Conflict Scenarios

Discrimination

Indigenous student – feeling used by supervisor

Leanne is a second year MA student in the Criminology department at Simon Fraser University. Leanne is an Indigenous student and is conducting research on the correctional system in Canada. Leanne has selected her supervisor because she is an expert in the field. Although Leanne’s research does not focus on Indigenous issues in the correctional system, her supervisor keeps insisting on Leanne being a liaison to her Indigenous community for some of the supervisor’s other work. Leanne does not want to establish this connection because she is worried that her supervisor will not respect cultural norms and protocols but feels pressured by her supervisor.

How should Leanne handle the situation? Who can she turn to?

The first step Leanne could take is to address these concerns with her supervisor. She may want to explain that she is not comfortable taking on a liaison role and is not able to assist the supervisor in that manner. If Leanne’s supervisor is unreceptive to her concern, Leanne can approach the Dean of her department. If the Dean fails to find a solution, consider approaching the Associate Dean, Students in   SFU Graduate and Postdoctoral Studies. Leanne can also make the decision to approach a non-academic source of support such as the SFU Indigenous Student Centre, the SFU Office of the Ombudsperson, the SFU Graduate Student Society, or the SFU Human Rights Office.

Indigenous student – not fitting in the academic mold

John is a first year MA student in the Sociology/Anthropology department at Simon Fraser University. John is an Indigenous student and is conducting research on issues specific to the Indigenous community. John has joined the MA program because he wants to conduct research that will benefit his community and would therefore write his thesis in a way that is more relatable rather than academic. John’s supervisor does not agree with his way to approach research and the way John wants to present his findings.

How should John handle the situation? Who can he turn to?

The first step John could take is to address these concerns with his supervisor. He may want to explain that he understands that his research does not fit into the traditional academic mold but that he wants to conduct research that will first and foremost benefit his community. John can point out that the Graduate General Regulations do leave room for some flexibility on the format and content of a thesis. If John is looking for support and is curious to learn about the work of other Indigenous scholars at SFU, he can consider connecting with the GPS Indigenous Graduate Programs Coordinator, the Indigenous Student Centre or any of the resources listed here: https://www.sfu.ca/gradstudies/life-community/guide/indigenous.html. Potentially it will be important to have supervisory committee members who are familiar with or open to exploring

If John’s supervisor is unreceptive to his ideas and does not appear open to discussion, John can approach the Graduate Chair of his department. If the Graduate Chair fails to find a solution, John can consider connecting with the Associate Dean of Students in SFU Graduate and Postdoctoral Studies. John can also make the decision to approach a non-academic source of support such as the SFU Indigenous Student Centre, the SFU Office of the Ombudsperson, the SFU Graduate Student Society, or the SFU Human Rights Office.

Indigenous student – not being presented with scholarship opportunities

Ingrid is a third year PhD student in the History department at Simon Fraser University. Ingrid is an Indigenous student that works part-time to finance her studies. Ingrid is constantly looking for other funding sources available to her such as public and private scholarships. Ingrid’s supervisor informs all her students in monthly emails about available funding opportunities. Ingrid is frequently left out of this email exchange. When Ingrid asks her supervisor why she leaves her out of the exchange, her supervisor responds by saying that there are many scholarships available specifically to Indigenous students and that is why she does not see a need to keep her in the loop about more general opportunities. Ingrid is upset because she feels singled out and deprived of funding and career opportunities.  

How should Ingrid handle the situation? Who can she turn to?

The first step Ingrid could take is to address these concerns with her supervisor. She may want to explain that she feels treated unfairly and that she is interested in learning about all potential funding opportunities. She can voice her concern about the impact this could have on her financial situation and academic career. If Ingrid’s supervisor is unreceptive to her concerns, Ingrid can approach the Graduate Chair of her department. If the Graduate Chair fails to find a solution, the she can also consider approaching the Associate Dean, Students at the SFU Graduate and Postdoctoral Studies. Ingrid can also make the decision to approach a non-academic source of support such as the SFU Indigenous Student Centre, the SFU Office of the Ombudsperson, the SFU Graduate Student Society, or the SFU Human Rights Office.

