Link and pdf (July 1 2019)

This policy provides a general framework to understand the UofT position on ‘academic matters’ that include classroom assignments and publications.

It is an offense to knowingly:

• Plagiarize or claim credit for work not one’s own.
• Falsely impersonate another person.
• Forge or falsify a document.
• Use unauthorized aids (during exams and assignments).
• Submit, without the knowledge and approval of the instructor to whom it is submitted, any academic work for which credit has previously been obtained

The document also extensively outlines the procedures for adjudicating academic offenses committed by students and faculty. 

All members enjoy the right to the fullest possible freedom of inquiry.

This includes:

• the freedom to communicate in any reasonable way, and to discuss and explore any idea;
• the freedom to move about the University and to the reasonable use of the facilities of the University;
• the freedom from discrimination on the basis of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status or handicap;
• the freedom in respect of offices, lockers, residences and private papers from unjustified invasions of privacy.

In addition, all members enjoy the following freedoms in relation to their freedom of association:

• the freedom to hold and advertise meetings, to debate and to engage in peaceful demonstrations;
• the freedom to organize groups for any lawful purpose;
• the freedom of the reasonable use of University facilities for the purposes of any lawful group.

Link and pdf (December 13 2019)

This is a broad policy document that outlines the expectations, rights/responsibilities, with respect to student conduct while conducting their studies and interactions with university members. Given the complexity of student interactions with and within the university, the standards are kept general and vague.

In Section B.1 the code lists what constitutes an ‘offence’, which includes:

• Students may not commit, or threaten to commit, physical violence against any member of the university community. Firearms are not allowed on campus (exception: a peace officer or a member of the Canadian Forces acting in the course of duty).
• Students may not damage, vandalize, or take property that is not their own.
• Students may not destroy, deface or vandalize University of Toronto property.  This also includes data, lab notebooks, books, film/video, computer files, etc.
• Students may not use university resources for things that are not part of the university mission (e.g., using university computers, photocopiers, etc, to start a private business).
• Students may not engage in vexatious comments directed at others on the basis of any of the protected grounds in the Ontario Human Rights Code (race, ancestry, place of origin, colour, ethnic origin, citizenship, sex, sexual orientation, gender identity, gender expression, age, marital status, family status, or disability). Vexatious comments are those that could reasonably be expected to be unwelcome by the recipient. It is not necessary that the victim of such comments be present for the comments to violate this policy (e.g., making offensive comments behind a peer’s back).

These standards apply to all activities on campus, as well as to any off-campus activities sponsored by the University (e.g., a retreat). They can also apply to off-campus interactions between university members if the behaviour affects interactions with members of the university community (e.g., stalking a fellow student, unwelcome comments made during a student study group at a coffee house off-campus).

The policy outlines the procedures for adjudicating violations in section C. This includes how investigations are conducted and how investigators are appointed. Section D outlines the ‘interim procedures’ - or how to treat the alleged offenders and victims in the period before formal decisions are made. Section E lists sanctions that range from a written reprimand to expulsion from the university.

Link and pdf (February 2, 2022)

This policy states university-wide expectations, policies, and procedures, with respect to violence and intimidation (threats) in the workplace or classroom. It is a more specific implementation of the law as outlined in the Ontario Occupational Health and Safety Act.

Workplace violence is defined in the Ontario Occupational Health and Safety Act as follows:

• The exercise of physical force by a person against a worker, in a workplace, that causes or could cause physical injury to the worker.
• An attempt to exercise physical force against a worker, in a workplace, that could cause physical injury to the worker.
• A statement or behaviour that it is reasonable for a worker to interpret as a threat to exercise physical force against the worker, in a workplace, that could cause physical injury to the worker.

The University of Toronto is committed to maintaining a workplace that is free of violence. Any act of workplace violence is unacceptable conduct that will not be tolerated. No one shall subject any employee to workplace violence or allow or create conditions that support workplace violence.

An employee who subjects another employee to workplace violence may be subject to disciplinary action up to and including the termination of their employment. A student who subjects any employee to workplace violence will be subject to penalties under the Code of Student Conduct. Others who subject any employee to workplace harassment will be subject to penalties that are appropriate in view of their relationship to the University.

Penalties from the University will occur separately and in addition to whatever penalties the assailant might be subject to via the criminal and civil justice systems.

Link and pdf (February 2, 2022)

This policy states university-wide expectations, policies, and procedures, with respect to harassment in the workplace or classroom.  It is the university's implementation of the law as outlined in the Ontario Occupational Health and Safety Act.  This policy overlaps in scope with the workplace violence and sexual harassment policies.

‘Workplace harassment’ is defined in the Occupational Health and Safety Act as:

• engaging in a course of vexatious comment or conduct against a worker in a workplace that is known or ought reasonably to be known to be unwelcome, or
• workplace sexual harassment.

“Workplace sexual harassment” means:

• engaging in a course of vexatious comment or conduct against a worker in a workplace because of sex, sexual orientation, gender identity or gender expression, where the course of comment or conduct is known or ought reasonably to be known to be unwelcome, or
• making a sexual solicitation or advance where the person making the solicitation or advance is in a position to confer, grant or deny a benefit or advancement to the worker and the person knows or ought reasonably to know that the solicitation or advance is unwelcome.

Workplace sexual harassment also falls within the scope of the University of Toronto Policy on Sexual Violence and Sexual Harassment.

An employee who subjects another employee to workplace harassment may be subject to disciplinary action up to and including the termination of their employment.  A student who subjects any employee to workplace violence will be subject to penalties under the Code of Student Conduct. Others who subject any employee to workplace harassment will be subject to penalties that are appropriate in view of their relationship to the University.

