Graduate Training in UK’s Evolutionary Ecology Group (updated 3-19-08)
The Evolutionary Ecology Group currently consists of Biology Department faculty
members Crowley, García-Ramos, Gleeson, Krupa, McLetchie, Sargent, and Westneat and their
students. In this document we outline the philosophy, procedural components, and expectations
primarily for doctoral training of the group’s students through the Biology Graduate Program,
though MS training is also mentioned briefly. The goal is to provide some baseline information
and get everyone on the same page, including prospective, incoming, and ongoing students and
faculty members. We expect this document to be updated regularly as changes become
desirable, but there is no need for it to become encyclopedic. There is much institutional
memory among experienced group members, and meetings can be called as needed to address
relevant issues of broad interest and importance.
Philosophy
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The word most often used to peg our group by both group members and others is
“interactive”. We encourage ad hoc discussions, collaborations, mentoring across levels
of training, joint advising, interdisciplinary initiatives, shared facilities, and commitment
to group development. This seems to make our work more professionally rewarding and
more fun.
At the end of the training process, graduating doctoral students should leave the program
with skills and accomplishments sufficient to be competitive for employment in
academic, governmental, NGO, or private business settings appropriate to group focus
and personal goals.
To achieve this, a solid understanding of key topics (ecology, evolution, genetics,
biological breadth), familiarity with methods (molecular genetics; modeling; statistics;
field, laboratory, and computational techniques), and development of professional skills
(designing, conducting, analyzing, and reporting research in the primary literature;
presenting scientific talks; analyzing and synthesizing the scientific literature in writing
and in discussions; writing manuscripts for publication and proposals for funding;
gaining formal teaching experience; mentoring other students; collaborating effectively)
are considered essential.
Despite this lengthy list of essential elements and other highly desirable ones that could
be noted, the training must be shaped to the background, talents, and aspirations of each
individual student. To that end we expect and welcome some exceptions to the “rules”
enunciated herein.
The essential elements of training are gained through a combination of lab meetings,
weekly Ecolunch, departmental seminars, professional meetings, teaching/mentoring
opportunities, special training (e.g. through the Organization for Tropical Studies—OTS),
formal coursework, qualifying exams, submitting grant proposals, interactions with peers,
interactions with visiting professionals, side research projects (usually collaborative), and
guided dissertation research. The next section of this document elaborates on the items in
this list.
Training Components
Guided Dissertation Research
Incoming doctoral students, unless funded to conduct a particular research project for
dissertation work, ordinarily spend much or all of the first academic year settling on a
dissertation topic. This exploratory phase can be extremely valuable if conducted actively and
aggressively—emphasizing central importance of research from the very beginning. A good
goal is to settle on a project soon enough to establish a committee and hold an initial meeting in
advance of the field season (if applicable). Having an initial meeting in the fall of the second
year or even later, once project ideas have solidified, may be desirable. Doctoral committees,
consisting of at least four members of the UK Graduate Faculty (one from outside the Biology
Graduate Program) should be established in discussion with the advisor. The first advisory
committee meeting usually focuses on the student’s coursework, taken and planned; dissertation
research topic, progress, and plans; and review topic and tentative timing of qualifying exams.
Following quals, the meetings are primarily about research progress and plans in relation to the
emerging structure of the dissertation. When the dissertation is nearing completion, the Graduate
School is notified a month in advance (they appoint an “outside examiner” from a different UK
Program who joins the committee for the defense, and the date is set); and the final pre-defense
draft of the dissertation is distributed at least two weeks in advance. The Biology Program
requires a research seminar by each completing doctoral student on the dissertation work; this is
traditionally done immediately before the dissertation defense itself. The defense, which is
technically open to the public, focuses on the dissertation and its broader implications, but other
biological topics and questions can also be raised. The student defending the dissertation may
pass, usually with certain changes recommended or required, or may fail, either allowing for a
later re-defense or not.
