DEPARTMENT OF BIOLOGY MS Program in Biology Joint Master s Degrees in Biology and Information Science PhD Program in Biology

Transcription

1 DEPARTMENT OF BIOLOGY MS Program in Biology Joint Master s Degrees in Biology and Information Science PhD Program in Biology Goals and Assessment of Student Learning Outcomes The Department of Biology at The Catholic University of America offers graduate programs leading to the Master of Science in Cell and Microbial Biology, Doctor of Philosophy in Cell and Microbial Biology, and Doctor of Philosophy in Clinical Laboratory Sciences. Our graduate offerings provide a broad and strong foundation in the basic sciences including molecular biology, cell biology, and microbiology. Course work provides a knowledge base from which students engage in original laboratory investigations, as they complete a thesis in the Master s program or a dissertation in the Doctoral programs. The Biology graduate programs emphasize that students develop strong oral and written communication skills in course work and the laboratory, as well as the ability to think critically about many areas of scientific investigation. During the process of completing a thesis or dissertation, graduate students will develop particular areas of expertise associated with their projects. Graduates from the Biology Department possess the knowledge and skills to design experiments independently and apply their critical thinking skills to scientific problems outside of their immediate area of expertise. They are well prepared to secure employment continuing in biological research, such as in postdoctoral fellowship programs or biotechnology companies, or in areas such as teaching or administration. Faculty members in the CUA Biology department engage in cutting-edge basic and applied research with funding from the National Science Foundation, National Institutes of Health and Department of Defense. They have a strong commitment to mentoring graduate students and are highly accessible to students during the academic year and summers. Areas of research concentration include genetic and biochemical analysis of multiple drug resistance, mechanisms of DNA packaging in bacteriophages and viruses, transcriptional regulation and development in C. elegans, quorum sensing in Staphylococcus aureus, membrane dynamics and trafficking in polarized cells, alcohol metabolism in the liver, molecular biology of cancer and metastasis, structure and function of molecular motors, cellular response to weak electromagnetic fields, and genetic engineering approaches for epitope presentation and vaccine development. Master of Science in Cellular and Microbial Biology I. Program Description The Cell and Microbial Biology Master s program is a focused and comprehensive program that trains students in state-of-the-art research to provide them with a solid foundation in basic biological sciences and exposure to fundamental biological research. The program incorporates a variety of strategies and assessment criteria to achieve these outcomes. The M.S. program is rigorous; students must successfully complete 30 semester hours of graduate credit in the various subfields of cell, micro, and molecular biology and pass a comprehensive examination to earn the

2 degree. They can do this following one of two tracks toward the M.S. thesis and non-thesis options. Students who elect the thesis option typically conduct research for one and half to two years whereas those electing the non-thesis option conduct research for at least one semester. For admission into the M.S. program, an applicant must minimally have a bachelor s degree in biological sciences. Completion of basic biochemistry and microbiology courses as part of the undergraduate major are typically pre-requisites. The department does admit students who have majored in other subjects, e.g. chemistry, and it requires them to take additional biology courses at the beginning of the program. The chair of the biology department evaluates applications and makes recommendations for admission in consultation with the biology graduate committee; the Associate Dean of Graduate Studies makes the final admission decision. Critical components for admission include: grade point average (GPA) in undergraduate studies, GRE scores, reference letters, and research experience. Admission is based on overall strong credentials in each of these areas. There is no minimum GPA or GRE requirement; however, most students admitted into the program will have a GPA of 3.5 or higher, and GRE scores well above average, for example 600 or greater Quantitative score. Research experience is also desirable. All admitted students are eligible for teaching assistantships, research assistantships, and tuition scholarships, which are awarded based on merit. Course work provides a broad and strong foundation in microbiology, molecular biology, cell biology, biochemistry, metabolism, and research methodology. Students earn 15 credits in core courses, 9 credits for elective courses, and either 6 credits for Research Guidance (thesis track) or a minimum of 3 credits for Research Problems in Biology and 3 credits for an additional elective (non-thesis track). Core courses include BIOL 727, Methods in Biological Research; BIOL 725, Research Rotations; BIOL 559, Cell Structure and Function; BIOL 774, Comparative Metabolism; BIOL 538, Gene Organization and Expression, and a series of specialty research seminars (BIOL 713, 714, 777, 778). BIOL 725, Research Rotations are critical in a small department, even for graduate students who have already selected or otherwise committed to a research advisor. The course is organized into two-week segments, each of which a student spends assigned to a different faculty member and participating in ongoing research experiments and discussions with the faculty member, students, and research staff, and attending lab meetings. This experience can help students select their thesis advisors; it also builds collegiality by exposing them to all of the department s diverse research areas and the faculty s techniques and experimental approaches. The BIOL 713, 714, 777, 778 seminar series focuses on analysis of the literature in the fall and a dissertation research seminar presentation in the spring; it provides students with opportunities to develop and sharpen their critical thinking and oral presentation skills, which are major programmatic goals. Each student receives extensive written feedback from each of the faculty who participate in the seminars. Students must also attend the non-credit, Weekly Research Seminar series (BIOL ) held every Monday, during the academic year, at which the Biology faculty host investigators who present seminars on their latest research. The proximity of CUA to several prominent research and clinical institutions makes it possible to bring in top researchers in virtually any field of cell and molecular biology and clinical laboratory sciences. Presenters have ranged 2

