Our program is committed to providing support for our students however we can. We understand that school is just one of the many responsibilities and roles that students play. Graduate school is demanding and requires self-discipline, commitment and time management. Your wellbeing and lived experiences are a priority and we want our students to feel seen and heard throughout their time in our program. Our program embraces structured flexibility and encourages ongoing feedback to ensure that we meet the needs of our students. Whether you are struggling personally or academically, something feels off in class, or you would like more information about an area of interest, we are here to help you navigate this often complex system. 

That being said, our program acknowledges that each student has a unique and different communication style as well as preference for communication with our program. Thus, it is essential that as a graduate student you and your advisor determine a preferred way of getting in touch with each other.

Conflict Resolution and Multiple Pathways for Connection

Every person has their own preference for communicating their needs and for providing feedback. Some people prefer to communicate over email, others prefer to communicate over the phone or in a face-to-face meeting. It’s crucial for students to establish their communication preference with their instructors and adviser so that our program can respond accordingly. 

In general, when something comes up for a student, the first thing to do is to connect with the instructor or adviser. If the student feels comfortable, they can chat with their professor after online chat, schedule a meeting with them at a different time, or communicate over email. If the student does not feel comfortable with these options, they can also connect with their adviser by either sending an email or scheduling an individual phone call or zoom meeting. One of the primary roles of the program adviser is to provide a confidential outlet in order to address and advocate for students concerns and needs.

Lastly, if the student does not feel comfortable connecting with their professor or program adviser, the next step is to connect with the Director of Graduate Services (DGS) or with the Head of the Department of Family Social Sciences. The email addresses for these roles are listed in the staff profile page. College policies and procedures for responding to student academic complaints can be found here.

Our Advising Philosophy

Quality advising is an important piece of successful graduate education.  Maggie Beaupre DeYoung is the full-time senior academic adviser for all students enrolled in the Parent and Family Education program. The role of the adviser is to provide guidance to students on program requirements, monitor student progress in the program and support students to achieve their goals while upholding the standards of the FSoS graduate program. This includes assisting students in planning their programs of study, scheduling appropriate courses, and meeting for an annual review of student progress. Effective academic advising is characterized by a positive and constructive working relationship between the adviser and the student. It requires an understanding of and a respect for individual differences. Our goal is to listen to and advise appropriately to meet the unique needs of each student.  Together the advisor and the advisee are expected to maintain a professional and mutually respectful relationship as we review the advisee’s progress toward the attainment of educational objectives. Academic advising is an interactive process between the advisee and the adviser, with each person holding unique responsibilities.

Although there is a certain amount of structure, the adviser-student relationship is flexible and depends on the individual needs and preferences of the student. In general,

It is the student’s responsibility to:  

• Understand University and program requirements and accept the responsibility for fulfilling them.  

• Monitor University email and respond in a timely manner as needed. 

• Fully engage in the annual review process.

• Contact advisor for support and/or technical help. 

• Abide by the Student Code of Conduct.

It is the advisor’s responsibility to:

• Assist students in planning their programs of study and meeting program requirements.  

• Respond to inquiries in a thoughtful and constructive manner.

• Provide a personalized written annual review letter.

• Honor each advisee as a unique individual deserving of fair and respectful treatment; abide by the University’s statement of Equity, Diversity, Equal Opportunity, and Affirmative Action. [http://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf]

• Abide by the University's Code of Conduct.

General advising questions can also be directed to famed@umn.edu. 

Life Happens

If you find yourself facing an unexpected challenge that requires you take time off from your program please reach out to your advisor as soon as possible. There is a Leave of Absence process that supports you in taking time away while holding your place in the University.

Graduate students who experience circumstances that prevent them from maintaining active status through continuous registration (excluding summer term) may apply for a leave of absence (LOA); limit is four semesters. LOA requires advisor, DGS, and college approval. See: LOA policy and forms.

Advising Support

• Student Conflict Resolution Center: provides resources for improving graduate advising and building academic civility. 

• Faculty Advising Resources: Effective mentorship enhances relationships between faculty and graduate students and trainees, yielding success for both individuals and programs. These are resources for effective advising and mentoring of graduate students and trainees

• Academic Skills Coaching: is an opportunity to sit one on one with a coach to discuss your academic skills and strategies. You and a coach will talk through your course schedule and study habits and they will work with you to develop an individualized plan for academic success. General topics covered in coaching sessions: Study Skills, Active Learning, Reading and Notetaking Strategies, Test Preparation, Time Management, Stress Management, Test Anxiety

• TASC (Tutoring & Academic Success Center) provides self-help materials to help you be a successful student, manage your stress, and develop the life skills you need 

Our Role in Responding to Bias, Inequities and Discrimination

The Parent and Family Education Program is committed to creating an inclusive and respectful environment for all students. We affirm the contributions of all people in our community and explicitly reject bias, micro-aggressions, discrimination and racism based on race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. 

We acknowledge that these incidents can be complicated in a fully online program as we have students that come from many different backgrounds and perspectives and that most students may never meet each other in person during their time in our program. We all are responsible for recognizing, confronting, and addressing bias and discrimination and diligently working for positive change in support of equity and diversity. It is not the responsibility of the individual who is harmed. It is a collective responsibility to identify incidents that harm students, to question and name incidents of bias and discrimination in our classes and seek to repair. If you seek guidance in how to respond to incidents, below are possible avenues:

• Speak with the professor

• Speak with your adviser

• Contact the Bias Response Referral Network

• Contact the Conflict Resolution Center

Equal Opportunity Statement

The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression.

Inquiries regarding compliance may be directed to the Director, Office of Equal Opportunity and Affirmative Action, University of Minnesota, 274 McNamara Alumni Center, 200 Oak Street S.E., Minneapolis, MN 55455, (612) 624-9547, email: eoaa@umn.edu. Website is: https://diversity.umn.edu/eoaa/