Indigenous student – debates on sensitive topics 

Ray is a second year MA student in the Political Science department at Simon Fraser University. Ray is an Indigenous student. As an MA student, Ray takes many discussion-based seminars. Recently Ray enrolled in a seminar which has repeatedly made him uncomfortable. The seminar discusses many Indigenous issues which are very sensitive in nature. The instructor often discusses these topics in a debate style encouraging students to agree and disagree. Ray has repeatedly expressed his discomfort with this approach to these subjects and asked the instructor to change his teaching style, but the instructor has rejected these requests.

How should Ray handle the situation? Who can he turn to?

Since Ray has approached his instructor multiple times to explain his discomfort, the first step Ray may want to take is to voice his concerns with the Graduate Chair of his department. He should explain that he feels uncomfortable attending the seminar and that he has discussed the concern with the instructor on multiple occasions. Ray may suggest that the Graduate Chair explore the issue with the SFU Centre for Educational Excellence, which frequently runs programming on the decolonization of curriculum. He may also want to seek out support from the Indigenous Student Centre, who are also able to raise areas of concern to the senior administration and can help provide support and advocacy. If the Graduate Chair fails to find a solution, consider approaching the Associate Dean, Students in   SFU Graduate and Postdoctoral Studies. Ray can also make the decision to approach a non-academic source of support such as the SFU Indigenous Student Centre, the SFU Office of the Ombudsperson, the SFU Graduate Student Society, or the SFU Human Rights Office.

Misgendering by supervisor

Kim is a second year MA student in the Business School at Simon Fraser University. Kim identifies as non-binary. Although Kim has repeatedly asked their supervisor to address them as they or them, their supervisor often uses gendered pronouns. Kim is not sure whether the supervisor is unwilling to change his behavior or whether he mistakenly uses incorrect pronouns. The situation makes Kim uncomfortable. 

How should Kim handle the situation? Who can they turn to?

The first step Kim could take to is to re-address these concerns with their supervisor. They may want to explain that it is important to them that their supervisor use their correct pronouns and they would appreciate continuing effort. If Kim’s supervisor is unreceptive to their concern, Kim can approach the Graduate Chair of their department. If the Graduate Chair fails to find a solution, consider approaching the Associate Dean, Students in   SFU Graduate and Postdoctoral Studies. Kim can also make the decision to approach a non-academic source of support such as the SFU Office of the Ombudsperson, the SFU Graduate Student Society, or the SFU Human Rights Office.

Misgendering by lab colleagues – no intervention from supervisor

Charlie is a first year PhD student in the Biology department at Simon Fraser University. Charlie identifies as non-binary. Charlie has spoken to their supervisor and lab members about being addressed with non-gendered pronouns. Although Charlies’ supervisor adheres to their request, other people in the lab frequently use gendered pronouns when talking about Charlie. Charlies’ supervisor does not intervene when other lab members use gendered pronouns. This makes Charlie feel alienated and unsupported.

How should Charlie handle the situation? Who can they turn to?

The first step Charlie could take is to re-address their concerns with their supervisor. They may want to explain that they feel uncomfortable when being misgendered by lab collogues and appreciate support from their supervisor as the leader of the lab. If Charlie’s supervisor is unreceptive to their concern, Charlie can approach the Dean of their department. If the Dean fails to find a solution, consider approaching the Associate Dean, Students in   SFU Graduate and Postdoctoral Studies. Charlie can also make the decision to approach a non-academic source of support such as the SFU Office of the Ombudsperson, the SFU Graduate Student Society, or the SFU Human Rights Office.

Female Teaching Assistant – Male students undermining authority

Amber is a second year MA student in the English department at Simon Fraser University. In order to fund her studies, Amber works as a teaching assistant in her department. Although Amber gets along great with most of her students, she has a couple of male students in her tutorials that seemingly do not accept her authority based on her gender. Amber must be very stern with these students and at the end of the term she notices a couple of very harsh teaching assistant evaluations.

How should Amber handle the situation? Who can she turn to?

The first step Amber could take is to reach out to the instructor of the class and see whether the instructor can address the issue with the students. Another step Amber could take is to speak to other female teaching assistants to ask whether this is a single or broader issue. If it turns out that this is a broader issue, Amber and other female teaching assistants willing to join could reach out to the Graduate Chair of their department. Furthermore, Amber might want to reach out to the Teaching and Support Staff Union (TSSU) for assistance. The TSSU can then either help individually or address this issue through a broader scale initiative such as training workshops.