3 from prominent CEOs of local biotechnology companies to Nobel laureates to investigators at primarily undergraduate institutions. The diversity and prominence of these speakers provide our students with networking opportunities, because they meet with the speakers during department-wide luncheons that follow the seminars. Possible electives are BIOL 540, Mechanisms of Gene Mutation and Transmission; BIOL 563, Developmental Biology; BIOL 565, Model Organisms and Human Disease; BIOL 566, Immunology; BIOL 574, Virology; BIOL 584, Mechanisms of Bacterial Pathogenesis; BIOL 560, Emerging and Infectious Diseases; BIOL 598, Membrane Trafficking and Disease, and BIOL 599, Signal Transduction and Biomembranes. (Students who enter without having met the two basic pre-requisites in biochemistry and microbiology must complete BIOL 554, Biochemistry and BIOL 549, General Microbiology, before they can register for graduate-level core courses. Students may use only one of these courses for elective credits.) With some restrictions, students may also register for additional, specialized graduate-level courses at NIH or one or more of the universities in the Washington DC consortium with approval of the major advisor and department chair. The department considers these requests based on the specific area of thesis research that the student is pursuing. The Biology Department is committed to providing opportunities that promote the professional development of its students as well-rounded, ethical scientists. These include the following: Teaching assistantships: During the academic year, financial support through teaching assistantships provides graduate students with opportunities to develop their pedagogical skills. These are completely open to both MS and PhD students. Teaching assignments are typically in laboratory classes with small numbers of students and always under the tutelage of a full-time faculty member with primary responsibility for the class. Research assistantships: Sponsored research grants fund a majority of the department s research laboratories. In part, this funding provides summer support for graduate students to make progress on their dissertation projects. Individual investigators also provide research assistantships so students can focus on research during the entire academic year. Conference participation: Sponsored research grants and the CUA Graduate Student Association can pay for student travel to conferences. The faculty strongly encourages graduate students to present their research in periodic national and international professional conferences, where they might either give talks or present posters. Almost every student presents his/her research in one to several such conferences before graduation. (One only has to walk through the department and see all the posters displayed on the walls to know that conference participation is highly valued.) Our students also regularly participate in conferences at the National Institutes of Health (NIH), Walter Reed Army Institute of Research, Washington Cancer Center, and Johns Hopkins Medical School, and they make presentations in the NIH Protein Trafficking Interest Group and the Baltimore-Washington Area Worm Club. In these venues, students also hear about the most current research in local laboratories and have opportunities to establish collaborations with other local investigators. Publications: Top-tier journals publish research performed in the Biology Department as peer-reviewed articles. The faculty encourages graduate students to participate in every stage of manuscript preparation from composing figures to writing and editing. Students are 3

4 usually the first authors on these articles, which promotes their building impressive curriculum vitae for the next stages of their careers. Responsible conduct of research: Our graduate students attend an annual seminar that deals with ethics and conduct in research, and which trains them to conduct their research in a responsible manner. We have had speakers from the Office of Research Integrity at the NIH, as well as faculty presentations, on authorship issues, data presentation, plagiarism, and sample management. These are further re-enforced in one-on-one meetings and discussions with the thesis advisor. Graduate Student Research Symposium: Annually, our department invites alumni and the university community for an all-day research symposium that highlights our students accomplishments in oral and poster presentations. Alumni participate directly by providing career advice through either a panel or round table discussions. Recent symposium keynote lectures featured prominent NIH directors from the National Institute of Allergy and Infectious Diseases and the National Cancer Institute. Several hundred CUA students and guests attended the lectures. One of these lectures was broadcast on C-SPAN. Representation on governing bodies and committees: Each semester, one of the students represents biology graduate students in the Graduate Student Association. In addition, one of our graduate students is currently the student member of the university s Middle States Task Force. We always include student participation in our faculty search committees. Students meet with the candidates and attend their job seminars; they nominate a representative to gather and share their feedback for faculty consideration before a faculty vote is taken on the candidates. Among several career paths, graduates of the M.S. program may enter a doctoral program at CUA or elsewhere with the possibility of transferring many of their credits, work as researchers in biotechnology companies or government agencies, or become science educators. Recent graduates have been employed in all of these areas. II. Goals for Student Learning Students who graduate with a Master of Science in Cellular and Microbial Biology will: 1. Demonstrate a broad, thorough understanding of cell biology, molecular biology, microbial biology, metabolism, and modern methodology and technology for addressing biological questions. 2. Exhibit professional-level knowledge and skill as effective writers who can communicate complicated biological information clearly and concisely. 3. Display professional-level skill as effective oral communicators of potentially complex scientific topics with the specific knowledge to analyze and respond intelligently to audience inquiry in a classroom or seminar situation. 4. Develop, through active participation in faculty-mentored biological research projects, an understanding of how to develop hypotheses, and experimental approaches to answering them. 4

