Cell and Developmental Biology University of Michigan

Cell and Developmental Biology (CDB)
Graduate Program Handbook

(Revised September 2008)

TABLE OF CONTENTS

1. CDB Directory
2. Introduction
1. Standards and Expectations for CDB Graduate Students
2. Rackham and PIBS Requirements
3. Preferred Time To Degree (TTD)
4. Proposing Changes to the CDB Graduate Program
3. The Graduate Program Committee (GPC)
1. Composition
2. Responsibilities
4. The Graduate Recruiting Committee (GRC)
1. Composition
2. Responsibilities
5. Requirements for the Ph.D. in Cell and Developmental Biology
1. Enrollment
2. Coursework and Credits
3. Grades
4. Research Rotations
5. The Thesis Advisor
6. The Preliminary Qualifying Examination (PQE): Timelines and Guidelines
1. Eligibility
2. Meeting with the Graduate Program Committee (GPC) Chair
3. Choosing a Proposal Topic and Specific Aims
4. Specific Aims Presentations
5. The Preliminary Exam Committee
6. The Written Proposal
7. The Oral Examination
8. Evaluation
9. Registration
10. Flowchart of the Prelim Process
7. Advancement to Candidacy
8. The Thesis (Dissertation) Committee
1. Composition
2. Responsibilities of the Committee
3. Responsibilities of the Student
9. Teaching Requirements
10. Research Seminars
11. Doctoral Dissertation and Thesis Defense
12. Post-Defense Requirements
6. Leave of Absence and Re-admission
7. Master's Degree Requirements
8. Graduate Student Support
1. Departmental Support
2. Sources of Travel Support

I. CDB DIRECTORY

Departmental Chair:

Prof. J. Douglas (Doug) Engel — engel@umich.edu, 3071 BSRB

Lori Longeway, Admin. Assistant — longeway@umich.edu, x57509, 3069 BSRB

Department Staff:

Karen Lang, Department Administrator — karenl@umich.edu, x70801, 3059 BSRB

Linda Elie, Financial — llelie@umich.edu, x49126, 3060 BSRB

Jill Lynch, Poster Printing/Desktop Publishing – jily@umich.edu, x34396, 3058 BSRB

Karen Meeks, Financial — kmeeks@umich.edu, x70804, 3031 BSRB

Kristen Hug, Student Services Representative – mkhug@umich.edu, x62665, 3035 BSRB

Becky Pintar, Center for Organogenesis — rpintar@umich.edu, x62499, 2043 BSRB

Ryan Schell, Tech. Support — rschell@umich.edu, x72773, 3058 BSRB

Graduate Program Committee 2008-09:

Asst. Prof. Diane Fingar (Chair, CDB Grad Program Director) — dfingar@umich.edu, x37541, 3039 BSRB

Prof. Kate F. Barald — kfbarald@umich.edu, x73376, 3053 BSRB

Asst. Prof. Scott Barolo — sbarolo@umich.edu, x47295, 3047 BSRB

Assoc. Prof. Michael Hortsch — hortsch@umich.edu, x72720, 3063 BSRB

Asst. Prof. Patrick Hu — pathu@lsi.umich.edu, x59656, 6403 LSI

Prof. K. Sue O'Shea — oshea@umich.edu, x32550, 3061 BSRB

Assoc. Prof. Billy Tsai — btsai@umich.edu, x44167, 3043 BSRB

Prof. Lois Weisman — lweisman@umich.edu, x72539, 6437 LSI

Asst. Prof. Deneen Wellik — dwellik@umich.edu, x68902, 2053 BSRB

Asst. Prof. Yukiko Yamashita — yukikomy@umich.edu, x58508, 5403 LSI

Ting Han (Student Member) — tinghan@umich.edu, x34447, 6183 LSI

Kristen Hug, Grad Program Secretary — mhkug@umich.edu, x62665, 3035 BSRB

II. INTRODUCTION

A. Standards and Expectations for the CDB Graduate Student

CDB students are expected to maintain the highest possible standards of academic, research, and professional ethics. They are also expected to perform and publish research of high quality and of scientific/medical significance. CDB students should behave professionally in the classroom and the laboratory and should remember that they represent the Department, the Medical School, and the University when traveling, attending conferences, or working off-campus in a professional capacity.

By the time students have earned a Ph.D. in Cell and Developmental Biology, they are expected (1) to be knowledgeable of current research in cell and developmental biology and expert in current research in their specific sub-field; (2) to be able to properly design, execute, interpret, and discuss experiments, both their own and those of others; (3) to have maintained the highest standards of academic and scientific ethics; (4) to have made contributions to their field, both in research and teaching; and (5) to be able to competently present their research findings, both orally and in writing.

