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Left to right: Rebecca Perez, Alisa Allan, Don Fiorilli, Swati Sehgal, Jen Gremp
A reminder: All students are expected to assume all responsibility for knowledge of all regulations. Your transition into the graduate program will be eased considerably by becoming familiar with the regulations specified in the Graduate Degree Programs Bulletin.
Table of Contents
- STATEMENT OF PURPOSE
- ADMISSION POLICIES
- ADVISORY COMMITTEES
- PROGRAMS OF STUDY
- COURSE LOAD
- COURSE REQUIREMENTS FOR MASTERS DEGREE
- ABOUT THE EMPHASIS
- THESIS OPTION
- RESEARCH PAPER OPTION
- IUG: INTEGRATED UNDERGRADUATE/GRADUATE PROGRAM (5 Year B.S./M.S.)
- SPANISH B.S. AND M.S. IN HUMAN RESOURCES AND EMPLOYMENT RESOURCES DEGREE PROGRAM (SPHRER)
- JOINT J.D./M.S. IN HUMAN RESOURCES AND EMPLOYMENT RESOURCES PROGRAM (4 Year J.D./M.S.)
- FINANCIAL SUPPORT POLICY
- STUDENTS IN GOOD STANDING
- GUIDELINES FOR FACULTY-STUDENT RELATIONSHIPS
- GRADUATE STUDENTS ON DEPARTMENT COMMITTEES
- USE OF DEPARTMENTAL RESOURCES
- APPEALS PROCEDURES
- GRADUATION APPLICATION
- A REMINDER
- APPENDIX A: ASA CODE OF ETHICS
- PREAMBLE
- THE PRACTICE OF SOCIAL SCIENCE
- Objectivity and Integrity
- Cross-National Research
- Work Outside of Academic Settings
- Respect for the Rights of Research Populations
- PUBLICATIONS AND REVIEW PROCESS
- Questions of Authorship and Acknowledgment
- Submission for Publication
- Participation in Review Process
- TEACHING AND SUPERVISION
- Rights of Students to Fair Treatment
- Exploiting Students
- POLICIES AND PROCEDURES
- APPENDIX B: OUTLINE FOR THESIS
- STATEMENT OF THE PROBLEM
- REVIEW OF THE RELEVANT LITERATURE
- FORMATION OF OBJECTIVES
- DESCRIPTION OF METHODS
- TIME-TABLE FOR ACTIVITIES
- BIBLIOGRAPHY
- BUDGET
- STUDENT FORMS
FORM 1 - Selection of Thesis Chair and Committee
FORM 2 - Thesis Defense Approval
FORM 3 - Change of Committee/Adviser
FORM 4 - MS in HRER Course Sequence
FORM 5 - MS in HRER Checksheet
FORM 6 - Thesis Proposal Approval
FORM 7 - Research Paper Approval
FORM 8 - Graduate Assistant Semester Evaluation
FORM 9 - Selection of Research Paper Chair and Committee
FORM 10 - Annual Evaluation for Grad Students - GENERAL GUIDELINES FOR EVALUATION
1.1
This Handbook formally specifies the requirements and procedures governing the faculty and students in the Graduate Program of the Department of Labor Studies & Employment Relations. On a department level, this Handbook supplements the regulations contained in the Graduate Degree Programs Bulletin. All students pursuing an advanced degree in the Labor Studies and Employment Relations Department are urged to study this document carefully. The responsibility for the satisfactory completion of all advanced degree requirements rests with the student.
1.2
The Department of Labor Studies and Employment Relations endorses the Code Ethics of the American Sociological Association (See Appendix A). As part of their professional socialization, all graduate students should familiarize themselves with its contents.
2.1
Students requesting admittance to the M.S. in Human Resources and Employment Relations (HRER) program must meet the following minimum requirements in addition to admission standards prescribed by the Graduate School:
- A bachelor's degree from an accredited institution
- A "B" overall grade point average (3.0 on a 4.0 point scale)
- A 3.0 junior/senior grade-point average (on a 4.0 point scale)
- Successful completion of a minimum of 12 total credits in economics, history, industrial relations, political science, psychology, statistics, or sociology
- Completed Graduate School on-line application
- Nonrefundable $45 application fee
The application for admission to the M.S. HRER program must include the following materials, all of which should be submitted to the LSER Graduate Staff Assistant in 133 Willard Bldg.:
1. Three letters of recommendation, preferably from former professors
2. Official scores from the Graduate Record Examination (GRE) or the Graduate Management Admission Test (GMAT)
3. Students whose first language is not English must take either the Test of English as a Foreign Language (TOEFL) and achieve a score of 580 on the paper-based version, 237 on the computer-based version, or 80 total on the internet version with 23 on the Speaking section; OR, take the International English Language Testing System (IELTS) exam and earn a composite score of 6.5.
4. Letter of Intent
5. Sample of written work (separate from the letter of intent)
6. Two Official Transcripts from each college or university attended
Additional admissions and program requirements and application information for the Integrated Undergraduate/Graduate (IUG) are included in Sections 10.3, 10.4, and 10.5.
Supplemental admissions and program requirements and application information for the Spanish B.S. and M.S. in HRER are included in Section 11.3 and 11.4.
Additional information regarding the concurrent JD/M.S. HRER degree can be found in Section 12.
3.1
A student's initial adviser will be the Graduate Director. The Graduate Director will serve to acquaint new students with various procedures and requirements necessary for successful degree completion in Human Resources and Employment Relations, as well as to assist in planning specific course selections prior to the appointment of a permanent adviser.
3.2
To meet the Departmental requirement for selection of an advisory committee prior to completing 18 credits, a student's initial advisory committee may consist of the Graduate Director plus two members of the Graduate Committee. But, students must select a permanent advisory committee before the completion of 24 credits. Members of the Graduate Committee, who are not asked to serve on a student's permanent advisory committee, will voluntarily withdraw themselves from any formal advising responsibilities without prejudice. Use of the Graduate Committee, as an advisory body is an option of the student.
3.3
Students should have a two-page overview of their intended thesis or research paper topic when approaching a faculty member to serve as their adviser. This overview will understandably be vague but it should identify the basis issue central to the project and why it is worthy of pursuit.
3.4
Masters thesis committees, inclusive of the permanent adviser, are composed of a minimum of three members. No fewer than two of these must be members of the Labor Studies and Employment Relations Faculty, one of which must be chair. All members of the committee must be full-time and tenure-track faculty, holding graduate faculty status.