Penalties from the University will occur separately and in addition to whatever penalties the harasser might be subject to via the criminal and civil justice systems.

Link and pdf (January 1, 2023)

This Policy applies to all Members of the University Community.  It contains a statement of commitment and outlines specific procedures by which the university will monitor and address sexual harassment/violence towards (and among) members of its community.  It is updated every three years as required by Ontario Bill 132.

Key points:

• The University has created the Sexual Violence Prevention and Support Centre (SVPSC) as a central expert body to avoid actual or perceived conflicts of interest or reasonable apprehension of bias, to preserve privacy, to minimize risk of reprisal, and to ensure coordination and consistency across all academic divisions, campuses, and centralized services.
• People who seeking services and advice via the SVPC may do so through several levels of interaction.  They may anonymously request information about the process and get general advice about options.  They may ‘Disclose’ a specific incident and receive many types of support without triggering any further investigations or actions.  They may also choose formally ‘Report’ an incident, which will alert the administration and initiate a formal investigation into the allegations (and will necessarily involve informing the ‘Respondent(s)’ against whom the allegations are made).  Choosing to Disclose does not prevent someone from filing a Report later.
• People who experience sexual harassment/violence have “autonomy in decision-making, and in particular with respect to whom to Disclose, whether to Report, whether to pursue recourse to the criminal or civil justice systems, and whether to access support and accommodations”.  Victims of sexual harassment/violence may have reasons they do not wish to Disclose or Report an incident and should not be pressured to make a decision.
• The Reporting procedure and the processes it initiates apply to all Incidents of Sexual Violence in which both the Complainant and the Respondent are Members of the University Community, regardless of whether the event occurred on campus, off campus, or using social media or other electronic media. Support will be made available under this Policy to Complainants regardless of whether the Respondent is a Member of the University Community.
• The University will treat Disclosures and Reports of an Incident of Sexual Violence in a confidential manner and in accordance with the Freedom of Information and Protection of Privacy Act.  Confidentiality cannot be maintained in exceptional circumstances, such as when information needs to be disclosed to address a risk to the health and safety of Members of the University Community, or where the University is obliged by law to disclose the information (e.g., involvement or endangerment of a minor, immediate risks to safety).
• The University will limit sharing of information within the University to those who need to know the information for the purposes of implementing this Policy and/or other University policies, including providing accommodation, interim conditions and interim measures, and the investigation and decision-making processes; and taking corrective action resulting from those processes.
• Those who in good faith make a Disclosure or Report about sexual violence will not be subject to discipline or sanctions for violations of the Code of Student Conduct or other University policies relating to drug or alcohol use at the time the alleged Sexual Violence occurred.

A companion guide is available to provide more information about this Policy to students.

Link and pdf (March 28, 1991)

The University of Toronto released this policy in 1991 and has not updated it since.  It is a one-page outline, broad and deliberately vague as to what specifically constitutes ‘ethical’ (or unethical) research.  Because of the tremendous breadth of research at the University, and the rapid pace of progress in different fields, the University placed responsibility for implementing more specific policies on offices and committees more proximal to the work itself (e.g., VPRI, Local Animal Care Committees, the Human Research Ethics Unit, etc.).

“Research misconduct” refers to any research practice that deviates seriously from the commonly accepted ethics/integrity standards or practices of the relevant research community and includes but is not limited to intentional fabrication, falsification and plagiarism as defined by the University’s Code of Behaviour on Academic Matters.

The University considers that the highest ethical standards in research entail (not exclusively):

• The accurate presentation and interpretation of experimental data and other information.
• Due acknowledgement to another’s work.
• Maintaining confidentiality with respect to information supplied by another when requested and appropriate use of that information in a manner authorized by the supplier of the information and in accordance with scholarly practice.
• The appropriate use and allocation of money or other resources supplied for research purposes.

Current policies on research involving human subjects are maintained by the Division of the Vice President, Research & Innovation.

‘Human research’ is not limited to biomedical research conducted directly on living subjects (e.g., drug safety in a clinical trial).  It may also include work done on samples extracted from human subjects, living or deceased.  It can also include research that ‘gathers information’ about humans including surveys and community-based research.

It is important to understand when it is necessary to obtain approval for research that might involve human subjects.  If you have any doubts about whether your work requires approval from a human research ethics board/committee, you should visit the VPRI website, which has an excellent section dedicated to helping you navigate this topic (including navigating human studies involving multiple stakeholders and international collaborators).

All research involving human subjects must be reviewed by The University of Toronto’s (U of T) Human Research Ethics Unit (HREU).  The HREU was created to ensure that all research conducted at the university (including studies done in partnership with other institutions) complies with Tri-Agency requirements as well as provincial legislation and institutional policies.

Ethics in Human Research

Federal and provincial regulations: In 2001, Canada's three federal research agencies, CIHR, NSERC and SSHRC, jointly created the Interagency Advisory Panel on Research Ethics as part of a collaborative effort to promote the ethical conduct of research involving human participants. This Panel develops, interprets and implements the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS).  The TCPS policy was released in 2018 and updated in 2022.

Navigating the Ethics of Human Research

Current policies on research involving animals are maintained by the Division of the Vice President, Research & Innovation.

Federal and provincial regulations:  All research and teaching involving animals is governed by the Canadian Council on Animal Care (CCAC) and the Ontario Ministry of Agriculture, Food, and Rural Affairs (OMAFRA).  U of T holds a Good Animal Practice certificate from the CCAC and is in good standing with Animals for Research Act requirements.

