due date before issuing a Final Academic Alert in the quarter prior to the due date if they plan to Academically Drop students who have not identified a chair/committee. This process must be documented in student-facing materials such as the student handbook.

4.2.5 Responsibility of the supervisory committee chair in research involving human or animal subjects

For any thesis or dissertation project that may include human or animal subjects, the GPC or GPA must advise the student of the need to comply with the University of Washington Human Subjects Division and Institutional Animal Care and Use Committee’s requirements, as appropriate.  The program should maintain documentation that the committee chair and students have been so advised.

     

    Policy 4.2 revised: October 2021, March 2022; May 2022; December 2022, October 2023, January 2025, May 2026 

    Policy 4.2.3.1 revised February 2025

    Policy 4.2.1 and 4.2.3 revised March 2023

    Policy 4.2.3.6 and 4.2.4 revised March 2023

    Policy 4.2.3.7 and 4.2.3.9 were deleted March 2023, with content moved to Policy 1.1

    Policy 4.2.4 added May 2026

    Policy 4.1: Membership in the Graduate Faculty and Doctoral Endorsement

    The Graduate Faculty consists of those members of the University faculty who have been designated by the Dean of the Graduate School as actively participating in graduate education. Powers and Duties of the Graduate Faculty are given in Chapter 23; section 23-42 and 23-44 of the Faculty Code.

    For purposes of Policy 4.1, “academic unit” refers to department, division, program, school, college, or interdisciplinary group offering a graduate degree or a graduate certificate.

    A “graduate program” is one that offers a graduate degree or a graduate certificate.

    4.1.1     Graduate Faculty Appointment

    Graduate Faculty are granted either continuous appointments or 5-year renewable appointments, as described below under “Eligibility for Graduate Faculty Status.” New Graduate Faculty members are nominated to general membership by a quorum majority vote of Graduate Faculty from the academic unit where the faculty hold the primary faculty appointment. The nominated faculty are subsequently appointed by the Dean of the Graduate School (Faculty Code Section 23-42). In cases where the faculty member’s primary academic unit does not offer a graduate degree or graduate certificate, the faculty member may be nominated to the Graduate Faculty by a graduate degree-offering or graduate certificate-offering unit where that faculty member holds an adjunct appointment.

    The academic unit is responsible for assessing whether a faculty member meets the following required qualifications for a Graduate Faculty appointment based on the faculty member’s academic background and the nature of scholarship and research in that unit.

    • Active involvement in (or, for an initial appointment, qualification for) graduate student teaching, mentoring, and/or research and scholarship supervision.
    • Research-based scholarship as demonstrated by peer-reviewed publications, equivalent creative work, or equivalent teaching-, clinical-, or practice-based scholarship, as defined by the academic unit.

    4.1.2     Doctoral Endorsement

    Graduate Faculty members who substantively engage in doctoral education must also have a specific “doctoral endorsement.” A doctoral endorsement is required to chair a doctoral supervisory committee or to serve as a Graduate School Representative (GSR) to doctoral supervisory committees.

    The academic unit is responsible for assessing whether a faculty member meets the following required qualifications for doctoral endorsement based on the faculty member’s academic background and the nature of scholarship and research in that unit.

    • Recent evidence of the ability to (or, for an initial appointment, qualification to) chair a doctoral supervisory committee, including supervising doctoral research and scholarship and overseeing the doctoral dissertation or final project/capstone.
    • The ability to serve as the Graduate School Representative (GSR) for doctoral supervisory committees.

    4.1.3     Eligibility for Graduate Faculty status

    Graduate Faculty status can either be continuous or for a 5-year renewable term. The requirement for each category of Graduate Faculty status follows. The accompanying document contains a complete list of faculty appointments by eligibility.

    4.1.3.1     Continuous status

    • Faculty must hold a title of assistant professor, associate professor, or professor (tenure-track, tenured, or WOT).