B. Rackham and PIBS Requirements

The CDB student must fulfill all requirements of the Rackham Graduate School and (if a PIBS student) of the Program in Biomedical Sciences. See Rackham Graduate School Academic Policies and the PIBS Curriculum Guide for current requirements. The CDB Graduate Program has additional requirements, which are detailed below.

C. Preferred Timeline of Doctoral Study

In the first-year, the student focuses on coursework and research rotations. At the end of the first year, the student joins a laboratory for dissertation research. The Principal Investigator of that lab becomes the student's thesis advisor.

In the second year, the student (now a pre-candidate) continues with coursework while pursuing his/her doctoral research. In the Winter/Spring of the second year, the student takes the Preliminary Qualifying Exam (PQE), administered by CDB faculty.

After passing the PQE, the student (now a doctoral candidate) assembles a Dissertation Committee with the help of the mentor, which will meet regularly with the candidate to monitor his/her progress. From this point, the student will focus primarily on thesis research, but will also assist in the teaching of at least one graduate course.

Once all requirements (coursework, teaching, research, etc.) have been met, the Dissertation Committee authorizes the student to write a Doctoral Dissertation. The candidate orally defends his/her thesis successfully and earns a Ph.D. in Cell and Developmental Biology. This should preferably occur by the end of the fifth year and must occur by the end of the seventh year.

D. Proposing Changes to the CDB Graduate Program

Recommendations for changes to any aspect of the Program are welcome from anyone, especially students. Proposed changes may be presented to the Chair of the Graduate Program Committee or to any faculty member. Adoption of changes will require approval by at least 2/3 of a quorum, defined as 60% of the total departmental faculty roster.

III. THE GRADUATE PROGRAM COMMITTEE

The program of graduate study is designed and carried out by the entire faculty of the department, in compliance with the regulations of the Rackham Graduate School. The faculty delegates administration of the program to a Graduate Program Committee (formerly called Graduate Affairs).

A. Composition

The Department Chair annually appoints the members of Graduate Program Committee for one-year terms. These include six to ten CDB faculty members, of whom one is appointed Chair of the Committee by the Department Chair. The Chair of the Committee is the Director of the CDB Graduate Program.

One student representative is selected each year by the CDB graduate students. The participation and voting rights of the graduate student representative are limited to matters concerning the graduate program, at the discretion of the Chair of the Committee. In addition, one or more members of the CDB Administrative Staff (generally the CDB Student Services Representative) will serve on the Committee in a non-voting capacity to provide support and assistance. The Department Chair is also a non-voting member of the Committee.

Committee members will absent themselves from discussion, debate, or voting concerning students they are mentoring, at the discretion of the Chair of the Committee. The graduate student representative will not typically be present when other students' progress is discussed.

B. Responsibilities of the Graduate Program Committee (GPC)

1. To administer the regulations of the Rackham Graduate School and the CDB Graduate Program.

2. To recommend changes to the CDB Graduate Program and its policies and requirements to the CDB faculty.

3. To oversee the student's progress from the time that he/she joins the CDB Graduate Program until he/reaches Candidacy.

4. To advise CDB students on coursework, teaching, and other requirements of the Graduate Program.

5. To advise students who request a change of thesis advisor.

6. To follow the progress of all graduate students and recommend action on requests for special programs, advanced standing, changes in fellowship status, etc.

7. To administer the Preliminary Qualifying Examination (PQE) during the second year. In general, examiners will be CDB faculty members who sit on the GPC. PQE committee members will be chosen based on expertise that fits the student's chosen PQE topic. At times when additional expertise in a student's chosen PQE topic is required, the GPC Chair may ask CDB faculty (with primary or secondary appointments) who do not sit on the GPC to participate in a PQE. In this instance, at least two (2) Graduate Program Committee (GPC) members must sit on the PQE. The GPC Chair is not required to sit on every PQE but will be present for a second exam if the student fails the first exam.

8. To certify students for Advancement to Candidacy.

9. To approve the membership of the Dissertation Committee.

10. To hear appeals from students regarding any aspect of the graduate program. The student may select an ad hoc ombudsperson from the CDB faculty to consult with about the appeal. The ombudsperson may accompany and/or represent the student at an appeals hearing before the Graduate Program Committee.

11. The Administrative member of the Graduate Program Committee (the Student Services Representative) is responsible for maintaining complete student records, preparing paperwork for assistantships, fellowships, etc., and acts as the liaison between CDB and Rackham and between CDB and PIBS.

