progress report for phd student sample

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The Graduate School

Template for annual reviews for doctoral students.

As part of an ongoing effort to foster good graduate student mentoring and facilitate communication between graduate advisors and advisees, The Graduate School has developed a template for annual reviews for doctoral (and potentially other) students .  The purpose is to provide a tool that programs can use to: (1) allow students to report and reflect on their progress and accomplishments during the previous year and plan their activities and efforts for the coming year, and (2) aid major advisors in providing their graduate students with feedback on their progress to date and plans.   The template is attached, along with examples of similar forms currently being used by some departments (English, Marine Sciences, and Psychology).  The template draws from examples such as these, and incorporates feedback received from the Graduate Faculty Council and the Executive Committee.

Importantly, the template is designed to be   customizable .  We anticipate that programs will modify it — adding, changing, or deleting items – to suit the specific needs of their programs.  Although use of this or any form is purely voluntary (i.e., there is no Graduate School requirement that annual reviews of this sort be conducted), we strongly urge programs to institute a process based on some version of a tool like this.

We are distributing this template now so that programs that want to do so can use it this academic year.  However, we view this as a “living document” that we will be revising as we receive feedback on it.  In addition, we will be developing guidance/tips on implementations suggestions and strategies that we will be posting on the TGS website, along with the template itself, over the coming months.

Download Template

If you have any questions or suggestions regarding the template itself or its use, please reach out to us at   [email protected]   or   [email protected] .

Kent E. Holsinger Board of Trustees Distinguished Professor Vice Provost for Graduate Education  and Dean of The Graduate School

Kathleen Segerson Board of Trustees Distinguished Professor Associate Dean of The Graduate School

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Ph.D. Student Handbook

Annual ph.d. progress report.

Starting in their second year, students will meet with a mentoring committee annually. Prior to candidacy, the mentoring committee will be composed of their Qualifying committee. After candidacy, the mentoring committee will be composed of their Dissertation committee, which depending on the nature of a student’s thesis may include members of the Qualifying committee. At least one week prior to the annual meeting (which also includes the candidacy exam), the student will provide a brief progress report (3-page max, excluding non-mandatory figures), an updated CV, and a copy of their IDP. At the beginning of the meeting, the student will meet alone with the committee, followed by a meeting of the advisor(s) with the committee. The committee chair will fill out the PhD Committee Meeting Report.

Access the Progress Report Submission form her e.

The purpose of the Dissertation Committee is to provide objective advice and fresh points of view to the student and Advisor. A lively discussion may be expected at these meetings, which is sure to benefit the student and the student’s research. Committee meetings are also important for ensuring that the student is: i) on schedule to complete the Thesis in an appropriate time frame, including maintaining the appropriate balance of experiments, analysis, writing, and dissemination; ii) thinking about and effectively pursuing post-graduation career plans; and iii) at the appropriate time is given permission to defend.

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Writing a progress/status report

By michael ernst, january, 2010.

Writing a weekly report about your research progress can make your research more successful, less frustrating, and more visible to others, among other benefits.

One good format is to write your report in four parts:

• Quote the previous week's plan. This helps you determine whether you accomplished your goals.
• State this week's progress. This can include information such as: what you have accomplished, what you learned, what difficulties you overcame, what difficulties are still blocking you, your new ideas for research directions or projects, and the like.
• Give the next week's plan. A good format is a bulleted list, so we can see what you accomplished or did not. Try to make each goal measurable: there should be no ambiguity as to whether you were able to finish it. It's good to include longer-term goals as well.
• Give an agenda for the meeting. Some people like to send this as a separate message, which is fine.

The report need not be onerous. It can be a few paragraphs or a page, so it shouldn't take you long to write. Minimize details that are not relevant to your audience, such as classwork and the like, in order to keep the report focused; you will spend less time writing it, and make it more likely to be read.

Writing the progress report has many benefits.

Writing the report will make you more productive, because it will force you to think about your work in a manner concretely enough to write down. Any time that you spend organizing your thoughts will more than pay itself back in better understanding and improved productivity. When a project is complete, it is all too easy to forget some of your contributions. You can look back over your progress reports to remember what was difficult, and to think about how to work more productively in the future. You may be able to re-use some of the text when writing up your results.

Writing the report will make your meetings more productive. When you have a weekly research meeting, the report should be sent 24 hours in advance, to help everyone prepare. (Two hours is not an acceptable alternative: it does not let everyone — both you and others — mull over the ideas.) Don't delay your report because you want to wait until you have better results to report. Instead, send the report on schedule, and if you get more results in the next 24 hours, you can discuss those at the meeting.

Writing the report will give you feedback from a new point of view. The report enables others outside your research project to know what you are doing. Those people may respond with ideas or suggestions, which can help get you unstuck or give you additional avenues to explore. It also keeps you on their radar screen and reminds them of your work, which a good thing if you don't meet with them frequently. (For PhD students, a periodic report to the members of your thesis committee can pay big dividends.)