Mental Health

Mental Health – timing out

Julia is a third year MA student in the Political Science department at Simon Fraser University. Julia suffers from major depressive disorder and anxiety disorder. Her mental health has impacted her academic progress in the program, and she worries that she might be timing out soon. Julia addresses her concerns with her supervisor and her supervisor is dismissive about her concern. Julia’s supervisor lets her know that this is not his problem and that it is her fault if she cannot complete her degree in the allotted time.

How should Julia handle the situation? Who can she turn to?

Julia can look to the Graduate General Regulations to get a sense of her rights as a student and the regulations governing graduate studies at SFU. According to the SFU General Graduate Regulations:

1.12.2 Extensions

Students may apply for an extension to the time limit if they are enrolled in a master's or doctoral program and need more time to complete the program requirements. A single extension may be for one to three terms, and students may be granted more than one extension. A master's and doctoral program can be no longer than the time limit plus six terms of extended time. Extensions may be less than the maximum of six terms and must meet the criteria established by the academic unit. Students should contact their academic unit to confirm the specific extension policy for their program. Applications for an extension must be submitted no later than the term in which the time limit or current extension expires. Extensions are not available to students who are discontinued from their program. Students are required to maintain continuous enrollment throughout their extension and are eligible to go on medical/compassionate or parental leave (see 1.4.5). Extensions are approved by the supervisor, graduate program chair and the dean of graduate studies.

Julia can ask her supervisor if they can discuss the possibility of an extension. Julia can also consider reaching out to the Graduate Chair. She could address the issue with the Graduate Chair of her department or approach a non-academic source of support such as the SFU Office of the Ombudsperson, the Centre for Accessible Learning (CAL), SFU Human Rights Office, or the SFU Graduate Student Society.

Mental Health – delayed diagnosis

Kristen is a first year MA student in the Economics department at Simon Fraser University. Kristen is in the process of completing her course work. In the fall term she failed to complete all requirements for one of her courses and has failed the course. Kristen has long dealt with anxiety but never sought help. In the following spring term, she seeks psychiatric treatment and is officially diagnosed with anxiety disorder. She registers with the Centre for Accessible Learning (CAL) and contacts her instructor asking whether there is a way to retroactively complete the remaining course requirements from the previous term. Her instructor tells Kristen psychiatric diagnoses cannot be applied retroactively and she missed her chance to pass the course.

How should Kristen handle the situation? Who can she turn to?

Since Kristen has already approached her course instructor, it might be a good idea to seek the help of the Associate Dean. Students in Graduate and Postdoctoral Studies or other non-academic resources such as the SFU Office of the Ombudsperson. Kristen has the ability, based on her diagnosis, to apply to retroactively withdraw under extenuating circumstances (WE). This retroactive WE is possible up to three years after the course has been completed. A student can learn more about the withdrawal under extenuating circumstances option application process here: https://www.sfu.ca/gradstudies/graduate-students/managing-your-program/withdraw/withdrawals.html

Mental Health – lack of attendance

Ryan is a second year MA student in the Chemistry department at Simon Fraser University. Ryan suffers from bipolar disorder. As a result of his disorder, he sometimes finds it difficult to fulfill attendance requirements for his courses. Although Ryan can complete assignments and successfully study for exams, his course instructors are unwilling to forgive his lack of attendance in class. After all, they believe everyone should be held to the same standard.

How should Ryan handle the situation? Who can he turn to?

The first step Ryan may want to take is to register with the SFU Centre for Accessible Learning (CAL). Once registered, CAL will aid in arranging accommodations for Ryan’s specific needs, and instructors are legally required to grant the approved accommodations. Any student with a disability or suspected disability should consult with the Centre for Accessibility Learning to learn more about what supports may be available: https://www.sfu.ca/students/accessible-learning.html

Funding/Lab

Funding – Hard Sciences

Sarah is a second year MA student in the Biology department at Simon Fraser University. When entering the MA program, Sarah joined a research lab. Although at the beginning of her degree Sarah believed that her supervisor was a great fit, Sarah and her supervisor have clashed on numerous occasions due to differing personalities. Sarah is considering leaving the research lab. Sarah worries that by her leaving the research lab, she will lose the funding that is attached to the lab and will not be able to support herself throughout the degree anymore. Sarah also worries that by leaving the research lab, she will lose access to the data that builds the basis of her dissertation and that she will have to start all over again.