    4.1.3.2     5-year renewable term

    • Faculty with the title of assistant professor, associate professor, or professor who are appointed with emeritus, retired, affiliate, research, or clinical status may be nominated for a 5-year, renewable term and may be endorsed to chair doctoral supervisory committees if deemed appropriate by the academic unit.
    • Faculty with the following titles and ranks (including those with emeritus, retired, affiliate, research, or clinical status) may be nominated for a 5-year, renewable term and may be endorsed to chair doctoral supervisory committees if deemed appropriate by the academic unit:
      • Professor of Practice
      • Artist in Residence
      • Senior Artist in Residence
      • Lecturer
      • Assistant Teaching Professor
      • Associate Teaching Professor
      • Teaching Professor
    • Instructors and those in temporary, acting, or visiting appointments are not eligible for Graduate Faculty status.
    • Graduate Faculty status is automatically continued for the first five years of an otherwise eligible emeritus or retired faculty appointment. After that, retired and emeritus faculty are treated as all other renewable 5-year appointments.

    4.1.4     Procedures for Graduate Faculty Membership

    It is the responsibility of each graduate program-offering academic unit across all three university of Washington campuses to create a written policy for Graduate Faculty membership and for the doctoral endorsement. This policy and the specific criteria must be articulated to the faculty in the unit.

    Faculty are nominated by vote to either general membership or to membership with doctoral endorsement. An individual first appointed as a general member can subsequently receive doctoral endorsement.

    4.1.4.1     Voting Requirements:

    • All members of the Graduate Faculty with a primary appointment in the academic unit vote on proposed nominations to the Graduate Faculty.
    • For the doctoral endorsement, voting is restricted to Graduate Faculty members within the academic unit who hold that endorsement.
    • Faculty with joint appointments may vote in multiple units.
    • Renewal of a Graduate Faculty 5-year term requires a vote of the academic unit’s Graduate Faculty.

    4.1.4.2     Nomination Requirements

    Eligible faculty members from all three campuses of the university may be nominated for graduate faculty membership, including membership with doctoral endorsement. Nominations for Graduate Faculty status across all three University of Washington campuses should be made by a faculty member’s primary graduate degree-offering or graduate certificate-offering academic unit.

    • If a faculty member holds a joint appointment either academic unit can make the nomination.
    • If a faculty member holds an adjunct appointment, only the primary academic unit can nominate, unless the primary academic unit does not offer a graduate program.
    • If the faculty member’s primary appointment is in a unit that does not offer a graduate program, the Graduate School will accept a nomination to appoint the faculty member to the Graduate Faculty from (1) a unit where the faculty member holds an adjunct appointment or (2) the faculty of a Graduate School Interdisciplinary Group where the nominated faculty is active in the interdisciplinary field.

    4.1.4.3     Process Requirements

    • Authorized administrative personnel in each academic unit will have access to process new Graduate Faculty nominations and renewals through the online MyGradProgram.
    • E-mail notification to the newly nominated or renewed faculty member and the chair/director of the faculty’s academic unit is automatically sent from MyGradProgram.
    • It is suggested that members of the faculty who are not members of the Graduate Faculty be considered annually for possible nomination.
    • Rarely, an otherwise qualified faculty member will temporarily be in a title that is ineligible for graduate faculty status. In those cases, with the voting approval of the academic unit’s graduate faculty, the program may petition the Graduate School Office of Academic Affairs to establish a 5-year term.

    4.1.5     Expectations of Graduate Faculty Members

    The academic unit is responsible for assuring members of the Graduate Faculty show ongoing evidence of the following, based on the faculty member’s academic background and the nature of scholarship and research in that unit:

    • Active involvement in graduate student teaching, mentoring, and/or research and scholarship supervision.
    • Continued research-based scholarship as demonstrated by peer-reviewed publications, equivalent creative work, or equivalent teaching-, clinical-, or practice-based scholarship, as defined by the academic unit.