IV. THE GRADUATE RECRUITMENT COMMITTEE (GRC)

A. Composition

The Department Chair annually appoints the members of Graduate Recruitment Committee (GRC) for one-year terms. These include at least three CDB faculty members, of whom one is appointed Chair of the Committee by the Department Chair. CDB students additionally elect one student representative to sit on the GRC.

B. Responsibilities of the Graduate Recruitment Committee

The GRC is in charge of the recruitment of new students to the CDB Graduate Program. This includes cooperating with PIBS recruitment efforts (e.g. reviewing applications to PIBS).

V. REQUIREMENTS FOR THE PH.D. IN CELL AND DEVEOPMENTAL BIOLOGY

Note: In addition to the requirements listed below, the student must fulfill all requirements of the Rackham Graduate School. See Rackham Graduate School Academic Guidelines. In case of a conflict, Rackham rules supercede CDB rules.

A. Enrollment and Credit Requirements

Enrollment requirements are determined by the Rackham Graduate School. Currently, full-time enrollment and registration is required for all full-time students.

Students in years one and two must register for at least 9 credit hours per semester (4 per half-semester) when not teaching, and 6 credit hours (3 per half-semester) when teaching. Post Candidacy (year three and above), students must register for at least 8 credit hours per semester (generally thesis research).

Rackham requires that doctoral students accumulate 36 “fee hours” to be recommended for candidacy, and 68 fee hours to receive a doctorate. See Rackham Graduate School Academic Guidelines for details.

Up to six credits may be transferred from another institution, under conditions stipulated by Rackham. Students entering the program with a master's or doctoral degree in a biomedical field may petition the Graduate Program Committee to waive part of the credit requirement.

Students are normally required to defend their dissertation within 7 years of their enrollment in the Graduate School. The student may ask the Graduate Program Committee to authorize an extension beyond the 7-year limit.

B. Coursework and Credit Requirements

CDB students must pass (e.g. attain a grade of C- or higher) at least one course in each of the following threegroups:

GROUP 1

CDB 530: Cell Biology (3 credits)

GROUP 2

Biochem 550: Macromolecular Structure and Function (3 credits)

Hum Gen 541: Molecular Genetics (3 credits)

GROUP 3

CDB 580: Developmental Biology (3 credits)

CDB 550: Histology (4 credits)

CDB 680-682: Organogenesis of Complex Tissues (3-4 credits)

Cognate courses: CDB students must pass at least two cognate (non-CDB) courses of at least 2 credits each before they are eligible to take the Preliminary Examination. A lecture-laboratory sequence is equivalent to one course.

Starting in the second year, CDB students must register for CDB Graduate Seminar (CDB 801, 1 credit) in every Fall and Winter term.

In the second year, pre-candidates should register for Pre-Candidate Research (CDB 990) for enough credits to bring them to 9 credits in the Fall and Winter terms.

Starting in the third year, candidates should register for Dissertation Research (CDB 995) for enough credits to bring them to 8 credits in each Fall and Winter term.

Exceptions to the above requirements must be approved by the Graduate Program Committee. For additional courses required by PIBS, see the PIBS Curriculum Guide. Go to www.med.umich.edu/cdb for a listing of courses currently offered by CDB.

C. Grades

The acceptable level of academic performance is B (5.0 on a 1-9 scale from C- to A+). Students whose average grade in any single term is below B will be sent a letter of warning by the Graduate School and should discuss their academic progress with the Graduate Program Committee.

Students whose cumulative grade average falls below B will be placed on academic probation by Rackham for the subsequent term. The student must consult with the Graduate Program Committee. No degree can be awarded during a term of academic probation. Two consecutive terms of probation will result in a review by the Graduate Program Committee, and may result in the loss of monetary support or a request for the student's withdrawal from the graduate program.

D. Research Rotations (PIBS 600 / CDB 599)

See the PIBS Curriculum Guide for complete rules regarding rotations. Students must do at least two research rotations and are strongly encouraged to do three or four. Rotations are normally full-term or half-term rotations. Only one rotation is allowed in the Fall semester; two half-rotations are allowed in the Winter semester. Contact faculty members as soon as possible to ask about doing a rotation in their lab. Students can set up an informal early research rotation for the summer half-term before their enrollment (July-August). 2-4 credits are earned for each rotation, depending on its duration. Prior to beginning a research rotation, it is an excellent idea for the student and research mentor to discuss the expectations of the rotation (e.g. time spent in lab; how to keep a lab notebook; is the student expected to attend all lab meetings; is the student expected to orally present his/her research to the lab group at the end of the rotation; how much coursework does the student have that will detract from lab research; etc.). Research rotations tend to be more successful when all expectations are discussed openly and clearly understood by both the student and mentor.

