Annual Committee Meeting
Students are responsible for scheduling and holding meetings with their thesis committees at the intervals indicated by their committee chair in T3. The first meeting must be held no later than twelve months after the preliminary exam, and no more than twelve months may elapse between subsequent meetings. Failure to do so could put a student in jeopardy of making adequate progress to degree and will put a student on program probation. Please see the program coordinator if you have additional questions about the annual meeting requirement. One week prior to the committee meeting, the student should upload a one-to-three-page written summary/progress report in T3 that states: the Specific Aims of the project; any changes to the Aims from the previous Aims (as articulated at the prelim or a previous committee meeting); progress made under each aim; and the experimental plan for the coming year. Progress should not simply be a list of experiments that were done, but an interpretation of the data and what it means in the larger context of the project. In addition, all students should upload to T3 an updated CV that contains publications, presentations at meetings, and other appropriate accomplishments from the past year.
Students should also present their research progress via a PowerPoint presentation (15- 20 minutes), leaving ample time for the committee to ask questions and offer suggestions for future studies. Note, the PowerPoint presentation should not be done in lieu of a written document. Within one week after the meeting, a committee report/evaluation form should be submitted in T3. The student and advisor should meet privately to discuss comments from the committee and agree on an action plan for the coming year.
Students should register for each annual committee meeting in T3 (please work with the program coordinator). At each meeting, committee members will provide feedback through T3 for the student.
Advisory Meeting
You are encouraged to meet with both the DGS and program coordinator informally at least once per year. This is a good way of getting an "outside perspective" on progress, programmatic issues, and getting some additional career advice. In addition, it allows program leadership to stay abreast of each student’s progress and to offer help or advice as needed.
Changing Labs
Success in a research lab rests on the interests, motivation, and abilities of the student in addition to interactions between the student and advisor. Occasionally, a change is desired on the part of the student or the faculty mentor or both. The reasons for changes are variable and typically, after the fact, all parties agree that changes were for the better.
Faculty and/or students must inform the DGS as soon as possible of the desire for a change in research lab, even prior to making a firm decision on the matter. Confidentiality will be assured. We would especially request that the person initiating the change (student or faculty) inform us prior to discussing it with the other. This allows us to actively participate in the process from the start, should that be determined to be the best course of action. We can help guide the previous mentor, the future mentor, and the student in the process. The sooner the MGM leadership is informed of potential issues or a desire to change labs, the better, as this will allow us to present all available options to the student and the mentor.
MGM leadership wants to support the students and the faculty during those rare occasions when a change is requested. When a student informs the administration ahead of time of concerns or problems, the leadership can be of much more help and offer as many solutions as possible for a given situation. If a lab change is made, you must complete a new affiliation form and submit it to the Program coordinator.
Other Resources
Preparing Future Faculty
This is a part of a national initiative to help prepare students for an academic career. Students must apply to the program as only 25-30 fellows are accepted each year and preference is typically given to students who have already taken a teaching class. Requirements include mentorship, site visits, workshop attendance, self-evaluation, and teaching portfolio.
Certificate in Teaching Biology
This program is part of the Biology Department and has a goal of enhancing professional development for a variety of academic careers. Requirements include mentorship, coursework, practical teaching experience, teaching evaluation, and teaching portfolio.
Teaching Ideas Workshop
These workshops range in topics from active classroom learning to technology in the classroom. They are offered throughout the academic year and usually require advance registration. Pay close attention to emails throughout the year as the program coordinator often sends out information about these opportunities.
Coursework
There are numerous teaching courses available at Duke. Some are offered only in the spring or fall so plan accordingly.
Certificate in College Teaching
This program requires coursework, teaching experience and observation, and an online teaching portfolio.
Center for Science Education
For those students who are interested in engaging the community in science education, the center provides resources and advice for designing and implementing outreach projects.
May of these programs are available through the Duke Graduate School's Professional Development Program