    Also see Faculty Code Chapter 23, Sections 23-42, 23-44. Executive Orders IV and VII.

    4.1.6     Terminating Graduate Faculty Status

    A vote of the Graduate Faculty of a faculty member’s appointing academic unit is required to terminate Graduate Faculty status. The unit informs the Graduate School of the decision and the Graduate School then updates faculty status online through MyGradProgram.

    Policy 4.1 revised: October 2021, November 2024, January 2025

    Policy 3.10: Graduate Student Classifications

    The following classifications are assigned to graduate students and postdoctoral appointees on the basis of advancement toward or completion of graduate degrees:

    • Premaster: A Premaster has been admitted to the Graduate School, but has not yet completed a master’s degree or the equivalent.
    • Post-Master: A Post-master has completed the master’s degree or equivalent, but has not yet had a doctoral Supervisory Committee appointed.
    • Precandidate: A Precandidate has had a doctoral Supervisory Committee appointed, which signifies admission into a doctoral program, but has not yet completed the Graduate School General Examinations.
    • Candidacy: A student in candidacy status has completed the General Examination, but has not yet completed the dissertation and final examination.
    • Postdoctoral: A Postdoctoral appointee has completed a doctoral degree and is engaged in research or scholarly work in residence at the University, but is neither an enrolled student nor a member of the faculty.

    When a student is first admitted to the Graduate School, the student is placed in the appropriate classification which recognizes the highest academic degree which the admitted student holds in the field of the proposed graduate work at the University of Washington. When a graduate student officially completes the master’s degree, or has a doctoral Supervisory Committee appointed, or completes the General Examination, the classification is changed accordingly.

    Every quarter each graduate program advisor reviews the graduate student list and informs the Graduate School of any changes needed.

    Policy 3.10 revised: November 1977; July 2015

    Policy 3.9: Posthumous Degrees

    The University of Washington Graduate School follows the guidelines outlined by the University for awarding posthumous degrees, which can be found on the Procedure for Awarding Posthumous Degrees at the University of Washington (Seattle) page.

    The University of Washington Graduate School recognizes the sense of loss that the student’s family and the university community feel when a student dies. One means of expressing gratitude for an advanced student’s life and work and/or sympathy for the surviving family and friends is to support the nomination of that student for a posthumous degree. The following policy is designed to allow such an award.

    Please note: the nomination must be accompanied by a request from the deceased student’s family and does not necessarily mean that the degree will be awarded.

    A graduate degree may be awarded to a student who is deceased prior to but nearing formal completion of all degree requirements of the program being pursued. 

    3.9.1     Requirements for Consideration of a Posthumous Degree

    • Request is made by a family member(s);
    • Faculty from the student’s supervisory committee, or equivalent, support the awarding of the posthumous degree;
    • Student was within two quarters of graduating;
    • The student was in good academic standing at the time of death. Good standing is defined as not being academically deficient (in an academic alert status (see policy 3.7));
    • For graduate students in thesis/dissertation programs, significant coursework should have been completed, and the student must have been admitted to candidacy and made tangible progress toward completion of approved research. For example, the student should have produced a dissertation in at least draft form or some other product that was acceptable to the student’s supervisory committee as indicating the expected mastery of material and independent capability in research.
    • The department chair and the dean of the student’s college/school recommend to the dean of the Graduate School the awarding of the degree.
    • If the recommendation is denied, the dean of the student’s college/school will notify the family and include a letter of explanation.
    • The Dean of the Graduate School approves the awarding of the degree.
    • The Dean of the Graduate School may consider cases that do not meet the above criteria when extraordinary circumstances prevail.

