Academic Support

Professors, administrators, and students alike frequently invoke the term “academic freedom” in debates about the needs and purpose of higher education. Yet, despite its familiarity, this phrase is a rather hazy construction that can carry different meanings depending on who uses it and how. 

Stripped down, academic freedom describes your right to study and research subjects that spark your intellectual curiosity, to form opinions and conclusions about them, and to express those ideas with impunity. How you express those ideas may take myriad forms: writing, publishing, presenting, teaching, giving talks and lectures, and participating in public debates. An environment that fosters academic freedom helps ensure that scholars can pursue knowledge, conduct research, and teach without feeling pressured or otherwise swayed by external sources. 

For faculty, academic freedom means you’re not limited to talking and writing about your area of scholarly expertise, either. You can exercise your First Amendment rights as a private citizen to give opinions on topics of your choice, including the institution that employs you, its policies, and “issues of public interest.” Even if your views conflict with those of the administration or the general public, it is still your right to express them, according to the American Association of University Professors (AAUP).

That right, however, comes with a crucial caveat: You’re free to express your views, but you must do so responsibly. Faculty and graduate teaching assistants hold a unique position in the university as teachers, authority figures, representatives of the institution, and representatives of their profession. As such, it’s essential to keep dogma in check, show integrity and decorum, and strive to nurture a free and welcoming exchange of ideas both in and outside the classroom. 

Whenever you offer public opinions on matters outside your disciplinary expertise, clarify that you are not speaking for your institution. Listen attentively to any counterarguments and, as you would in your classroom, show respect for other perspectives and opinions. 

Seminar papers come in a conglomeration of sizes, styles, and formats. Moreover, they’re guided by different objectives and requirements, so there’s no universal template to follow. Read the assignment guidelines carefully, and look for common elements:

• Abstract. Some professors may ask you to submit an abstract or paper summary along with your paper or poster. The abstract serves several purposes. It acts as a teaser, summarizing your paper just enough to induce your reader to want to keep reading. It also sets the framework for your argument so readers can more easily follow your train of logic as they read. And finally, the abstract acts as a research tool. If you refine your paper to the point where you want to submit it, you will likely need to include an abstract. Editors publish abstracts along with articles to enable researchers to quickly identify whether an argument might be helpful to them in asserting and developing their own argument. This guide offers advice on how to craft a strong abstract. 
• Original thesis. By this point in your academic career, you’re already familiar with writing thesis statements. Your thesis asserts the primary argument or claim of your paper and indicates how you will develop it. This guide offers a helpful review and tips on writing a clear, arguable thesis. 
• Literature review. When you participate in a critical conversation (i.e., assert an original view on a topic which other scholars have also written about), you’ll want to contextualize your argument by showing how it differs from—and in which aspects it agrees with—claims previously made by others. This common writerly convention is called a “literature review,” and it helps your reader understand how much has already been written about your topic and why your contribution is unique and worthy of consideration. This tutorial shows you how to write a literature review. 
• Evidence. The process of introducing and citing evidence to support your claims varies by discipline. This WMU library guide can help you develop your citations. 
• Endnotes or footnotes. Some style guides recommend using endnotes and footnotes sparingly because they digress and can distract your reader from your main argument. Explanatory notes, however, can prove extraordinarily useful to researchers looking for details and additional sources. If your professor asks for endnotes or footnotes as part of a seminar paper assignment, refer to the steps listed in the online style guide for your discipline to learn how to incorporate them. 
• Works Cited. This alphabetized resource serves as a handy reference for your reader, who should be able to flip between the text and your Works Cited to quickly ascertain the publication details of each source you cited. As above, refer to the proper online style guide to see how to format it correctly.   

If you’re having difficulty researching and writing a seminar paper, talk to your professor or your advisor. You can also make an appointment with the WMU Writing Center for help. 

This Waldo Library resource includes links to the most popular style guides (i.e., APA, MLA, and Chicago) and their correct citation formats and practices. It also links to style guides by discipline. If you’re not sure which style guide to use, ask your advisor or professor.

Still have questions? Make an appointment with the Writing Center for one-on-one instruction about proper source citation.

