Graduate Student Forms & Resources
All of the following files are in pdf format. In order to view pdf files, use any version of Adobe Acrobat Reader (download free Reader here).
Graduate Student Web profile
For instructions on logging into the database to edit your profile, click here.
Graduate Restricted Course Authorization Form
In order to register for a "restricted course" in our department, including conference courses, Thesis A/B, Report option, or Dissertation hours (reading/writing), please print and fill out this form: Graduate Restricted Course Authorization Form.
Graduate Advising Form
Please have this Graduate Student Advising form with you at your advising appointments. Advising bars will be cleared when you return this signed form to the Graduate Coordinator.
Thesis/Report Reader Form
In order to begin working on your thesis, you must first complete and submit this Thesis/Report Reader form by the 12th class day of the semester in which you first enroll in the Thesis A or Report course, as well as any time that there is a change to your faculty readers.
Professional Development (Travel) Award Form
CREEES offers both Title VI professional development funding (which can be used for travel costs related to competitive internships, job interviews, research/fieldwork or presentations at conferences) and student professional development awards from the UT Austin Graduate School. More information on professional development funding can be found here.
COLA Teaching Assistant Agreement
CREEES requires all TAs and faculty supervisors to turn in the TA Agreement created by the COLA Dean's office by the 4th class day. This document, a contract of sorts, is to be reviewed, completed and signed by student employees and faculty prior to the start of each semester. Once signed, please make a copy for each party and place the original in the Graduate Coordinator inbox in the main office to be kept on file.
TA Agreement Background:
The Teaching Assistant Job Duties document originated from conversations that took place within the College of Liberal Arts TA Taskforce during the 2014-2015 academic year. It is meant to improve communication between TAs and instructors and enhance the success of our TAs and students by generating conversation and clarifying expectations. Graduate students, graduate coordinators, and graduate advisors in the College had input into the content. As expectations and practices may vary across units, please feel free to modify and use as necessary.
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