5 5. Understand the importance of professional-level ethical standards in the conduct of their work. 6. Form effective teaching skills through examination of the evaluations their own and other students presentations in the specialty seminar courses, and through faculty mentoring of those students who serve as departmental Teaching Assistants. III. Student Assessment Outcome Measures 1. Admission: For admission into the M.S. program, applicants should have a bachelor s degree in biological sciences. Completion of basic biochemistry and microbiology courses, as part of the undergraduate major, and some research experience are also desirable. When the department admits students who have majored in other subjects, e.g. chemistry, it requires them to take additional biology courses at the beginning of their graduate programs. 2. Course work: Students must maintain a 3.0 average with no more than 6 credit hours of C grades to earn the M.S. The faculty review all C grades at the end of each semester. A student, who earns a total of 3 credit hours of C grades or whose GPA in any given semester falls below a 3.0, is placed on probation and closely monitored. The faculty discusses each case in the monthly faculty meetings, and the respective major professor meets with the student to relay all faculty recommendations. The faculty advisor, or a designated faculty member, provides counseling to the student on strategies to succeed in course work, as well as any other assistance that the student may need. A student is subject to dismissal, if the GPA is below 3.0 for two consecutive semesters or s/he earns more than 6 credit hours of C grades. Students who receive one grade of F are also subject to dismissal. The faculty vote on dismissal decisions. 3. Participation in original research that addresses an important biological problem: Progress will be assessed through seminar presentations, thesis committee meetings, and regular review of research progress through meetings with the major professor. Assessments include making sure that the student understands the basic features of the problem being explored and the hypotheses and experimental methods required to make progress in the work, that logical and consistent effort is being made to explore the problem, and that the student is contributing actively in thinking critically about the research approach. 4. M.S. Comprehensive Examination: Students become eligible to take their comprehensive examinations during the semester in which they complete their course work. A committee of three biology faculty members, the composition of which is recommended by each student s faculty advisor (after consultation with the student, and based on his/her course work and research interests), develops each exam to test knowledge of cellular and microbial biology and of information specifically relevant to the student s thesis research project. Each committee member submits one major question or a set of smaller questions. The student has a 3-hour time period to complete each committee member s question/s. Students who are enrolled in the non-thesis M.S. track will receive a question set focused on assessment of their overall knowledge in cell and microbial biology. Students should develop analytical and systematic approaches to address each question. Evaluation criteria include the following: (a) awareness of current literature, as well as significant historical developments in the major field; (b) theoretical (reasoning) competence; (c) factual, practical and methodological competence; (d) breadth and depth of knowledge; (e) conceptual 5