This chart lists Waldo librarians by their subject matter expertise. You can schedule a one-on-one consultation with any of these research experts by clicking the desired appointment link. Librarians can help you manage research data, perform systematic reviews, find web-based information sources, and more.

Today’s digital environment makes it possible for scholars to disseminate the fruits of their research and creativity around the globe at about two-thirds the speed of light. That prospect may sound exhilarating, but it whips up a host of copyright concerns, too. How do you protect your hard-earned research labor and creative output from piracy and infringement? Similarly, how can you safely build off the work of other researchers while respecting and protecting their authorship rights as well?

To begin, you need a basic understanding of copyright laws, which is something all researchers and writers should strive to acquire. The U.S. Copyright Office defines copyright as a form of intellectual property “that protects original works of authorship as soon as an author fixes the work in a tangible form of expression.” That definition, of course, raises other questions: What is an original work? How do you go about fixing it? What happens if someone “borrows” your work, intentionally or inadvertently?

Original literary works may include journal articles, books, essays, poems, plays, and blogs—any writerly output intended to be read. Copyright protection does not cover snips and bits of these works, such as a title, an idea, or a short phrase. For instance, it doesn’t cover the concept of a dystopian society where women are oppressed by a male ruling class. Copyright laws do, however, protect Margaret Atwood’s book, The Handmaid’s Tale. Other original works eligible for copyright (Title 19) include musical scores, paintings, sculptures, video games, movies, and software. 

The act of fixing the work as a “tangible form of expression” simply means writing or otherwise expressing something original on a computer, a canvas, a hunk of clay, or the back of a recipe card. The moment you do that, you are a copyright owner and your words or other forms of expression are technically protected under U.S. copyright law. 

Despite that (somewhat breezy) assurance, the U.S. Copyright Office recommends registering your work to establish a public record of your authorship and secure legal benefits in case of infringement. The Registration Portal explains which works of expression are eligible and provides a link to the Electronic Copyright Office Registration System. Your project automatically accrues copyright upon its creation, but you can also apply for further protection. Additional information can be found in WMU’s Guidelines for the Preparation of Theses, Specialist Projects, and Dissertation. 

Copyright infringement occurs when someone reproduces, distributes, or uses in another form a significant portion of the original copyrighted work without first obtaining permission from the copyright owner. “Significant portion” means anything beyond what’s considered “fair use” according to the legal doctrine.  Consult this resource for the full legal definition of copyright infringement and details. 

As an author or owner of a copyright, you can license or grant permission for someone to use your original work for a limited, predefined purpose. Similarly, you can request permission to borrow the work of another copyright owner to facilitate an element of your research. You will then need to credit your source, as usual, following proper citation procedures. This guide shows you how, and this Waldo resource contains additional information. 

It depends. Most original works copyrighted after 1978 are protected for the life of the author plus 70 years. Any work composed anonymously or under a pseudonym is protected by copyright for 95 years after its publication date or 120 years after its first creation—whichever comes first.

Once the copyright expires, the work is then part of public domain and you can use it freely without permission from the author. You will, however, still need to practice scholarly due diligence and attribute the source using conventional style guidelines. 

Results from a Fall 2024 study by the Pew Research Center show that Americans’ trust in scientists is beginning to inch back up after a years-long COVID slump. Even with this modest gain, Americans as a group are much more inclined now than they were pre-pandemic to mistrust the institutions that employ scientists. In fact, they’re more skeptical of institutions as a whole, from universities to news organizations to the federal government. 

As a researcher, you claim a role in helping to rebuild public trust in the academy and the consequential work you (and others like you) engage in every day. Two primary aims of research are the search for truth and knowledge, and the avoidance of error. By adhering to the ethical norms of your discipline, you help ensure your work achieves these aims and can be considered both novel and trustworthy. 

Individual disciplines have their own unique sets of research guidelines and standards, but most researchers can probably agree that engaging in a “responsible conduct of research” (RCR) entails an unwavering commitment to honesty, accuracy, and objectivity. Because WMU is dedicated to honoring this commitment, all graduate students are required to take the Responsible Conduct of Research Course before the end of their first semester of graduate school. 