University oversight structures: The Animal Ethics and Compliance Program (AECP) at U of T is run through the University Animal Care Committee (UACC) and the Research Oversight and Compliance Office (ROCO).  More proximal oversight is provided by the many Local Animal Care Committees (LACCs) around the three campuses. 

LACCs provide supervision, coordination, and review of every project proposed to include the use of animals. Each committee includes scientists, non-scientists, and members of the public to encourage representation of diverse viewpoints. These committees have the responsibility to approve, to require modification of, or to prohibit a project’s use of vertebrate animals.

• Researchers’ Guide to the Regulations: Animals in Scientific Research
• Researchers’ Guide to the Regulations: Animals in Field Work
• Researchers' Guide to the Regulations: Animals in Teaching

Link and pdf (2021)

This is not a university policy, but established by the Tri-Agency (Canadian Institutes of Health Research (CIHR), the Natural Sciences and Engineering Research Council of Canada (NSERC), and the Social Sciences and Humanities Research Council of Canada (SSHRC)).

Relevant extracts from the framework:

• [...] duties of honest and thoughtful inquiry, rigorous analysis, commitment to the dissemination of research results, and adherence to the use of professional standards.
• Responsible Conduct of Research is the behavior expected of anyone who conducts or supports research activities throughout the life cycle of a research project (i.e., from the formulation of the research question, through the design, conduct, collection of data, and analysis of the research, to its reporting, publication and dissemination, as well as the management of research funds). It involves the awareness and application of established professional norms, as well as values and ethical principles that are essential in the performance of all activities related to research. These values include honesty, fairness, trust, accountability, and openness.
• Note that the framework also includes an obligation to train students on this topic:
  All researchers are responsible for familiarizing themselves with principles of responsible conduct of research and for the application of these principles to foster a positive and constructive research-working environment. Researchers with oversight roles should provide appropriate supervision of, and training to, their trainees and research personnel in responsible conduct of research.

“It is the University's goal to create a community that is inclusive of all persons and treats all members of the community in an equitable manner. In creating such a community, the University aims to foster a climate of understanding and mutual respect for the dignity and worth of all persons.

In working toward this goal, the University will strive to provide support for, and facilitate the accommodation of individuals with disabilities so that all may share the same level of access to opportunities, participate in the full range of activities that the University offers, and achieve their full potential as members of the University community. The University will work to eliminate or minimize the adverse effects of barriers, including physical, environmental, attitudinal, communication and technological barriers, that may prevent the full participation of individuals with disabilities in the University community. The University will meet the accessibility needs of members of the University community with disabilities in a timely manner. The University will provide the members of its community with opportunities for education and access to information regarding disability and the University's policies on disability.”

From the Statement of Commitment Regarding Persons with Disabilities [February 25, 2021]

The term "disability" is defined as follows in the Ontario Human Rights Code:

• any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device.
• a condition of mental impairment or a developmental disability.
• a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language
• a mental disorder
• an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997.

Students should request accommodations through Accessibility Services. 

Faculty and Staff should request accommodations through by contacting their chair or their divisional HR office or Health and Wellbeing Programs (HWB).

Accommodation Guidelines for Employees with Disabilities

The process: Getting accommodations for a disability is a straightforward, but formal, process that requires evaluation, documentation, planning, implementation, and monitoring.  Confidentiality is respected and policies are very clear as to who in the University can or cannot have access to information about someone's disability status and its causes.

In most cases the University will request medical documentation of the disability (shared only with those who need the information).  A meeting is called to discuss best accommodation solutions, a written plan for the accommodation is drafted, and follow-up appointments are conducted to update or end the plan as necessary.  Unionized staff will also be represented by their respective unions throughout this process.

As part of this process, employees may request accessible formats or communications supports. The University will consult with individuals to determine the most appropriate accessible format or communication support. Any plans for alternative or accessible communication should be included in the employee’s accommodation plan. Faculty and Staff will usually have workload reduced and often work from home.  In some difficult cases, staff may be reassigned to a position that is less impacted by the disability.   

Students will generally receive supports including note-taking services, sign-language interpreters, recorded lectures, and extended deadlines on tests and assignments.  In some cases, students can be provided with personal assistants. 

The costs of providing these services are typically covered by the University.

University's Equity, Diversity and Excellence Statement (December 14, 2006)

Equity, Diversity and Inclusion at the Temerty Faculty of Medicine

Supportive Leaves Policy [March 1, 2023]

There are many cases where your work may involve collaborations with external partners and stakeholders.  It is essential that you make yourself aware of the various policies surrounding issues like inventions, intellectual property, and conflicts of interest.

Conflict of Interest - Academic Staff, Policy on [June 22, 1994] - [View PDF Version]

Inventions Policy [October 30, 2013] - [View PDF Version]

Trademark Licensing Policy [May 11, 2000] - [View PDF Version]

Publication Policy [May 30, 2007] - [View PDF Version]

Research Administration Policy [October 30, 2013] - [View PDF Version]

Research Partnerships, Statement on [February 1, 2007] - [View PDF Version]

Federal, non-university Guidelines:
National Security Guidelines for Research Partnerships - View PDF Version
Introduced by the Government of Canada, the National Security Guidelines for Research Partnerships aim to ensure the Canadian research ecosystem is as open as possible and as secure as necessary. The purpose of the guidelines is to integrate national security considerations into the development, evaluation, and funding of research partnerships.

Policies and procedures about promotions and advancement through the ranks are found in the Academic Administrative Procedures Manual.