How should Sarah handle the situation? Who can she turn to?

The first step Sarah could take is to voice these concerns with her supervisor. She may want to explain that she would like to do a check-in about what is working in the supervisory relationship and what areas can be improved. If Sarah’s supervisor is unreceptive to her concerns, Sarah can approach the Graduate Chair of her department. The Graduate can potentially set up a meeting between Sarah and her supervisor in which the Graduate Chair will act as a mediator. Sarah can also make the decision to approach a non-academic source of support such as the SFU Office of the Ombudsperson, or the SFU Graduate Student Society. If after all these steps, Sarah still feels like she has not been able to resolve the conflict with her supervisor, she may consider taking on a second supervisor or changing her supervisory committee all together. This decision should be considered carefully as it might affect her academic progress in the program. She will want to clarify the status of her funding and whether that funding will follow her if she changes supervisor. In some instances, funding is tied to a particular supervisor and does not transfer. Similarly, Sarah should review any agreements pertaining to data usage that she may have signed when she first began working in the lab. There is some variability as to when a student can change supervisors and continue to work with a data set. The Associate Dean, Students in Graduate and Postdoctoral Studies can assist a student in reviewing an agreement and understanding what may or may not be possible. Sarah should also make sure she understands what expectations her supervisor has about credit/authorship moving forward.

Sexual Harassment

Sexually suggestive remarks played off as jokes/ unwanted physical advances

Lisa is a first year MA student in the Computer Science department at Simon Fraser University. Lisa has a male supervisor. She has met with him a couple of times and has noticed him making sexually suggestive remarks and playing them off as jokes. She has further noticed that he has stroked her back on multiple occasions. These unwanted advances make Lisa very uncomfortable. She is hesitant to bring it up with her supervisor because she is scared, he is going to disadvantage her, bad-mouth her or even drop her as a student.

How should Lisa handle the situation? Who can she turn to?

According to the SFU Sexual Violence Support & Prevention Office, the sexually suggestive remarks and unwanted physical touches fall under the definitions of sexual assault and sexual harassment. In Lisa’s case, the SFU Sexual Violence and Misconduct Prevention, Education and Support Policy Act (GP 44) Section 3.5. clearly states:

3.5    For the purposes of internal investigations, consequences and discipline, this policy applies only to Sexual Violence and Misconduct by a member of the University Community against another member of the University Community that is Reported to the Sexual Violence Support and Prevention Office and that is alleged to have occurred:

3.5.1    on any property that is controlled by the University and used for University purposes; or

3.5.2    at or during an in-person or virtual meeting, event, or activity that is sponsored by or under the auspices of the University, or in furtherance of University business; or

3.5.3    Online, using the University’s Information and Communications Technology; or

3.5.4    When the Respondent was in a position of power or influence over the Survivor’s academic or employment status at the time of the reported incident.

The highlighted sections of the SFU Sexual Violence and Misconduct Prevention, Education and Support Policy Act (GP 44) apply in Lisa’s case.

Lisa is hesitant to bring the issue up with her supervisor because she fears retaliation. The SFU Sexual Violence and Misconduct Prevention, Education and Support Policy Act (GP 44) clearly states that retaliation of any kind is prohibited:

3.2 Retaliation of any kind, direct or indirect, against a Survivor who Discloses or Reports Sexual Violence and Misconduct, against a Respondent, or against anyone who participates in a University process addressing allegations of Sexual Violence and Misconduct is prohibited.

Since Lisa is understandably uncomfortable bringing her concerns up with her supervisor, she may choose to contact the Graduate Chair of her department. She can also contact the SFU Office of the Ombudsperson, or the SFU Sexual Violence Support & Prevention Office. The SFU Sexual Violence Support & Prevention Office provides one-on-one consultations with a case manager. These consultations are also available if Lisa decides to not file an official report. The SVSPO can also provide resources and arranges referrals to support networks.

