2024 Neuroscience Handbook

The program learning objectives reflect the Graduate Council Scholarly and Professional Goals for All Graduate Students.

The learning objectives are:

• Understand current technology and experimental approaches used to study the central and peripheral nervous systems.
• Understand the molecular, biochemical and anatomical organization of the central and peripheral nervous systems.
• Conduct neuroscience research by developing and testing scientific hypotheses and reporting the results in both oral and written formats.

Students are expected to conduct themselves professionally at all times, showing respect to faculty members and their fellow students. It is expected that students will be active learners who take responsibility for furthering their education. Equally, the faculty members are expected to conduct themselves professionally at all times, showing respect to the students and their (see Appendix: Recommended Practices in Graduate Education).

First-year faculty advisor

Each new student entering the program will be assigned an individual faculty advisor who can help guide and offer advice during the first year. The program director is also available to answer specific questions and for more general discussions of the student’s progress. The program director also signs course registration forms during the first year. After a student has selected a thesis advisor, that faculty member will assume these responsibilities.

Thesis advisor

It is the student’s responsibility to identify a thesis advisor and permanent laboratory home by the end of the first academic year. Students should consult their First Year Faculty Advisor with any questions about this process. A student may choose any member of the neuroscience graduate faculty, provided that the faculty member is willing to accept the student and there are both space and resources available to the student. Usually, the student will have rotated with this faculty member and will be familiar with their laboratory and research.

Courses

The curriculum of the Neuroscience Graduate Degree Program consists of required courses and electives. The course schedule page lists all the required courses that the student must take, including a minimum of nine (9) credits per semester. In addition to the required courses, students must also take a minimum of five (5) credits of elective courses during the second year. PhD students may take no more than 12 graded credits (A-F) of NEURO 600 Thesis Research, and Master-level students may take no more than 6 of such graded credits.

Full-time student status

Students must be registered as full-time students to maintain stipend eligibility. Full-time status is considered either a minimum of nine (9) credits each fall and spring semester (pre-comprehensive exam) or NEURO 601 for zero credits (post-comprehensive exam).

Competence in written and spoken English

The Graduate School requires that all graduate degree candidates demonstrate high-level competence in the English language, including reading, writing, and speaking. Passing these courses satisfies this requirement because they include assessment of both written and oral English. In addition, students should demonstrate competence in citing primary scientific literature (peer-reviewed publications) in their written work. As part of this requirement, it is highly recommended that students become familiar with a good citation manager (e.g., Endnote or equivalent).

Minimum grade-point average, unsatisfactory scholarship and grounds for dismissal

Students are required to maintain a minimum grade-point average (GPA) of 3.0 to be eligible for doctoral candidature (Qualifying Exam), admission to the comprehensive examination, thesis defense, and graduation. One or more failing grades or a cumulative GPA below 3.0 may be considered evidence of unsatisfactory scholarship and grounds for dismissal. See Penn State Graduate Education Policies.

Responsible Conduct of Research (RCR) training requirement
All new students in the Neuroscience graduate program must complete an online Responsible Conduct of Research (RCR) training course during their first year. The online course is offered through the CITI (Collaborative Institutional Training Initiative) Program and supplements the in-class, discussion-based RCR training provided in BMS 591 Biomedical Research Ethics, which is typically taken during the second year. Together, these two courses satisfy RCR training requirements mandated by Penn State’s SARI (Scholarship and Research Integrity) Program, an RCR initiative organized through the Office for Research Protections.

First-year students should register for the online CITI RCR course as soon as possible in the fall semester. For instructions, go to the College of Medicine Academic and Research Integrity webpage and follow the instructions. Select “Hershey Medical Center and College of Medicine” as the participating institution and register for “Responsible Conduct of Research.” All modules must be completed by the end of the first fall semester, and a copy of the student’s Completion Report must be submitted to the Program administrative office before Jan. 15.

First-year students undertake three, six-week laboratory rotations. The timing of the rotations is flexible and can begin in the fall semester. The purpose of lab rotations is to provide students with the opportunity to become acquainted with different projects, laboratory environments, and techniques to allow an informed choice of a thesis project and advisor. The rotation advisor will provide the student with a defined project and clear expectations as to the amount of work involved and the work schedule. The student should also meet regularly with the advisor to discuss the progress of the rotation. More than one rotation can be carried out in the same lab (at the discretion of the program director) if the student has committed early to that lab for their thesis project. Rotations continue through the summer. If research in a particular faculty member’s lab interests you, make an appointment with them to discuss the possibility of rotation in their lab.