Post-Doctoral Fellows, Administrative Procedures for Engagement of Approved by the Provost's Office [October 2007] - [View PDF Version]

Promotions in the Teaching Stream, Policy and Procedures Governing [January 1, 2021] - [View PDF Version]

Promotions, Policy and Procedures Governing [April 20, 1980] - [View PDF Version]

Teaching in Promotion and Tenure Decisions, Provostial Guidelines for Developing Written Assessments of Effectiveness of [May 14, 2003] - [View PDF Version]

University of Toronto policies are written to comply with provincial and federal regulations including those listed in the Criminal Code, the Ontario Human Rights Code, the Ontario Occupational Health and Safety Act, Bill 132, and University of Toronto Act.  Many federal and provincial agencies issue specific mandates as well.  For example, biosafety rules are administered and enforced by the Public Health Agency of Canada and the Canadian Food Inspection Agency. 

The Ontario Human Rights Code is cited in several university policies, especially those that relate to hiring, management, promotions, and how members of the community treat each other.  The Code prohibits actions that discriminate against people based on a protected ground or social area.

The 14 protected grounds -

Every person has a right to equal treatment without discrimination because of their...

• Age
• Ancestry, colour, race
• Citizenship
• Ethnic origin
• Place of origin
• Creed
• Disability
• Family status
• Marital status (including single status)
• Gender identity, gender expression
• Receipt of public assistance (in housing only)
• Record of offences (in employment only)
• Sex (including pregnancy and breastfeeding)
• Sexual orientation.

The following protected social areas are situations where discrimination may not occur:

• Accommodation (housing)
• Contracts
• Employment
• Goods, services and facilities
• Membership in unions, trade or professional associations.

The primacy of the Ontario Human Rights Code is enshrined within the Accessibility for Ontarians with Disabilities Act (AODA).

UofT's Office for Accessibility for Ontarians with Disabilities Act (AODA) delivers online and in-person training, as well as provides outreach and resources among other support services.

One aspect of AODA is website accessibility, and we encourage you to build your lab webpage according to the criteria outlined in AODA. Please consult the Web Content Accessibility Guidelines Quick Reference and note that the AODA requires meeting Level A and AA criteria (with the exception of 1.2.4 and 1.2.5). Accessibility checkers are available here.

• Supervisory roles and responsibilities. At the outset, discuss supervisory style and also student style for receiving feedback (e.g. in person, virtual, email,  immediate, take some time to reflect, etc..)
• Have clear expectations and identify the roles of each member in the research (collaboration)
• Office hours (maybe more for junior students), best times and methods to contact research mentor
• Some helpful tidbits, e.g. how to prepare for research meetings/presentations, writing publications, which conferences to attend, links to grants/fellowships/internships
• Important contact numbers at U of T – e.g. Mental Health and Wellness, Health clinic, DEI office, writing workshops for grad students, postdocs, RAs, etc…
• Include any rubrics used to evaluate students for transparency
• Vacation allowed and how far in advance to request, how to request
• Sick Days – how many days? Who to contact?
• Orientation to the lab (who's who), equipment, safety, etc..

We suggest you convey this information in an “orientation booklet” for your students. An example of a MoGen PI's lab handbook can be downloaded here.

These two articles have good explanations of why lab manuals are useful and also have  links to examples: Nature, eLife. HIAS also has several examples under "Lab Guidelines & Onboarding".

• Anti-Racism and Cultural Diversity Office
• Temerty Medicine Office of Inclusion and Diversity
• Inclusion and Diversity Programs, Resources & Organizations
• Centre for Faculty Development Resource Hub
• Community of Support's Mentor 2 Mentor program (M2M)
• Land Acknowledgement

During a student's rotation period, the stipend is paid through the Department. Once a student has settled into a permanent lab, payment of the stipend is administered through the node at which the student is located. The final thesis lab for each student will be invoiced by the Department for the entire stipend paid to the student during the rotation period.

If a student leaves the Department at any time after joining a lab, that lab will not be reimbursed the stipend costs incurred during the rotation period by the department or any other lab.

If the student switches labs within a 4-month period (excluding all initial rotations) of joining the first lab, the second lab will fully reimburse the first lab for covering the stipend costs during the rotation period upon request by the first Supervisor. If the student switches labs after the 4-month of being in the first lab (excluding all initial rotations), but before beginning their 9th month, the second lab will reimburse the first lab for half of the stipend costs during the initial rotation period upon request by the first Supervisor. If the student switches labs after the completion of 8 months, the second lab will bear no responsibility for the costs of the student's stipend during the rotation period. In this case, the expense for the stipend during the rotation period will remain with the first lab. If a student leaves the Department at any time after joining a lab, that lab will not be reimbursed the stipend costs incurred during the rotation period by the department or any other lab.

Sarah, a dedicated graduate student, is part of a research lab led by Dr. Johnson, a renowned but temperamental principal investigator. During a lab meeting, Sarah eagerly presents her progress on her research project. However, when she makes a minor mistake in her explanation, Dr. Johnson interrupts abruptly, raising their voice and reprimanding her in front of everyone. Dr. Johnson criticizes Sarah's competence, belittles her intelligence, dismisses her attempts to explain the mistake, all while micromanaging the details of the project. Sarah feels humiliated and demoralized, and her confidence shatters. The incident tarnishes the mentor-student relationship, leading to a strained and unsupportive environment in the lab. Other students witness the incident and become hesitant to seek guidance, hindering collaboration and stifling productivity. The negative impact of Dr. Johnson's poor mentorship weighs heavily on Sarah, affecting her motivation and overall well-being.

Emily, a graduate student, works in a research lab led by Dr. Anderson, a renowned and supportive principal investigator. Despite feeling underprepared for her research project, Emily receives guidance and resources from Dr. Anderson.

