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DEPARTMENT OF GENETICS
PROGRAM OF STUDY |
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The Department of Genetics offers a broadly based program of instruction and research in genetics
and molecular biology leading to the Ph.D. degree, preparing its graduates for independent careers
in research and teaching. The central component of the graduate program is the successful completion
of original dissertation research and the preparation of a written dissertation under the direct
supervision of a member of the faculty. Prior to undertaking full-time dissertation research,
each student must successfully complete six graduate level courses, pass the departmental Qualifying
Examination, and fulfill a number of additional requirements. Throughout a student's stay at Yale,
he or she is expected to participate in departmental activities. Most students require five to six
years to complete the program.
This Handbook, together with the Yale University Graduate School of Arts and Sciences
Programs and Policies
2006-2007 booklet are the sources of information on the requirements in Genetics. The student is
responsible for knowing the requirements and for meeting them in a timely manner.
A. Course Work
1. Formal Graduate Level Courses
Because students enter the MCGD track with widely varying backgrounds and interests, each student's program
of courses is designed individually in consultation with the DGS and must be approved by the DGS, who may
require a student to take a specific course to correct a deficiency. The Department requires that each
student pass at least six graduate level semester courses, and the DGS may require additional courses for
individual students. Course grades in the Graduate School are recorded as Honors, High Pass, Pass, and Fail.
The Graduate School requires doctoral students to achieve a minimum grade average of High Pass and to meet an
Honors requirement Honors in each of the first two years
of study. Typically, our students take 2 or 3 courses each semester for their first three semesters. Research
and some seminar courses are graded as Satisfactory or Unsatisfactory and cannot be used to fulfill either
the six-course or the honors requirement. For example, First Year Introduction to Research (GENE 900a and
GENE 901b) and Graduate Student Seminar (GENE 675) may not be used to fulfill the six-course or Honors
requirements. In addition, students must satisfy a departmental breadth requirement by demonstrating basic
knowledge of genetics in at least three of four broad areas: molecular, cellular, organismal, and population
genetics. Normally this requirement will be met by satisfactory completion of courses, many of which cover
more than one of these areas. It is recommended that course requirements be completed by the end of the third
term, so that students will be able to take the Qualifying Examination during the fourth term.
2. Research Conduct
All students are required to take a course on scientific ethics in their first year (i.e., Gene 901b First Year
Introduction to Research). This course does not count towards the six course or Honors requirement, and it is
graded on a satisfactory/unsatisfactory basis. Students must sign in to receive credit for this training;
more than one absence results in a grade of unsatisfactory.
3. Graduate Student Seminar
All second-year students in the Genetics Department are required to take Gene 675 Graduate Student Seminar
(GSS). In this seminar course, each student prepares and delivers a seminar based on the literature and discusses
presentations by other students. See Appendix 2 for Guidelines
for Graduate Student Seminar Presentation. Each semester, the seminar course is led by different faculty members, and the topics chosen reflect
the breadth of interest in genetics within the department and elsewhere at Yale. This course does not count toward
the six course or Honors requirement, and is graded on a satisfactory/unsatisfactory basis.
B. Laboratory Rotations
All students are required to carry out research rotations in at least three separate laboratories in their first
year. This exercise is formally listed as Gene 900a and Gene 901b First Year Introduction to Research and is an
MCGD Track requirement. Each rotation typically lasts between 8 and 12 weeks, during which time the student is
expected to actively participate on a daily basis in a research project under the direction of a faculty member. This
course does not count toward the six course or Honors requirement, and is graded on a satisfactory/unsatisfactory basis.
A primary purpose of the research rotations is to identify a laboratory in which dissertation research will be
carried out, so rotations should be performed in laboratories that are being considered as possible homes. Rotations
allow the student to find out what particular laboratories and faculty members are like, and give the faculty a
chance to assess how well a particular student fits into the laboratory. Rotations also serve to introduce students
to a variety of techniques and scientific approaches. Therefore, the three-rotation requirement will not be waived
merely because a student has already made a final decision concerning a dissertation laboratory.
C. Qualifying Examination
The qualifying examination is administered by the Department of Genetics for all students who have affiliated with the
department. It is normally taken during the spring semester of a student's second year at Yale, but can be taken during
the fall semester with the permission of the DGS. Students must have completed all course requirements and selected
a thesis advisor before taking the qualifying examination. In addition, the exam should be scheduled after the student
has obtained preliminary results on his or her thesis project. The examination is an opportunity for students to read
in depth in areas of interest (including the thesis topic), to gain experience in the formulation and preparation of
coherent research proposals, and for the faculty to identify whether areas of weakness exist in a student's knowledge
that should be corrected. The qualifying
examination is described in detail in Appendix 1.