6 understanding, and (f) synthesis and clarity of answers. Committee members individually grade these exams. The committee convenes to reach consensus if questions arise on meeting the standards for passing. If a failing grade is awarded, the student may sit for the written comprehensive examination one additional, and final, time. A student who twice fails the written comprehensive examination even one question is not eligible for admission to candidacy for the M.S. degree. Admission to Candidacy. After passing their comprehensive examinations, students in both the thesis and non-thesis M.S. programs apply for admission to candidacy. The faculty considers student s credentials with regard to course work, grades, and performance in the comprehensive exam as important criteria for admission to candidacy. 5. (Thesis track only) Topic approval examination: The Topic Approval examination should be scheduled as soon as possible after the successful completion of the written Comprehensive Examination. University requirements stipulate that submission of a thesis proposal, which is contingent upon this process, must be submitted no later than the semester prior to the submission of the actual thesis. All M.S. students must obtain approval for a thesis topic committee in the second year of the program. Each student and his/her faculty advisor select at least three committee members (at least 2 in biology) based on the proposed research. The faculty votes on the committee s composition at a faculty meeting. (a) Each M.S. student meets with his /her Topic Approval Committee, which evaluates his/her, general knowledge of methodology and aptitude for scientific research. The examination consists of a brief (approx. 30 min) presentation of the research proposal by the student, followed by discussion, questions, and suggestions from the committee. This process typically lasts 1.5 to 2 hours. This examination also provides a forum for discussion of the research proposal, and alternative approaches, and establishes a support network for the research experience. Following this evaluation, the committee can: (1) recommend approval of the proposed research topic to the Biology Faculty for consideration at the next regular scheduled faculty meeting; (b) recommend approval with appropriate modifications; or (c) request that the student correct weaknesses in the proposal and reschedule another evaluation process. The faculty vote on topic approval during a regular faculty meeting and forward the topic approval document and an accompanying application to the Dean of Graduate Studies. 6. (Thesis track only) Thesis Approval: The Master s candidate must complete all degree requirements within three years after the date of completion of course work or request an extension, usually not to exceed one year, which the dean must approve. (a) Based on the topic approval examination and the student s research focus, the major advisor proposes a Thesis Committee to the Biology Faculty for approval. (This committee, normally comprised of the members of the Topic Approval Committee, has a minimum three members, at least two of whom must be faculty in the Biology Department.) The Thesis Committee is responsible for providing research guidance to the student. Its members also ensure that the student adheres to the approved research plan, and they read and critically evaluate the thesis. 7. When the major thesis advisor and student determine that thesis research is reaching a completion stage, the student meets with committee members individually to apprise them of progress and the intention to prepare the written document. Together, the whole committee evaluates the work to determine its acceptability as a completed thesis. The student then writes the thesis document in a lucid, concise manner in consultation with the major advisor. 6

7 The student submits the draft to the remaining committee members, who make constructive comments and determine whether they will provide their approval signatures. Following approval of the thesis by the thesis committee, the committee members sign a final thesis copy that is submitted to the office of the Associate Dean for Graduate Programs, School of Arts and Sciences. IV. Use of Results to Improve Student Learning 1. At every stage of our student assessment process, the department chair or appropriate committee chairperson reports the results back to the faculty as a whole during monthly faculty meetings. The faculty often uses this examination of results to develop individual plans to address student deficiencies and make changes in program structure and assessment criteria to enhance student learning. 2. In the process of examining assessments, the faculty can direct particular issues to one of three standing faculty committees: the Biology Policy Committee, the Biology Curriculum Committee, or the Biology Enhancement Committee. Committees then discuss the relevant issues, reach a consensus, and make recommendations to the entire faculty for a vote. 3. As part of the implementation, the faculty communicates program changes to students and incorporates them into the Biology Graduate Handbook, which is publicly accessible through the Department s website. 4. The department continues to implement new indirect measures of student assessment, the results of which will help us increase the effectiveness of our program, e.g., an online alumni survey that will generate statistically interpretable data might indicate areas in which the department can further improve to enhance student learning. Implementation will involve discussion and recommendation from the appropriate faculty committee(s), and a majority vote by the entire faculty at a monthly faculty meeting. 5. Graduate students enrolled in 500-level courses complete the University s standard course evaluation process at the end of each semester. For 600- and 700-level courses the department conducts its own course evaluation procedure. All course evaluations are reviewed by the department chair, and by the instructor for each course. If changes in the structure of a given course are deemed necessary by either, action is taken. ***** 7

8 Joint Masters Degrees in Biology and Information Science I. Program Description Students enrolled in the joint Masters program in Library and Information Science and Biology must complete a minimum of 24 credits in the biology department and at least 30 credits in library and information science. Otherwise, the course and evaluation requirements, including the comprehensive exam requirement, are identical to those of the regular M.S. Biology program. ***** 8

