The Graduate Program in Ecology and Evolutionary Biology offers students rich opportunities to study organic diversity, including its origins, maintenance, and consequences. The program provides broad exposure to concepts and research approaches in ecology and evolution, alongside in-depth study in one or more subdisciplines. Students pursue research questions that address fundamental issues in basic and applied sciences, spanning a wide range of spatial and temporal scales and employing experimental, observational, theoretical, statistical, molecular, and chemical approaches. Some students focus on Discipline-Based Education Research to develop evidence-based knowledge and practices to improve STEM education.

Each student’s course of study is tailored to their individual goals and interests. The program emphasizes broad, integrative thinking and encourages students to be both interdisciplinary and independent. It is particularly well suited to those who can take full advantage of Cornell’s expansive intellectual and technological resources in the life sciences and related fields.

Excellent laboratory and nearby field facilities are available, along with extensive collections and libraries. All students are required to gain teaching experience by serving as teaching assistants for at least two semesters.

Cornell is committed to providing extensive data on each graduate program. The Graduate School publishes data on the median time it takes students to complete each degree, as well as survey data from current students. Choose Ecology and Evolutionary Biology from the dropdown box to access the EEB doctoral program statistics.

Proficiencies

Demonstrate broad-based knowledge in the discipline of Ecology, Evolutionary Biology, Organismal Biology, or some combination

Make an original and substantive research contribution to sub-discipline

• Think originally and independently to develop new knowledge, concepts and methods
• Identify new research questions

Demonstrate advanced research skills

• Be knowledgeable of historical development and able to articulate, discuss, and synthesize concepts and evidence in sub-discipline
• Be knowledgeable of organisms and ecological or evolutionary systems pertinent to doctoral research
• Master observational, experimental and analytical methods
• Adhere to ethical standards of scientific research
• Interpret and evaluate research findings
• Demonstrate ability to communicate research findings, through oral presentation and written publications
• Demonstrate ability to write proposals for fellowships and research funding

Demonstrate two or more of the following skills

• Effective teaching skills in ecology and evolutionary biology
• Collaborative skills in research, teaching or outreach
• Involvement in departmental and university organizations
• Involvement in professional activities and organizations related to academic discipline
• Involvement in outreach activities with students or the broader public

The Field of EEB requires only one course: BIOEE 7670, Current Topics in Ecology and Evolutionary Biology (aka Core Course). Students must enroll in Core Course during their first semester of graduate study.

The student’s Special Committee may have other courses they recommend or require, and it’s the student’s responsibility to fulfill those requirements.

Because Cornell’s Satisfactory Academic Progress policy stipulates that students in research degrees must maintain a minimum GPA of 2.25 to be in good academic standing or to be eligible for Title IV Aid, it is required that a MINIMUM GPA of 2.25 be set. A GPA below this threshold triggers a formal academic warning, requiring a remediation plan. If the GPA is not raised, the student faces loss of funding or dismissal, following Graduate School and CGSU‑UE due process procedures.

Doctoral students must identify a special committee chair (advisor) no later than three weeks after the start of their first semester.

Doctoral students must form a complete special committee of at least three faculty members by the end of the third semester. Committee members must meet Graduate School requirements and reflect relevant expertise. A full committee consists of one faculty member representing their major subject and two minor members, each representing one of their minor subjects. Any member of any graduate field may serve on a student’s special committee, however the special committee chair must be from the Field of EEB.

Students experiencing difficulty identifying an advisor should contact the DGS as early as possible. Failure to secure an advisor within the first three weeks of their program, and a permanent special committee chair no later than the end of the third semester will impact academic standing and funding.

If a chair or committee member steps down, students must find a replacement within expected timeframes outlined in the Code of Legislation of the Graduate Faculty to remain in good standing. Students may not remain registered in the Graduate School if they fail to reconstitute a committee. If a student is unable to find a new chair within the required timeframes, they will be withdrawn from the Graduate School.

Doctoral students may make changes to their special committee at any time prior to the A exam. Committee changes after an A exam require the dean’s approval. Updates must be submitted through Student Center.

The Code of Legislation of the Graduate Faculty outlines the core policies governing graduate education at Cornell. This handbook complements the Code of Legislation and Graduate School policies by offering additional academic guidance specific to students in the field of EEB. 

To remain in good standing and demonstrate satisfactory academic progress, students must meet the academic requirements as outlined in the Code of Legislation, field handbook, and by the chair/special committee. These layers of governance work together to provide oversight and support for academic progress, while the policies help clarify and establish mutual expectations for achieving degree progress.