    3.9.2     Process

    • The family makes a request to the university (typically through the student’s faculty/department) for a posthumous degree.
    • If the student record is not marked as “deceased” in the student database (SDB), the family should provide documentation of the student’s passing (The department can contact Graduate Enrollment Management Services for confirmation of whether or not the student record is marked as “deceased.”).
    • The student’s department (including the student’s supervisory committee) collects the appropriate documents and reviews the student’s work to make a determination on recommendation of a posthumous degree. The Director of Graduate Enrollment Management Services manages the process for the Graduate School and will create a secure folder for supporting documents to be placed for review by all parties.  Documents submitted by the academic unit include:
      • Completed Posthumous Degree Request form.
      • A copy of the student’s degree audit and/or a copy of the student’s transcript.
      • Letter of support from the student’s faculty/supervisory committee articulating the details of the student’s scholarship and recommending the awarding of the posthumous degree.
    • If the recommendation is supported by the department chair, it is forwarded to the college/school dean. 
    • The dean of the student’s college/school reviews the recommendation and if supported, submits the recommendation and supporting documents to the dean of the Graduate School for formal approval.
    • The Graduate School will forward the approved request and supporting documentation to the Office of the University Registrar per the instructions on the Posthumous Degree Request form for degree posting and issuing of the diploma.

    Policy 3.9 created: December 2022

    Revised: November 2024

    Policy 3.8: Academic Grievance Procedure

    The academic grievance procedure for graduate students, intended to ensure uniform and fair application of program, department, unit, or university-level academic policy, adheres to the principle of unit-level determination and University guidelines outlined in Executive Order 58 for undergraduate and professional students, except as specified below. The “units” for this policy refer to schools, colleges, or campuses.

    See also: Guidance (Academic Grievance) – Student Guidance for Academic Grievances

    3.8.1 Application

    Graduate students who believe they have been subjected to unfair treatment in the administration of academic policies must follow the grievance procedure established within their school, college, or campus.

    Note that the following areas have their own procedures and policies:

    3.8.2   School-, college-, or campus-level grievance procedures

    Each school, college or campus will develop and implement an academic grievance procedure for graduate students that adheres to the general provisions described in Executive Order 58 as well as the specifics in Sections 2A, 2B, and 2C.

    • EO58 – 2A: “An informal conciliation stage, where assistance will be provided to the student by the appropriate departmental personnel, or when requested, through the Office of the University Ombud.” This stage may include, but does not require, assistance from the Graduate School when requested by the student.  If the grievance is not resolved in the conciliation stage, and once a particular policy (or policies) has been identified as potentially unfairly applied, the grievance procedure may move to the next stage.
    • EO58 – 2B: “The appointment of a college or school Student Academic Grievance Committee, composed of both faculty and students.”
    • EO58 – 2C: “The establishment of hearing procedures, under which the Grievance Committee will proceed to arrive at advisory recommendations for submission to the dean.” Here, the “dean” refers to the dean of the academic school or college.
    • EO 58, – 2D (appeals) will be administered by Dean of the Graduate School as described in Graduate School policy section 3.8.3 below.

    Information concerning the availability of grievance procedures shall be provided to students and shall be readily available as part of program student handbooks and other student-facing resources.

    Each school or college must share its current academic grievance procedures and related policies with the Graduate School and notify it of any updates. This ensures the Graduate School can fulfill its responsibility to coordinate grievance procedures with the Provost, as outlined in EO 58.4.

    3.8.3 Appeal on grounds of procedural uniformity

    Within 15 business days of the conclusion of the school or college-level grievance procedure, a graduate student may file an appeal with the dean of The Graduate School alleging a lack of procedural uniformity in the unit’s application of their grievance procedure.  The complaint must be initiated by a written statement that indicates the exact nature of the non-uniformity including the date(s) the action(s) occurred; the deviation of the grievance procedure from the unit’s documented procedure, EO 58, or from other applications of grievance procedure within the unit; and the relief requested. The statement should also include a description of the results of the unit-level procedure, as well as any background information that the student deems pertinent to the complaint.