9 Doctor of Philosophy in Cell and Microbial Biology I. Program Description The Department of Biology s doctoral program in Cell and Microbial Biology is focused and comprehensive; it provides rigorous training in state-of-the-art research that enables students to become analytical researchers, creative problem solvers, and effective teachers. The program incorporates a variety of strategies and assessment criteria to achieve these outcomes. Students must successfully complete 53 graduate course credits in various subfields of cell, micro, and molecular biology, pass comprehensive oral and written examinations, conduct and write up original dissertation research and defend a dissertation to earn the Ph.D. Course work provides a broad and strong foundation in microbiology, molecular biology, cell biology, biochemistry, developmental biology, genetics, and virology. The program s flexible approach accommodates a core group of full-time graduate students, as well as part-time students who conduct research in area research institutions that lack formal graduate programs, such as the National Institutes of Health (NIH) and Walter Reed Army Institute of Research (WRAIR). Admission into the doctoral program in Cell and Microbial Biology requires at least a Bachelor s degree in biological sciences, however, most admitted students have a Master s Degree and/or post-baccalaureate research experience. The program does admit students who have majored in other subjects, e.g. chemistry, with the understanding that they will take additional biology courses at the beginning of the program. The chair of the biology department evaluates applications and makes recommendations for admission in consultation with the biology graduate committee. The Associate Dean of Graduate Studies makes the final decision. Critical components for admission include: grade point average (GPA) in undergraduate studies, GRE scores, reference letters, and research experience. Admission is based on overall strong credentials in each of these areas. There is no minimum GPA or GRE requirement; however, most students admitted into the program will have a GPA of 3.5 or higher, and GRE scores well above average, for example 600 or greater Quantitative score. Research experience is particularly desirable for admission into the Ph.D. program. All admitted students are eligible for teaching assistantships, research assistantships, and tuition scholarships, which are awarded based on merit. Of the 53 credit hours students complete to earn the Ph.D. degree, 20 credits are for core courses, 27 credits for elective courses, and six credits for the dissertation. Core courses establish a strong foundation in the key areas of the Cell and Microbial Biology program: biochemistry, cell biology, genetics, and molecular biology. Students, who did not complete basic biochemistry and microbiology courses as undergraduates, take Biochemistry (BIOL 554) and General Microbiology (BIOL 549) before they can register for graduate level core courses. (Students may elect to apply the credits from one of these courses toward their elective requirement.) Core courses are the following: BIOL 727, Methods in Biological Research; BIOL 725, Research Rotations; BIOL 559, Cell Structure and Function; BIOL 774, Comparative Metabolism; BIOL 538, Gene Organization and Expression; BIOL 586, Molecular Genetics and Recombinant DNA and a series of micro- and cell biology research seminars (BIOL 713, 714, 777 and 778). 9

10 The Research Rotations course (Biol 725) is a critical element in a small department. All students, even those who have already selected or otherwise committed to a specific research advisor, must participate in Research Rotations. The course is organized into two-week segments, each of which a student spends assigned to a different faculty member, participating in ongoing research experiments and discussions with the faculty member, students, and research staff, and attending lab meetings. This experience can help students select their dissertation advisors; it also builds collegiality by exposing them to all of the department s diverse research areas and the faculty s experimental techniques and approaches. The BIOL 713, 714, 777, 778 seminar series focuses on analysis of the scientific literature in the fall semester and a dissertation research seminar presentation in the spring semester. It provides students with opportunities to develop and sharpen their critical thinking and oral presentation skills, which are major programmatic goals. Each student receives extensive written feedback from all four of the faculty who participate in each of the seminars. Students must also attend the non-credit, Weekly Research Seminar series (BIOL ) held every Monday during the academic year, when the Biology faculty hosts investigators who present seminars on their latest research. The proximity of CUA to several prominent research and clinical institutions makes it possible to bring in top researchers in virtually any field of cell and molecular biology, and clinical laboratory sciences. Presenters have ranged from prominent CEOs of local biotechnology companies to Nobel laureates to investigators at primarily undergraduate institutions. The diversity and prominence of these speakers provide our students with networking opportunities, because they meet with the speakers during department-wide luncheons that follow the seminars. To delineate an area of expertise, students select their electives from the following list in consultation with the major advisor: BIOL 540, Mechanisms of Gene Mutation and Transmission; BIOL 563, Developmental Biology; BIOL 565, Model Organisms and Human Disease; BIOL 566, Immunology; BIOL 765, Research Topics in Biology I; BIOL 766, Research Topics in Biology II; BIOL 771, Research Problems in Biology I; BIOL 772, Research Problems in Biology II; BIOL 574, Virology; BIOL 584, Mechanisms of Bacterial Pathogenesis; BIOL 560, Emerging and Infectious Diseases; BIOL 598, Membrane Trafficking and Disease or BIOL 599, Signal Transduction and Biomembranes. Students may take either BIOL 765 or BIOL 766 twice for credit, and they may earn only a maximum 12 credit hours in Research Topics and Research Problems, six of which may be related to the dissertation research. Some graduate coursework for the Ph.D. may be completed at institutions other than CUA. Students may apply to take specialized, graduate-level coursework through the Washington DC Consortium of Universities with approval of the department chair, and of the Dean of the School of Arts and Sciences. Specialized, graduate-level courses may also be taken through the FAES program at the National Institutes of Health. These courses must fill a specific purpose in the student s program, and require approval of the Biology faculty. Courses taken at the National Institutes of Health are treated as transfer credits, and so must comply with the regulations for transfer of graduate-course credits from any institution that is not part of the Washington DC Consortium of Universities. The following limitations on transfer credits apply: (a) a maximum 10