Formal Coursework
Doctoral students are required to amass 36 credits before taking the qualifying
examination, most of which are formal coursework (though up to 18 credits can be counted from
a previous, related MS degree program). We have therefore established a two-year rotation of
graduate courses to meet the requirement, prepare students for the exams, and enable the group’s
faculty to teach graduate courses in their areas of expertise in providing this preparation. Several
of the courses are just now being phased into the rotation, but the revised scheme is in effect
from Fall, 2008. Students for whom a particular course would be redundant or less desirable
than an alternative should discuss this with the graduate supervisor and advisory committee
members. For each semester of even or odd years, courses, credits, and instructors (when
known) are indicated:
Fall/Even
BIO 6xx Population Biology (3, García-Ramos)
BIO/ENT/FOR 607 Advanced Evolution (3, Weisrock)
BIO 770 Graduate Seminar (1, TBA)
BIO 795 Research in Biology (2, nominally: Director of Graduate Studies in Biology)
Spring/Odd
BIO/ENT/FOR 606 Conceptual Methods (3, Crowley)
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BIO/ENT/FOR 608 Behavioral Ecology (3, Westneat)
BIO 770 Graduate Seminar (1, TBA)
BIO 795 Research in Biology (2, DGS)
Fall/Odd
BIO 510 Molecular Methods (4, Rymond)
BIO 6xx Ecological and Evolutionary Genetics (1, McLetchie)
STA 570 Basic Statistical Analysis (4, Statistics faculty)
BIO 770 Graduate Seminar (1, TBA)
Spring/Even
BIO 6xx Biometry (4, Sargent)
BIO/ENT/FOR 609 Communities and Ecosystems (3, Gleeson)
BIO 770 Graduate Seminar (1, TBA)
BIO 795 Research in Biology (1, DGS)
Qualifying Exams
Components of the qualifying exam, advancing a student to doctoral candidacy on
successful completion, are (1) the review, (2) the proposal, and (3) the oral examination. The
exam is ordinarily during the 3rd or 4th semester for students arriving with a closely related MS
degree or during the 5th semester for others. Most students will have held at least one advisory
committee meeting before initiating the qualifying exam (see Guided Dissertation Research
below).
The review is a manuscript that reviews a body of scientific literature relevant to the
student’s dissertation work in the general form of a standard published review in a biological
research journal. Ordinarily, the review provides a solid overview of the focal field, some
analysis (e.g. tabular presentations, ad hoc statistical evaluation, meta-analysis), and some
synthesis (e.g. identification of unrecognized linkages, patterns, or hypotheses; conceptual
diagrams or models explaining trends or generating predictions; priorities for future work). With
encouragement from the advisor, the student schedules a meeting of the advisory committee for
the review defense (2 hours is typical) and then distributes the draft to the committee, allowing
them at least two weeks to read it. The committee decides at the defense whether the review is
acceptable for proceeding with the remainder of the qualifying exam or requires revision before
proceeding. Other stipulations may also be made. An acceptable review, suitably updated
before the final defense of dissertation, ordinarily becomes a chapter of the final document.
The proposal is an NSF-style presentation of the planned dissertation research, ordinarily
in the general style of a Doctoral Dissertation Improvement Grant proposal. DDIG’s have the
special purpose of seeking NSF funds for a component of the dissertation that will “improve” it,
but they necessarily also include an overview of the entire project. Students can use this precise
form (especially those planning to submit the proposal to NSF, which is encouraged), or they
may instead present the entire dissertation project in the proposal, a decision to be made with
guidance from the advisory committee. Once student and advisor have a proposal draft ready for
distribution, they schedule the formal qualifying exam with the Graduate School (at least two
weeks ahead of the proposed date).
By tradition, the student presents a talk for interested members of the group and the
advisory committee on the proposal during the hour immediately preceding the scheduled exam
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time. The oral qualifying exam covers the proposal, related topics, and issues within the broader
field of biology, plus other things specified by committee members in advance. Typically, the
proposal readily suggests broader or cross-cutting issues that represent the context or build the
impact of the project; these are often the directions the exam goes, because it is essential that the
student recognizes and can use these concepts effectively in justifying the research and linking it
to other work. General biological knowledge and critical thinking skills are usually also brought
into play. The committee decides whether the student passes (passing with distinction is also a
possibility), passes with additional requirements (e.g. taking particular courses), fails with retake
allowed, or fails with no opportunity for retake.
Lab Meetings
Several faculty members in the group hold weekly (or less frequent) lab meetings,
intended primarily to give students an opportunity to describe their research plans and progress
in a format that can generate constructive criticism and new ideas. Any graduate student who
wants to join one of these groups will have the opportunity to do so.
Weekly Ecolunch (Fridays, 1-2 PM)
Ecolunch is a 25-year tradition in which students and faculty members within the group,
other researchers at UK, or visiting students or faculty members can present talks of up to 50
minutes in length on a relevant topic. These are ordinarily more informal than invited seminar
talks and can range from travelogues of ecologically interesting regions to research results to
proto grant proposals. EEB (ecology/evolution/behavior) visitors presenting formal talks in the
Biology Department seminar series are usually invited to present an Ecolunch talk on a separate
topic. Because the Ecolunch experience is a microcosm of key skills a professional must have
(e.g. preparing and giving talks, responding to questions, incorporating feedback), students are
encouraged to present an Ecolunch once a year. Students take turns being in charge of Ecolunch
for a semester or an academic year to keep track of the schedule, round up speakers, and
announce talks. Some faculty within EEB require their students to give one ecolunch a year.