To make satisfactory academic progress and remain in good academic standing in the EEB graduate program, a student must [at minimum]:

• Maintain a minimum cumulative GPA of 2.25 or higher. 
• Receive a rating of ‘Satisfactory’ or ‘Excellent’ on their Student Progress Review (SPR).
• Make timely progress toward degree requirements, including:
  • Completing required coursework by established deadlines.
  • Forming a special committee by the end of the third semester.
  • Fully passing the A Exam.
  • Fully passing the B Exam.
  • Completing required teaching responsibilities.
  • Meeting all field-specific requirements as outlined in this handbook.

Students are encouraged to work closely with their special committee and the director of graduate studies (DGS) to stay on track and to communicate early about any delays or challenges. Failure to meet these expectations means that a student is not making satisfactory academic progress and is deemed not in good academic standing, which may impact continued enrollment in their degree program (see Accountability and Due Process below, for more information).

Admission to Candidacy (A Exam)

To advance to doctoral candidacy, doctoral programs are required by the Graduate Faculty Code of Legislation to have an A exam, which can be completed after two semesters of registration and must be scheduled through the Graduate School and completed before the start of the seventh semester. However, EEB recommends students take their A Exam by the end of the 5th semester. EEB does not require a Field-appointed member attend exams.

• Purpose and Structure: The purpose of the A Exam is to evaluate a student’s ability and preparedness to successfully conduct PhD level research, and to assess a student’s knowledge base in areas directly relevant to the thesis. A student submits a thesis proposal to the special committee two weeks in advance of the oral exam. The oral exam consists of a defense of the proposal, and a broader examination of the student’s knowledge base in areas directly relevant to the thesis. The oral exam will begin with an oral presentation of the proposal, and will be followed by questions from committee members.
• Outcomes: If the thesis proposal and defense of the proposal are satisfactory, the student passes the A Exam. If there are weaknesses in the proposal, or the defense, or the broader knowledge assessment, but the committee believes the student has the ability and motivation to pursue PhD research, the student receives a conditional pass, with a preliminary follow-up plan and time frame for completing the exam. If the weaknesses are severe, the student fails the exam, and is encouraged to 1) retake the exam at a later date, 2) complete a smaller research project and finish with a Masters, or 3) leave the program.
• Feedback: Within a week of the oral exam, a written assessment is developed by the special committee that details the student’s strengths, weaknesses, and recommendations for further development. If the student received a conditional pass on the oral exam, the assessment also specifies the follow-up plan for completion of the A Exam and an explicit time frame. The follow-up might consist of a rewrite of the thesis proposal and/or a second oral presentation of the proposal. This follow-up plan is communicated to the Graduate School. If the student fails the A Exam, the written assessment by the committee should specify the next steps for the student, and these should also be communicated to the Graduate School.

Students are required to file a Schedule of A Exam form with the Graduate School at least 7 calendar days before the exam date. They must also file a Results of A Exam form with the Graduate School within 3 business days after the exam. Both forms are available at the Graduate School’s Forms webpage.

Dissertation Defense (B Exam)

• The B Exam is an oral defense of a student’s dissertation. The B exam must be scheduled through the Graduate School and can be taken after completing all degree requirements, but not earlier than one month before completing the minimum registered semester requirements. At least two semesters of successful registration must be completed between the passing of the A Exam and the scheduling of the B Exam. A complete draft of the dissertation must be submitted to all special committee members six weeks prior to the B exam, and a final draft is due to all members five business days before the exam.  The B exam should not be scheduled until the dissertation is complete and in final format. Additionally, the final dissertation must be submitted to the Graduate School no later than 60 days after the B exam. Enrollment in future terms is not permitted after a passed B exam.

Students are required to file a Schedule of B Exam form with the Graduate School at least 7 calendar days before the exam date. They must also file a Results of B Exam form with the Graduate School within 3 business days after the exam. Both forms are available at the Graduate School’s Forms webpage.

Doctoral candidates in our field are required to complete a dissertation that demonstrates original research contributing new knowledge to the discipline. The dissertation should address significant theoretical questions and may take the form of a traditional monograph or, with approval from the special committee, a set of publishable articles.

The dissertation must include an abstract and adhere to a recognized academic style guide, such as the Publication Manual of the American Psychological Association, as approved by the special committee chair. It must also meet the Graduate School’s formatting requirements for doctoral dissertations.