Private and work life overlap – Sexual harassment outside of the academic setting

Erin is a first year PhD student in the Physics department at Simon Fraser University. Every year most of the professors and graduate students in her department attend a conference abroad together. After long days of presentations, the students and professors go out for dinner and drinks together. One evening Erin’s supervisor drinks too much alcohol and makes sexual advances towards her. She refuses to engage and goes back to her hotel room. A couple of days later the department flies back home. Erin feels very uncomfortable facing her supervisor considering the inappropriate behavior occurred outside of the academic setting.

How should Erin handle the situation? Who can she turn to?

According to the SFU Sexual Violence Support & Prevention Office, the sexual advances made by Erin’s supervisor fall under the definitions of sexual assault and/or sexual harassment. Although these advances were made off campus at an international conference, SFU policy still applies if Erin attended the conference as a representative of, or in connection with her studies at SFU. According to the SFU Sexual Violence and Misconduct Prevention, Education and Support Policy Act (GP 44) Section 3.5.,

3.5    For the purposes of internal investigations, consequences and discipline, this policy applies only to Sexual Violence and Misconduct by a member of the University Community against another member of the University Community that is Reported to the Sexual Violence Support and Prevention Office and that is alleged to have occurred:

3.5.1    on any property that is controlled by the University and used for University purposes; or

3.5.2    at or during an in-person or virtual meeting, event, or activity that is sponsored by or under the auspices of the University, or in furtherance of University business; or

3.5.3    Online, using the University’s Information and Communications Technology; or

3.5.4    When the Respondent was in a position of power or influence over the Survivor’s academic or employment status at the time of the reported incident.

The highlighted sections of the SFU Sexual Violence and Misconduct Prevention, Education and Support Policy Act (GP 44) apply in Erin’s case. The policy would also apply in a case where Erin was sexually harassed or assaulted by another graduate student. Since Erin is understandably uncomfortable bringing her concerns up with her supervisor, she may choose to contact the Graduate Chair of her department. She can also contact the SFU Office of the Ombudsperson, or the SFU Sexual Violence Support & Prevention Office. The SFU Sexual Violence Support & Prevention Office provides one-on-one consultations with a case manager. These consultations are also available if Lisa decides to not file an official report. The SVSPO can also provide resources and arranges referrals to support networks.

Supervisor too busy

Erica is a second year MA student in the International Studies department at Simon Fraser University. She is currently working on her thesis and needs guidance from her supervisor. She has reached out to her through email multiple times but her supervisor either responds very late or not at all. Erica would like to set up a meeting with her supervisor, but her supervisor says she is too busy with other students and that Erica should work more independently.

How should Erica handle the situation? Who can she turn to?

Since Erica has tried to reach out to her supervisor multiple times to ask for more guidance, the first step Erica could take is to address her concerns with the Dean of her department. At the meeting, she can ask her supervisor to discuss her progress as she enters the thesis writing stage of her degree and ask if they can discuss expectations. Erica can ask her supervisor how her supervisor prefers to communicate about questions related to her thesis, what Erica should do if she has a time-sensitive or urgent questions, how much time her supervisor needs to review emails and respond, etc. If the problems persist, the student can consider approaching the Graduate Chair. If the Graduate Chair fails to find a solution, Erica can consider approaching the Associate Dean, Students in SFU Graduate and Postdoctoral Studies. Erica can also make the decision to approach a non-academic source of support such as the SFU Office of the Ombudsperson, or the SFU Graduate Student Society. If after all these steps, Erica still feels like she has not been able to resolve the conflict with her supervisor, she may consider taking on a second supervisor or changing her supervisory committee all together. This decision should be considered carefully as it might affect her academic progress in the program, especially if she is at the thesis writing stage.

Supervisor micro-managing

Justin is a second year MA student in the Health Sciences department at Simon Fraser University. Justin is a very independent worker and he selected a supervisor that suited his working style. Although he assumed that his supervisor would be very hands-off, he has noticed that his supervisor is a micromanager. Every week Justin must report on his thesis progress, and they meet frequently. Justin is close to the end of his degree and would like to graduate soon. However, every time Justin sends a thesis draft to his supervisor, more work is added, or Justin is asked to change directions.

How should Justin handle the situation? Who can he turn to?