Recognizing Emily's challenges, Dr. Anderson schedules a one-on-one meeting to address her concerns. They discuss the specific areas where Emily feels underprepared and frustrated, and Dr. Anderson offers reassurance, explaining that it's normal to feel overwhelmed. During the meeting, Dr. Anderson provides guidance by breaking down the tasks and developing a roadmap to prioritize Emily's work. They explain fundamental concepts, share relevant resources, and encourage Emily to explore different strategies and ideas.

Over the following weeks, Dr. Anderson maintains regular check-ins with Emily, providing constructive feedback and creating a supportive environment. Emily appreciates the mentorship, gains confidence, and makes significant progress on her research project. Dr. Anderson acknowledges her improvement and dedication.

In this scenario, Dr. Anderson's supportive mentorship helps Emily overcome her initial struggles. Through guidance, resources, and regular check-ins, Dr. Anderson creates a positive environment for learning and growth, enabling Emily to gain confidence and make significant progress in her research project.

Students may demonstrate a pattern of behaviour that suggests an active or incipient mental heath concern.

In the laboratory environment (e.g. summer student, work-study student, undergraduate thesis student) this might include, but is not limited to:

• Ceasing attending the lab, or creating disruptions in the lab
• Not communicating with their direct supervisor in the lab, and being unresponsive to email or phone outreach
• Failing to complete work to the same degree of competency that they have previously demonstrated
• Being visibly / obviously sad, upset, angry, or agitated

In a course / classroom environment, this might include but is not limited to:

• Ceasing to attend lectures, tutorials, or laboratory sessions
• Not handing in assignments
• Missing tests, midterms, or exams
• Being visibly / obviously sad, upset, angry, or agitated

If you notice a concerning behaviour, invite open communication. Ensure that your students know that they can talk to you, and that there is a pre-defined way for them to connect with you (e.g. clearly posted office hours), and that they are free to discuss issues that are affecting their academic progress without judgement.

Alternatively, an undergraduate student may approach you to disclose a mental health concern. In either case, being able to recognize when someone is experiencing a mental health challenge is an important first step in helping them.

If you have specific safety concerns at this stage, you may require an immediate referral or intervention. If the situation is an EMERGENCY, call 911, or call the urgent Campus Police number (416-978-2222). If the situation is URGENT but is not an emergency, you might consider calling the Student Crisis Line (416-946-7111) or UofT Health and Wellness (416-978-8030; select option 5 to connect to reception immediately) – these services are available during business hours only. Examples of specific safety concerns include:

• References to self-harm or harm to others (including you)
• Confusion, disorientation, disconnection from reality (written / verbal)
• Expressions of hopelessness, helplessness, or worthlessness (written / verbal)

If you’re concerned about one of your undergraduate students, consider providing specific examples that highlight your reason(s) for being concerned. This will let the student know that you are open to listening, and gives them a chance to speak directly to the indicators you’ve presented. Consider the following procedural elements to this conversation, which apply whether you have approached an undergraduate student with a concern, or if a student has approached you:

• Choose a safe space to have the conversation – best practice for in person meetings, keep your office door open, even if just a little bit
• Validate their feelings / disclosures, and listen actively
• Do not promise confidentiality – you may not be able to keep their secrets
• Avoid giving advice
• Instill a sense of hope – whatever the issue is, there will be a way to navigate it

If you have specific safety concerns at this stage, you may require an immediate referral or intervention. If the situation is an EMERGENCY, call 911, or call the urgent Campus Police number (416-978-2222). If the situation is URGENT but is not an emergency, you might consider calling the Student Crisis Line (416-946-7111) or UofT Health and Wellness (416-978-8030; select option 5 to connect to reception immediately) – these services are available during business hours only. Examples of specific safety concerns include:

• References to self-harm or harm to others (including you)
• Confusion, disorientation, disconnection from reality (written / verbal)
• Expressions of hopelessness, helplessness, or worthlessness (written / verbal)

No matter what your undergraduate students bring to you, remember your role, and your limitations. We are (for the most part) not counsellors, therapists, or even experts in all the resources on campus, and many of the issues that face our students will be outside of our scope of experience and expertise. Luckily, there are many people both on and off campus who can help, and knowing how to get to them is a gift you can give your undergraduate students.

The first contact point for undergraduate students who are struggling academically or otherwise should be their undergraduate college, so if you believe that the student requires support at an institutional level, please recommend that they connect with their college. The registrars of the seven U of T colleges have been very well equipped to support their students through a wide variety of challenging situations. If the student consents, you can also reach out to the registrar of their college with them, while they are in your office. Please indicate immediately to the registrar that you have a student in your office if you do this.

In addition to suggesting / facilitating outreach to their college registrar, some students may benefit from a direct connection to U of T’s Health and Wellness Team. This can be accomplished in many ways:

• You can recommend that they seek out counselling support themselves, and provide them with the contact number (416-978-8030; select option 5 to connect to reception immediately)
• If they want support with this process:
  • You can assist with a referral. Note that you will need their consent to instigate a referral on their behalf. Complete this form, and email it to Health and Wellness.
  • You can also call Health and Wellness while they are in your office, if they consent to this, and help them launch a self-referral

Please read about the various counselling options and supports that UofT offers – it can be useful to let students know that they may be able to access a drop in or same-day appointment if necessary.

There are also a vast array of additional resources available to our undergraduate students, and depending on their unique circumstances, one or more of these may be relevant and helpful. Some high impact resources are available on our Department’s Health and Wellness landing page, and many others can be found on the faculty-facing IAR Quick Reference Guide, and at U of T’s Student Mental Health Resources page.

