Dartmouth Graduate Program in Ecology and Evolutionary Biology
Detailed guidelines for EEB graduate program
1. General description of program
2. Requirements for the PhD
Research
proposal
Qualifying
Exam
Dissertation
and dissertation defense
Coursework.
3. Schedule guidelines
4. Extramural funding proposals
5. Committees
Graduate
Committee
Advisory
Committee (AC)
Thesis
committee (TC)
Qualifying
exam committee (QEC)
6. Ecology graduate group activities
Cramer Seminar Series
Chris Reed Memorial Lecture
EElunch
Journal Club
EE Retreat
Foreign
Studies Program
Informal
discussion and reading groups
7. Teaching assistant responsibilities
8. Stipend and research funding
9. Professional Meetings
10. Conflict Resolution
1. General description of program
The Graduate Program in Ecology
and Evolutionary Biology (EEB) is one of the two graduate programs in the Department
of Biological Sciences (the other being the Program in Molecular and Cellular
Biology, MCB). Students are accepted for the PhD degree only; there is no Master’s
program. EEB homepage.
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One of the two critical steps for an EEB graduate student to advance to Ph.D. candidacy is for the student to develop and successfully defend a written proposal of their anticipated dissertation. To complete this requirement, a student must give a public presentation of their proposed research (generally at EELunch), followed by a private meeting with the thesis committee. The student should provide a reasonably well argued defense of the future thesis project. It is expected that the actual dissertation will evolve as the student progresses. The proposal should follow the guidelines for the National Science Foundation, Doctoral Dissertation Improvement Grants, and be submitted to the student’s committee at least one week prior to presentation, but some committees may require a longer period. The committee should be comprised of three Dartmouth faculty, generally the thesis committee minus the outside examiner. The committee will respond with an evaluation indicating one of the following: pass, pass with minor revisions, or revise and re-present. A pass for the proposal defense will be defined as equivalent to a recommendation of “fund” or “fund-if-possible” in a DDIG panel. Decision of the committee is based on a majority vote, and should be reported in a letter for the student file’s that is written by the committee and signed by the student. A successful proposal defense and advancement to candidacy should occur by the end of the ninth quarter in the academic program (i.e., by the end of the fall quarter in year 3 for a student that enters the program in September). See Schedule guidelines
In general, the proposal presented to the EEB program should follow the guidelines set forth for National Science Foundation, Doctoral Dissertation Improvement Grants. The proposal should:
• Include Summary, Introduction, Significance, Research Plan, Feasibility, Schedule (including specific papers that are projected to result), and Bibliography.
• Be no longer than 8 pages (single spaced, 11-12 pt font, including figures and tables, excluding summary and bibliography).
• Develop a theoretically compelling, logically cohesive and logistically feasible line of research that would constitute a dissertation if completed.
This is an evaluation of students’ overall
competence in ecology and evolution, both within and outside of their specific
research area, with both written and oral components. The qualifying exam committee
responds with a written evaluation, indicating one of the following: pass, pass
with remedial work, or fail. The committee will summarize their comments, suggestions
and requirements for remedial/additional work. Students who fail may be allowed
to retake the exam once. A pass is required to continue with the program. See
Rules for the Qualifying Exam. See Some
sample focal areas and questions for written qualifying exams
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Dissertation and dissertation defense
Candidates present a public presentation of research, followed by a private meeting with the thesis committee. The final revision of the dissertation must be submitted to committee members a minimum of one week prior to the defense; committees may require a longer period. Students must arrange scheduling of the defense with the committee prior to making any final arrangements with outside examiners. The thesis committee will indicate one of the following: dissertation approved, approved with minor revision, requiring major revisions, or fail. If major revisions are required, the committee will provide a summary of the main comments and requirements, and a schedule for revisions and completion of the degree.
Content and format
of the thesis should be planned in consultation with the Thesis Committee. The
thesis is normally written in the form of manuscripts, which may be published,
accepted for publication, submitted or in draft. Early publication of part of
the thesis work (prior to thesis completion) is strongly recommended; indeed,
having papers that are published or in press before the thesis defense is necessary
to be competitive for the best post-doctoral opportunities. Students should
be certain that their theses conform to Dartmouth College requirements for format
(fonts, margins, numbering, etc.); see Office of Graduate Studies for College
specifications (link to Grad
Studies).