    A designated representative (or representatives) of the Dean of the Graduate School will review the appeal, consult with the unit and allow a written response, and recommend to the Graduate School Dean whether further action is warranted. Evaluation criteria will be whether the unit-level grievance procedure is clearly articulated and available to all students, as well as whether it was uniformly applied in the student’s case.  The Dean of the Graduate School or their designee will notify the student and academic unit leader within 15 business days during an academic quarter of submission of the formal complaint by the student of their determination and any recommended remediation.

    Policy 3.8 revised November 2000; May 2007; February 2023; March 2025; September 2025; November 2025

    Policy 3.8.3.7 revised August 2023

    Policy 3.8.1 revised January 2026

    Policy 3.7: Academic Performance and Progress

    This section articulates policies for the academic performance and progress of graduate students, including guidance on appropriate processes for cases where student academic performance does not meet program expectations.

    3.7.1     Communicating Performance and Progress Requirements

    A student admitted to a graduate program may continue graduate study and research in that program at the University of Washington as long as the student maintains satisfactory performance and progress toward completion of the student’s graduate degree or certificate. The definition of satisfactory academic and professional performance and progress may differ among graduate programs. Each graduate program is required to document and distribute performance and progress requirements to each of its graduate faculty and graduate students upon student enrollment.

    Documentation shall include the following information:

    • General expectations for graduate student performance and progress within the program that includes, but is not limited to, required coursework, research, scholarship, professional behavior relevant to the program, fieldwork, practicum requirements, and length of time allowed for completion of various phases of the program.
    • Performance and progress measures including:
      • key academic and professional milestones, as defined by the program.
      • expected timelines.
      • evaluation of progress and milestones by faculty.
    • Performance issues that would lead to Academic Notification, Academic Alert, Final Academic Alert, or Academic Drop, as outlined below.
    • Consequences of not meeting a milestone or expectations, including process and timing for managing repeated attempts at a milestone if graduate program policy permits.
    • Procedures for appealing program decisions.

    When students are enrolled in multiple graduate programs, the extent to which they are meeting expectations is independently determined for each program.

    3.7.2     Reviewing Performance and Progress

    Faculty should assess student progress using a variety of professional behavior and academic metrics to determine if a student has completed sufficient work at reasonable performance levels. It is acceptable to compare a student’s performance and progress relative to that of other students in the program or to individually negotiated schedules if consistently used. The following elements may be considered when evaluating a student’s performance and progress:

    • Performance and progress in the fulfillment of degree program requirements as outlined in the graduate program’s documentation distributed to students upon enrollment.
    • Maintenance of a minimum cumulative and quarterly 3.0 grade point average (GPA) while the student is enrolled in the UW Graduate School. A program may petition the Graduate School to consider exceptions to the 3.0 GPA minimum requirement for graduation if the student demonstrates steady and consistent progress.

    Program faculty, the Graduate Program Coordinator (GPC), Graduate Program Advisor (GPA), or an advisory/supervisory committee designated by the graduate program, are responsible for regular reviews of student performance. Fellow students should not be involved in or present for these reviews. At doctoral candidate level, the doctoral supervisory committee reviews student progress and does so, in consultation with the GPC as needed.

    • The graduate program faculty should review a student’s performance and progress at least annually.
    • For graduate programs that are under two years long, student performance and progress should be reviewed at least quarterly. Unsatisfactory performance may require mid-quarter reviews and interventions.
    • The GPC and GPA should provide ongoing advising of students.
    • Students not meeting milestones, including those whose cumulative or quarterly grade point average (GPA) falls below a 3.0, should be reviewed quarterly.
    • Students not meeting milestones should be provided with a written explanation of performance expectations, clear descriptions of performance benchmarks and outcomes that would demonstrate improvements, and a timetable for demonstrating progress or achievement of these benchmarks.
    • For students in the research or fieldwork phase of a graduate program, program faculty should review student progress at least annually, with greater frequency as determined by program length, expectations and student performance.