If you have specific safety concerns at this stage, you may require an immediate referral or intervention. If the situation is an EMERGENCY, call 911, or call the urgent Campus Police number (416-978-2222). If the situation is URGENT but is not an emergency, you might consider calling the Student Crisis Line (416-946-7111) or UofT Health and Wellness (416-978-8030; select option 5 to connect to reception immediately) – these services are available during business hours only. Examples of specific safety concerns include:

• References to self-harm or harm to others (including you)
• Confusion, disorientation, disconnection from reality (written / verbal)
• Expressions of hopelessness, helplessness, or worthlessness (written / verbal)

Remember that you cannot force a student to accept a referral. However, if they refuse / seem unlikely to connect with their college registrar, you should reach out to the registrar directly to indicate concern for the student. Any important emails of this nature should copy our department’s Undergraduate Coordinator, Dr. Rick Collins.

Importantly, after you connect with a student, follow up with them regarding their progress.

If you aren’t sure where to look for support or what to do next for an undergraduate student, please feel free to reach out directly to our department’s undergraduate coordinator, Dr. Rick Collins.

Students may demonstrate a pattern of behaviour that suggests an active or incipient mental heath concern.

In the laboratory environment (e.g. MSc / PhD research student, rotation student) this might include, but is not limited to:

• Ceasing attending the lab, or creating disruptions in the lab
• Not communicating with their direct supervisor in the lab, and being unresponsive to email or phone outreach
• Failing to complete work to the same degree of competency that they have previously demonstrated
• Being visibly / obviously sad, upset, angry, or agitated

In a course / classroom environment, this might include but is not limited to:

• Ceasing to attend lectures, tutorials, or laboratory sessions
• Not handing in assignments, or handing in work that does not align with previous performance
• Missing tests, midterms, or exams
• Being visibly / obviously sad, upset, angry, or agitated
• Behaving in a way that is out of character

As a Teaching Assistant, this might include but is not limited to:

• Ceasing to attend required lectures, tutorials, or laboratory sessions
• Not communicating with you / the course coordinator and being unresponsive to email or phone outreach
• Not performing their TA duties, or not performing these duties to the same caliber that they have in the past

If you notice a concerning behaviour, invite open communication. Ensure that your students know that they can talk to you, and that there is a pre-defined way for them to connect with you (e.g. an “open door” office walk in policy, regularly scheduled meetings, clearly posted office hours), and that they are free to discuss issues that are affecting their research / academic / professional progress without judgement.

Alternatively, a graduate student may approach you to disclose a mental health concern. In either case, being able to recognize when someone is experiencing a mental health challenge is an important first step in helping them.

If you have specific safety concerns at this stage, you may require an immediate referral or intervention. If the situation is an EMERGENCY, call 911, or call the urgent Campus Police number (416-978-2222). If the situation is URGENT but is not an emergency, you might consider calling the Student Crisis Line (416-946-7111) or UofT Health and Wellness (416-978-8030; select option 5 to connect to reception immediately) – these services are available during business hours only. Examples of specific safety concerns include:

• References to self-harm or harm to others (including you)
• Confusion, disorientation, disconnection from reality (written / verbal)
• Expressions of hopelessness, helplessness, or worthlessness (written / verbal)

If you’re concerned about one of your graduate students, whether you are their direct supervisor, an instructor in one of their courses, or their supervisor in their Teaching Assistant position, consider providing specific examples that highlight your reason(s) for being concerned. This will let the student know that you are open to listening, and gives them a chance to speak directly to the indicators you’ve presented. Consider the following procedural elements to this conversation, which apply whether you have approached a graduate student with a concern, or if a student has approached you:

• Choose a safe space to have the conversation – best practice for in person meetings, keep your office door open, even if just a little bit
• Validate their feelings / disclosures, and listen actively
• Do not promise confidentiality – you may not be able to keep their secrets
• Avoid giving advice
• Instill a sense of hope – whatever the issue is, there will be a way to navigate it

If you have specific safety concerns at this stage, you may require an immediate referral or intervention. If the situation is an EMERGENCY, call 911, or call the urgent Campus Police number (416-978-2222). If the situation is URGENT but is not an emergency, you might consider calling the Student Crisis Line (416-946-7111) or UofT Health and Wellness (416-978-8030; select option 5 to connect to reception immediately) – these services are available during business hours only. Examples of specific safety concerns include:

• References to self-harm or harm to others (including you)
• Confusion, disorientation, disconnection from reality (written / verbal)
• Expressions of hopelessness, helplessness, or worthlessness (written / verbal)

No matter what your graduate students bring to you, remember your role, and your limitations. We are (for the most part) not counsellors, therapists, or even experts in all the resources on campus, and many of the issues that face our students will be outside of our scope of experience and expertise. Luckily, there are many people both on and off campus who can help, and knowing how to get to them is a gift you can give your graduate students.

The first contact point for graduate students who are struggling academically or otherwise is generally their supervisor (MSc / PhD) or program director (MSc GC / MHSc), so if you are not this person, and you believe that the student requires support, you may want to recommend that they connect with this person. If this is not a reasonable option for whatever reason and you believe that the student requires direct support at the departmental level, you may want to encourage the student to connect with the department’s excellent Graduate Coordinator team, Drs. Lori Frappier and Mike Wilson.

If you are the program director or direct supervisor of a graduate student and are trying to support them through a mental health challenge, make sure that you are aware of the personal time off policy developed by the School of Graduate Studies, which mandates that all graduate students be allowed to take 15 business days off annually to support their wellbeing. A short break may be incredibly helpful to a struggling graduate student, especially if they know that they have their supervisor’s support in taking this time off.