E. The Thesis Advisor

The student selects a faculty mentor, or thesis advisor, usually by April 1 of the first year of graduate school. The faculty member and the Graduate Program Committee must approve the selection. The thesis advisor must be a Professor, Associate Professor, or Assistant Professor on the Instructional Track.

The primary responsibilities of the thesis advisor are (1) to train, mentor, and advise the student in biomedical research; (2) to prepare the student for a career in science; and (3) to set a professional example for the student by maintaining high scientific and ethical standards.

F. The Preliminary Qualifying Examination (PQE): Timelines and Guidelines

The Preliminary Qualifying Examination (“prelim” or “PQE”, for short) is administered by the Graduate Program Committee (GPC) in the Winter of the student's second year. The CDB PQE consists of a written research proposal resembling a grant application and an oral defense of the proposal. If the student passes the Preliminary Exam and meets all other requirements (see section G), he/she advances to Candidacy. If the student fails the first PQE, the examining Committee may allow the student to take a second PQE with a new topic. This exam must occur prior to Aug. 15 of the second year of graduate school (prior to the beginning of the student's third year). Students will be allowed to take a maximum of two exams. If the student fails the second PQE, the student will leave the Graduate Program, in most cases with a terminal Master's degree in Cell and Developmental Biology (“two strikes and you're out”).

1. Eligibility

The GPC Chair reviews each student's academic and research record early in the Winter of their second year to determine the student's eligibility to take the Preliminary Qualifying Exam. Factors considered in determining a student's eligibility to proceed with the preliminary exam include: (a) academic record meets Rackham requirements; (b) required Rackham/PIBS/CDB coursework has been passed with acceptable grades; and (c) research rotations and pre-candidate research progress are satisfactory. If deficiencies are identified, the Committee will recommend procedures for correcting the deficiencies before that student is allowed to proceed with the Preliminary Exam.

2. Meeting with the Grad Program Committee (GPC) Chair

Each January, the GPC Chair has an informal meeting with all second-year students eligible for the Preliminary Exam. The Chair explains the examination process, gives guidelines for appropriate topics for the research proposal, and answers questions.

3. Choosing a Topic and Specific Aims

The Preliminary Exam is in the form of a hypothetical research proposal to be submitted to a funding organization. The student does literature research and chooses a topic for the research proposal. The proposed topic cannot be closely related to work conducted by the student or by anyone in their mentor's laboratory, either currently, in the past, or planned for the future. If any aspect of the proposal is considered too close to the student's or mentor's research, the evaluators will reject the proposal. If the student tries to choose a topic as close as possible to his/her research, without violating the letter of the rule, the evaluators will hold the student to a significantly higher standard of expertise. To avoid this situation, the student is advised to choose a field of study that is substantially different from his/her own and that of his/her thesis advisor.

The student can ask anyone general questions about techniques, but finding the topic/problem/question, choosing and designing the proposed experiments, and writing/planning/editing/proofreading the proposal must be done by the student alone.

It may help the student to pose a specific, plausible, and testable hypothesis relating to the topic, to be tested in the Specific Aims. Stating a hypothesis often helps to focus and structure the proposal, but it is not absolutely required, as not all worthy science is strictly hypothesis-based.

The student then writes 2-3 Specific Aims, which are specific research goals to be accomplished, were the proposal to be funded. The Aims should test different aspects of the central question or hypothesis and ideally should use multiple experimental approaches to the problem. The Aims should be structured so that, when they are accomplished, it will significantly advance the field and will definitively answer important outstanding questions. It should be feasible that the proposed research could be completed in 3-4 years.

It will be helpful to imagine that the proposal will be evaluated by a study section at a funding agency such as NIH or NSF, which will determine whether to fund the proposed research based on (1) the scientific or health-related significance of the central question, (2) the extent to which the Aims address that question, and (3) the likelihood of the applicant making important advances in that field of study. Funding agencies usually avoid funding projects seen as too ambitious, risky, unfocused, or unrealistic, because of the poor odds of success; at the same time, projects seen as timid, obvious, or boring are not worth spending money on. Therefore, the proposal should inspire confidence that solid results will be obtained, but also that what is learned will be novel, significant, and interpretable.

Before the Specific Aims meeting (see next section), the student presents the Specific Aims page to their thesis advisor, who then sends an email to the GPC Chair stating that there is no substantial overlap with the lab's past, present, or intended future research.