3.5
Master’s research paper committees, inclusive of the permanent adviser, are composed of a minimum of two (2) members. The committee chair must be a member of the Labor Studies and Employment Relations Faculty. All members of the committee must be full-time and tenure-track faculty, holding graduate faculty status.
3.6
After gaining the consent of various faculty members to serve on their committees, students are to formally request the appointment of the particular faculty by submitting Form 1- Selection of Thesis Chair and Committee or Form 9- Selection of Research Paper Chair and Committee.Students are obligated to obtain the signatures of their permanent adviser, other committee members, and the Graduate Director, and to submit the form to the Graduate Staff Assistant.
3.7
Graduate students, of course, may change their permanent adviser or any other member of the committee at any time during their course of study. Such changes are granted with approval of all faculty members concerned, using Form 3 – Change of Committee/Adviser.
4.1
A program of study must be filed with the Department by students in consultation with their advisers prior to completing 18 credits. Students must declare either the thesis or the research paper option at this time (see Form 4- M.S. HRER Course Sequence and Form 5- M.S. HRER Checksheet). The completed form must be signed by the Graduate Director who will help to ensure that all degree requirements are met in the program of study.
4.2
Students may amend their programs of study with the consent of the Graduate Director and their advisory committee. Note, however, that it is in the student's interest to obtain permission for changes prior to deviating from the Program of Study, to ensure that the changes are acceptable to the advisory committee and that the student will still be in compliance with all relevant rules.
5.1
Full-time graduate students may register for up to 14 credits during any regular academic semester and 9 credits during any single summer term. Full-time students are expected to take a minimum of 9 credits during any regular academic semester. Students on an assistantship or fellowship must be enrolled full-time.
5.2
Under exceptional circumstances, students may be relieved of these requirements. A request must be made in the form of an appeal to the Graduate Committee. Part-time students are relieved from the contact-credit requirement.
5.3
To resume coursework following an absence of one or more semesters, a student must submit a "Resume Study" form to Graduate Enrollment Services, 114 Kern, prior to registration.
6. COURSE REQUIREMENTS FOR MASTER’S DEGREE
The requirements for the Master’s of Science degree in Human Resources and Employment Relations are:
- A minimum of thirty-seven (37) credits in courses numbered 400 or above including:
- A maximum of 12 credits at the 400 level;
- Prescribed Courses: 501; 502; 504; 505; 510, 512; 513; 516;
- A minimum of 6 credits in an approved area of emphasis;
- Completion of either a Masters Research Paper or a Masters Thesis.
- A minimum of 6 thesis credits for the thesis option.
Consult the Graduate Degree Programs Bulletin for additional information on requirements and curriculum.
An emphasis is an area of study related to a particular aspect or domain of Human Resources and Employment Relations. An emphasis is designed to broaden and deepen a student’s instructional experience within the Department. Students select an emphasis in consultation with their advisory committee. Recognizing that the Department cannot satisfy all students’ learning objectives, the Graduate Director may give a student permission to take courses in other academic departments to satisfy his or her emphasis. However, courses taken outside the Department for an emphasis cannot substitute for HRER required credits. No course should be taken outside the Department without first securing approval from the Graduate Director.
The HRER thesis option is intended for students anticipating additional graduate or professional education beyond the master’s degree, seeking to perfect their analytical and empirical skills, or wanting to delve more deeply into a professionally substantive problem. It requires 37 credits, including a minimum of 30 at the 400- and 500-levels, and a minimum of six 600-level thesis credits. At least six credits must emphasize a particular aspect of the employment relationship (see Section 7: “About the Emphasis”). A student’s thesis should reflect the chosen emphasis.
8.1
Proposals are written in consultation with a permanent adviser (see Outline for Thesis Proposal, Appendix B). Proposals are reviewed and approved by advisory committees at formal meetings.
8.2
At least seven calendar days prior to a scheduled meeting of a committee, a written proposal must be made available to the entire Department and a written notice of the meeting given to all faculty and graduate students. Primary responsibility for the notice resides with the adviser, but students share the responsibility.
8.3
The meeting must be held during regularly scheduled class days or examination days at the University. Once a proposal is successfully defended, it constitutes a binding agreement between the student and the committee (see Form 6- Thesis Proposal Approval). If the research will involve primary data collection from people, the student must obtain approval through the Office of Research Protections. (ORP forms webpage.)
8.4
The Masters thesis is intended to be a relatively limited research exercise, focused on a manageable empirical topic within a student’s chosen emphasis. It does not have to involve some completely new contribution to knowledge. It can be a replication of an earlier investigation or an attempt to extend an established hypothesis. Nonetheless, the thesis should be focused on a well-defined topic, restricted in scope, and carried out with care and rigor. A thesis following these guidelines could easily be achieved within fifty pages.
8.5
A student's adviser and committee shall arrange a suitable time and place for the thesis defense. It must be held during regularly scheduled class days or examination days at the University. The adviser will circulate a memorandum to all Departmental faculty members and graduate students at least seven calendar days in advance, inviting them to attend the defense and notifying them that the thesis is available for their perusal. Students share the responsibility for the notification of the Department.
8.6
A formal thesis defense includes: a ten to fifteen-minute overview of the research project by the student, followed by questions from the advisory committee and other attendees. Upon completion of the question and answer session, only the committee will remain in the room to deliberate.
8.7
A thesis defense will focus on the thesis and on other topics as deemed appropriate by the committee. No more than one dissenting vote from the candidate's committee can be registered for a successful defense. Upon completion of the defense, Form 2 – Thesis Defense Approval must be signed by the committee and forwarded to the Graduate Staff Assistant.
8.8
While a student may successfully pass this defense, he or she normally will be requested to revise the thesis before it is submitted to the Graduate School with faculty signatures.
8.9
A student must deliver one unbound, original copy of the thesis to the Graduate School. This original will be forwarded to the library for distribution. Additional copies are given to the Thesis Adviser and to the Department.
IMPORTANT--Consult the Graduate Degree Programs Bulletin for instructions on required weight of paper and other details.
The HRER research paper option is intended for students who wish to maximize their course exposure and do not plan further post-graduate education. It requires a minimum of 37 credits at the 400- and 500-levels. At least six credits must emphasize a particular aspect of employment relationships. A student’s research paper, written under the supervision of the Research Paper Adviser, should reflect the chosen emphasis.