The first step Justin could take is to voice these concerns with his supervisor. He can express that he appreciates feedback and wants his thesis to be strong, but that another priority is a desire to complete the degree as efficiently as possible. Can they discuss both parties views about the timeline to graduation? If it has not already been discussed, it may be helpful for Justin to clarify what his goals are after graduation – clarifying this may help the supervisor better understand how to most effectively support Justin for the next steps in his career. Sometimes it may be necessary to have a more direct conversation and ask the supervisor to indicate whether or not the thesis is sufficient to pass in its current state and if not, what is needed to get it there.  If Justin’s supervisor is unreceptive to his concerns, Justin can approach the Graduate Chair of his department If the Graduate Chair fails to find a solution, Justin can consider approaching the Associate Dean, Students in SFU Graduate and Postdoctoral Studies. Justin can also make the decision to approach a non-academic source of support such as the SFU Office of the Ombudsperson, or the SFU Graduate Student Society.

Expecting too much work

Pro Bono Work

Daniel is a second year MA student in the Geography department at Simon Fraser University. His supervisor is currently working on a unique and new project that has yet to receive funding but seems to be very promising. Daniel’s supervisor has offered him a position as a research assistant and promises that the funding will role in soon and that this position will be great to advance his career. Daniel is excited about the project and does not want to let his supervisor down. After all, his supervisor selected him personally for this great opportunity. Although exciting in the beginning, a year in, Daniel is still working pro bono and is being overloaded with work from his supervisor. Daniel is having a hard time balancing work, schoolwork, and his pro bono project work. He would like to talk to his supervisor and ask him for less work but is worried that it will offend his supervisor.

How should Daniel handle the situation? Who can he turn to?

The first step Daniel could take is to voice these concerns with his supervisor. Although Daniel worries that addressing the issue may offend his supervisor, his supervisor may be very open to a discussion. Daniel’s supervisor might not even realize he is overworking him and that as a result Daniel’s other commitments are suffering. Daniel may want to explain, that although he likes working on the project, he needs to be able to balance his commitments. Daniel may want to ask his supervisor about the priorities and determine if they can reach an agreement about what elements are important/essential for Daniel and which can fit into his schedule when/if the time is available. If Daniel’s supervisor is unreceptive to his concerns, Daniel can approach the Graduate Chair of his department. The Graduate Chair will likely arrange a meeting between Daniel and his supervisor in which the Graduate Chair will act as a mediator. If the Graduate Chair fails to find a solution, Daniel can consider approaching the Associate Dean, Students in   SFU Graduate and Postdoctoral Studies. Daniel can also make the decision to approach a non-academic source of support such as the SFU Office of the Ombudsperson, or the SFU Graduate Student Society.

Teaching Assistant to the Supervisor’s course – More hours than agreed on

Rachel is a second year MA student in the Archaeology department at Simon Fraser University. She has received a teaching assistant position for one of the courses taught by her supervisor. At the beginning of the term, Rachel and her supervisor agreed on the workload for the course. Throughout the term, Rachel notices that she is working more hours than initially agreed upon and is worried to address her concern with the department because she does not want to get her supervisor in trouble.

How should Rachel handle the situation? Who can she turn to?

The first step Rachel could take is to voice these concerns with her supervisor. Although Rachel worries that addressing the issue can get her supervisor in trouble, she may be very open to a discussion. Rachel’s supervisor might not even realize how many hours she is working. Rachel should explain that although she enjoys the work, she needs to adhere to the agreed upon hours as outlined in her contract. If the issue persists. Rachel should approach the Teaching Support Staff Union (TSSU) representative.

https://www.tssu.ca/contact-us/¹

Intellectual Property

Tenure – Publications – First author

Lauren is a third year PhD student in the Humanities department at Simon Fraser University. She has just completed a course project and is excited to present her paper to her supervisor for her input on a potential publication. Her supervisor is new to the department and is working towards tenure. Lauren’s supervisor is very excited about the project and asks Lauren to make some revisions. Besides the notes and revisions, Lauren’s supervisor has had no input on the writing process. When ready for submission, Lauren’s supervisor suggests being co-author as it will increase the chances of publication. Lauren agrees under the assumption that she will be first author. When the paper gets accepted for publication, Lauren notices that her supervisor is first author, and she is second. Lauren feels betrayed.

How should Lauren handle the situation? Who can she turn to?