4. Specific Aims Presentations

The GPC Chair will choose a date, usually in early February, for a meeting with the Committee, where students will orally present a brief outline of their proposal, including a brief discussion of the significance and necessary background, followed by the Specific Aims. Two days before this Specific Aims meeting, students submit a one-page Specific Aims page, including enough discussion of background and significance to allow evaluation of the proposal, to the Chair.

At the meeting, each student orally presents his/her Specific Aims to the Committee in =10 minutes. Students generally use Powerpoint or Keynote to aid their presentations. After each presentation, the Committee will discuss the Aims and may question the student further, and the Committee will either approve or reject the Aims. If the Aims are rejected, the Committee will schedule another Aims presentation meeting with the student, usually within a week, or will ask the student to submit a revised Aims page without a presentation. After the aims are accepted, the student will have 3-5 weeks to write the proposal. To guide the student in writing the proposal, the Committee will send an evaluation form to the student within a few days of the Aims meeting.

5. The Preliminary Qualifying Exam (PQE) Committee

After the student's Specific Aims have been approved (usually at the Aims meeting), a Preliminary Qualifying Exam Committee (PQE Committee ) will be assigned to the student and a date for the defense of the proposal will be scheduled. The PQE Committee consists primarily of members of the GPC and will usually have four members. CDB faculty (either with primary or secondary appointments) who are not members of the GPC may be asked to serve on a PQE Committee at the GPC Chair's discretion in order to obtain expertise in a student's chosen PQE topic. Each PQE Committee must contain as least two (2) members of the GPC. The student's thesis advisor cannot serve on the Prelim Committee.

A Chair of the PQE Committee (always a GPC member) is appointed by the GPC Chair. The Prelim Committee Chair is responsible for summarizing and recording the evaluations of the members of the Committee and for communicating with the student before and after the Exam.

6. The Written Proposal

Help with the written component of the Preliminary Exam: During the writing of the research proposal, the student may consult with anyone about technical questions. Examples of permissible questions include how to perform a particular technique, its potential artifacts or drawbacks, or the amount of time required. Because a significant part of the evaluation rests on the details of the experimental approach, the student may not ask the help of anyone in designing the proposed experiments. Examples of non-permissible questions include how to devise experimental approaches to test hypotheses, what type of experiment would best demonstrate a specific result, and how to design experimental controls. Also, the student may not receive help from others in writing, outlining, editing, or proofreading the Preliminary Exam proposal. However, the student is encouraged to look at grant applications and at the successfully defended Preliminary Exams of other students, provided they do not overlap with the student's proposal topic or significantly share the same experimental approaches.

Format of the Preliminary Examination: The format is that of a grant proposal, adapted from the NIH guidelines for RO1 grant applications. The total length of the proposal (including figures, but excluding references) may not exceed 10 pages. The proposal must be single-spaced, in 12-point Helvetica or Arial font, with at least ¾” margins. It should be submitted as a PDF document.

The Preliminary Exam should have the following components:

a. A title.

b. A Specific Aims section, similar to the one written for the Aims meeting. (Usually 1 page)

c. A Background and Significance section, which provides necessary background and history of the topic and specific question and demonstrates the scientific or medical significance of the proposed work. This section should highlight the gaps in our current knowledge that will be filled by the proposed research and establish why filling those gaps is important. (~3 pages)

d. An optional Preliminary Data section. Ordinarily, researchers spend some time accumulating preliminary data that are intended to convince reviewers of the feasibility of the proposed study. To allow the student more flexibility in choosing a topic, in this section the student may describe the results of theoretical (i.e., phony) preliminary data that would be necessary to establish the feasibility of the proposal, if it were a real grant application. For example: A student proposes to study the role of protein X in b-cells of the pancreas. Upon reviewing the literature, the student finds that no one has ever published the generation of this tissue-specific knockout mouse. For a real grant on this topic, it would be essential to show in a Preliminary Data section that you have generated this mouse, because if one proposes to generate this mouse in Specific Aim 1, and the attempt fails, then none of the subsequent work can be done. Generally, one should not write a grant in which key Aims are absolutely dependent on a certain outcome of another Aim; in other words, Aims should be independent yet connected to each other. In another example, if many of the proposal's Aims require an antibody that is not known to exist in the literature, one would have to have made the antibody and prove in a Preliminary Data section that the antibody works as expected. Thus, the “Preliminary Data” section must be restricted to tools, animals, and reagents that are critical for the success of the grant proposal. Be sure to explain how this animal line, tool, or reagent would be made, and how one would determine whether the line/tool/reagent functions as expected. Other types of fictitious preliminary data, such as novel biochemical or genetic interactions for which there are no published reports, are not allowed.

e. A Research Design and Methods section, which describes the research plan and the procedures and analyses to be used to accomplish the specific aims of the project. Include how the data will be collected, analyzed, and interpreted, and describe expected outcomes. Discuss the potential difficulties and limitations of the proposed procedures and alternative approaches to achieve the aims. (~5 pages)

f. A very brief Estimated Timetable for completion of the proposed work.

g. A list of References of all publications cited in the proposal. Each reference must include the names of all authors (in the same sequence in which they appear in the publication), the manuscript title or journal/book title, volume number, page numbers, and year of publication.