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There is a minimum requirement of eight courses, not including EELunch (Biol 266), Supervised Teaching (Biol 169), or Graduate Research (Biol 197-199, 297-299). Of these eight courses, there should be a core curriculum of five courses that includes Statistics and Experimental Design I and II (Biol 128-129), Foundations of Ecology and Evolutionary Biology (Biol 133), one approved graduate course that emphasizes ecology, and one approved graduate course that emphasizes evolution. See the registrar's web page (link) and talk to faculty to identify courses that match your interests. Note that graduate offerings tend to be dynamic so that the registrar's web page frequently does not include all of the upcoming options. The core curriculum should be approved by the Advisory Committee and completed as soon as possible after matriculation. Exceptions to the core curriculum are possible with the written approval of the Advisory Committee.
See the registrar's web page (link) and talk to faculty to identify courses that can be used to augment the core curriculum and complete the requirement for eight courses. Note that these can include one or more suitable offerings with course numbers less than 100. They can also include suitable courses offered at another institution (e.g., Fundamentals of Ecosystem Ecology at the Institute for Ecosystem Studies). The chief criterion is simply that the courses be approved by the Advisory Committee. Students should be sure that decisions regarding curriculum choices are explicitly recorded in the letter that summarizes committee meetings. Again, the graduate curricular options are dynamic, so students are encouraged to maintain a dialog with their major advisor and committee regarding upcoming courses.
Funding to participate in a course at another institution may be available from the Biology Department (Cramer Fund and/or Jenks Prize). To apply, obtain the support of your Advisory Committee and provide the following to the EEB Graduate Committee (for an award from the Cramer Fund, up to $1000) and/or to the Biology Department Chair (for a Jenks Prize, up to $2000 by itself or $1000 in combination with Cramer award): (1) a description of the course, (2) your costs to participate in the course, (3) a current CV, and (4) a brief description of where you are in your PhD work and how this course will help you. After the course has been successfully completed you may apply for transfer credit (application).
Students should receive at least a pass (P or HP) in all coursework to maintain satisfactory standing in the graduate program. One low pass or no credit (LP or NC) places a student on academic probation and triggers a meeting of the advisory or thesis committee to prescribe appropriate remedies; in this case, the probationary status and remedial prescription should be explicitly described in a letter for the student's file that is signed by the committee and student. A second low pass or no credit will normally result in termination of the graduate program (at the discretion of the advisory or thesis committee).
The Advisory, Qualifying or Thesis Committee can add to the requirement for eight courses on a case-by-case basis. With approval of the Advisory committee, transfer credit can be given for up to three graduate level courses taken elsewhere while enrolled in an advanced degree program. In general, transfer credits will only be approved for courses that are comparable in rigor and content to one of the courses in our core curriculum; transfer of three courses will be rare. Application for transfer credit.
All members of the EEB graduate program participate in a weekly Research Colloquium, EELunch. Graduate students should register for this each term as 1 credit of Biol 266. Each student is expected to make a presentation in this colloquium at least once per year.
During academic terms that include responsibilities as a Teaching Assistant (TA), students should register for 1 credit of Supervised Teaching in Biology, Biol 169.
During each term (Fall, Winter, Spring and Summer), all graduate students should be enrolled for a total of 3 credits. This can include 1-3 credits for Graduate Research (Biol 197, 198, and 199 correspond to 1, 2, or 3 research credits for students who have not yet passed their qualifying exam; Biol 297, 298, 299 correspond to 1, 2, or 3 research credits for students who have advanced to candidacy).
Students who are TAs for Biology FSP should enroll for one credits of supervised teaching (Bio 169), one credit of graduate research (Bio 197 or 297) and one credit for any one of the three Bio FSP courses (presently Bio 55, 56, or 57). Courses with numbers less than 100 (e.g., FSP courses) might not be accessible via online registation; in this case, contact the administrative assistant at Graduate Studies by email and they can register you.
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The scheduling of each student’s program is arranged with the appropriate committee. Each student should arrange a meeting of their advisory committee (established by the Graduate Committee) during the first two weeks of their first term and again in spring of their first year. Subsequent to that, individual schedules may differ (e.g., the order of the proposal defense and qualifying exam is at the discretion of the Advisory or Thesis committee), but the following guidelines are recommended:
Meet with Advisory Committee: Early in 1st term of Year 1; again spring of Year 1
Establish Thesis Committee: Fall of Year 2.
Submit and defend Research Proposal: Spring of Year 2
Qualifying Exam: Spring of Year 2 or Fall of Year 3.
Advancement to candidacy requires successful completion of both the proposal defense and the qualifying exam. Failure to advance to candidacy by the end of the ninth quarter in residence (typically the end of fall quarter in year 3) will result in termination of the program unless there is (1) unanimous support for an extension from all departmental members of the Qualifying Exam Committee, and (2) an explicit, realistic schedule for completing all remaining requirements of the graduate program.