For more information, consult “How to Conduct Responsible Research: A Guide for Graduate Students,” which offers an excellent RCR overview and guidelines for scientists. “What Is Ethics in Research and Why Is It Important” also provides a list of ethical principles, plus examples and case studies.

On the third floor of Waldo Library, you’ll find the Graduate Student Commons, accessible only to graduate students by swiping your Bronco ID. This airy, quiet space features semiprivate study areas, private study rooms (claimed first-come, first-served), computer stations, and printers. 

Waldo also provides research carrels by request. All carrels include a table, chair, three-shelf bookcase and two-drawer filing cabinet.

Participating in a study abroad program can enhance understanding of yourself and others, develop key skills, and be an asset when searching for a job.  Visit WMU’s Study Abroad page to see a lineup of opportunities. You can also sign up for a 20-minute virtual information session.

The Graduate College created a handy overview of the 14 steps you need to follow to earn a master’s or doctoral degree at WMU. You’ll find the required forms on this page. 

Comprehensive exams are referred to by a motley of monikers—“qualifying exams,” “preliminaries,” “generals,” or by those on intimate terms with them, “comps,” “quals,” or “prelims.” Whatever their name, these exams are considered by many as one of the most intimidating hurdles on the PhD track. Passing the exam is a critical step in advancement to doctoral candidacy. Here are 10 study tips you can follow to help ensure your success:

1. Begin prepping at least a year in advance. This piece of advice comes first for good reason! Test takers who procrastinate only hamper their prospects of passing and set themselves up for a frantic, angst-filled test month. Begin early and carve out dedicated time each week for exam study. 
2. Find out the length, format, and content. Each unit has a specific structure and process for exams, so talk to your advisor if you haven’t already seen a document (like any of the examples on this page) that describes how you’ll take the exams. Details to look for:

• Is there an oral, presentation, and/or written exam component? How is each weighted?
• How much time will you have to complete each component?
• How will each exam component be graded?
• What (if any) are the required reading lists?

3. Set incremental goals. Plot out what you need to accomplish by the end of each week to be fully prepared by exam week. As you map out your studies, be sure to leave the week before exams open (or longer), so you have enough time to review the existing material without trying to absorb new ideas or definitions at the last minute. 
4. Solicit advice from trusted sources. Who in your unit has most recently taken their exams? Talk to several people to get their impressions of the experience and gather advice. 
5. Review previous exams. Ask your advisor if any recent exams are available for review and writing practice. Plan a day (or two) to write a timed sample exam using questions from a previous exam. 
6. Create study cards. Based on your learning style and the material, you might want to develop a set of study cards to reinforce the main ideas and concepts you’re expected to know. 
7. Form a study group. A weekly study group will help you adhere to your goals and tasks, and provide encouragement when you need it. 
8. Get to know your examiners. If your comps include an oral exam before a committee, research any committee members whom you don’t already know. You might also make an appointment to meet with them. What is their academic training? Research specialty? Try to anticipate the types of questions each interviewer might ask. 
9. Practice talking about your research. If your dissertation topic is not already a central focus of your oral exam, the exam committee will likely want to hear details about your scholarly pursuits and ideas for completing the dissertation. 
10. Check in frequently with your advisor. Keep your advisor informed about your study practices and ask for suggestions about how to prep for the exam. 

The Graduate College has curated a selection of resources to assist you in this process: 

• Dissertation writing bootcamp. A free online resource that shows you how to build your dissertation in three modules. It has information useful for students preparing to write a dissertation or thesis.
• English and writing support. Programs and courses geared toward helping international and domestic graduate students improve their English and writing skills. 
• Research compliance. A list of research areas that require special vigilance to ensure WMU adheres to federal, state, local, and university regulations. 
• Graduate writing circle. Information on how to join a weekly meet-up of WMU scholars engaged in writing their dissertations. This community can give you feedback, commiseration, and encouragement. 
• Library research assistance. An online guide with links to subject guides and library specialists in your field. 
• Formatting guidelines. Dissertation samples that show you what your title page and table of contents should look like, how to add visuals, and more. 
• Dissertation formatting workshop. An in-person workshop that walks you through formatting requirements for dissertations and theses and covers details about copyrighting and the ProQuest submission process. 
• Word processing and editorial services. Contact information for freelance editors approved by the Graduate College, along with their fees. 