Figures and diagrams may be included in the main body of the proposal. All “adapted” figures must provide the source and be properly attributed. Appendices are not allowed. Sections may differ from the recommended length but must be sufficiently detailed to allow evaluation. Detailed description of the experimental methods, design, and interpretation is a very important part of the written Exam. Clear descriptions of the expected outcomes of the proposed experiments are critical for successful Exams; also critical are clear descriptions of alternate approaches, should the proposed approaches fail. Proposals that deviate from the format or total length limit described above will be rejected.

The student will submit the written proposal (as a PDF document) to the CDB Student Services Representative 4 days before the scheduled date of the oral PQE. The CDB Student Services Representative will file the PQE for record-keeping purposes and distribute it to the assigned examiners

7. The Oral Examination

The student will prepare a 10-15 minute overview of the project as a Powerpoint/Keynote presentation. Remember that the committee members have already read the proposal; just touch on the highlights. With questions from the Prelim Committee, the Exam usually takes ~2 hours. Questions will largely focus on experimental design, interpretation and alternative approaches, and will be restricted to the topic of the proposal.

Tips for the Oral Examination:

• Don't take criticisms and suggestions personally. Don't respond in an inflexible, hostile, or confrontational manner, but accept criticism gracefully. Every proposal can be improved. If reviewers don't “get it,” that's your problem to correct, not theirs.

• Sometimes, especially when reviewers are not experts in the specific sub-field being discussed, their criticisms may be based on incorrect or outdated information (i.e., wrong). When this occurs, don't be afraid to (calmly) argue the point, if it's relevant to the proposal.

• The goal is not to show how knowledgeable you are, but to persuade the reviewers to “fund” your proposal. If the Committee members are impressed with the proposal and your defense of it, they will be impressed with you. At this stage, it's more important for students to have a good grasp of experimental design and interpretation than for them to be masters of the literature.

8. Evaluation

Immediately after the Preliminary Exam, taking into account both the written proposal and oral defense, the PQE Committee will deliver one of three decisions: Pass, Fail, or Deferred Decision. The Committee will then meet with the student to discuss the decision and the strengths and weaknesses of his/her performance.

If the outcome is Pass, and all other requirements have been met, the student is recommended for Candidacy.

If the outcome is Fail, the student may be allowed a second chance to write and defend a proposal on new topic, which must take place no later than August 15 (the decision to allow a student the opportunity to take a second PQE is made by the PQE examining Committee). The same PQE Committee will administer this second exam in the presence of the GPC Chair. The outcome of the second Exam is either Pass or Fail, and the decision is final (“two strikes and you're out”). Students who fail the second Exam will discontinue their predoctoral studies and leave the graduate program. Students who fail their PQE are usually granted a terminal Master's Degree in Cell and Developmental Biology from Rackham, if the student take the initiative and files the appropriate documentation. This of course assumes the student has earned sufficient credits.

If the outcome of the first PQE is Deferred Decision, the Committee requires some correction or remediation before the student can be passed. Conversion of a Deferred Decision outcome to a Pass usually takes the form of revisions to the written proposal but may also involve a second meeting/oral defense with the PQE Committee and/or a commitment from the student to take additional coursework to rectify gaps in knowledge. A decision of Pass or Fail is then made; if Fail, the student may take a second Exam as described in the previous paragraph.

9. Registration

Students who are recommended for Candidacy may register early for the fall term, prior to official Advancement to Candidacy. In this case, they should register for CDB 990 (Pre-Candidacy Research). Once Candidacy is achieved, the Registrar will change the registration to CDB 995 (Candidacy Research) and tuition will be adjusted accordingly. Candidates register for 8 credit hours of CDB 995 each semester.

10. Flowchart of the Prelim Process

G. Advancement to Candidacy

The minimal requirements for Candidacy are (a) accumulation of 36 fee credit hours and (b) passing of the Preliminary Qualifying Examination (PQE). A student must take the PQE before the end of the Winter semester of the second year of enrollment as a Rackham student. A student should achieve Candidacy within 2 years from the date of first enrollment. Consult Rackham for the deadline for filing for candidacy.