9.1
The research paper should demonstrate a student’s ability to apply analytical and empirical skills to a narrowly defined question or policy issue. The research paper should focus on a meaningful question, and the work should be carried out with care and rigor.
9.2
If the research will involve primary data collection from people, the student must obtain approval through the Office of Research Protections (ORP forms webpage).
9.3
The research paper should be submitted to the Research Paper Adviser when the student seeks final approval. The Research Paper Adviser, in turn, will forward it to the Research Paper Committee. Once both have read the paper, the Research Paper Adviser is responsible for notifying the Graduate Director of the outcome (see Form 7: Research Paper Approval). No dissenting votes can be registered for a successful submission.
10. INTEGRATED UNDERGRADUATE/GRADUATE PROGRAM (5 Year BS/MS)
10.1
The integrated LER B.S. and HRER M.S. program is designed to allow academically talented baccalaureate students to obtain both the B.S. in LER and the M.S. in HRER degrees with five years of study.
10.2
IUG students must complete a minimum of 36 graduate credits. Twelve graduate-level credits can apply to both the undergraduate and graduate degrees; six of these must be at the 500 level. Six 400-level credits can count toward graduate degree. Students must also complete either a Master’s Research Paper or a Master’s Thesis. Students choosing the Thesis option must complete 6 thesis credits (HRER 600) which may not be double counted. Specific curricular requirements are included in Section 6 of this Handbook.
10.3
Admission in the integrated B.S./M.S. program will be limited to highly talented undergraduates. Requirements for admission include:
- Applicant must be enrolled in the LER B.S. program.
- Applicant must have completed 60 credits of the undergraduate degree program when officially applying for the M.S. (It is strongly suggested that students apply to the program prior to completing 100 credits.)
- Applicant must have a minimum overall GPA of 3.2 (on a 4.0 scale) in undergraduate coursework and a minimum GPA of 3.5 in the major.
10.4
The application for admission to the IUG program must include the following materials, all of which should be submitted to the LSER Graduate Staff Assistant in 133 Willard Building:
- Three letters of recommendation (Two letters of recommendation must be from the chairs of the Department’s undergraduate and graduate committees)
- A writing sample
- Two transcripts
- A letter of intent outlining the student’s reasons for applying to the program
- An approved plan of study (to be determined in consultation with the student’s undergraduate adviser and a representative of the graduate committee and to be signed by both)
- A completed online Graduate School application
Please note that applicants to the IUG program are not required to submit GRE, GMAT, or TOEFL scores. HRER 510 is waived for IUG students.
10.5
Students should seek admission prior to the beginning of their seventh semester of study. Applications should be submitted to the HRER Graduate Staff Assistant. For further information on the admissions process contact the HRER Department Head or Graduate Staff Assistant.
Upon acceptance to the program, the student will be assigned an academic adviser who is a graduate faculty member and has agreed to serve as adviser to integrated B.S./M.S. degree students. With the assistance of the adviser, the student will plan the remainder of his or her undergraduate studies to complement the proposed graduate plan of study.
Consult the Undergraduate Degree Programs Bulletin for additional information on requirements and curriculum.
11. SPANISH B.S. AND M.S. IN HUMAN RESOURCES AND EMPLOYMENT RESOURCES DEGREE PROGRAM (SPHRER)
11.1
The integrated Spanish B.S. and HRER M.S. is a five-year program designed for highly qualified andmotivated students seeking employment within a culturally diverse workplace. Students will develop basic skills in speaking, understanding, reading, and writing Spanish. Students also will learn about (1) the roles that employers, employees, employee organizations, and public policy makers play in the employment relationship, (2) the complex personal and organizational issues inherent in the employment relationship, and (3) how to systematically analyze those complex issues and evaluate research relevant to those analyses.
11.2
For the integrated Spanish B.S. and Human Resources and Employment Resources M.S., a minimum of 154 credits is required. Twelve graduate level credits can apply to both undergraduate and graduate degrees; six of these must be at the 500 level.
Specific curricular requirements are included in Section 11.6 of this Handbook.
11.3
In addition to the admission standards prescribed by the Graduate School, students requesting admittance to the Integrated B.S/M.S program must meet the following requirements:
- Completion of at least 30 undergraduate credits
- A "B" overall grade point average (3.0 on a 4 point scale), for the last 30-60 credits
11.4
The application for admission to the SPHRER program must include the following materials, all of which should be submitted to the LSER Graduate Staff Assistant in 133 Willard Building:
- A writing sample of previous college-level work;
- A statement of intent indicating the applicant’s interests and expectations for the program;
- Three letters of recommendation from current professors;
- A completed online Graduate School application
- Two transcripts from each undergraduate institution attended
Please note that applicants to the SPHRER program are not required to submit GRE, GMAT, or TOEFL scores.
11.5
While continuing to consult with her or his Spanish adviser, the student, upon acceptance into the program, will be advised initially by the Graduate Director in HRER.
Students must select a master’s advisory committee before the completion of 9 post-B.S. credits. The composition of this committee will depend on whether the student selects the thesis or the research paper option. The process of selecting a committee begins with selection of the student’s adviser.
After gaining the consent of the necessary faculty members to serve on their committees, students are to formally request the appointment of the committee to the Graduate Director. Students are obligated to obtain the signatures of the permanent adviser, other committee members and the Graduate Director on Form 1 or Form 9.