Writing the report helps explain (to yourself especially, but also to others) how you spent your time — even if there isn't as much progress as you would have preferred, you can see that you did work hard, and how to be more efficient or effective in the future.

If your meetings are more frequent than weekly, then the progress report should also be more frequent. If your meetings are less frequent, it's a good idea to still send a progress report each week.

Important tip: Throughout the day, maintain a log of what you have done. This can be a simple text file. You can update it when you start and end a task, or at regular intervals throughout the day. It takes only a moment to maintain the log, and it makes writing the report easy. By contrast, without a log you might forget what you have done during the week, and writing the report could take a long time.

Back to Advice compiled by Michael Ernst .

/images/cornell/logo35pt_cornell_white.svg" alt="progress report for phd student sample"> Cornell University --> Graduate School

Student progress review.

The Student Progress Review (SPR) is an interactive process intended to support the regular exchange of constructive, written feedback between advisees and advisors. It codifies a process for research degree students and their special committees to have at least one formal conversation per year about academic progress and future plans. In academic disciplines where students are encouraged or required to complete an Individual Development Plan (IDP), the SPR process can help fulfill this need.

Using the SPR form, students are asked to reflect on their recent accomplishments, identify challenges, and set goals. Committee chairs then review their students’ SPR forms and enter constructive feedback. Chairs indicate whether progress has been excellent, satisfactory, needs improvement, or is unsatisfactory. Feedback that is documented on the SPR will be made available to the student, all members of the student’s special committee, and the DGS/GFA of the student’s field.

• SPR Form Information
• SPR Form Tips for Students  (PDF)
• SPR Form Tips for Faculty (PDF)

Log into your SPR Forms Portal (for students and faculty approvers) to see forms history and forms awaiting your approval.

Overview of the SPR Process

Step 1: The deadline for students to complete the SPR is April 1. Each graduate field sets its own timing and annual due dates for the SPR process; fields send students instructions and a link to the SPR form at the appropriate time.

Step 2: Student schedules the SPR meeting with their advisor/chair (some fields may expect that this occur in conjunction with a meeting of the special committee). 

Step 3: Student completes their portion of the SPR form. Depending on the field’s practices, the student may submit the form at this point or download a draft version to share with their chair and other special committee members prior to submitting the form through the online system.

Step 4: SPR face-to-face dialog.

Step 5: If the student saved their SPR form as a draft, they may edit the form after meeting with their chair and/or special committee. Upon submission by the student, the form is routed to the special committee chair (after this point the student cannot edit the SPR form unless it is returned to them by their chair).

Step 6: The special committee chair enters written comments and evaluates student progress. Depending on the field’s practices, the chair may incorporate feedback provided by other members of the special committee and graduate field.

Step 7: Contents of the form will be available to the student, the student’s special committee, DGS, and GFA.

Frequently Asked Questions

Who is required to complete a SPR?

All M.A., M.S., and doctoral students in who are in the second year of their program or beyond must complete a SPR form each academic year. Students on leave of absence are excluded from this requirement.

What is the deadline to complete the SPR? 

While the Graduate School simply requires that a SPR be completed once each academic year, each graduate field sets its own timeline for students and faculty to complete the SPR. The deadline for students to complete the SPR is April 1. To confirm when the SPR is due for your field please contact your GFA or DGS.

How long will it take to fill out the SPR form? 

For most students it should not be difficult or time-consuming to complete the self-reflection and goal-setting portions of the SPR process. If you run into difficulties or have questions it may be helpful to discuss these with your advisor. The online form allows you to save your responses and return later.

Some of the questions on the SPR don't seem relevant to me. What should I do?

While most questions on the SPR form will be generally applicable to students across a range of fields and academic disciplines, some questions might not apply to your specific situation. It’s perfectly acceptable to note that a question is “Not Applicable,” or to contact your advisor or GFA for more specific instructions.

Can a student share a draft of the SPR form with their chair/committee prior to electronically signing and submitting the finished form? 

Yes; students may save their SPR form as a draft (without submitting) to download and share with their chair and/or special committee via email. They may then return to the online form and edit it before electronically signing and submitting it. See the “SPR Form Tips for Students” (top of this page) for detailed instructions.

Who will see content of the completed SPR form? 

The purpose of the SPR form is to document, in writing, a conversation that should be happening between students and their mentors, so the primary audience of the competed form is, of course, the student and the special committee. Graduate fields provide support and oversight to this advising relationship so the DGS and the GFA will also have access to completed forms. The final SPR, with comments from both the student and advisor, will be added to the student’s file. Staff of the Graduate School will not regularly review SPRs but may contact students who receive ratings of “needs improvement” or “unsatisfactory” to help develop support plans.