It is the responsibility of the PQE Examination Chair to inform the Graduate Program Committee that the exam has been passed. It is the responsibility of the GPC to inform the Department Chair, who is empowered to notify Rackham that the student is recommended for Candidacy.

H. The Thesis (Dissertation) Committee

Once the PQE is passed, the student, in consult with his/her thesis advisor, should select the members of a Thesis (Dissertation) Committee. The student should have his/her first Dissertation Committee meeting no later than the end of the Winter semester of the third year (e.g. May); it is preferable to have the first meeting in the Fall semester of the third year. The Thesis Committee is required to meet with the student a minimum of once per year, although more frequent meetings are encouraged. Indeed, in instances where a Committee decides it is beneficial for the student, the Committee may recommend that meetings occur every three (3) or every six (6) months. The Thesis Committee monitors the progress of the student's research and offers guidance and advice, decides when the student may defend his/her dissertation, reads and critiques the written dissertation, and oversees the Dissertation defense.

Members of a Thesis Committee are chosen in accordance with Rackham guidelines and are subject to approval by Rackham. The following is adapted from Rackham Graduate School Academic Policies:

The Dissertation Committee must have at least 4 members, including at least 3 tenured or tenure-track members of the Instructional Faculty affiliated with a Rackham doctoral program. Such faculty include those holding a regular or “unmodified” (i.e., not research, clinical, visiting, adjunct, etc.) appointment as Professor, Associate Professor, or Assistant Professor.

At least 2 committee members must be CDB faculty members with either primary or secondary appointments.

Subject to review by CDB and Rackham, the Committee may also include other people from inside or outside the University who can provide expertise in the relevant area.

The committee must include a “cognate” (non-CDB) member who holds at least a 50% appointment in a Rackham doctoral program other than CDB and who does not hold an appointment as research or clinical faculty, instructor, or lecturer. The member may not serve as chair or co-chair.

The Committee must have a Chair, generally the student's thesis advisor. A co-Chair is also allowed. See Rackham rules for restrictions on who may serve as chair or co-chair.

Within six to twelve months after the student's advancement to Candidacy (preferably in the Fall semester of the third year but no later than the end of the Winter semester of the third year), the Candidate will prepare a Dissertation Proposal and send it to the members of the Thesis Committee. Although there is no standardized format for the Dissertation Proposal, it should include (1) a tentative title for the dissertation; (2) a brief discussion of background and significance; (3) a concise abstract of the proposed research, its specific objectives, and the methods to be employed; and (4) a summary of preliminary results.

Within two weeks of receipt of the proposal, the Thesis Committee meets to evaluate and discuss the project with the Candidate, who typically makes an oral presentation to the Committee. If modifications to the research plan are required, it is recommended that the thesis advisor record the plan agreed upon; major deviations should have the concurrence of the Committee. It is the responsibility of the thesis advisor to expedite the completion of the research and writing.

After each thesis committee meeting, a “Thesis Committee Meeting Summary Form” must be filled out by the student's mentor and signed by both the student and mentor. This form must then be submitted to the CDB Student Services Representative, who will place it in the student's file for permanent record. This form serves as official record of the student's progress and cites recommendations given to the student by the Committee. The “Thesis Committee Meeting Summary Form” asks the Committee to comment on the following:

1. Suitability and feasibility of research proposal (for first meeting in particular).

2. Describe progress relative to last meeting: Were the goals met? Was sufficient work accomplished? Is the work of publishable quality? Feel free to comment on the student's strengths as well as on areas that require improvement.

3. Describe the goals to be accomplished prior to the next meeting and the approximate date of the next meeting. Is the research plan for the upcoming year acceptable?

As explained above, regular meetings of the Thesis Committee must occur at least once per year. It is the responsibility of the Candidate to schedule these meetings.

I. Teaching

Students will serve as a Graduate Student Instructor (GSI) for at least 1 CDB course. Teaching assignments are made by the Department Chair and whenever possible in accordance with the student's preferences. Teaching in a specific course may be required, however, under special circumstances. When possible, students' teaching will be supervised by a faculty member who will submit an evaluation (available to the student) to the Graduate Program Committee at the end of the term.

J. Research Seminars

Departmental seminars and special guest lectures comprise an important part of CDB graduate education. All students without course or teaching conflicts are expected to attend.

It is especially important that new students who are searching for areas suitable for their dissertation work attend informal seminars and journal clubs. Each student is required togive at least one half-hour presentation each year to the group of his/her choice. After the second year, each student should give at least one presentation per year in the departmental graduate seminar series (CDB 801).