11.6
INTEGRATED SPANISH B.S. AND HUMAN RESOURCES AND EMPLOYMENT RESOURCES M.S. DEGREE PROGRAM (SPHRER)
Bachelor of Science
PRESCRIBED COURSES: 27 credits
SPAN 100(3) _____ SPAN 120(3) _____ SPAN 200(3) _____ SPAN 253W (3) ____
SPAN 305(3) _____ SPAN 400(3) _____ SPAN 410(3) _____ SPAN 412 (3) ____
SPAN 414(3) _____
ADDITIONAL COURSES: 12 credits
SPAN 210 or SPAN 220 ___________ (3)
SPAN 353 or SPAN 354 ___________ (3)
SPAN 472 or SPAN 476 ___________ (3)
SPAN 415, 418, 420, 439, 490, 491, or 497 ___________ (3)
LABOR AND INDUSTRIAL RELATIONS: 32 credits
[Prescribed undergraduate credits in Labor and Industrial Relations option]LER 100(3) _____ LER 101(3) _____ LER 212(4) _____ LER 400(3) _____
LER 414W (3) ___ LER 458W (3) ___ ECON 002*(3) __ STAT 200*(4) __
HRER 501(3) ___ HRER 512(3) ____
Master of Science
HUMAN RESOURCES AND EMPLOYMENT RESOURCES: 30 credits
[to be taken during the 5th years of the program]
[HRER credits to be selected from the following in consultation with an HRER adviser]
[*only 3 credits of 595 and 596 may be used to satisfy this requirement]
[12 credits can be double counted, 6 must be at the 500 level]HRER 500(3) _____ HRER 502(3) _____ HRER 504(3) _____ HRER 505(3) _____
HRER 513(3) _____ HRER 516(3) _____ HRER 535(3) _____ HRER 536(3) _____
HRER 595*(3) ____ HRER 596*(3) ____ HRER 597( ) _____ HRER 599 ( ) _____
11.7
Bulletin Listing
Integrated Spanish B.S. & Human Resources and Employment Resources M.S. Degree Programs (SPHRER)
The integrated Spanish B.S. and HRER M.S. is a five-year program designed for highly qualified and motivated students seeking employment within a culturally diverse workplace. Students will develop basic skills in speaking, understanding, reading, and writing Spanish. Students will gain familiarity with Hispanic cultures through literature and the University’s international education program, if they choose to have that experience. Students also will learn about (1) the roles that employers, employees, employee organizations, and public policy makers play in the employment relationship, (2) the complex personal and organizational issues inherent in the employment relationship, and (3) how to systematically analyze those complex issues and evaluate research relevant to those analyses.
For the B. S./M. S. degree in Integrated Spanish B.S. and Human Resources and Employment Resources M.S., a minimum of 154 credits is required. Twelve graduate level credits can apply to both undergraduate and graduate degrees; six of these must be at the 500 level. Students can complete the B.S. in Spanish and not advance to the M.S. HRER degree if they desire.
Bachelor of Science
Scheduling Recommendation by Semester Standing given like (Sem: 1–2)
GENERAL EDUCATION: 45 credits
(10 of these 45 credits are included in the REQUIREMENTS FOR THE MAJOR)FIRST-YEAR SEMINAR:
(Included in ELECTIVES or GENERAL EDUCATION course selection)INTERCULTURAL AND INTERNATIONAL COMPETENCE:
(Included in ELECTIVES or GENERAL EDUCATION course selection)WRITING ACROSS THE CURRICULUM:
(Included in REQUIREMENTS FOR THE MAJOR)ELECTIVES: 18 credits
REQUIREMENTS FOR THE MAJOR: 101 credits
(This includes 10 credits of General Education courses: 6 credits of GS courses; 4 credits of GQ courses.)PRESCRIBED COURSES: (27 credits)
[Some courses in this category have prerequisites that are not included in the major]
SPAN 100(3), SPAN 120(3), SPAN 200(3), SPAN 253W(3), SPAN 305(3) (Sem: 1–6)
SPAN 400(3), SPAN 410(3), SPAN 412(3), SPAN 414(3) (Sem: 5–8)ADDITIONAL COURSES: (12 credits)
SPAN 210(3) or SPAN 220(3), SPAN 353(3) or SPAN 354(3) (Sem: 3–6)
SPAN 472(3) or SPAN 476(3) (Sem: 5–8)
Select 3 credits of SPAN 415(3), SPAN 418(3), SPAN 420(3), SPAN 439(3), SPAN 490(3), SPAN 491(3), or SPAN 497(1–9) (Sem: 5–8)LABOR AND Employment RELATIONS: (32 credits)
[Prescribed undergraduate credits in Labor and Employment Relations option]
ECON 002 GS(3), LER 100 GS(3), LER 201(3), LER 312(4), LER 400(3), LER 414W(3), LER 458W(3), STAT 200 GQ(4) (Sem: 1–6)
HRER 501(3), HRER 512(3) (Sem: 7–8)Master of Science
HUMAN RESOURCES/EMPLOYMENT RELATIONS/ M.S.: (30 credits)
[HRER credits to be selected from the following in consultation with an HRER adviser]
HRER 501, HRER 502, HRER 504, HRER 505, HRER 513, HRER 516, HRER 535, HRER 536, HRER 595*, HRER 596*, HRER 597, HRER 599
[* only 3 credits of HRER 595 and HRER 596 may be used to satisfy this requirement]12. JOINT J.D./M.S. IN HUMAN RESOURCES AND EMPLOYMENT RELATIONS PROGRAM (4 Year J.D./M.S.)
12.1
The joint J.D. and M.S. in HRER is designed for outstanding students interested in earning a J.D. and an M.S. in Human Resources and Employment Relations with four years of study.
12.2
In addition to completing all of the requirements for the J.D. degree, students will be required to earn 37 credits in the M.S. in HRER graduate program. However, 12 credits from the School of Law in courses related to employment and labor law can be counted towards the M.S. degree. Students are also required to complete either a Research Paper or a Thesis.
Specific curricular requirements are included in Section 6 of this Handbook.
12.3
Admission in the joint J.D./M.S. in HRER program will be limited to students with an outstanding academic record. Requirements for admission include:
- Applicants must have been admitted to the Dickinson School of Law.
- Applicants must have completed two semesters at the Dickinson School of Law.
- Applicants should have a minimum overall GPA of 3.0 (on a 4.0 scale) after two semesters of coursework at Dickinson School of Law.
12.4
The application for admission to the JD/M.S. HRER program must include the following materials, all of which should be submitted to the LSER Graduate Staff Assistant in 133 Willard Building:
- A plan of study (to be determined in consultation with the student’s Law School Adviser and the Director of the HRER Graduate Program);
- Two letters of recommendations from Dickinson School of Law faculty;
- Two transcripts from Dickinson School of Law;
- A career statement outlining the student’s objectives and reasons for applying to the program; and
- A completed Graduate School application.
Please note that applicants to the JD/M.S. HRER program are not required to submit GRE, GMAT, or TOEFL scores to the Department of Labor Studies and Employment Relations.
12.5
Students can seek admission after completing one semester at the Dickinson School of Law. They are eligible to begin taking courses in the HRER program after successfully completing two semesters of law school. Applications should be submitted to the LSER Graduate Staff Assistant. For further information on the admission process, please contact the LSER Department Head or Graduate Staff Assistant.