    3.7.3     Unsatisfactory Performance and Progress Documentation

    The following three status levels are used to indicate unsatisfactory performance, and to communicate to students clear expectations and consequences should those expectations not be met in the time indicated. The goal of each step is to establish clear expectations and outline a path to return to satisfactory progress. Alert status changes are recorded in the student record but do not appear on the student transcript, except when a student is dropped from the program.

    Academic Notification: This is an early status for a student who is failing to meet expectations for performance or progress but where the program is confident the student will be able to resolve the problem once notified.

    • Academic Notifications are optional in the Academic Performance & Progress process and are managed internally by the program with a goal of resolving problems before escalating to Academic Alert.
    • The program may issue multiple Academic Notification letters to the student and the Graduate School is not notified.
    • The program may issue an Academic Notification letter at any time of the quarter, but it should give the student a reasonable amount of time to address the documented issue.

    Academic Alert: This status is used for a student who has failed to meet student performance or progress expectations that have been documented in program handbooks or previously communicated to the student as an Academic Notification and/or for students whose performance will likely risk their ability to complete their degree.  

    • The Graduate School recommends that longer programs use an Academic Notification status prior to an Academic Alert status, but that shorter programs (2 years or less) consider bypassing Notification, except in areas of minor concern.
    • Programs send an Academic Alert recommendation to the student with a copy to the Graduate School no later than the 10th business day of the academic alert quarter (in circumstances where it will not impact the ability of the student to meet deadlines, the Graduate School will consider petitions to accept Alert recommendations up the 15th business day). The Graduate School does a post review of academic alert letters sent to students by the department.  All alert letters must cite:
      • The reason for the Academic Alert
      • Steps the student must take to remove the Academic Alert
      • The consequences the student will face if steps are not taken to remove the Academic Alert
      • Timing and/or deadlines by which those steps must be met or taken.
        • Care should be taken to consider how the timing of the Alert will impact the ability of students to meet deadlines.
        • In those circumstances where the program determines the student will be unable to meet deadlines within the quarter of the Alert, the recommendation can establish a student in Academic Alert for up to 3 quarters (excluding Summer, e.g., Winter through Autumn). If additional progress or performance issues arise, the Alert can be escalated to a Final Academic Alert superseding the timeframe established in the Alert recommendation.
    • Additional quarters of Academic Alert may be issued at the program’s discretion. The Graduate School must receive updated Academic Alert recommendations for each additional quarter. If an update is not received before the 10th business day of the end quarter established in the Alert recommendation, the Graduate School will consider the student’s Alert status lifted.
    • Normally, at least one quarter of Academic Alert must be issued prior to Final Academic Alert, except in clearly documented situations described in 3.7.5 below.

    Final Academic Alert: This status is normally used for a student who has failed to resolve the documented problems in the student’s Academic Alert status as submitted to the Graduate School.

    • Programs send a Final Academic Alert recommendation to the student with a copy to the Graduate School no later than the 10th business day of the Final Academic Alert quarter. The Graduate School will review the Final Academic Alert letter and, if accepted, the Graduate School will send an additional letter from the Dean of the Graduate School to the student confirming the Final Academic Alert status. All Final Academic Alert letters must cite:
      • The reason for the Final Academic Alert
      • Steps the student must take to remove the Final Academic Alert
      • That the student can be immediately dropped from the program if steps are not taken to remove the Final Academic Alert.
      • Timing and/or deadlines by which those steps must be met or taken.
        • Care should be taken to consider how the timing of the Alert will impact the ability of students to meet deadlines.
        • In those circumstances where the program determines the student will be unable to meet deadlines within the quarter of the Final Academic Alert, the recommendation can establish a student in Final Academic Alert for up to 3 quarters (excluding summer). If additional progress or performance issues arise as described in 3.7.5, the Final Academic Alert can be escalated to an Academic Drop superseding the timeframe established in the Final Academic Alert recommendation.
    • A program may request an additional quarter of Final Academic Alert in extenuating circumstances. The Graduate School must receive documents supporting this recommendation and will send letters to the student informing the student of Final Academic Alert status. If an update is not received before the 10th business day of the end quarter established in the Final Academic Alert recommendation, the Graduate School will consider the student’s Final Academic Alert status lifted.
    • The graduate program must issue one quarter of Final Academic Alert prior to a drop from the program, except in clearly documented situations discussed in 3.7.5 below.