This dual-title program option is designed to complement and expand the student’s major area of study by instilling the knowledge and skills needed to transform findings from the laboratory into clinical settings and community practices to improve human health. If a student wishes to enter the CTSI option they must have a GPA greater than 3.5 and apply before completing the Qualifying Exam at the end of their 1st year. For more information see the Clinical and Translational Sciences Dual-Title PhD Program page.

See the course list here.

As prescribed by the Graduate School, students must have a minimum GPA of 3.0 to be eligible to take the Qualifying Examination (QE). The purpose of the QE is to establish that a student is adequately proficient in the critical thinking skills needed to qualify for admission to the PhD in Neuroscience. The qualifying exam is composed of written and oral components addressing a scientific “proposition” selected by each student from a list. Each student will address a different proposition, thus avoiding collaboration. The QE is taken at the end of the first year (usually completed by the end of May).

Timeline

A list of scientific propositions is given to the students on a specified date in May. Each student must state which proposition they will address within 24 hours and submit the finished paper to the Office of Research Affairs by 5 p.m., twelve (12) days later. The oral component of the examination will be held ten (10) days after the written component is submitted.

(Note: The precise timeline and number of days allowed for each component of the QE may differ slightly each year to accommodate faculty schedules and other calendar variations.)

• Choose a proposition (from an approved list)
  • Usually stated as a hypothesis to be defended or refuted
• Submit choice within 24 hours
  • Contact Jaci Wildner (C1712; 717-531-6608; juw542@psu.edu)
• Write an answer to the proposition (12 days)
  • Four pages
  • Do not re-word the proposition
  • Focus on primary peer-reviewed literature
  • Follow the format guidelines exactly
• Submit written component
• Prepare oral component (10 days)
  • Oral presentation to a faculty panel
  • Not a PowerPoint presentation
• Oral exam
  • Student must address extensive questions
  • Expect to illustrate answers using whiteboard

Format

Format of the Written Component: The written component (Proposition Part A) is a paper that should rely heavily on primary (peer-reviewed) literature to defend or refute the chosen proposition. The written paper must be 4 pages long, including the title and abstract, but not including the references. The text should be 11-point Arial font, single-spaced, and 1-inch margins. The document must be submitted electronically to the Office of Graduate Student Affairs. The written paper will be graded by at least two faculty members. Plagiarism is unacceptable and will result in a failing grade.

The format of the paper is as follows:

1. Title: The Proposition Statement chosen by the student (verbatim).
2. Abstract: A short abstract (200 words or less) detailing a concise overview of the subject in question and the broad conclusion of the paper.
3. Body of paper: May be organized into subsections as appropriate, and must contain citations to primary literature. A figure may be included (no more than 25% of one page) if it is directly pertinent to the subject. References to textbook chapters, websites and other non-peer-reviewed literature is not appropriate.
4. Bibliography: All cited literature must appear in a bibliography at the end of the paper, using the Journal of Neuroscience format. There is no limit to the number of references. Use of a proper citation manager (e.g., EndNote or equivalent) is highly recommended.

Format of the Oral Component: The oral component (Proposition Part B) is designed to test the students’ knowledge and ability to think on their feet in a meeting with a committee of program faculty (usually the first -year course directors) and lasting 20-30 minutes. The student will design and present a series of experiments to test a hypothesis related to the written component. Students will be expected to explain their rationale, hypothesis, experimental design, anticipated results, and potential pitfalls; while demonstrating detailed knowledge of the neuroanatomy, cellular, molecular, and systems neuroscience, as well as technical approaches employed in their experimental design. Students should not prepare a PowerPoint presentation and will be asked to use a whiteboard or chalkboard to help explain their plan and answer questions from the examining committee. Students may also bring a single page of notes to be given to the examining committee members, which they can refer to if needed.

Clinical and Translational Science (CTS) dual-title program Qualifying Exam

The written and oral components of the Qualifying Examination will use the same format as above, but the content will be expanded to include at least one clinical or translational element relevant to the proposition statement. For example, this may take the form of a critical evaluation of a pertinent clinical trial or translational study in the published literature, development of a new clinical or translational hypothesis accompanied by a brief description of a study design to test the hypothesis, or identification of a potential barrier to translation of a novel discovery and a proposed solution to overcome the barrier.

Evaluation

Students are judged on their combined performance in the written and oral components of the exam. Each component is assigned a percentage grade and the combined performance is the average of those grades. An average score of 70% or above is considered a passing grade. In the event of failure, the student may retake the examination, but it must be administered within four (4) weeks. If the student fails a second examination they shall be terminated from the program.