Upon acceptance to the program, the student will be assigned academic advisers from the Dickinson School of Law and the HRER Graduate Program.
13.1
The Department of Labor Studies and Employment Relations appoints a limited number of graduate students to teaching assistantships or research assistantships. Graduate students appointed to half-time (twenty hours per week) assistantships are paid according to their classification level. A higher level means a higher salary. Most Masters students are level 10. The stipends for those working fewer than twenty hours are prorated accordingly. All recipients are expected to remain in "good standing" (see Section 14).
Assistantship Awards: Assistantships are awarded on a competitive basis to students at the discretion of the Department. Typically, a successful applicant for an assistantship will have at least 1100 combined GRE scores and a 3.25 junior/senior GPA. Letters of recommendation and the statement of intent will also be taken into account.
Purpose: The Graduate Assistantship program provides assistance to the Department, as well as financial aid and professional training to students. The Department and the faculty member to whom an assistant is assigned will provide tasks that will ensure that the Graduate Assistant has opportunities to increase and utilize knowledge of the discipline. To facilitate this end, students are encouraged to make known their specific interests so that this factor may be taken into consideration in assistantship assignments. Nevertheless, the needs of the Department are diverse, and some assignments may be more routine and less interesting than others. In any event, the needs and financial resources of the Department will be the most important criteria in the determination and allocation of specific assistantship assignments.
Students are to make arrangements at the beginning of each semester with the faculty member(s) to whom they are assigned to determine work assignments and schedules.
Hours: Graduate Assistants and the faculty members to whom they are assigned are responsible for monitoring the appropriate number of hours stipulated by their assignments. Often the academic workloads vary so that an equivalent number of hours of work each week may not be feasible. Because of this, Graduate Assistants and the faculty members to whom they are assigned should discuss the workload at the beginning of each semester so that students may plan in advance for their study time. If a faculty member has not assigned enough work to fill a student's hourly commitment for a week, that student cannot be held responsible for the remaining hours later in the semester, without prior arrangement.
Graduate Assistants may be asked to maintain a record of hours worked per week and present it to their assigned faculty members.
Evaluation by faculty: At the end of each academic year, faculty members are requested to provide formal feedback about their assigned Graduate Assistant to the Graduate Director. If a faculty member to whom an assistant is assigned considers the assistant's work performance unsatisfactory, the faculty member may apprise the Departmental Graduate Director, who will forward the complaint to the Graduate Committee. After hearing the case, the committee will forward its recommendation to the Department Head. The final decision will rest with the Department Head.
Evaluation by Graduate Assistant: At the end of each academic year, Graduate Assistants are requested to provide formal feedback about their assistantship experience to the Graduate Director. This information will be used to aid in future assignments of Graduate Assistant duties.
Renewal of Graduate Assistantships: Assistantships are renewed on a semester-by-semester basis depending on satisfactory academic and professional progress and an evaluation of the student’s assistantship performance.
13.2
The Department of Labor Studies and Employment Relations subsidizes student attendance at one set of professional meetings (or conferences) per academic year, on the following basis:
a. The meetings (or conferences) are held outside of Pennsylvania
b. Students must be full-time, have no incompletes, and be in good standing
c. The Department Head must approve all requests in advance
d. Subsidies include:
--$50.00 for any student wishing to attend;
--$200.00 for any student who is senior author as well as the presenter of a paper
13.3
The Department of Labor Studies and Employment Relations will provide, upon request, up to $100.00 for Thesis expenses to help to defray certain research costs, such as printing survey instruments, mail charges, or travel connected with Thesis data collection. Additionally, students are encouraged to apply for research support from the Research and Graduate Study Office (RGSO).
14.1
Students are expected to take the courses and examinations necessary to satisfy the requirements of the Graduate School and the Department according to the rules specified in the Graduate Degree Programs Bulletin. Specifically, "normal progress" refers to the satisfactory completion of courses taken, avoidance of accumulating incompletes, scheduling of required courses, fulfillment of all Departmental and Graduate School requirements in their proper sequence, and development toward assuming a professional role.
14.2
Each student is expected to maintain a cumulative GPA of at least 3.0 on all work taken, including any prerequisite or supporting courses. Students are allowed only one "C" on their transcript, regardless of their grade point average. The University uses an A through F system in assigning grades. The grade of "DF" (Incomplete) may be given when, because of extenuating circumstances, course requirements have not been completed. Students must apply for a DF. However, obtaining a "DF" should be avoided except in the direst circumstances and must be removed during the first six weeks of the subsequent semester in order to prevent the grade from converting to an "F".
14.3
In addition to the successful completion of academic work, students should endeavor to maintain the highest academic and professional standards of the Department, University, and the profession to which they aspire. If a student conducts him or herself in a manner unbefitting a member of the academic discipline, such conduct may be reviewed at a meeting of the Departmental Graduate Committee convened for that purpose. The Graduate Committee's recommendations will be made known to the Department Head who will decide what further action, if any, should be taken. Disciplinary actions will be in keeping with University policies and the ASA Code of Ethics.
14.4
The Graduate Committee will evaluate the progress of each active student every year. Prior to the review by the Graduate Committee, each student should review her or his own record, together with his or her Advisory Committee, and complete an Annual Evaluation Form (Form 10 – Annual Evaluation Report for Grad Students). First year students should confer with the Graduate Director in order to complete the form if they have not selected an adviser. The evaluation should be a complete, accurate, and frank appraisal of the student's progress through the program and the steps needed to complete the degree. The completed Annual Evaluation Form will represent one important part of the record to be considered by the Graduate Committee in its annual review of each student. The principal outcomes of the annual review are determination of (a) whether the student is making satisfactory progress and (b) whether financial assistance should be offered to the student for the coming academic year. "Satisfactory progress" is a necessary but not a sufficient condition for receiving financial assistance from the Department.
14.5
Students must complete all requirements, including Thesis defense within eight years from the date they started.
15. GUIDELINES FOR FACULTY-STUDENT RELATIONSHIPS
The relationships between faculty and graduate students should be collegial. Every effort should be made to accommodate one another's professional needs and work routines, regardless of status. Nonetheless, below are some concrete guidelines to be followed in further structuring the relationship between faculty and graduate students:
- That the prime purpose of an assistantship should be to attract and support good students who are committed to their own development as HRER professionals and to the maintenance of a high quality educational program.