11 of 24 credit hours (of grade B or higher) may be transferred to apply toward the Ph.D. degree; (b) a student who applies more than 6 transfer credits toward the Ph.D. may complete no more than 5 additional transfer credits outside of CUA; (c) a student who applies 6 or fewer transfer credits toward the Ph.D. may complete no more than 12 additional transfer credits outside of CUA. The Biology Department is committed to providing opportunities that promote the professional development of its students as well-rounded, ethical scientists. These include the following: Teaching assistantships: During the academic year, financial support through teaching assistantships provides graduate students with opportunities to develop their pedagogical skills. Teaching assignments are typically in laboratory classes with small numbers of students and always under the tutelage of a full-time faculty member with primary responsibility for the class. Research assistantships: Sponsored research grants fund a majority of the department s research laboratories. In part, this funding provides summer support for graduate students to make progress on their dissertation projects. Individual investigators also provide research assistantships so students can focus on research during the entire academic year. Conference participation: Sponsored research grants and the CUA Graduate Student Association can pay for student travel to conferences. The faculty strongly encourages graduate students to present their research in periodic, national and international professional conferences, where they might either give talks or present posters. Almost every student presents his/her research in several such conferences before graduation. (One only has to walk through the department and see all the posters displayed on the walls to know that conference participation is highly valued.) Our students also regularly participate in conferences at the National Institutes of Health, Walter Reed Army Institute of Research, Washington Cancer Center, and Johns Hopkins Medical School, and they make presentations at the NIH Protein Trafficking Interest Group and the Baltimore-Washington Area Worm Club. In these venues, students also hear about the most current research in local laboratories and have opportunities to establish collaborations with other local investigators. Publications: Top-tier journals publish research performed in the Biology Department as peer-reviewed articles. The faculty encourages graduate students to participate in every stage of manuscript preparation from composing figures to writing and editing. Students are usually the first authors on these articles, which promotes their building impressive curriculum vitae for the next stages of their careers. Responsible conduct of research: Our graduate students attend an annual seminar that deals with ethics and conduct in research that trains them to conduct their research in a responsible manner. We have had speakers from the Office of Research Integrity at the NIH, as well as faculty presentations, on authorship issues, data presentation, plagiarism, and sample management. These are further re-enforced in one-on-one meetings and discussions with the thesis advisor. Graduate Student Research Symposium: Annually, our department invites alumni and the university community for an all-day research symposium that highlights our students accomplishments in oral and poster presentations. Alumni participate directly by providing career advice through either a panel or round table discussions. Recent symposium keynote lectures featured prominent NIH directors from the National Institute of Allergy and 11

12 Infectious Diseases and the National Cancer Institute. Several hundred CUA students and guests attended the lectures. One of these lectures was broadcast on C-SPAN. Representation on governing bodies and committees: Each semester, one of the students represents biology graduate students in the Graduate Student Association. In addition, one of our graduate students is currently the student member of the university s Middle States Task Force. The Department of Biology always includes student input to our faculty search committees. Students meet with the candidates and attend their job seminars; they nominate a representative to gather and share their feedback for the faculty s consideration when they vote on the candidates. Among several career paths, graduates of the program might become professors in large universities or medical schools, typically after completing a postdoctoral fellowship; researchoriented teachers driving undergraduate research in a four-year college; scientists in a biotechnology company or government research institution, or science policy analysts or administrators in government or industry. Recent graduates have been employed in all of these areas. II. Goals for Student Learning Students who graduate with a Doctor of Philosophy in Cell and Microbial Biology will: 1. Demonstrate broad, thorough understanding of cell biology, molecular biology, microbial biology, genetics, metabolism, and modern methodology and technology for addressing biological questions. 2. Exhibit professional-level knowledge and skill as effective writers who can communicate complicated biological information clearly and concisely. 3. Display professional-level skill as effective oral communicators of potentially complex scientific topics with the specific knowledge to analyze and respond intelligently to audience inquiry in a classroom or seminar situation. 4. Demonstrate teaching skills that include the ability to convey complex information in a well organized and understandable manner, and to provide lucid, comprehensive answers to student questions. 5. Demonstrate a standard of conduct consistent with the ethical standards in which CUA graduate students receive annual training. III. Student Assessment Outcome Measures 1. Admission: Applicants should have at least a Bachelor s degree in biological sciences; however, most admitted students have Master s Degrees and/or post-baccalaureate research experience. When the department admits students who have majored in other subjects, e.g. chemistry, it requires them to take additional biology courses at the beginning of their graduate programs. 2. Graduate Advising: Entering graduate students receive academic advising from the department chair until they select a major professor, who then assumes that role. 12