The first step Lauren could take is to have a conversation with her supervisor. It might simply be a misunderstanding that can be resolved by having a one-on-one conversation. It is essential for graduate students to have an understanding of how authorship operates in their discipline – what are the best practices and common standards? If Lauren is unclear about this topic, she may want to seek out a neutral source of information – potentially the Graduate Chair or a trusted faculty member. Lauren may also wish to review SFU’s Intellectual Property Policy. Since Lauren agreed to a co-authorship, section 5.4 of the policy does not apply:

5.4 The University specifically acknowledges that IP created exclusively by a student Creator in the course of completing the requirements for an academic degree or certificate is owned by the student Creator, to the extent that the IP comprises part of the requirements for the degree or certificate. In order to qualify under this paragraph, the student and the supervising faculty member must agree in writing that the student is the sole inventor or author, as the case may be, pursuant to the relevant IP law. Consistent with SFU Graduate Regulations, nothing in this Policy shall preclude a graduate student from publishing his/her thesis in any form at any time.

It is important to note that students creating intellectual property throughout their degree must agree in writing with their supervisor that they are the sole creator inventor or author to ensure sole ownership.

Since Lauren did agree to co-authorship, she can refer to the dispute resolution section of the SFU’s Intellectual Property Policy. According to section 12.1.:

12.1 If a dispute arises among Creators regarding their relative contributions to the creation of IP and this cannot be settled by the individuals involved, the advice and assistance of the Faculty Dean or administrative equivalent should be sought.

Even if Lauren did not sign a formal agreement with her supervisor, she may still be able to confirm verbal agreements in writing. In the future, Lauren should consider sending her supervisor follow-up emails after meetings to confirm in writing any verbal agreements that have been made.

Lauren may also contact a non-academic resource such as the SFU Office of the Ombudsperson.

Unlawful use of primary dataset

Jason is a second year MA student in the Criminology department at Simon Fraser University. Jason is part of a research lab and in the process of his degree he has put together an open-source dataset. He has invested a lot of time and effort into the creation of the dataset and is very proud of it. He intends to use the dataset as the basis of his thesis project. Jason shows his dataset to his supervisor, who is very impressed and asks for a copy of the file. Jason is happy to provide the copy assuming that his supervisor just wants to have a closer look. A couple months later, a fellow student from the research lab thanks Jason for being able to use his dataset for his journal article. Jason is confused and shocked that his supervisor passed on his dataset.

How should Jason handle the situation? Who can he turn to?

The first step Jason could take is to discuss his concerns with his supervisor. It might simply be a misunderstanding that can be cleared up by having a one-on-one conversation. It is recommended that Jason consult with the Graduate Chair about the situation.

If Jason’s supervisor is not interested in resolving the conflict, Jason may refer to SFU’s Intellectual Property Policy. Jason first point of interest should be section 5.4. of the policy:

5.4 The University specifically acknowledges that IP created exclusively by a student Creator in the course of completing the requirements for an academic degree or certificate is owned by the student Creator, to the extent that the IP comprises part of the requirements for the degree or certificate. In order to qualify under this paragraph, the student and the supervising faculty member must agree in writing that the student is the sole inventor or author, as the case may be, pursuant to the relevant IP law. Consistent with SFU Graduate Regulations, nothing in this Policy shall preclude a graduate student from publishing his/her thesis in any form at any time.

It is important to note that students creating intellectual property throughout their degree must agree in writing with their supervisor that they are the sole inventor or author to ensure ownership.

If Jason has a written contract with his supervisor which states that he is the sole inventor of his intellectual property, then his supervisor’s actions are a clear display of misconduct. If Jason does not have a written contract with his supervisor, he can refer to the dispute resolution section of the SFU’s Intellectual Property Policy. According to section 12.1.:

12.1 If a dispute arises among Creators regarding their relative contributions to the creation of IP and this cannot be settled by the individuals involved, the advice and assistance of the Faculty Dean or administrative equivalent should be sought.

Even if Jason did not sign a formal agreement with his supervisor, he may still be able to confirm verbal agreements in writing. In the future Jason should consider sending his supervisor follow-up emails after meetings to confirm in writing any verbal agreements that have been made.