- That an element of reciprocity should exist, that the tasks performed by Graduate Assistants should not be viewed as a source of cheap labor, but as apprenticeships providing a learning experience; e.g., both in lecture preparation, as well as test construction.
- That all duties required of a Graduate Assistant by a professor, including lecture attendance and required readings should count toward the ten, fifteen, or twenty hours limit prescribed by the initial assignment.
- That when asked to prepare a lecture, the request be made at least two weeks in advance, except under extenuating circumstances.
- That adequate time is given (one week) when requesting Graduate Assistants to conduct test reviews or prepare test questions or assignments.
- That a Graduate Assistant's preference for a professor or instructor be given fair consideration provided the request is made in writing prior to the placement.
- The Graduate Assistants will be given access to services, facilities, and supplies for the performance of their Graduate Assistant duties. When a professor requires extra materials or special equipment, the Department or professor will provide such materials.
- That Graduate Assistant activities are never to conflict with the normal educational and professional activities of the graduate student.
- That, as a general policy, weekly hours not used by the professor cannot be accumulated except in unusual circumstances such as the extra time necessary to grade exams. Informal agreements between faculty and students are, of course, possible.
- That the various departmental committees, of which graduate students are often members, keep student representatives informed of their activities.
- That requests for reallocations of Graduate Assistant time, after allocations have been made, must be approved by the Graduate Director or Department Head following consultation with the concerned faculty members and the Graduate Assistants.
- That alleged violations of the above guidelines should be mediated through the Graduate Committee.
- See also Appendix A for the ASA Code of Ethics.
16. GRADUATE STUDENTS ON DEPARTMENT COMMITTEES
Graduate students are eligible to serve as voting members on the following Departmental committees:
- Undergraduate Committee: One elected representative of the graduate students.
- Advisory Committee: One elected representative of the graduate students will serve, but the student: (a) will absent him or herself from discussion of faculty evaluation and (b) will not have access to materials pertaining to faculty evaluation.
- Graduate Committee: One elected representative of the graduate students will serve, but the student: (a) will absent him or herself from discussion of graduate student evaluation and (b) will not have access to materials pertaining to graduate student evaluations.
- Graduate students will serve on other committees, including ad hoc committees, when such committees are formed and if they pertain to matters of direct importance to the graduate program, excluding matters of student and faculty evaluation.
17. USE OF DEPARTMENTAL RESOURCES
Graduate students have access to computer facilities, photocopying, course-related materials, and resources related to assistantship duties. Other Departmental resources will also be available for activities related to professional advancement, e.g. independent research, professional communications, and professional travel.
Graduate students in the Department may initiate formal appeal proceedings on decisions that alter the student's program status. Procedures for appeal are as follows:
- The student will consult with his or her adviser and then submit a letter of appeal to the Graduate Director within two weeks of the decision in question. The letter must clearly state the grounds for the appeal (e.g., answer correctness, irregularity of procedure, extenuating circumstances, personal prejudice) and make a specific change request (e.g., nullify, reverse, or modify the decision).
- The Graduate Officer will submit copies of the letter to the Department Head and for the student's file.
- The Department Head will appoint a three-member ad hoc review committee consisting of faculty members not previously involved in the situation in question.
- The ad hoc review committee will gather relevant information, interview the necessary people, make a recommendation regarding the student's appeal, and report to the Department Head as expeditiously as possible. The Department Head will render the final decision.
- The Department Head's decision will be transmitted in writing to the student with copies of the letter submitted to the Graduate Director, to the student's adviser, and for the student's file.
All applicants for degrees must inform the Graduate Recorder (through E-Lion) of their intent to graduate at the beginning of the semester (or summer session) in which they expect to graduate.
All students are expected to assume all responsibility for knowledge of all regulations. Your transition into the graduate program will be eased considerably by becoming familiar with the regulations specified in the Graduate Degree Programs Bulletin.
21. APPENDIX A: ASA CODE OF ETHICS
Along with those in other scholarly and scientific disciplines, social scientists subscribe to the general tenets of science and scholarship. Teaching social scientists are also guided by ethical and professional principles that govern that activity. In addition, because of their specific subject matters, social scientists are especially sensitive to the potential harm to individuals, group organizations, communities and societies that may arise out of the misuse of social scientific work and knowledge.
As a discipline committed to the free and open access to knowledge and to self-regulation through peer review and appraisal, social sciences share with other disciplines the commitment to the pursuit of accurate and precise knowledge and to public disclosure of findings. However, because social science necessarily entails study of individuals, groups, organizations and societies, these principles may occasionally conflict with more general ethical concerns for the rights of subjects to privacy and for the treatment of subjects with due regard for their integrity, dignity and autonomy. This potential conflict provides one of the justifications for a code of ethics.
The styles of social scientific work are diverse and changing. So also are the contexts within which social scientists find employment. These diversities of procedures and context have led to ambiguities concerning appropriate professional behavior. These ambiguities provide another justification for this code.
Finally, this code also attempts to meet the expressed needs of social scientists who have asked for guidance in how best to proceed in a variety of situations involving subjects of investigation, relations with colleagues, and public authorities.
This code establishes feasible requirements for ethical behavior. These requirements cover many--but not all--of the potential sources of ethical conflict that may arise in scholarship, research, teaching and practice. Most represent prima facie obligations that may admit of exceptions but which should generally stand as principles for guiding conduct. The code states an associational consensus about ethical behavior upon which the Committee on Professional Ethics will base its judgments when it must decide whether individual members of the Association have acted unethically in specific instances. More than this, however, the code is meant to sensitize all social scientists to the ethical issues that may arise in their work, and to encourage social scientists to educate themselves and their colleagues to behave ethically. To fulfill these purposes, we the members of the American Sociological Association affirm and support the following Code of Ethics:
THE PRACTICE OF SOCIAL SCIENCE
1. Objectivity and Integrity
Social Scientists should strive to maintain objectivity and integrity in the conduct of social scientific and research practice.
- Social Scientists should adhere to the highest possible technical standards in their research. When findings may have direct implications for public policy or for the well being of subjects, research should not be undertaken unless the requisite skills and resources are available to accomplish the research adequately.
- Since individual social scientists vary in their research modes, skills and experience, social scientists should always set forth ex ante the disciplinary and personal limitations that condition whether or not a research design that might bear upon interpretation of research findings.
- Regardless of work settings, social scientists are obligated to report findings fully and without omission of significant data. Social scientists should also disclose details of their theories, methods and research design that might bear upon interpretation of research findings.