D. Teaching
An important aspect of graduate training in Genetics is the acquisition of teaching skills through participation in courses
appropriate for the student’s scientific interests. These opportunities can be drawn from a diverse menu of lecture, laboratory
and seminar courses given at the undergraduate, graduate, and medical school level. Ph.D. students are expected to participate
in two semesters (or its equivalent) of teaching. Students are not expected to teach during their first year or during their
qualifying exam. The teaching requirement for Genetics students often includes GENE 500a, Principles of Human Genetics
(A. Bale), the formal medical genetics class taught to medical students at Yale. Teaching assignments in fulfillment of the
requirement must be approved in advance by the DGS.
Students teaching for the first time are required to participate in a session called
Teaching at Yale Day
conducted at at the Graduate Teaching Center. This year the Teaching at Yale Day is scheduled for Tuesday, September 5, 2006 from 10:00 a.m. – 2:30 p.m. including lunch.
Teaching at Yale Day is designed to help new teachers develop the skill and confidence
to make an effective start to the semester. Typical themes include: establishing rapport with students, finding an effective
style or teaching persona, setting expectations, and the Yale College system. Activities include: panels of experienced Teaching
Fellows, small-group discussions with experienced facilitators, and skits and role plays.
Genetics students wanting to serve as teaching fellows after completion of their teaching requirement must complete a
Teaching Approval Form and obtain the approval of their thesis advisor and the DGS beforehand.
The Genetics Graduate Program is a full-time commitment and any part-time jobs for pay, including tutoring to Yale College
students, requires the approval of the thesis advisor and the DGS.
E. Dissertation Research
The centerpiece of graduate education is the dissertation research and the preparation of the written dissertation.
1. Selection of a Dissertation Advisor
The single most important decision made by a graduate student is the selection of a dissertation advisor and laboratory. Each
advisor has a distinctive style and approach to science and to graduate education, and it is important to carefully investigate
potential laboratories before committing to that laboratory. The best way to assess a laboratory and one's "fit" to it is to
carry out a research rotation in that laboratory. Students should talk to the current members of the laboratory: Are they happy
and productive? What is the experience of the faculty member in having students successfully complete a dissertation? A student
should consider whether he/she wants a big lab with lots of activity or a smaller lab with more day-to-day contact with the advisor.
Some students prefer a lab with a high-profile director and potentially more visibility, whereas others thrive with a younger
faculty member who is more accessible and who has a more recent memory of graduate student concerns. Other useful sources of
information are more advanced students, the DGS, and other faculty. A student should discuss candidly with a potential advisor
his or her goals and interests, and request the advisor to outline realistic potential projects. However, it is important to
realize that a student is selecting an advisor and a laboratory, not a project, because several shifts of project may occur before
a workable one is identified. The DGS must approve the selection of a laboratory. Occasionally an advisor may decide not to
admit a student into a laboratory for any of a variety of reasons, such as lack of space, concerns about funding, or the belief
that a particular student would fit in better in a different laboratory. Although students and potential thesis advisors are
encouraged to discuss possibilities at any time, they are requested not to make a final commitment to each other for thesis
research until the end of the last rotation.
On rare occasions, students switch dissertation laboratories after dissertation research has begun. When such a switch is
contemplated, this should be discussed with the DGS as soon as possible, so that all options can be considered in a timely fashion.
The selection of a lab marks the assignment of a student from a BBS track to an academic department. Many MCGD students join the
Department of Genetics. Students electing to be in the Department of Genetics but who join laboratories headed by faculty without
appointments in the Department are expected to participate fully in the academic life of the Department. This includes attendance
at journal clubs, research in progress talks, Genetics seminars, and the annual retreat. In addition, all academic requirements
such as attendance at graduate student seminar must be met. As for all scientists at Yale, students are also encouraged to attend
activities that are relevant to their particular scientific interests and to broaden their scientific knowledge.
2. Thesis Advisory Committee
The thesis advisory committee is an important body that helps each student navigate the shoals of dissertation research. The
function of this committee is to periodically review and evaluate progress, provide advice and expertise about the project, and
certify when a student has completed sufficient work to begin writing the dissertation. Therefore, the committee should be
regarded as an ally and a resource, not an obstacle. On occasion, the thesis committee can help resolve differences between
a student and an advisor.
a. Constituting a Thesis Committee
The thesis committee is chaired by the thesis advisor and normally is comprised of three or four faculty members, at least
two of whom must have faculty appointments in the Department of Genetics. Additional members may be added at later times if
deemed appropriate. The thesis committee is assembled by the student in consultation with the thesis advisor and approved
by the DGS. Faculty who supervised first year research rotations and who served on qualifying examination committees are
often appropriate as thesis committee members. Faculty members with expertise in the area of the dissertation research
are particularly helpful and should be sought out as thesis committee members. A student should be cautious about suggesting
committee members who are frequently unavailable, because their presence on the committee may make it difficult to schedule
meetings in a timely fashion. Names, addresses and telephone numbers of committee members should be given to the Genetics
Registrar, following approval by the DGS.
b. Thesis Committee Meetings
The thesis committee must meet for the first time no later than December 15th of the fall term of the third year.