According to the Graduate Degree Programs Bulletin published by the Graduate School regarding Doctoral Committees, the Doctoral Thesis Committee should have:

• A minimum of four members of the Penn State graduate faculty.
  • Two members must be faculty members in the Neuroscience Graduate Program, including the student’s thesis adviser
  • One member must be from a disciplinary field outside neuroscience (Outside Field Member)
  • One member must be outside the home department of the thesis adviser (Outside Unit Member)

The Outside Field Member represents a field outside the candidate’s major field of study and is expected to provide a broader range of disciplinary perspective and expertise.

A person not affiliated with Penn State may be added as a special member (beyond the four members of the approved Penn State graduate faculty) upon recommendation of the head of the program and approval of the graduate dean.

In addition to the above requirements:

• The doctoral candidate and three committee members must be physically present for the comprehensive exam and defense. No more than one person may be present via telephone or videoconference, and the Dean of the Graduate School must approve this arrangement. A form letter is available for this special request.*
• Approval of two-thirds of the committee members is required to pass the comprehensive exam and dissertation defense.
• The student must submit paperwork three to four weeks prior to scheduled comprehensive exam and defense to Jaci Wildner, C1712, Hershey Medical Center; 717-531-6608; juw542@psu.edu.

See policy GCAC-602 for more information on committee composition.

*Note: These regulations may be temporarily suspended during epidemic quarantine, when remote video conferencing may be used by all committee members, subject to Penn State Graduate School rules.

The Comprehensive Examination is designed to test the student’s maturation “from a consumer of knowledge to a generator of knowledge” and is the final formal evaluation before the student advances to focus entirely on thesis research. It is a test of their ability to present a logical experimental plan to adequately test a hypothesis. This exam is usually taken before the end of the second year and consists of a written research proposal followed by an oral examination. The student’s doctoral committee administers the Comprehensive Examination. The student must have a minimum GPA of 3.0 to be eligible to take the Comprehensive Examination. The student must also have satisfied the English competence requirement and should have completed all required coursework. The oral examination must be formally scheduled by the Graduate School and requires three weeks’ notice.

Written Proposal

The purpose of the exam is to test the student’s ability to develop a coherent research proposal that is supported by logical arguments and literature. The proposal may be on any topic, but will most likely be within the scope of the student’s prospective thesis research. The thesis committee must agree on the topic of the proposal and the Specific Aims, by choosing between two draft Specific Aims pages submitted by the student. After agreeing on the topic and wording of the Specific Aims, the student’s advisor should not have any further role in the preparation of the exam. This means no verbal or written communication about the exam, and the student should not copy grant proposals previously written by the advisor. The logic, experimental design, and writing must be generated entirely by the student.

The page limit for the Research Strategy is six (6) (with 0.5-inch margins, including top and bottom, single-spaced Arial 11-point font); and for the Specific Aims page, it is one (1). You may use extra pages for the bibliography without limit. Please adhere strictly to this format. Your committee will be instructed to ignore information that exceeds the strict page limit (just like a real grant application). The inclusion of preliminary data, however, is optional and data from published sources may be used instead, if cited correctly.

The written proposal must be completed and delivered to the members of the doctoral committee at least one week before the oral examination. It should be emphasized that this proposal is not a thesis plan and need not correspond to the student’s intended dissertation research, although it often does.

Oral Examination

In the oral examination, students are expected to present the hypothesis, rationale, and approach of their proposal through a PowerPoint presentation (approx. 20 minutes). Students should be prepared to address extensive questions from the thesis committee during this presentation. The student is responsible for organizing the date and venue of the comprehensive exam and should schedule a 2-hour meeting. This includes scheduling the time and date with all committee members.

Evaluation

Students are judged on their combined performance in the written and oral portions of the exam. A favorable vote of at least two-thirds of the committee is required to pass. In the event of failure, the examining committee will determine whether the student may re-take the examination. A second failure will result in termination from the program.

Fellowship applications

Successful students may be encouraged to convert their Comprehensive Exam to an actual fellowship application, with guidance from their committee, but this is not a program requirement. The comprehensive exam is an important educational Milestone and an essential component of the curriculum. Students should not write their comprehensive exam with the sole purpose of submitting it as a fellowship application.

Comprehensive exam timeline

• Form Thesis Committee
  • 4 members (minimum)
  • Two members (including PI) are faculty in NEURO program
  • One outside field member (not NEURO)
  • One outside unit member (not in the advisor’s department, not a collaborator with common financial interests)
• Approval by Program Director
• Write two specific aims pages
  • Send both to the committee
  • The subject can be on or off research topic
  • Published data can be used in place of preliminary data
• Thesis Committee Meeting
  • Choose the best Specific Aims page
  • Schedule oral exam (3-4 weeks)
  • Student is responsible for paperwork, exam date and location
  • Contact: Jai Wildner (C1717, phone: 717-531-5608, juw542@psu.edu)
• Write the proposal (F31 format)
  • Send to committee at least 1-week prior to exam
  • Advisor and committee play no further role in this process
  • The student should have no access to advisors’ previous grant proposals
• Oral Exam
  • PowerPoint presentation (20 minutes)
  • Student must address extensive questions by committee during the presentation
  • Pass = 2/3 majority
  • Student is responsible for paperwork