- Social scientists must report fully all sources of financial support in their publications and must note any special relations to any sponsor.
- Social scientists should not make any guarantees to subjects--individuals, groups or organizations--unless there is full intention and ability to honor such commitments. All such guarantees, once made, must be honored unless there is a clear, compelling and overriding reason not to do so.
- Consistent with the spirit of full disclosure of method and analysis, social scientists should make their data available to other qualified social scientists, at reasonable cost, after they have completed their own analysis, except in cases where confidentiality or the claims of a fieldworker to the privacy of personal notes necessarily would be violated in doing so. The timeliness of the obligation is especially critical where the research is perceived to have policy implications.
- Social scientists must not accept grants, contracts or research assignments that appear likely to require violation of the principles above, and should dissociate themselves from research when they discover a violation and are unable to achieve its correction.
- When financial support for a project has been accepted, social scientists must make every reasonable effort to complete the proposed work, including reports to the funding source.
- When several social scientists, including students, are involved in joint projects, there should be mutually accepted agreements, preferably written, at the outset with respect to division of work, compensation, access to data, rights of authorship, and other rights and responsibilities. Of course, such agreements may need to be modified as the project evolves.
- When it is likely that research findings will bear on public policy or debate, social scientists should take particular care to state all significant qualifications on the findings and interpretations of their research.
Social scientists must not knowingly use their disciplinary roles as covers to obtain information for other than disciplinary purposes.
2. Cross-National Research
Research conducted in foreign countries raises special ethical issues for the investigator and the professional. Disparities in wealth, power, and political systems between the researcher's country and the host country may create problems of equity in research collaboration and conflicts of interest for the visiting scholar. Also, to follow the precepts of the scientific method--such as those requiring full disclosure--may entail adverse consequences or personal risks for individuals and groups in the host country. Finally, irresponsible actions by a single researcher or research team can eliminate or reduce future access to a country by the entire profession and its allied fields.
- Social scientists should not use their research or consulting roles as covers to gather intelligence for any government.
- Social scientists should not act as agents for any organization or government without disclosing that role.
- Research should take culturally appropriate steps to secure informed consent and to avoid invasions of privacy. Special actions may be necessary where the individuals studied are illiterate, of very low social status, and/or unfamiliar with social research.
- While generally adhering to the norm of acknowledging the contributions of all collaborators, social scientists working in foreign areas should be sensitive to harms that may arise from disclosure, and respect a collaborator's wish and/or need for anonymity. Full disclosure may be made later if circumstances permit.
- All research findings, except those likely to cause harm to collaborators and participants, should be made available in the host country, ideally in the language of that country. Where feasible, raw data stripped of identifiers should also be made available. With repressive governments and in situations of armed conflict, researchers should take particular care to avoid inflicting harm.
- Because research and/or findings may have important political repercussions, social scientists must weigh carefully the political effects of conducting research or disclosure of findings on international tensions or domestic conflicts. It can be anticipated that there are some circumstances where disclosure would be desirable despite possible adverse effects; however, ordinarily research should not be undertaken or findings released when they can be expected to exacerbate international tensions or domestic conflicts.
3. Work Outside of Academic Settings
Social Scientists who work in organizations providing a lesser degree of autonomy than academic settings may face special problems. In satisfying their obligations to employers, social scientists in such settings must make every effort to adhere to the professional obligations contained in this Code. Social Scientists accepting employment in non-academic settings should be aware of possible constraints on research and publication in those settings and should negotiate clear understandings about such conditions accompanying their research and scholarly activity.4. Respect for the Rights of Research Populations
- Individuals, families, households, kin and friendship groups that are subjects of research are entitled to rights of biographical anonymity. Organizations, large collectivities such as neighborhoods, ethnic groups, or religious denominations, corporations, governments, public agencies, public officials, persons in the public eye, are not entitled automatically to privacy and need not be extended routinely guarantees of privacy and confidentiality. However, if any guarantees are made, they must be honored unless there are clear and compelling reasons not to do so.
- Information about persons obtained from records that are open to public scrutiny cannot be protected by guarantees of privacy or confidentiality.
- The process of conducting social scientific research must not expose subjects to substantial risk or personal harm. Where modest risk or harm is anticipated, informed consent must be obtained.
- To the extent possible in a given study, researchers should anticipate potential threats to confidentiality. Such means as the removal of identifiers, the use of randomized responses, and other statistical solutions to problems of privacy should be used where appropriate.
- Confidential information provided by research participants must be treated as such by social scientists, even when this information enjoys no legal protection or privilege and legal force is applied. The obligation to respect confidentiality also applies to members of research organizations (interviewers, coders, clerical staff, etc.) who have access to the information. It is the responsibility of the chief investigator to instruct staff members on this point.
PUBLICATIONS AND REVIEW PROCESS
- Questions of Authorship and Acknowledgment
- Social scientists must acknowledge all persons who contributed significantly to the research and publication process.
- Claims and ordering of authorship must accurately reflect the contributions of all main participants in the research and writing process, including students.
- Material taken verbatim from another person's published or unpublished work must be explicitly identified and referenced to its author. Borrowed ideas or data, even if not quoted, must be explicitly acknowledged.
2. Submission for publication
3. Participation in Review Process
- Authors editors and referees share and coordinate responsibilities.
- Journal editors must provide prompt decisions to authors of submitted manuscripts. They must monitor the work of associate editors and their referees so that delays are few and reviews are conscientious.
- An editor's commitment to publish an essay must be binding on the journal.
- Editor's receiving reviews of manuscripts from persons who have previously reviewed those manuscripts for another journal should ordinarily seek additional reviews.
- The submission of a manuscript to a professional journal clearly grants that journal first claim to publish, provided a decision on the submitted paper is rendered with reasonable promptness. Except where journal policies explicitly allow multiple submissions, a paper submitted to one English language journal may not be submitted to another journal published in English until after an official decision has been received from the first journal, although, of course, the article can be withdrawn from all consideration to publish.
Social scientists are frequently asked to provide evaluations of manuscripts, research proposals, or other work of professional colleagues. In such work, social scientists should hold themselves to high standards of performance, in several specific ways:
- Social scientists should decline requests for reviews of work of others where strong conflicts of interest are involved, such as may occur when a person is asked to review work by teachers, friends, colleagues, for whom he or she feels an overriding sense of personal obligation, competition, or enmity, or when such requests cannot be fulfilled on time.