Jason may also contact a non-academic resource such as the SFU Office of the Ombudsperson.

Covid-19

Academic Progress

Christina is a fourth year PhD student in the Political Science department at Simon Fraser University. Although Christina has progressed well throughout her degree, once the pandemic hit, she was forced to work from home. Throughout the pandemic, Christina has been overwhelmed with anxiety caused by thoughts of job insecurity. Furthermore, she feels very isolated having to work from home. All of these factors combined have led Christina to experience writer’s block. Her supervisor frequently asks about her progress and is not happy with Christina. Christina tries to explain her situation and is met with dismissal. Christina’s supervisor tells her to just work through it and that everyone else has adjusted to the “new normal”.

How should Christina handle the situation? Who can she turn to?

Since Christina has tried to explain her situation to her supervisor, the first step Christina could take is to voice her concerns with the Graduate Chair of her department. She may want to explain that she feels dismissed by her supervisor. The Graduate Chair will likely arrange a meeting between Christina and her supervisor in which the Graduate Chair will act as a mediator. The Graduate Chair will likely urge Christina’s supervisor to be more understanding as this has been a common concern for PhD students throughout the pandemic. Christina can also make the decision to approach a non-academic source of support such as the SFU Office of the Ombudsperson, or the SFU Graduate Student Society. SFU also provides valuable advice on how to manage a work-life balance while working from home:

https://www.sfu.ca/human-resources/covid-19-and-your-well-being.html

https://www.sfu.ca/gradstudies/about/covid-19-faqs-gradstudents.html

Compassionate Leave

Jeffrey is a third year PhD student in the English department at Simon Fraser University. Although Jeffrey has progressed well throughout his degree, once the pandemic hit, his progress slowed down. On top of feeling overwhelmed by the changes associated with the pandemic, Jeffrey is also an international student that has not been able to see his family in over a year. Jeffrey would like to travel home and spend a term with his elderly parents. He approaches his supervisor and asks for a compassionate leave on grounds of the pandemic. His request is met with dismissal. Jeffrey’s supervisor argues that everyone manages to deal with the pandemic and that they can’t put everything on hold just because he wants to visit his family.

How should Jeffrey handle the situation? Who can he turn to?

Since Jeffrey has tried to explain his situation to his supervisor, the first step Jeffrey could take is to voice his concerns with the Graduate Chair of her department. He may want to explain that he feels dismissed by his supervisor. The Graduate Chair will likely arrange a meeting between Jeffrey and his supervisor in which the Graduate Chair will act as a mediator. The Graduate Chair will likely urge Jeffrey’s supervisor to be more understanding as this has been a common concern for international PhD students throughout the pandemic. Jeffrey can also make the decision to approach a non-academic source of support such as the SFU Office of the Ombudsperson, SFU’s International Services for Students, or the SFU Graduate Student Society².

Mental Health

Karen is a second year PhD student in the Sociology/Anthropology department at Simon Fraser University. Karen has, in the past, struggled with her mental health but has always been able to work through it on her own. However, since the pandemic hit, Karen has noticed a steep decline in her mental health that has led her to experience writer’s block. Karen approaches her supervisor to explain her situation and asks whether she can defer for a term to work on her mental health. Karen’s request is met with dismissal. Karen’s supervisor tells her to just work through it and that everyone else has adjusted to the “new normal”.

How should Karen handle the situation? Who can she turn to?

Since Karen has tried to explain her situation to her supervisor, the first step Karen could take is to voice her concerns with the Dean of her department. She may want to explain that she feels dismissed by her supervisor. The Dean will likely arrange a meeting between Karen and her supervisor in which the Dean will act as a mediator. The Dean will likely urge Karen’s supervisor to be more understanding as this has been a common concern for PhD students throughout the pandemic. Furthermore, Karen could consider seeking professional help from SFU’s Health and Counselling Services. Karen may also approach SFU Centre for Accessible Learning (CAL) for assistance. Other non-academic sources of support available to Karen are the SFU Office of the Ombudsperson, or the SFU Graduate Student Society. The following links provide advice, as well as resources for students struggling with their well-being throughout the pandemic:

https://www.sfu.ca/human-resources/covid-19-and-your-well-being.html

https://www.sfu.ca/gradstudies/about/covid-19-faqs-gradstudents.html