    3.7.4     Academic Drop

    An Academic Drop is an official action that terminates a student’s enrollment from a graduate program because either the student has failed to resolve documented problems in the student’s Final Academic Alert status, or in circumstances outlined in 3.7.5.

    • Graduate programs should submit Academic Drop recommendations to the Graduate School (to GEMS via their SharePoint site) prior to the start of the quarter but no later than the fifth business day of the drop quarter.
    • After the Graduate School approves the Academic Drop, drop status will appear on the student’s official transcript and Academic Drop letters are sent to the student from the department and from the Dean of the Graduate School.
    • When dropped, a student is not eligible to complete the program or return later to complete the degree and may be removed from any currently enrolled courses.
    • A student who is dropped from one graduate program may apply to and enroll in a different graduate program if accepted. For students enrolled in more than one graduate program, being dropped from one program does not affect their enrollment status in other programs.

    3.7.5   Expedited Status Changes

    Graduate programs may describe in their policy and handbook the circumstances in which students will move directly into Final Academic Alert status, or in rare circumstances, immediate Academic Drop without having previously been in a prior Academic Alert or Final Academic Alert status. Established examples of this are in the following circumstances:

    • Failure to meet clearly defined academic milestones:
      • Qualifying or Preliminary Examinations (as defined in the relevant degree or unit program policy).
      • Doctoral General Exam or Final Exam performance: if graduate faculty determine the student did not pass the general or final exam, the graduate faculty may indicate on the committee signature form that the student is recommended to be moved to Final Academic Alert or dropped from the program. See Policy 1.1 for general exam and final exam requirements.
      • Required courses in lockstep cohort-based programs.
    • Fieldwork or professional performance (as defined in the relevant graduate program policy)

    Programs considering policies where other types of progress or performance issues lead directly to Final Academic Alert or immediate Academic Drop should consult with the Graduate School Office of Academic Affairs (gsacad@uw.edu).

    In addition, in circumstances where a program has previously sent multiple Notifications or Alerts to a student, or where continued failure in laboratory, clinical or practicum settings puts community members or partnerships at risk, the program may request (emailing gsacad@uw.edu) to bypass statuses and move students into Final Academic Alert or, rarely, Academic Drop.

    3.7.6 Academic Status and Leave or Reinstatement/Re-entry

    Programs may recommend (but not require) students consider applying for On-Leave status in their Alert recommendations, when appropriate. The student must apply for leave status each quarter which is then approved by the department (see Policy 3.5).

    Programs can recommend students be placed on Academic Alert or Final Academic Alert at the beginning of a quarter in which the student is on leave only if the Alert is based on performance during quarters in which they were enrolled on a full or part-time basis (including approaching or passing degree or certificate time limits).

    A student’s alert status cannot be further changed until the quarter (Autumn, Winter, Spring) following the quarter they return from leave.

    A student in an Academic Alert status who failed to maintain enrollment and is not on an approved On-Leave status may submit a request for reinstatement (or re-entry for certificates and stacked degrees). If reinstated, the department will determine if the student will be reinstated with whichever Academic Alert status was in place when the student left the university based on the program’s academic performance and progress policy. See Policy 3.5 for leave policy to maintain graduate student status.

    3.7.7     Appeals

    Appeals must follow the process outlined in Policy 3.8 for the Academic Grievance Procedure.

    Policy 3.7 revised: October 2021, November 2024, September 2025