- Materials sent for review should be read in their entirety and considered carefully. Evaluations should be justified with explicit reasons.
- Social scientists who are asked to review manuscripts and books they have previously reviewed should make this fact known to the editor requesting the review.
The routine conduct of faculty responsibilities is treated at length in the faculty codes and AAUP rules accepted as governing procedures by the various institutions of higher learning. Social scientists in teaching roles should be familiar with the content of the codes in force at their institutions and should perform their responsibilities within such guidelines.
- Social scientists are obligated to protect the rights of students to fair treatment.
- Social scientists should provide students with a fair and honest statement of the scope and perspective of their courses, clear expectations for student performance and fair evaluations of their work.
- Social science departments must provide graduate students with explicit policies and criteria about recruitment, admission, courses and examination requirements, financial support, and conditions of possible dismissal.
- Social science departments should help to locate employment for their graduates.
- Social scientists must refrain from disclosure of personal information concerning students where such information is not directly relevant to issues of professional competence.
- Social scientists must refrain from exploiting students.
- Social scientists must not coerce or deceive students into serving as research subjects.
- Social scientists must not represent the work of students as their own.
- Social scientists must not use their professional positions or rank to coerce personal or sexual favors or economic or professional advantage from students, research assistants, clerical staff or colleagues.
- Social scientists may not permit personal animosities or intellectual differences vis-à-vis colleagues to foreclose student access to those colleagues.
The Committee on Professional Ethics, appointed by the Council of the American Sociological Association, shall have primary responsibility for the interpretation of this Code, for the investigation of complaints brought under it, and for recommendations to Council pertinent to such complaints. (Specific details of the review process are available from the ASA). While the ASA had jurisdiction over individuals who are its members, complaints regarding others should be directed to a more appropriate office within The Pennsylvania State University.
APPENDIX B: OUTLINE FOR THESIS
This outline is intended to serve as a guideline for developing a thesis proposal. While we expect the content and structure of proposals to vary on the basis of the particular research problem, this outline contains many of the essential components for designing a research project. Normally, a proposal should not exceed twenty pages. The student should contact his or her committee if questions arise concerning the form, content, and organization of the thesis proposal. The general structure of a thesis proposal is outlined below.
- STATEMENT OF THE PROBLEM
This section should present a theoretically concise statement of the phenomenon to be addressed by your research. It should state the significance of the research; i.e., how your work relates to previous research in this area or to critical issues regarding employment relations. Since the social scientific questions will be elaborated in greater detail throughout the proposal, this section should provide enough information to set the stage for the remaining sections of the proposal.
- REVIEW OF THE RELEVANT LITERATURE
This section should contain a brief review of the theoretical and empirical literatures relevant to your research question. It should illustrate your knowledge of the important literature and your ability to interpret substantive research from a recognized theoretical framework. Focus your attention on only the empirical and/or theoretical studies that are directly relevant to your research problem. This review section should provide the theoretical rationale, which will guide your entire project.
- FORMATION OF OBJECTIVES
This section should provide a statement of the research objectives derived from the review of the literature. Depending upon the state of the literature and the nature of your research question, the hypotheses or objectives may be stated in more or less formal terms (e.g., predictions of the expected effect of an independent variable(s) on a dependent variable; a resolution of competing theoretical issues). Consult with your major adviser on the nature and type of formulation appropriate for your particular thesis topic.
- DESCRIPTION OF METHODS
Generally, the description of the methods to be used in your study will involve three separate components:
- for surveys/interviews, a description of the sample and/or data gathering techniques; for case studies, a description of the case(s) selected; for participant observation studies, a description of participatory events;
- a description of the variables to be examined in your study;
- and a general description of the analytic strategy or statistical techniques used to address your research question.
The "sample" description should convey how the sample or case, will be selected, whether you will be collecting your own data or relying upon secondary sources, how many observations or cases will be selected, and (if applicable) the safeguards you will use to guarantee the protection of human subjects. The description of variables should include a discussion of how the variables will be coded or classified, whether you will use single or multiple indicators of your concepts, and (if applicable) how you will combine items to develop "indices" or "scales". The description of the analytic strategies should contain a discussion of the statistical procedures (bivariate or multivariate statistics), participant observations procedures etc. to be used. Provide a brief statement about how this analytic strategy will allow you to address the substantive and theoretical issues underlying your proposal. Speculate on how your results will "feed back" onto your evaluation of the underlying theoretical framework.
- TIME-TABLE FOR ACTIVITIES
Your proposal should also include a general outline of how you will budget your time on various aspects of the research project. Obviously, such a timetable can only be a crude estimate of your labor on various aspects of the research project, but it does give you and your committee a good idea about the manageability of your project.
- BIBLIOGRAPHY
You should include a list of articles and books, with complete citations, which are the basis of your research problem.
- BUDGET
If appropriate, your proposal should include a budget estimating the costs of the research and showing the possible funding sources. RGSO does entertain graduate student research proposals.
(All forms are Adobe Acrobat Files)
- HRER 595 Internship Packet
- HRER 595 Approval
- M.S. in HRER Course Sequence
- Selection of Thesis Chair and Committee
- Selection of Research Paper Chair and Committee
- Change of Committee or Adviser
- Thesis Proposal Approval
- Thesis Defense Approval
- Research Paper Approval
- Graduate Assistant Semester Evaluation
- IUG Semester Report
- Thesis Guide
- Thesis Progress
Of particular concern to the committee will be progress in research, writing, and rewriting of the thesis proposal or thesis itself.
- Professional Activities and Interaction
Professional activities include active membership in a professional society; attendance at department, school, and University seminars; attendance at or presentation at professional meetings; and awareness of current events related to their professional field. All graduate students are expected to interact with their peers and faculty through activities such as discussions and informal debates.
- Review of Progress to Date
Strengths and weaknesses related to total performance should be noted. This is especially important for students who had few courses or other milestones during the past twelve months.
- Anticipated Progress
Comments should identify specific accomplishments to be completed before the next evaluation. In effect, it becomes an agreement between the student and committee upon which the next evaluation will be based. Wherever possible, times to complete specific tasks should be agreed upon.
- Suggestions for Improvement
Students should identify specific items, which would help improve their performance. The committee should offer students suggestions on how they could improve their performance even though no deficiencies were noted. The responses should be based on the understanding that everyone can improve.