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The Ecology and Evolutionary Biology graduate program has a long tradition of training exceptional ecologists and evolutionary biologists. Our program is small, but provides outstanding opportunities for our students to grow and expand as scientists and instructors. We provide our students with the intellectual and financial support required to produce world class scientists, educators, and professionals.
The Ecology and Evolutionary Biology graduate program offers integrated training programs in ecology and evolutionary biology. EEB focuses on developing a deep understanding of study systems to generate and test questions fundamental to 21st century advances in ecology and evolutionary biology. The research interests of the faculty span multiple levels of biological organization, from the origins of novel molecular function to the study of global interaction between climatic and biotic change.
Course Work: Course work is kept to a minimum for graduate students in EEB so students can focus on research. Course requirements are designed to introduce students to the research programs of professors in the department, provide training in research ethics and professionalism, encourage early research experiences through the research rotations, address gaps in training, and provide training and background in new areas of scholarship. The following are the minimum requirements for course work.
EEB 500a and 501b, Advanced Topics in Ecology and Evolutionary Biology (fall and spring) (Sat/Unsat)
EEB 545b, Responsible Conduct of Research (Sat/Unsat)
EEB 901a and 902b, First-Year Introduction to Research and Rotations. Use EEB 901a for rotation one in the fall and EEB 902b for rotation 2 in the spring. (Sat/Unsat)
Three graduate courses (level 500 and above) for a grade. The graduate school requires that students earn honors grades (H, equivalent to an “A”) in two courses by the end of the fourth term of full-time study.
Upon arrival in the fall, the entry committee will meet individually with and review the academic records of the new students, and make recommendations for course work, rotations and teaching. Course recommendations will include a) courses to be taken, and passed, to address academic deficiencies, and b) courses that will help student development in their chosen area of research.
Upon admission, each incoming student will be assigned a mentor. In most cases, the mentor will be a prospective advisor. If the student’s prospective advisor is on leave, then another faculty member will be assigned to be the graduate mentor for that student. The graduate mentor is responsible for providing space and support for the first year, and supervising the academic recommendations of the entry committee. The graduate mentor will make a written progress report to the DGS by the end of the spring semester of the first academic year which documents the student progress.