Some students may also benefit from a direct connection to UofT’s Health and Wellness Team. This can be accomplished in many ways:

• You can recommend that they seek out counselling support themselves, and provide them with the contact number (416-978-8030; select option 5 to connect to reception immediately). Students should identify themselves here as graduate students within the Temerty Faculty of Medicine, so that they can take advantage of our Division’s embedded counsellors, and receive more tailored counselling support. Note that these counsellors are generally not available during the summer term.
• If they want support with this process:
  • You can assist with a referral. Note that you will need their consent to instigate a referral on their behalf. Complete this form, and email it to Health and Wellness.
  • You can also call Health and Wellness while they are in your office, if they consent to this, and help them launch a self-referral. In some instances, it may even be helpful after doing this to directly walk a student over to the Koffler Centre and deliver them to the reception desk for further support.

Please read about the various counselling options and supports that UofT offers – it can be useful to let students know that they may be able to access a drop in or same-day appointment if necessary.

There are also a vast array of additional resources available to our graduate students, and depending on their unique circumstances, one or more of these may be relevant and helpful. Some high impact resources are available on our Department’s Health and Wellness landing page, and many others can be found on the faculty-facing IAR Quick Reference Guide, and at UofT’s Student Mental Health Resources page.

If you have specific safety concerns at this stage, you may require an immediate referral or intervention. If the situation is an EMERGENCY, call 911, or call the urgent Campus Police number (416-978-2222). If the situation is URGENT but is not an emergency, you might consider calling the Student Crisis Line (416-946-7111) or UofT Health and Wellness (416-978-8030; select option 5 to connect to reception immediately) – these services are available during business hours only. Examples of specific safety concerns include:

• References to self-harm or harm to others (including you)
• Confusion, disorientation, disconnection from reality (written / verbal)
• Expressions of hopelessness, helplessness, or worthlessness (written / verbal)

In some circumstances, a mental health situation will require that your graduate student take a formal break from their academic work. Please become familiar with the leave of absence policy developed by the School of Graduate Studies, and in the event that you think this might be meaningful or necessary for a student, consider suggesting this path.

Remember that you cannot force a student to accept a referral, and importantly, after you connect with a graduate student, follow up with them regarding their progress.

If you aren’t sure where to look for support or what to do next for a graduate student, please feel free to reach out directly to our department’s many graduate contact points:

• MHSc Medical Genomics students – Program Director, Dr. Erin Styles
• MSc Genetic Counselling students – Program Director, Stacy Hewson
• Msc / PhD research students – Graduate Coordinator, Dr. Lori Frappier and / or Associate Graduate Coordinator, Dr. Mike Wilson
• Any – Learning Strategist, Kyle Turner

Non-student members of our community may also struggle with their mental health. This section covers all of the staff members in our department, from laboratory employees and post-doctoral fellows to faculty members.

Staff and faculty members may demonstrate a pattern of behaviour that suggests an active or incipient mental heath concern. This might include, but is not limited to:

• Ceasing attending work, or creating disruptions in their work environment

• Not performing their duties, or not performing these duties to the same caliber that they have in the past

• Not communicating with their direct supervisor (staff) or trainees (staff / faculty), and being unresponsive to email or phone outreach
• Failing to complete work to the same degree of competency that they have previously demonstrated
• Being visibly / obviously sad, upset, angry, or agitated

If you notice a concerning behaviour, invite open communication. Ensure that the staff and faculty members of our community know that they can talk to you, and in the case of staff members or post-doctoral fellows in your research group, that there is a pre-defined way for them to connect with you (e.g. an “open door” office walk in policy, regularly scheduled meetings), and that they are free to discuss issues that are affecting their research / professional progress without judgement.

Alternatively, a staff or faculty member may approach you to disclose a mental health concern. In either case, being able to recognize when someone is experiencing a mental health challenge is an important first step in helping them.

If you have specific safety concerns at this stage, you may require an immediate referral or intervention. If the situation is an EMERGENCY, call 911, or call the urgent Campus Police number (416-978-2222). If the situation is URGENT but is not an emergency, you might consider calling the Student Crisis Line (416-946-7111) or UofT Health and Wellness (416-978-8030; select option 5 to connect to reception immediately) – these services are available during business hours only. Examples of specific safety concerns include:

• References to self-harm or harm to others (including you)
• Confusion, disorientation, disconnection from reality (written / verbal)
• Expressions of hopelessness, helplessness, or worthlessness (written / verbal)

If you’re concerned about a non-student member of our community, whether you are their direct employer or a colleague, consider providing specific examples that highlight your reason(s) for being concerned. This will let them know that you are open to listening, and gives them a chance to speak directly to the indicators you’ve presented. Consider the following procedural elements to this conversation, which apply whether you have approached someone with a concern, or if someone has approached you:

• Choose a safe space to have the conversation – best practice for in person meetings, keep your office door open, even if just a little bit
• Validate their feelings / disclosures, and listen actively
• Do not promise confidentiality – you may not be able to keep their secrets
• Avoid giving advice
• Instill a sense of hope – whatever the issue is, there will be a way to navigate it

If you have specific safety concerns at this stage, you may require an immediate referral or intervention. If the situation is an EMERGENCY, call 911, or call the urgent Campus Police number (416-978-2222). If the situation is URGENT but is not an emergency, you might consider calling the Student Crisis Line (416-946-7111) or UofT Health and Wellness (416-978-8030; select option 5 to connect to reception immediately) – these services are available during business hours only. Examples of specific safety concerns include:

• References to self-harm or harm to others (including you)
• Confusion, disorientation, disconnection from reality (written / verbal)
• Expressions of hopelessness, helplessness, or worthlessness (written / verbal)

No matter what the situation, remember your role, and your limitations. We are (for the most part) not counsellors, therapists, or even experts in all the resources on campus, and many of the issues that face our community members will be outside of our scope of experience and expertise. Luckily, there are many people both on and off campus who can help, and knowing how to get to them is a gift you can give your employees and colleagues.