Dissertation submission and defense: by end of fifth year.
Completion of all degree requirements: by end of fifth year.
No financial support is guaranteed beyond the
fifth year. The policy of the EEB graduate program is to discourage extensions
beyond five years.
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4. extramural funding proposals
The proposal presented to the EEB program should be one of numerous proposals
that are developed and submitted during the graduate program. Graduate students
at all stages should be aggressive in identifying funding sources and submitting
proposals. Virtually all professional positions after the Ph.D. depend upon
successful grantsmanship. Demonstrated success in securing grants is key to
getting a good job. Strive to develop a Curriculum Vitae that includes a section
titled “Grants received”. Note that the professional benefits of
being awarded a grant exceed the dollars received. Consider writing proposals
even for a few hundred dollars. Some funding opportunities for EEB students
are listed here, but there are many other small, local, or specialized opportunities.
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The Graduate Committee
is the administrative committee covering both graduate programs in the Department
of Biological Sciences. It is concerned with matters affecting the Department
as a whole and is generally not involved in research planning or scheduling
of courses, exams, for individuals etc. You will meet with members of this committee
each fall to check on the status of your requirements and to make sure that
your personal file is up-to-date (template for annual
update).
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New graduate students should select an advisory committee early in their first term in the program. Be sure to talk your advisor right away about setting up this committee.
Composition of AC
The AC consists of 3 members, the advisor plus two other Biology faculty. Up to two members of the AC may be adjunct Biology faculty (e.g. a student whose advisor is in Environmental Studies might have two adjunct committee members). As the student's research plans develop, changes in the AC may be appropriate. This can be arranged by discussion with the advisor, the original advisory committee, and the proposed new member(s). These changes should be described in a letter to the Graduate Committee, signed by current AC members, indicating the changes and when they take effect.
Purpose of AC
The AC works with the student to identify specific academic needs, to oversee general progress and to plan a schedule for the qualifying exam and thesis proposal. The AC will generally form the nucleus of the qualifying exam and thesis committees (see below).
Student responsibilities with AC
Schedule meetings with AC, provide summaries of academic progress and plans, as appropriate, for these meetings. Students draft memos to the Graduate Committee describing the points raised/decisions taken at these meetings. Students must submit a letter (including student and AC members’ signatures) describing each formal AC meeting.
Responsibilities of AC
Evaluate
information provided by student, and recommend individual course plans and schedule.
Advisors review/revise, with the student, all letters covering AC meetings.
Drafts of these letters are circulated to AC members and the student for comment
and signatures, before filing with the Graduate Committee.
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Composition of TC
The TC consists of 4 members, usually the AC plus one external (non-Dartmouth) examiner. The TC replaces, and assumes the duties of the AC.
Purpose of TC
To oversee development of thesis proposal, thesis progress and thesis preparation.
Student responsibilities with TC
Schedule meetings with TC to evaluate progress, at least at yearly intervals; respond to committee recommendations for changes in thesis plans, either by modifications or justifications satisfactory to the committee; write and defend thesis on schedule. Students must submit a letter (including student and TC members’ signatures) describing all formal TC meetings.
Responsibilities of TC
Evaluate
thesis proposal and progress. Communicate constructive suggestions clearly to
student. Require proper follow-up so that changes are implemented. Provide oral
or written comments to student following proposal presentation and thesis defense.
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Qualifying exam committee (QEC)
Composition of QEC
The QEC consists of 5 members, usually including the AC and at least one external (non-Dartmouth) examiner.
Purpose of QEC
The QEC examines the student in the oral qualifying exam (Appendix 2).
Student responsibilities with QEC
Prepare for and schedule qualifying exam according to qualifying exam guidelines; discuss specific requirements for qualifying exam with members of QEC. Become familiar with guidelines for preparation for the qualifying exam. Meet with members of QEC to define the scope and depth of the exam in each subject area. Students must submit a letter (including student’s and QEC members’ signatures) describing the outcome of the Qualifying exam.
Responsibilities of QEC
Advise
student of individual requirements for qualifying exam that are not covered
in general guidelines, provide written evaluation of qualifying exam; meet with
student after exam to discuss performance and recommendations. Evaluate performance
in the exam.