Is a SPR needed if students and their advisors already communicate on a regular basis?

Most faculty advisors strive to provide regular, thoughtful feedback. However, the Graduate School has frequently heard that students expect more structured feedback in writing. This is especially important for establishing shared and agreed-upon expectations, for overcoming information that may be incorrect or misunderstood, and for when problems arise. Additionally, research suggests that “formal annual evaluations tend to increase the numbers of students who complete, and are therefore preferable to sporadic and informal reviews . . . Some form of progress-tracking, annually or each semester, allows the student and supervisor to meet and establish objectives for the year. This ensures that both students and advisors be held accountable for timely progress and for constructive feedback” (Council of Graduate Schools, Ph.D. Completion and Attrition).

In the SPR process, what is the role of the special committee chair? 

It is expected that chairs will meet in person with their students to discuss the SPR (some fields may expect that this occur in conjunction with a meeting of the special committee). The SPR meeting provides an opportunity to discuss the student’s overall progress, provide feedback, clarify expectations, and establish shared objectives for the year.  

When a student electronically signs and submits the form, it is routed to their chair. After the form is submitted by the student, they are not able to make edits unless the form is returned to them by the chair using the “reject” function in the online system.

Chairs are expected to complete the faculty feedback section of the form after meeting with the student. Depending on the field’s practices, the chair may also incorporate feedback from the special committee. Core questions in the faculty feedback section ask for written comments about each student’s demonstrated strength and weaknesses, as well as an overall evaluation of the student’s progress. 

After reviewing a student’s entries, how can the advisor/chair return the SPR form to the student for further editing?

The advisor/chair may use the “return” button at the bottom of the SPR form page to send the SPR form back to the student for revisions. The chair will have the opportunity to include a message to the student (e.g., “Please revise goals for the coming year and resubmit”).

What categories are used by faculty to evaluate student's overall progress? 

• Excellent – Exceeds expectations overall; progress and performance are exceptional in one or more areas.
• Most students who are meeting the requirements of their program, making good progress, and developing and acting on thoughtful plans and goals should be assigned this rating.
• This is a signal that some changes are required to get on track for successful completion of the degree. Obstacles and challenges must be addressed through appropriate planning, goal setting, and follow-through. Sometimes a short-term disruption or setback can slow progress, but such challenges can usually be overcome with careful planning and targeted support. It’s important that students and committees develop a plan, make needed adjustments, and check-in with each other frequently. This rating should serve as a clear communication to the student that improvement is needed, and to the special committee and graduate field that monitoring and support will be needed.
• The Graduate School will contact the graduate field, special committee chair, and student to share information about helpful resources and best practices for developing actionable improvement plans. 
• This rating indicates that the student has made little or no academic progress in the preceding one or two semesters to the extent that lack of progress endangers their ability to complete their degree in an appropriate timeframe. Students who are rated as “unsatisfactory” are not considered to be in good academic standing with the Graduate School and may be ineligible for fellowship or assistantship support until they return to good standing.
• The Graduate School will require that students develop a detailed improvement plan with clear timeframes in coordination with their special committee and graduate field.  
• The Graduate School will contact the graduate field, special committee, and student with a message noting that the student is not considered to be in good academic standing. The student will be required to submit for Graduate School approval their improvement plan and a timeline for returning to good standing, developed with input from the special committee chair. 
• The Graduate School will enforce the terms of this plan. If the terms are not met, the student may be withdrawn from their Cornell graduate program.

• FRONT MATTER
• TABLE OF CONTENTS

Sample Progress Report

The following short progress report, written by a student in geology, provides an excellent example of how concrete and affirmative a progress report can be. Note the specificity even in the title, and how sections such as "Remaining Questions" and "Expected Results" demonstrate that the writer, even though he is two months away from the completion of his thesis, is thinking about the work in a professional manner.

Progress Report

"Stratigraphic Architecture of Deep-Ramp Carbonates: Implications for Deposition of Volcanic Ashes, Salona and Coburn Formations, Central Pennsylvania" by John Lerner

SCOPE AND PURPOSE

The Late Middle Ordovician-age Salona and Coburn formations of central Pennsylvania show cyclic patterns on a scale of tens of meters.  Little research has been done on sequence stratigraphy of deep-water mixed carbonate/siliciclastic systems, and a depositional model for this environment is necessary to understand the timing and processes of deposition. The stratigraphic position of the bentonites at the base of the larger cycles is significant because it indicates that they accumulated during a time of non-deposition in a deep water environment.

To date, I have described five lithofacies present in the Salona and Coburn formations. Two lithofacies are interpreted as storm deposits and make up the limestone component of the thinly-bedded couplets. Some trends were observed in the raw data; however, because of the "noisy" nature of the data, a plot of the five-point moving average of bed thickness was created to define the cycles better.