The first contact point for a staff member, postdoctoral fellow, or faculty member who is struggling with a mental health situation is the Employee And Family Assistance Plan. This is available 24/7 to all employees of UofT and their dependents, and is completely free. EFAP provides confidential short-term counselling, coaching, information and support for all types of issues relating to mental health and wellbeing. Depending on the situation, a staff or faculty member may also benefit from a referral to the Family Care Office, which offers a wide variety of counselling and crisis support services. Additional helpful information for navigating wellness at UofT for staff and faculty can be found at the Division of People Strategy, Equity, and Culture’s Wellness Hub.

If you are the direct supervisor or employer of a staff member or postdoctoral fellow and are trying to support them through a mental health challenge, make sure that you are aware of the vacation time and personal time off allotments provided in their employment contracts. A short break may be incredibly helpful to a struggling staff member or postdoctoral fellow, especially if they know that they have their supervisor’s support in taking this time off.

If you have specific safety concerns at this stage, you may require an immediate referral or intervention. If the situation is an EMERGENCY, call 911, or call the urgent Campus Police number (416-978-2222). If the situation is URGENT but is not an emergency, you might consider calling the Student Crisis Line (416-946-7111) or UofT Health and Wellness (416-978-8030; select option 5 to connect to reception immediately) – these services are available during business hours only. Examples of specific safety concerns include:

• References to self-harm or harm to others (including you)
• Confusion, disorientation, disconnection from reality (written / verbal)
• Expressions of hopelessness, helplessness, or worthlessness (written / verbal)

Remember that you cannot force a staff member, postdoctoral fellow, or faculty member to accept a referral, and importantly, after you connect with a community member, follow up with them regarding their progress.

If you aren’t sure how to best support a staff member or another faculty member, consider reaching out to EFAP – in addition to providing a direct contact point for employees at UofT, this service is also open to supervisors and managers who are hoping to get some advice on navigating challenging situations and support their employees and colleagues.

If you need insight or advice on how to best support a staff or faculty member in the context of our department, feel free to reach out to the department Chair, Dr. Tim Hughes, or the Vice-Chair, Dr. Will Navarre.

University College: Registrar, Contact information

Trinity College: Registrar, Contact information

Victoria College: Registrar, Contact information

St. Michael’s College: Registrar, Contact information

Innis College: Registrar, Contact information

New College: Registrar, Contact information

Woodsworth College: Registrar, Contact information

Eligibility: Undergraduates enrolled in a course who are available to work up to 200 hours during the fall/winter term and up to 100 hours in the winter term.

Process: Submit job posting and then contact students you are interested in having in your lab. Job posting deadline is typically March for the summer and July for fall/winter.

Program link

Eligibility: Undergraduates who can commit to full time research for 12-16 weeks between the beginning of May to the end of August. There are several fellowship opportunities available to supplement the undergraduate stipend.

Process: Have students you would like to join your lab in the summer complete the undergraduate summer research program application. Deadline is typically sometime in March.

Program link

Eligibility: Second- or third-year students with a time commitment of 8-10 hours during fall and/or winter term and 18-20 hours during the summer term.

Process: Applications for student projects are typically due in middle of January and offers made to students at the beginning of April.

Program link

Eligibility: Fourth year students with a time commitment of 8-12 hours per week during fall and winter term.

Process: Have students you would like to do their fourth-year thesis in your lab enroll in the course. See link below for details.

Course link

If you are looking for predominantly computational students, email the program coordinator of the BCB program to be listed as participating faculty.

Program link

RASI is an initiative designed to help Community of Support members (COS - supports prospective health professions students who are Indigenous, Black, Filipino, socioeconomically disadvantaged, or who identify as having a disability) with interests in pursuing research.

RASI website

Community of Support website

To participate, complete this form where you fill out information about when you would like to host students, how many, funding, lab information, and topic. Then, your information will be distributed to the students (not on a website for public access as far as I know) and students begin to contact you. You are then responsible for interviewing, selecting, hiring students and you must let the RASI lead know when you take a student so they can take you off the list (by email). You provide the funding for this program, although students could apply for UROPS, etc.

1. ​​​​​​"General Advice for Scientists" - Help I'm a Scientist
2. Ten Simple Rules to Becoming a Principal Investigator- PLOS Computational Biology
3. "Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New Faculty" - Howard Hughes Medical Institute (HHMI)
4. At the Helm: Leading Your Laboratory, Second Edition - Cold Spring Harbor Laboratory Press
5. "Entering Mentoring: A Seminar to Train a New Generation of Scientists" - Howard Hughes Medical Institute (HHMI)
6. Guidebook For New Principal Investigators Advice on Applying for a Grant, Writing Papers, Setting up a Research Team and Managing Your Time - Canadian Institutes of Health Research (CIHR)
7. Ten Simple Rules for Building and Maintaining a Scientific Reputation - PLOS Computational Biology

1. The key to a happy lab life is in the manual - Nature
2. Research Culture: Welcome to the lab - eLife
3. Ten simple rules for developing a mentor–mentee expectations document - PLOS Computational Biology
4. Ten simple rules towards healthier research labs - PLOS Computational Biology

Meeting template for research projects

"Ten simple rules for running productive lab meetings" - PLOS Computational Biology