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6. Ecology graduate group activities
Cramer Seminar Series , usually Fridays at 4 pm
in Gilman 101, are generally given by speakers from other institutions. See Cramer seminar online schedule. Cramer seminar background & philosophy. Graduate students
are expected to attend. Ecology and evolution graduate students are encouraged to invite seminar speakers. A priority of the Cramer Seminar Series is to facilitate visits by leading scholars from around the world to participate in the qualifying examinations and thesis defenses of graduate students. However, scheduling is first-come, first-serve so graduate students should plan far enough ahead (several months at least) to make sure a seminar slot is available for their guests. Besides attending the seminars, graduate students are strongly encouraged to meet with all ecology
and evolution visitors (an excellent opportunity to solicit feedback on your
research). The host (faculty or graduate student) has responsibility for scheduling individual
and group meetings for visitors. Information for hosts of Cramer Seminar speakers.
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The Chris Reed Memorial Lecture is in honor of Dr. Christopher G. Reed, a distinguished professor at Dartmouth who passed away in 1990. Dr. Reed held a strong belief in the importance of education through teaching, research, and mentoring. In honor of Dr. Reed, the Graduate Students of Biological Sciences at Dartmouth College annually select and invite a distinguished scholar who exemplifies the ideals to which Dr. Reed was so committed. As part of the visit, the Chris Reed Scholar gives a lecture of broad interest to graduate students and is also open to the public. Additionally, the visiting scholar normally stays in Hanover for two or three days as our guest to visit the area and interact with Dartmouth graduate students in the spirit of Professor Reed. Chris Reed scholars have included: William Provine, Bruce Levin, Pierre Beguin, David Wake, Naomi Cappuccino, James Crow, Peter and Rosemary Grant, Richard Lewontin, and Douglas Futuyma. Please note that the Chris Reed seminar depends upon graduate student body taking the initiative to choose a speaker, extend the invitation, and arrange suitable dates. This normally requires that there be a couple of graduate students who volunteer to organize the process. If you have not heard anything about it this year, it is probably because no one is in charge and there is a need for someone like you to step up and make it happen. Previous organizers are always pleased to provide suggestions on the logistics. The Chris Reed lecture is for graduate students from the full Department of Biological Sciences including those in EEB and MCB. The ideal guest is one who will be of broad interest to all graduate students. The process for choosing a speaker normally involves soliciting nominations from all graduate students in the Department of Biological Sciences (MCB and EEB), then having a group discussion to choose a ranked list of two or three candidates. The best candidates tend to have busy schedules so it is best to choose candidates and proffer the invitation 6 - 18 months in advance. Faculty can provide examples of previous letters of invitation, schedules, advertisements and press releases, etc. Please consult with the organizer of the Cramer Seminar Series regarding suitable dates.
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EElunch (Ecology & Evolution Lunch) is a weekly “in-house” seminar,
and is the usual format for presentation of research proposals and research
results (other than the thesis defense). The content and format of EElunch may
vary from term to term (see online schedule). Attendance at and participation in EElunch
is expected for all students throughout their time in the program. Students
should register for EElunch as Biol 266, Graduate Research Colloquium in Biological
Sciences.
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Journal Club is run by the EEB graduate students for EEB graduate students. Faculty involvement is by invitation only. Details are available from EEB graduate students.
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EE
Retreat is held annually, early in the Fall term.
The venue varies but is always someplace other than Gilman Hall (e.g., Ravine
Lodge at Mt. Moosilauke) and often includes an overnight stay. Topics of discussion
vary from year-to-year and may include current issues or controversies in ecology
and evolution, or faculty and graduate student long-term research plans. The
structure and topics are determined by a rotating committee of graduate students
(and sometimes faculty), at least one of whom should be a returning graduate
student committee member. The committee welcomes and solicits suggestions from
everyone in the program (graduate students, post-docs, and faculty) regarding
the structure and content of EE Retreat. Make sure you reserve the retreat dates
on your calendar. Some previous EE Retreat programs.
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Foreign
Studies Program in Biology
(BioFSP) is offered each winter term. The program consists mostly of field research
projects conducted by undergraduates and directed by faculty and graduate students.
We spend about six weeks at various sites in Costa Rica (terrestrial and some
aquatic ecology) and about three weeks at a marine laboratory in the Caribbean (coral
reef ecology). The sites are diverse and biologically spectacular; most would
be difficult or impossible to visit as a tourist. For everyone involved, this
is a full immersion experience in the conception, design, execution, analysis,
interpretation, and presentation of ecological and evolutionary research. Graduate
students are actively involved in guiding dozens of such research projects through
the entire sequence from conception to publication. Also, graduate students
are challenged to take the lead in conceiving and conducting several research
projects (and typically enroll as students for 1 credit). We try to provide
all graduate students with the opportunity to participate in this program. To
learn more, speak to faculty of the course, and graduate students who are veterans.