A complete draft of the dissertation must be given to each committee member at least six weeks before the B exam is scheduled and submitted to the Graduate School within 60 days of passing the final exam. Enrollment in future semesters is not permitted after passing the final exam, even if the 60-day submission window extends into a subsequent semester.

Faculty Advancing Inclusive Mentoring (FAIM). Cornell supports the FAIM framework for faculty/student mentoring that draws upon a strengths-based and identity-informed approach to support mutual growth, development, and success (NASEM, 2019; Windchief, 2019).

The FAIM philosophy, key principles, and core mutual expectation areas for inclusive mentorship provide a foundation for fulfilling mentoring relationships by:

• supporting mentors and mentees as they seek to develop an understanding of one another’s expectations, cultures, values, and sources of motivation;
• helping mentors and mentees develop a mentorship plan better aligned to a mentor’s and mentee’s strengths, needs, and goals; and
• providing resources and tools that can be adapted and adopted by mentors and mentees to be contextually relevant.

The GFA and DGS can provide advice and help navigating mentoring challenges that may arise.

Annual Committee Meeting. Committee meetings are important opportunities to organize the student’s progress and update committee members. Students are required to have a committee meeting at least once per year.

Teaching Requirement. All EEB PhD students are required to serve as a Teaching Assistant (TA) for at least two semesters within their first four years of enrollment. Exceptions to this rule should be mutually agreed upon by the student and field, and documented in writing with the signature of the student, the special committee chair, and the director of graduate studies. Typical TA responsibilities include leading group discussions, assisting with grading, supervising laboratory or field-course exercises, and providing study assistance to students. 

Finishing Seminar. EEB graduate students present a finishing Departmental seminar on their dissertation work in the Department of Ecology and Evolutionary Biology (or in another home department of their Special Committee Chair). The formal requirement is that this seminar be offered sometime in the two months immediately preceding their dissertation defense, but it usually occurs on the same day as the B Exam.

Responsible Conduct of Research (RCR) Training

Per the Code of Legislation, the Graduate Faculty requires all research degree students, both master’s and doctoral, to complete responsible conduct of research (RCR) training. This includes training on authorship, peer review, and avoidance and consequences of research misconduct. This training is through the Cornell Office of Research Integrity and Assurance (ORIA) and must be completed before the end of the second semester (Code E.2.a.).

BIOEE 7650, Professional Development in Ecology and Evolutionary Biology. 1 credit. Group discussion on professional activities for academic ecologists and evolutionary biologists. Topics include: writing a CV, publication strategies, finding a postdoc, the tenure process, grant writing, manuscript reviews, networking, public speaking, and scientific collaboration.

Doctoral students enrolled in our program normally complete their degrees within 6 years and receive full financial support for the duration of their graduate studies if they remain in good academic standing, make satisfactory academic progress towards the degree, and perform satisfactorily in their assistantship responsibilities. 

This financial support is provided through a variety of sources, including Cornell fellowships, external fellowships, and assistantships. Students in our program regularly apply for and receive external fellowships and grants. Cornell will supplement qualified external awards. 

Failure to make timely, satisfactory academic progress may result in the loss of good academic standing, funding, and/or eligibility for future opportunities. 

Students appointed to assistantships are subject to the terms of the CGSU‑UE Collective Bargaining Agreement. Students appointed to fellowships are not included in the bargaining unit and therefore not represented by the union.

All field policies will be enforced consistently across students and timeframes. A doctoral student is expected to design, execute, and manage an independent research agenda and meet their academic milestones in a timely manner. If a student is not meeting expectations, their special committee chair and the director of graduate studies (DGS) will provide timely written notice (as soon as concerns become evident) outlining the issues, outcomes, or potential consequences, including:

• Written notice of a lack of academic progress or loss of academic standing (separate, and in addition to, the SPR).
• A clear explanation of the concerns and specific expectations for improvement.
• A reasonable timeline and opportunity to meet expectations before any adverse action (e.g., changes in funding status or withdrawal recommendations).
• Further, all students should be provided with an opportunity to meet with the DGS to discuss the concern and plan for improvement.

If a student fails to meet the conditions of that plan, the special committee in collaboration with the field DGS will consult with the Graduate School to review the case and determine next steps. This can include academic withdrawal from their degree program and the Graduate School accompanied by documentation showing that the process above was followed, and in accordance with Graduate School policy and the terms of the CGSU-UE Collective Bargaining Agreement.

Graduate students will be given an opportunity to respond or appeal as outlined by the Graduate School and CGSU‑UE policies. Final decisions will be documented and archived by the DGS and GFA and the Graduate School.