Departmental Seminars (Thursdays, 4-5 PM)
The Biology Department has a weekly seminar series presenting talks by researchers
within the department, those from other departments at UK, and especially extra-mural
researchers. Often the visits for talks by speakers from outside UK provide opportunities for
informal discussions, shared meals, and receptions, important opportunities for students to rub
shoulders and trade ideas with established researchers. The seminars themselves are one of the
key ways that students in the group broaden their training as biologists, which is especially
important for those expecting to enter the academic job market.
Professional Meetings
Students are encouraged to attend professional meetings every year and present talks or
posters on their work. Funds to support this are available through extramural grants, the
Graduate School, and the Biology Department’s Ribble Fund. Making professional connections
at these meetings, greatly facilitated by the student’s own presentation, is a key component of
professional development. UK’s own Center for Ecology, Evolution, and Behavior holds an
annual symposium in early May, involving 3-4 invited extramural speakers and local students
and faculty members. All group members are encouraged to participate.
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Teaching/Mentoring Opportunities
Most of the group’s graduate students are funded for at least part of their training by UK
Teaching Assistantships, which provide opportunities for gaining experience with organizing and
conducting laboratory exercises and recitations. The large number of undergraduates taking the
BIO 395 Independent Research course each semester allows graduate students to take on a
mentoring role (overseen by the faculty advisor) on a project that may help advance their own
research goals. This is an important type of teaching experience for those eventually seeking
academic employment. Senior doctoral students should consider teaching a course or two at the
community college or other nearby institution to gain “full responsibility” teaching experience.
There are ad hoc opportunities for guest lecturing, and various short courses and programs are
available through the university to further improve and expand teaching skills. Some students
pursue UK’s Graduate Certificate in College Teaching, a 12-credit program, a major
commitment of time and effort that provides instructional training to improve competitiveness
for academic positions.
Submitting Proposals
Graduate students are strongly encouraged to seek funding for their own stipends (UK
and extramural fellowships) and their research (Ribble and Kuehne departmental funds, Graduate
School funds, and especially extramural funds). Writing effective grant proposals is an essential
skill that requires practice, honing the ability to express the potential impact of one’s work in a
compelling way, and building a record of success in the highly competitive realm of research
funding. Success breeds success in this area, but publishing early and often is the best facilitator
of fellowship and grant funding.
Interactions With Peers
Most of the time talking science during graduate training is spent with peers. Students
should make the most of these interactions, helping with ongoing projects to gain experience as a
new student, serving as a constructive critic of others’ work, establishing collaborations, sharing
expertise. When common interests emerge, ad hoc reading groups can be established, or faculty
members can be asked to lead (or serve as figure head for) a seminar on a hot topic. As with all
areas of graduate training, the taking of responsibility and initiative here are especially
important.
Side Research Projects
Students are encouraged to conduct side projects in collaboration with other students and
faculty members as a way of broadening their research experience and strengthening their
résumé. With careful planning, these can often be done without interfering with other
responsibilities, particularly priority #1: developing and conducting the dissertation project. This
is especially important for students without MS degrees or extensive experience separate from
the dissertation topic.
Special Training
Students needing to learn a particular technique or gain special experience unavailable at
UK should investigate opportunities for accomplishing this elsewhere. Funding may be
available through Departmental or Graduate School funds or grant funds. A special case is the
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OTS courses in Costa Rica; UK is a member institution and pays almost all of the expenses of
student participants. Scott Gleeson is a faculty representative for this program and can provide
details, as can several current students who are veterans of OTS. Participants gain incomparable
experience in designing and conducting experiments and exposure to tropical systems, as well as
establishing valuable professional connections and opportunities for follow-up work in the
tropics. Students beginning the doctoral program are encouraged to consider applying for OTS
training.
MS Degrees
A small proportion of students in the group seek the MS degree. Rarely, students apply
to the MS program and are admitted to pursue Plan A (a thesis master’s, requiring 24 credits of
coursework fitting a certain distribution among categories—consult the Biology Graduate
Program office for details). Sometimes, doctoral students may decide to drop back into the MS
program, either Plan A or Plan B (a project rather than a thesis is required, along with 30 credits
of coursework subject to the same restrictions as for Plan A; Plan B is used only in special
circumstances). In either case a final examination is required, which we conduct as the defense
of thesis or project plus other related questions or perhaps some from the broader field of
biology. Applicants who want to join the evolutionary ecology group are encouraged to apply as
doctoral students (with or without the MS degree). The MS degree has become extremely
limiting as a terminal degree; it can prove helpful as a step toward the PhD primarily by
providing additional research experience and professional maturation, but these can be obtained
instead within the context of a doctoral program like ours that emphasizes broad training and
collaborative opportunities.