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Informal discussion
and reading groups are
regularly formed by faculty and students.. Typically, some of the most valuable
feedback on thesis research and other ideas are the result of informal discussions
and presentations organized by graduate students. There are no rules. Talk to
faculty, postd-docs, and/or other graduate students for suggestions about how
to implement work groups that will be fun and productive. We strongly encourage
all students to organize one or more work groups during their time in the program.
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7. Teaching assistant responsibilities
All graduate students
have responsibilities as teaching assistants (TAs). Students supported by Dartmouth
stipends will normally TA two ten-week (quarter) courses per year. Students
supported by research grants (awarded to faculty or students) will sometimes
TA fewer courses (e.g., 1 course per year). Courses with TAs will usually be
lab courses and require approximately 20 hrs per week of work (except the FSP
program, which is full time) All students, regardless of their funding sources,
are required to TA at least three courses during their graduate programs. Most
teaching assignments are in Ecology and Evolution courses. Students should register
for 1 credit of Biol 169, Supervised Teaching in Biology, during each term that
they are a TA. Students graduating with a Ph.D. in Ecology and Evolution from
Dartmouth College are expected to be skilled educators who are immediately ready
to design and teach their own successful courses in any institute of higher
education. Applications for tenure-track faculty positions usually request a
statement of teaching interests; demonstrated teaching abilities and sophisticated
educational philosophies are important or essential for most faculty jobs. Working
with Dartmouth faculty as a TA is the main vehicle for providing this training.
Students should strive to make full use of these opportunities to cultivate
and refine their pedagogy.
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8. Stipend and research funding
Support may be from
externally funded fellowships, Dartmouth stipends or faculty research grants.
Students are accepted into the program only if funds are available for stipend
support. Applicants to the program are encouraged to apply for fellowships.
Early in the graduate program, many students remain eligible for NSF Fellowships.
Students are expected to make strong applications for fellowship support and
independent research support, e.g. to NSF for Dissertation Improvement Grants.
Extramural support reduces financial limitations and enhances your curriculum
vitae. Proposal writing is valuable experience even if not funded.
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Students are encouraged
to seize every opportunity to attend professional meetings, small and large,
at all stages of their program. Benefits of attending meetings include: motivating
a flurry of professional productivity while you prepare for your talk or poster;
gaining critical feedback on your research from an audience that can include
those who will reviewer your papers; learning about the current state of research
in the area to which your dissertation should contribute; learning about current
research in diverse fields, some of which will be unexpectedly relevant to your
research; meeting interesting people with similar interests - including prospective
post-doctoral mentors and future colleagues; developing a favorable professional
reputation that can beget beneficial opportunities such as reviewing papers,
giving invited seminars, getting a job, etc.; being stimulated to go back to
your research with a fresh perspective and renewed enthusiasm. Talk to your
peers and advisors to learn about the various meeting that could be appropriate.
Begin planning for them many months ahead of time so that they are maximally
beneficial. Cooperate with your colleagues in preparation - e.g., by giving
practice talks to each other. Your discretionary Cramer funds are one source of funding to attend meetings. Funding is also sometimes available from the
Office of Graduate Studies (link). Talk to your advisor and
be creative in finding ways to make meetings affordable.
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The committee-based system for guiding graduate programs in EEB, while primarily designed to ensure effective mentoring, is also intended to guard against inequitable treatment. In the event that conflicts arise, we recommend the following stepwise process for resolution. In general, conflicts are best resolved within the graduate student committee. However, when resolution within the graduate committee or EEB program is not feasible or successful, the Graduate Office is the next place to turn. The EEB program guarantees access to an established process by which student grievances will be investigated fully and fairly, treated confidentially and decisions rendered in a timely manner.
Suggested actions
1. When possible,
speak directly to the person who bears responsibility for the complaint or who
is the alleged cause of the complaint.
2. Speak to the
graduate advisor and/or members of the thesis or advisory committee.
5. If the Dean,
working together with the aggrieved student and appropriate faculty member(s),
or representatives of the EEB program is unable to reach a satisfactory resolution,
the student can request in writing a formal hearing and ruling by the Dean of
Graduate Studies and the Committee on Student Grievances. Formal hearings are conducted as described in
the Graduate Handbook (see sections titled “Committee on Student Grievances”
and “Formal Hearing” under Academic and Conduct Regulations).
Please
note that allegations of scientific misconduct, violations of the academic honor
principle, and certain issues of professional and personal conduct (sexual harassment,
discrimination, and others described in the graduate handbook under code of
conduct – non-academic regulations) must be reported to and handled by the Graduate
Office.
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