Yes! The Student Talent Expansion Program, STEP, offers tutoring for all STEM students in Ackley Hall (Room P-110) and Floyd Hall (Room E-121). If you need help with essays or papers, make an appointment with the Writing Center—or just drop in. The center is located at 1343 Ellsworth Hall. 

If you were placed on probation, that means your cumulative GPA has fallen below the 3.0 minimum required by WMU policy. You will need to earn at least a 3.0 GPA next semester or face dismissal from graduate school and a ban on enrolling in future classes. If you do earn at least a 3.0 next semester but your cumulative GPA is still below 3.0, your probation will be extended until your cumulative GPA bumps back up to 3.0 or higher. 

Your first move should be to meet with your advisor, explain the situation, and ask for advice on how you can reinstate yourself in good academic standing. A GPA of 3.0 or better is required in order to complete your degree and graduate.

That depends on the nature of the issue and your comfort level in approaching the professor. In general, it’s best to try to work through the concern by talking it over directly with your professor. If you feel uncomfortable doing that for any reason, or if you’ve already talked to your professor and that strategy hasn’t worked, ask to meet with your department chair. Finally, if the chairperson can’t help resolve the situation, here are the next steps you can take based on the type of issue:

• Office of the University Ombuds: Talk to an impartial go-between who can help solve disputes. 
• Academic or nonacademic complaints: File a Formal Student Complaint. 
• Issues with a course grade: File a Course Grade Appeal. 
• Discrimination and/or harassment: Fill out an Incident Reporting form. 
• Research misconduct: Report a conflict to Research and Innovation. 

If your issue isn’t listed above and is still unresolved, talk to your advisor or graduate program director. 

“2021–2026 Agreement.” Western Michigan University and the WMU Chapter of the American Association of University Professors, 2 Sept. 2021, https://files.wmich.edu/s3fs-public/attachments/u510/2021/WMU_AAUP_Contract_2021-2026%20FINAL.pdf.

Antes, Alison L., and Leonard B. Maggi, Jr. “How to Conduct Responsible Research: A Guide for Graduate Students.” Current Protocols, Mar. 2021, vol. 1, no. 3, https://pmc.ncbi.nlm.nih.gov/articles/PMC8277481/. 

Deane, Claudia. “Americans’ Deepening Mistrust of Institutions.” Trend Magazine, 17 October. 2024, https://www.pewtrusts.org/en/trend/archive/fall-2024/americans-deepening-mistrust-of-institutions.

Ginsburg, Tom. “Can Academic Freedom Survive the AAUP?” The Chronicle of Higher Education, 18 Feb. 2025, https://www.chronicle.com/article/can-academic-freedom-survive-the-aaup.

“Recommended Institutional Regulations on Academic Freedom and Tenure.” American Association of University Professors, https://www.aaup.org/report/recommended-institutional-regulations-academic-freedom-and-tenure.

Reichman, Henry. Understanding Academic Freedom, 2nd ed. Johns Hopkins UP, 2025. 

Resnik, David. “What Is Ethics in Research & Why Is It Important?” National Institute of Health, 23 Dec. 2020, https://www.niehs.nih.gov/research/resources/bioethics/whatis.

Rogers, Crystal D., et al. “The graduate school guide: How to prepare for the qualifying exam and assemble a thesis/graduate committee.” Journal of Cellular Physiology, vol. 239, 8 (2024), https://pmc.ncbi.nlm.nih.gov/articles/PMC11570878/.

Tyson, Alec, and Brian Kennedy. “Public Trust in Scientists and Views on Their Role in Policymaking.” Pew Research Center, 14 Nov. 2024, https://www.pewresearch.org/science/2024/11/14/public-trust-in-scientists-and-views-on-their-role-in-policymaking/.

“What Writers Should Know About Copyright.” U.S. Copyright Office, https://www.copyright.gov/engage/writers/#:~:text=It%20is%20your%20right%20to,infringement%20lawsuit%20in%20federal%20court