13 3. Course work: Students must maintain a minimum 3.0 average with a maximum of six credit hours of C grades. The faculty reviews all C grades at the end of each semester. Any student, who earns a total of three credit hours of C grades, or whose GPA falls below a 3.0 in any given semester, is placed on probation and closely monitored. The faculty discusses each such case in a faculty meeting, and the respective major professor meets with the student to pass on any faculty recommendations. A student is subject to dismissal, if his/her GPA is below 3.0 for two consecutive semesters or s/he earns more than six credit hours of C grades. Students who receive one grade of F are also subject to dismissal. The faculty votes on dismissal decisions. 4. Ph.D. Comprehensive Examinations: Students are eligible to take their preliminary oral and final written comprehensive examinations after having completed 35 credit hours (or during the semester in which they will complete 35 credits). The same faculty committee prepares, administers and evaluates both exams. The comprehensive committee consists of 3 or 4 biology faculty members, selected according to the completed course work and research interests of each student and on the recommendation of the student s faculty advisor (after consultation with the student). The student presents the department chair with a list of completed courses and grades, and the faculty approve the committee s composition at a faculty meeting. (a) Qualifying Oral Examination: Students take the qualifying oral examination, which the committee administers to determine readiness for the written examination, at least three weeks before the written exam. During this oral exam, students respond to questions, which each committee member asks in turn. (Students can use a chalkboard as a pedagogical tool in their responses.) Questions focus mainly on, but are not strictly limited to, course work and potential dissertation topics. The oral exam typically lasts for hours. Evaluation criteria are the accuracy and comprehensiveness of the responses. If all of the members of the committee agree that a student s performance indicates sufficient mastery to pass a subsequent written examination, they recommend proceeding to the written portion. If all members of the committee are not in agreement, there is discussion to arrive on a consensus opinion. For a deficiency in one topic, the committee recommends concentrating on that area in preparation for the written examination. Deficiencies in more than one topic lead to a recommendation to repeat the oral exam in the next semester. There is no specific limit to the number of times a student may sit for the qualifying oral examination. (b) Written Comprehensive Examination: Ph.D. students must successfully pass a written comprehensive examination testing their knowledge of cellular, microbial, and molecular biology and their area of research concentration. The content of a particular examination is not strictly confined to material covered in the courses a student has taken, although committee members do take into account the orientation of a student s program. Each member of the committee will submit one or more questions; the student is allowed a 3 hour period in which to write the answer(s) for each member s question(s). The faculty expect students to take an analytical and systematic approach to answering each question. Evaluation criteria include the following: (1) awareness of current literature, as well as significant historical developments in the major field; (2) theoretical (reasoning) competence; (3) factual, practical and methodological competence; (4) breadth and depth of knowledge; (5) conceptual understanding, and (6) synthesis and clarity of answers. 13

14 Committee members grade exams individually; they convene as a full committee to reach consensus. If each of the committee members is satisfied with the answer to his/her question, the student has passed the written comprehensive exam. If all but one question are judged to be competently answered, the student receives passing credit for the three satisfactory answers. At the next scheduled date for the comprehensive exam, however, the student must sit for a new question submitted by the committee member whose question was not passed previously. A student who fails to receive a passing grade on two or more questions is judged to have failed the entire written comprehensive exam, and must re-take the exam in its entirety. A student who twice fails the written comprehensive examination is not eligible for admission to candidacy for the doctoral degree. (c) Admission to Candidacy: After passing their comprehensive examinations, students apply for admission to candidacy. Important criteria for candidacy include: (a) course work, (b) grades, (c) performance in the comprehensive exam, and (d) demonstrated progress on laboratory research. The department chair presents a student s application along with a list of completed courses and course grades at a faculty meeting, and the faculty vote on the candidacy. 5. Dissertation Research Topic Approval Examination: (a) Students secure approval of a Dissertation Topic Committee in their second year in the program. A student and his/her faculty advisor select at least two additional biology faculty members based on the proposed research. (Committees can include additional external committee members, depending on the research focus and whether the student is part-time and has an off-campus advisor.) The faculty vote on committee composition at a faculty meeting. (b) Each doctoral student meets with his/her committee at least once a year to present a progress report on the dissertation research. During these meetings, committee members assess whether the student is advancing sufficiently on the project s goals, whether the original hypothesis remains valid or requires modification, and consider the future directions the research should take. Based on these annual discussions, each student writes a final dissertation research topic proposal once s/he has established a clear plan for the major experiments and investigative directions of the dissertation. The committee assesses the topic proposal in an oral examination, typically of 1-2 hours duration. Evaluation criteria include: (1) completeness, (2) feasibility and (3) the significance of the work and its contributions to important biological questions. The committee also discusses various aspects of the proposal, such as the student s (4) awareness of background research and relevant literature, (5) methodology, (6) alternative approaches, (7) methods of data analysis, (8) writing clarity, and (9) general rationale for the aims of the research. Following this evaluation, the committee can: (1) recommend approval of the proposed research, as is, to the Biology Faculty at the next regular scheduled faculty meeting, (2) recommend approval of the proposed research topic with appropriate modifications in approach and/or written presentation, or (3) ask the student to correct weaknesses in the proposal and reschedule another evaluation process. The faculty votes on the topic approval during a regular faculty meeting and then forwards the approval document and an accompanying application to the Dean of Graduate Studies for external review by a faculty member in another department. If changes are requested by that 14