Relevant UK Organizations
The Center for Ecology, Evolution & Behavior is a UK center first established as the
Center for Evolutionary Ecology with funding from NSF. Participating students and faculty
members are primarily in the Departments of Biology, Entomology and Forestry. Currently
CEEB sponsors the annual symposium and a competitive fellowship available to graduate
students conducting research under its broad umbrella. The Tracy Farmer Center for the
Environment is a modestly endowed UK center currently emphasizing K-12 education and
graduate student funding. There are competitions twice annually for student travel to
professional meetings and for up to $5000 of research support, intended primarily for projects
addressing environmental issues in Kentucky. The newly formed Cognitive Sciences Program
(headed at present by Dave Westneat) draws faculty and student participants primarily from the
Departments of Psychology, Biology, Philosophy, and Computer Science. This program offers
an interdisciplinary graduate course and an annual winter symposium.
Special UK Facilities
The Ecological Research Facility (ERF) is a 50-acre site on the north side of Lexington
where some of the group’s “semi-field” research is presently being conducted. ERF includes a
10-acre securely fenced area containing a lab module, twelve small and two larger research
ponds, an artificial stream facility, 8 large cattle-tank aquatic microcosms, several aviaries, and
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some storage sheds. About 20 miles north of Lexington near Cynthiana on US 62 is Griffith
Woods, a research farm owned jointly by UK and the Nature Conservancy. On the farm is the
best remaining remnant of the Bluegrass savanna-woodland, site of ongoing restoration work and
several thesis and dissertation projects. Roughly two hours southeast of Lexington is UK’s
Robinson Forest, a 15,000 acre site containing some little-disturbed watersheds, a diverse
assemblage of organisms, and an array of cabins and meeting facilities. Many thesis and
dissertation projects have been conducted in the forest, and research projects by group members
are in progress there.
Recent Ph.D.’s and Their Current Employment
Mary Linton (1995) Assistant Prof (tenure track), Dept. of Biology, U. Wisconsin Whitewater, WI
Michael Lauer (1996) Biology Teacher, Danville High School, Danville, KY
Timothy Sparkes (1996) Associate Prof (tenured), Dept. of Biol. Sci., DePaul U., Chicago, IL
Christopher Grill (1997) Web designer, Net Tango Inc., Louisville, KY
Lock Rogers (1997) Assistant Prof (tenure track), Dept. of Biology, Agnes Scott College, Decatur, GA
Andrew Storfer (1997) Assistant Prof (tenure track), School of Biol. Sci., Washington State U., Pullman, WA
Kevin Hopper (1998) Associate Prof (with tenure), Natural Sci., Bluegrass Comm.&Tech. Coll., Lexington, KY
Jason Wolf (1998) Senior Lecturer (with tenure), School of Biol. Sci., U. of Manchester, UK.
David Wooster (1998) Assistant Prof (tenure track), Hermiston Center, Oregon State U., Corvallis, OR
Jennifer Sadowski (1999) Assistant Prof (tenure track), Viterbo U., LaCrosse, WI
Greg Adkison (2000) Assistant Prof, Dept. of Biology, Western Carolina U. Cullowhee, NC
Converse Griffith (2000) Botanist, US Forest Service, Alexandria, LA
Maura Maple (2001) Staff Member, Ginzbarg Nature Discovery Center, Bellaire, TX
Herman Mays (2001) Curator of Zoology, Cincinnati Natural History Museum, Cincinnati, OH
Tiffany Garcia (2002) Assistant Prof (tenure track), Dept. of Fisheries & Wildlife, Oregon St. U., Corvallis, OR
Patrick Crumrine (2003) Assistant Prof (tenure track), Dept. of Biology, Rowan University, Glassboro, NJ
Margret Hatch (2003) Assistant Prof (tenure track), Worthington Scranton Campus, Penn St. U., Dunmore,PA
Kasi Jackson (2003) Assistant Prof (tenure track), Center for Women’s Studies & Dept. of Biology, West
Virginia U., Morgantown, WV
Chad Johnson (2003) Assistant Prof (tenure track), Dept. of Integr. Nat. Sci., Arizona St. U. West, Phoenix, AZ
Thomas McCarthy (2003) Assistant Prof (tenure track), Dept. of Biology, Utica College, Utica NY
Jennifer Rehage (2003) Assistant Prof (tenure track), Dept. of Envir. Studies, Florida Internat’l U., Miami, FL
Bradley Dickey (2004) Research Staff, CNA Corp. (a think tank for US government agencies), Alexandria, VA
Linda Fuselier (2004) Assistant Prof (tenure track), Dept. of Biology, Morehead College, Morehead, MN
John Niedzwiecki (2005) Assistant Prof (tenure track), Dept. of Biology, Belmont College, Nashville, TN
Scott Lynn (2006) Staff Scientist, Environmental Protection Agency, Washington, DC.
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