At the start of the DOE the committee chair will read the key points from text in this powerpoint presentation The student will then be asked to leave the room for a brief period During this time the committee will discuss the reviews from the DWE and what areas if any they feel should ID: 1045722
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1. Overview of the Pharmacology DOE (1 of 2)At the start of the DOE, the committee chair will read the key points from text in this powerpoint presentation. The student will then be asked to leave the room for a brief period. During this time, the committee will discuss the reviews from the DWE, and what areas, if any, they feel should receive special emphasis during the exam. The student will then be asked to return to the room and introduce their project and aims in a 10-minute Powerpoint presentation. After the 10-minute presentation, the student will turn off their computer and go to the white board. At this point the Chair of the committee will orchestrate the question period.
2. Overview of the Pharmacology DOE (2 of 2)During the question period, each committee member who is not the student’s PI will ask questions individually and in turn (10-15 mins of questions per member). If a related question arises, another committee member may request to ask the related question. It is important that the student has a chance to answer the initial question and not be peppered with questions from around the room. The first cycle of faculty questions is followed by a second, shorter round of follow-up questions. The student’s PI will be present during the DOE but will not ask questions. If it is clear that a student doesn’t know the answer to a particular question, it is okay to move on to another question and the exam will continue. After the questions have ended, the student will be asked to leave the room and the committee will discuss whether the student has sufficiently met the criteria listed on the next slide.
3. Expectations of a successful examThe student should demonstrate an assimilation and application of scientific knowledge, both specific and general, as it pertains to the research proposed. Specific knowledge includes familiarity with the literature and the systems utilized for the research plan. General knowledge would include material the student has experienced in various courses (especially 701 and 702). A deep familiarity with general knowledge is of secondary importance to the specific knowledge that directly pertains to the research proposed.The student should demonstrate an ability to develop alternative hypotheses and experimental approaches during the exam.The student should demonstrate a working knowledge of procedures, protocols and appropriate controls for proposed experimental paradigms that is commensurate with their stage of graduate education.Students should pass when a majority of the examining committee deems that they have met a minimum level of proficiency with the metrics above.