The doctoral thesis defense fulfills the seminar requirement for the terminal year.

K. Doctoral Dissertation and Thesis Defense

The dissertation must meet Rackham's style and format requirements, which are numerous and strictly enforced.

The thesis defense is a presentation and defense of the candidate's thesis research before the dissertation committee and also acts as a departmental seminar based on the student's doctoral research. It is held no less than 10 working days after submission of the unbound dissertation to the committee members and to the Dissertation Secretary of the Graduate School. All members of the committee, except possibly one substitute examiner approved by the Dean, must be present. Consult the Dissertation Handbook, available from Rackham, for further details.

The Committee is the ultimate judge of the quality of the dissertation. A unanimously favorable report is required for a successful defense.

The student will submit to the Dissertation Secretary of the Graduate School (a) its report, on the form provided by Rackham, and (b) one bound and one unbound copy of the revised and corrected dissertation.

A bound copy of the dissertation is to be provided by the student for the Department's permanent collection.

L. Post-Defense Requirements

Consult Rackham for details concerning the post-defense meeting, revisions to the dissertation, final paperwork, and deadlines.

VI. Leave of Absence and Re-admission

Personal Leaves of Absence may be granted by the Graduate Program Committee only to students who have compelling personal circumstances that are temporarily impeding their academic progress. The total time spent out of registration on Leave of Absence will not exceed one year unless specifically approved by the GPC on an annual basis. Financial support (if any) ceases when the Leave of Absence begins and may resume in the first term of re-admission.

Students who have not been enrolled in the CDB Graduate Program for one year must apply for re-admission. Exceptions to this regulation include doctoral students admitted to Candidacy and students returning to the University at the end of a certified period of Detached Study. Re-admission is dependent upon approval by the GPC and upon the availability of resources for the term in which re-admission is requested.

VII. Master's Degree Requirements

Note: The graduate program is specifically designed to lead to the doctoral degree. Under certain circumstances, students who terminate their study early may then be eligible for a Master's degree if they have satisfied the following requirements, addition to Rackham requirements:

1. The student must pass a minimum of three CDB core courses and complete 32 credit hours, with a cumulative average grade of B or better, at the time of graduation.
2. A written thesis is required. A final oral examination may also be required, at the discretion of the GPC.
3. The student must complete all work toward a Master's degree within six consecutive years from the date of first enrollment in the program.
4. The student must submit the formal application (three-part blue form) to the Office of Academic Records and Dissertations of the Graduate School.

VIII. Graduate Student Support

A. Departmental Support

Students accepted though PIBS are financially supported by PIBS for the first ten (10) months of graduate school, typically September 1 through June 30). At the end of this period of PIBS support, the responsibility for financial support shifts to the student's thesis advisor beginning, typically beginning July 1. In cases of financial need, a student can apply to the Chair for a teaching assistantship.

B. Sources of Travel Support

The Department will cover expenses (up to a total of $1000) for travel to one meeting during a graduate student's doctoral studies at which he/she presents his/her research results (oral talk or poster Abstract). A short written request should be submitted to the Department Chair outlining the travel plans and necessary costs. Remember, a travel expense report must be filled out and receipts provided.

The Rackham Travel Grant is set up to provide opportunities for Rackham graduate students to become familiar with, and take part in, the life of their academic professions. As part of its University-wide commitment to advancing international research and training, the International Institute provides Rackham with a portion of the funding for these awards. Eligibility: Awards are available only to Rackham students who have responded to a formal call for abstracts and whose abstract has been accepted for either poster or paper presentation at a conference. Applications must be received in the Rackham Fellowships Office prior to the conference. Completed applications will be reviewed on a first come, first served basis. Rackham will accept an incomplete application and will encumber the appropriate funds, if funds are available, to be released once the required documentation is received (the current transcript and the confirmation/copy of program). No application will be considered for funding retroactively. A student may receive only one travel grant award during the fiscal year (July 1 - June 30). Grants are up to $400 for travel in the continental United States, and up to $700 for transcontinental travel, including Alaska, Hawaii, and Puerto Rico. For current guidelines, consult Rackham.

C. Fellowship Incentive Program

If CDB graduate students obtain individual fellowships of at least $5,000 from sources outside the University (e.g., NIH, NSF, Hughes, foundation fellowships), the mentor will contribute an extra $1,000 to the student's stipend for every year that the fellowship continues. Please note that fellowships on training grants, even though they may be funded by NIH or NSF, do not qualify, because such fellowships represent the redistribution of funds already present within the University.

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