15 faculty reviewer, the candidate incorporates comments from the external review and submits a final research topic proposal to the graduate office. 8. Dissertation approval: (a) Based on the topic approval examination and the candidate s research focus, the major advisor proposes a Dissertation Committee to the Biology Faculty for approval. This committee, typically comprised of the members of the Topic Approval Committee, must consist of a minimum of three members, at least two of whom must be CUA Biology Faculty members. (b) The Dissertation Committee guides the candidate during his/her dissertation work and holds periodic meetings, at least once a year, to monitor progress. The committee is also responsible for ensuring that the candidate adheres to the approved research plan, reading and critically evaluating the dissertation, and participating in the dissertation defense. (c) When the major advisor and candidate determine that the experiments are near completion, the candidate meets with committee members individually to apprise them of the intention to prepare the written dissertation. Together, the whole committee evaluates the completed research to determine its acceptability as a dissertation. The student then writes the dissertation document in a lucid, concise manner in consultation with the major advisor and submits it to the remaining committee members, who make constructive comments and decide whether to provide their approval signatures so that the candidate can proceed to the oral defense. 9. Oral Dissertation defense: Before the dissertation s final approval, the candidate must defend it in an oral examination in the presence of an examination board, which the academic dean of the school appoints with the approval of the Assistant Academic Vice President for Graduate Programs and Research Centers. Before scheduling the defense, members of the candidate s dissertation committee must go to the Dean's Office to sign a form indicating that they have read the dissertation and believe the candidate is ready for the defense. The Dean s office then selects an external chair and secretary to conduct the defense examination. This examination consists of two parts a public seminar and a closed session that together do not last more than between two and two-and-a-half hours. The public seminar is a formal presentation, given in a manner consistent with research seminars in the field; it lasts about 40 minutes. The public seminar is intended to provide a public forum for presentation of the results of the dissertation research, and to set the stage for the closed session that will follow. The closed session with the Oral Examination Committee begins immediately following the public seminar. Evaluation criteria are: (a) the content of the original research, (b) the candidate s mastery of the literature and status of the field, (c) the candidate s ability to articulate the significance of the findings, and (d) the candidate s capability in discussing future directions to which the research might apply. Candidates who meet these criteria pass the examination; those who do so with an incredibly strong command in all areas pass with distinction (typically, fewer than 10% of students), and those who are unable to meet the criteria fail. Each member of the committee has one vote. The candidate must receive a Pass vote from all but one examiner to pass. Committees cannot pass candidates conditionally. Candidates who fail the oral defense can obtain permission from the school to retake it after at least one semester has elapsed. Candidates who fail a second time cease to be candidates for the doctoral degree. 15

16 10. Deposit of dissertation: After passing the oral defense, the candidate completes the written dissertation to the satisfaction of each committee member to obtain the appropriate signatures. Then, the candidate deposits the dissertation with the University as the final component of earning the Ph.D. IV. Use of Results to Improve Student Learning 1. At every stage of our student assessment process, the department chair, or appropriate committee chairperson, reports the results back to the faculty as a whole during monthly faculty meetings. The faculty often uses this examination of results to develop, through collective discussion and negotiation, individual plans to address student deficiencies and make changes in program structure and assessment criteria to enhance student learning. 2. In the process of examining assessments, the faculty can direct particular issues to one of three standing faculty committees: the Biology Policy Committee, the Biology Curriculum Committee, or the Biology Enhancement Committee. Committees then discuss the relevant issues, reach a consensus, and make recommendations to the entire faculty for a vote. 3. As part of implementation, the faculty communicates program changes to students and incorporate them into the Biology Graduate Handbook, which is publicly accessible through the Biology Department s website. 4. The department continues to implement new, indirect measures of student assessment, the results of which will help us increase the effectiveness of our program: e.g., an online alumni survey that will generate statistically interpretable data might indicate areas in which the department can further improve to enhance student learning. Implementation will involve discussion and recommendation from the appropriate faculty committee(s), and a majority vote by the faculty at a monthly faculty meeting. 5. Graduate students enrolled in 500-level courses complete the University s standard, course evaluation process at the end of each semester. For 600- and 700-level courses the department conducts its own course evaluation procedure. All course evaluations are reviewed by the department chair, and by the instructor for each course. If changes in the structure of a given course are deemed necessary by either, action is taken. ***** 16