The student should canvas the committee members and the advisor for acceptable dates and times and schedule a meeting. Subsequent meetings
must be held once a year or more frequently if desired by the student, the advisor, the committee, or the DGS. Meetings should be
convened more often if the research has run into difficulty or if a change of research direction is contemplated. If a student
experiences difficulty in scheduling thesis committee meetings, he or she should inform the DGS immediately rather than delay scheduling the meeting.
Prior to the first meeting of the thesis committee, the student must prepare a 10-page thesis research proposal in consultation
with the advisor and distribute it to committee members (see Appendix 3
for guidelines). This will normally
be a revised version of the proposal prepared for the qualifying examination. Prior to subsequent committee meetings, each
student should prepare a 2-3 page outline of progress made and of proposed research. This outline should be distributed to the
committee members one week before the meeting and should be discussed with the committee during the meeting. After each committee
meeting, the advisor must submit to the DGS a summary of progress and the discussion of the committee. In some cases a more
detailed report may be required by the DGS. This report is also distributed by the DGS to the other members of the committee
and the student. In addition to formal committee meetings, each student should keep in close contact with the individual members
of the committee so as to make the best use of their expertise. Note: a student will not be permitted to register for subsequent
terms unless an annual committee meeting is held and the report is submitted to the DGS.
F. Research-in-Progress (RIP) Series
All students, beginning in their third year, are required to present their research once a year at Graduate Student Research-in-Progress,
held weekly on Tuesday morning during the second-half of the spring term. These presentations are intended to give each student practice
in presenting his or her own work before a sympathetic but critical audience and to familiarize the faculty and the rest of the department
with the research. Students should not feel compelled to present only polished, finished pieces of work, but also to present on-going
projects including a discussion of difficulties, because useful suggestions are often made at RIP. Students in their sixth year do not
have to present in this series if they will present their thesis seminar in that academic year.
G. Dissertation Prospectus
By May 15th of the third year at Yale, each student must prepare a written summary of the proposed nature and scope of the dissertation
research, together with a provisional title for the dissertation. This document should be written in clear, plain English with minimal
jargon, abbreviations, or colloquialisms. Because the prospectus is required fairly early in a graduate career and because of the
uncertainties of research, the content of a thesis may change over time, and a student should not feel bound by what is submitted.
The dissertation prospectus for Genetics students is usually an updated and somewhat abbreviated form of the thesis research
proposal prepared for the student’s first thesis committee meeting. (Appendix
4 The Dissertation Prospectus, Suggested
Guidelines from the Executive Committee of the Graduate School outlines the components that must be included.)
The prospectus must be signed by the advisor indicating that the prospectus has been approved and submitted to the DGS. The
DGS may require additional changes. Once the DGS has approved the prospectus, it will be submitted to the Graduate School Registrar.
Students will not be admitted to candidacy, nor will they be allowed to register for the 4th year of study, without an approved
Prospectus.
H. Admission to Candidacy
After all pre-dissertation requirements are successfully completed (Course requirements, Honors requirement, Qualifying Examination,
Dissertation Prospectus), a student will be admitted to candidacy for the Ph.D. degree. These requirements are normally met in
three years. A student who has not been admitted to candidacy will not be permitted to register for the fourth year. Exceptions
must be approved in advance by the DGS, the department faculty, and the Graduate School Associate Dean.
I. Master's Degrees
M.Phil. - The Master of Philosophy degree can be awarded to Ph.D students who have been admitted to candidacy. See
the Yale University Graduate School
Programs and Policies Degree
booklet.
M.S. - Students are not admitted for this degree but may be awarded this degree if they leave Yale without
completing certain requirements for the Ph.D. degree. See the Yale University Graduate School
Programs and Policies Degree booklet.
J. Evaluation of Progress
Students may view their academic record (unofficial transcript) on-line .
All students are encouraged to have frequent conversations with the DGS, course instructors, and (in later years) the thesis
advisor as well as members of the thesis committee. In addition, students will receive a copy of the summary statement of each
thesis committee meeting. In this way, students will develop an accurate, ongoing sense of their own progress. The department
faculty will formally evaluate the progress of each student at the end of every academic year. The evaluation will be based on
performance in courses, laboratory rotations, and the Qualifying Examination. In later years, the advisor and thesis committee
will report to the faculty on the student's thesis research progress. If at any point the faculty finds deficiencies in a
student's performance, a detailed letter will be sent to the student by the DGS describing those deficiencies and making suggestions
to remedy them.
Finally, at the end of the academic year (May 31st) the Graduate School requires a Dissertation Progress Report from students in
their 4th, 5th, and 6th year. This report must be completed and signed by the student, by the faculty advisor, and by the
Director of Graduate Studies.
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