ADDITIONAL WORK

Two key tasks are to be completed in the coming weeks. With the results of these tests and the field observations, I will create a model for deposition of a deep-ramp mixed carbonate/siliciclastic system in a foreland basin environment. The model will include depositional processes, stratigraphic architecture, and tectonic setting.

REMAINING QUESTIONS

Questions remain regarding the depositional processes responsible for the featureless micrite at the base of the Salona Formation. . . . How rapid was the transition? What record (if any?) remains of the transition?  Were bentonites not deposited, or were they selectively removed at certain locations by erosive storm processes?

EXPECTED RESULTS

I expect to find that the large-scale cycles represent parasequences. Flooding surfaces are marked by bentonites and shales, with bentonites removed in some locations. If the cycles are true parasequences, the implication is that eustatic sea level changes and not tectonic influences controlled the depositional changes over the interval.

Research guidance, Research Journals, Top Universities

PhD Six Month Progress Report Sample/ Format

Annexure-II

UNIVERSITY NAME

SEMESTER WISE PROGRESS REPORT OF THE RESEARCH SCHOLAR CONFIDENTIAL

Six Monthly Progress Report of the Research work done for the period from 01 November 2017 to April 2018 of the Research Scholar.

• Name of the Research Scholar:  Mr. Daniel Sehwag
• Subject:   Computer Science
• Topic registered for Ph.D. Degree:  Optimum web personalization system using semantic annotation.
• Research paper published during this tenure and conference/seminar attended (if any)

  A. Research Paper Published:

• An optimum approach for preprocessing of web user query.

B. Conferences Attended:

• National Conference – 2
• International Conference – 3

C. Workshop Attended:

• One Week National Workshop on  “Statistics through SPSS and R” at   University of Texas.
• Three day National workshop on Research Methodology at GCW Parade, India.

Name of the Supervisor: Dr. Arjun Kumar

Name of the Co-Supervisor: Dr. Flemming

Description of the guidance                 

___________________________________________________________________

________________________________________________________________

Signature of Candidate

Remarks of the supervisor on the work done by the candidate on topic:

   …………………………………………………………………………………………

……………………………………………………………..…………………………

Signature of the supervisor

Remarks of the co-supervisor on the work done by the candidate on topic:

Signature of the co-supervisor

PhD six month progress report sample  PPT | PhD  half-yearly  progress report sample | 1st year  PhD progress report  example first year  PhD | PhD six month progress report sample

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51+ SAMPLE Research Progress Report in PDF | MS Word | Google Docs | Apple Pages

Research Progress Report | MS Word | Google Docs | Apple Pages

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1. research performance progress report, 2. research internship progress report , 3. research administration progress report, 4. research center progress report format, step 1: create a cover page, step 2: make the executive summary, step 3:  define the participants of the research program, step 4:   describe the research project accomplishments, step 5: proofread, revise, and prepare the final research progress report, share this post on your network, file formats, word templates, google docs templates, excel templates, powerpoint templates, google sheets templates, google slides templates, pdf templates, publisher templates, psd templates, indesign templates, illustrator templates, pages templates, keynote templates, numbers templates, outlook templates, you may also like these articles, 12+ sample construction daily report in ms word | pdf.

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Town halls scheduled to discuss progress of the Community Board on Public Safety

Separate meetings for undergraduates, graduate students, and postdoctoral scholars; staff and postdoctoral scholars; and faculty will be held in April and May.

The Community Board on Public Safety (CBPS) will offer a series of town hall listening sessions this spring to discuss the second CBPS progress report released in September 2023.

The CPBS is interested in obtaining community feedback on the implementation steps outlined in the report in furtherance of its eight established principles, particularly in light of events on our campus in recent months. The CBPS is especially interested in the community’s comments or concerns on the report’s holistic approach to public safety, resources to address mental health issues, creation of common standards for contract security services, enhanced training for Department of Public Safety employees, and transparency in addressing complaints.

“These meetings will provide an opportunity for the Stanford community to let us know what resonates with them in the report, share their concerns, and ask questions,” said Patrick Dunkley, vice provost for institutional equity, access, and community.  “Public Safety is an issue that impacts the entire Stanford community and the CBPS is focused on keeping community needs and voices at the center of its work.”

Comments may be submitted in advance of the meeting to [email protected] . Additionally, you can also submit your anonymous input here .

About the Community Board on Public Safety

CBPS was established in 2020 to identify, make recommendations, and address issues involving the safety, security, and quality of life of students, staff, and faculty. The board is charged with fostering trust, relationships, communication, and transparency between the Department of Public Safety and the wider campus community, as well as to provide an avenue for regular community feedback and counsel.

Dunkley and Claude M. Steele, the Lucie Stern Professor in the Social Sciences, Emeritus, serve as co-chairs of the board. Its membership includes faculty, students, Department of Public Safety staff, and other community members.