Progress on the doctoral research project should be periodically monitored by the thesis committee, which is required to meet with the student at least once a year but more frequently is recommended, at the discretion of the committee. The format of these meetings is also at the discretion of the committee but usually involves a private discussion between the committee members (while the student waits outside the meeting room) followed by a student presentation of data, questions, discussion, and agreement on future directions. It is recommended that the student present the committee members with brief data summaries or a meeting agenda about a week before each committee meeting. It is also recommended that the student provide the committee with a brief written summary after the meeting, detailing the discussion and future directions agreed upon by the committee.

Provision of refreshments during committee meetings and oral exams

In the past, some students have provided food and drink for their committee meetings at their own expense, especially during the holiday season. It should be made clear that this practice is not a requirement or expectation and is generally discouraged to avoid any appearance of bias

Completion of the requirements for a PhD degree requires the preparation of a dissertation (written thesis), a final oral examination (thesis defense) and formal acceptance of the thesis by the student’s doctoral committee. At the beginning of the semester in which the student intends to defend their thesis, they must file their Intent to Graduate via LionPATH.

It is recommended that the student will organize a “penultimate” committee meeting to decide the time-line for completion of the thesis. Once the committee agrees that the student should write up a thesis they should agree on a time frame. It is typical for the committee to recommend a 4-6-week period for the student to complete the thesis. The final draft should be submitted to the committee at least two weeks before the defense, but longer is recommended since they will need time to read it and make corrections. Many faculty members appreciate a hard copy of the draft thesis, so they can write corrections directly on the page before and during the thesis defense.

Thesis preparation

The Graduate School has strict guidelines for the format of the thesis; see the Graduate Programs Thesis and Dissertation guidelines for details. Extensive consultation with the thesis committee is strongly encouraged. The draft dissertation should be complete and properly formatted before the thesis defense.

What is a thesis?

The research project that a student performs in partial completion of a PhD should be original scholarship that was performed primarily by the student. Chapters taken directly from manuscripts published by the student as first author should be adapted to conform to the thesis format. Repetition of “Methods” sections is discouraged. The thesis may contain unpublished as well as published data and may even contain data from failed experiments and pilot studies in the main text or as appendices if considered appropriate by the student and thesis committee. Students are encouraged to end their thesis with a “Future Directions” section, in recognition of the scientific process. In some cases, the “thesis by publication,” is acceptable, in which the student uses several published papers as individual chapters and a general introduction and discussion are added to complete the thesis. However, only papers in which the candidate is the first author are eligible to be used in this way and the candidate must identify clearly in the thesis any parts of the paper that they did not generate.

Publication requirement

A further program requirement is that the candidate must submit at least one first-author paper for publication in a peer-reviewed journal before the thesis defense.

Thesis defense

The thesis defense consists of a 1-hour public seminar presentation of the thesis research, followed by a closed meeting with the doctoral committee. The examination should be scheduled after the student has fulfilled all of the Graduate School requirements for the degree. Three weeks’ notice is required by the Graduate School for scheduling this examination. The dissertation should be delivered to the members of the doctoral committee at least two weeks before the defense. A favorable vote of at least two-thirds of the thesis committee is required to pass the thesis defense examination.

Thesis acceptance

Thesis acceptance is the final step of the process. The thesis must be accepted, as indicated by the signatures of the doctoral committee and the Program Director

Master’s students must have a minimum of 30 credits and a 3.0 overall GPA (see the MS Requirements Graduate Degree Programs Bulletin).

If pursuing a master’s thesis option, up to six 600-level credits from relevant departments may be A-F graded and 12 credits need to be in the major at the 400-600 level. The students select a thesis committee (upon consultation with faculty adviser), write a thesis, and defend their work in a closed-door meeting scheduled with the thesis committee.

See the course list here.

The student must apply for graduation via LionPATH at the beginning of the semester in which the student intends to defend their thesis.

Students must present their thesis following the Penn State guidelines as described in the Thesis Guide “Requirements and Guidelines for the Preparation of Master’s and Doctoral Dissertations.”

Each semester has deadlines for thesis format review and thesis submission. Planning well in advance when setting dates for your thesis defense is imperative. Please check the Penn State academic calendar for these deadlines.

More information can be obtained from the Thesis Office: 115 Kern Building University Park, PA 16802. Phone: 814-865-5448.

Transition within the NEURO program from the Master’s to the PhD track is only possible under unusual circumstances and is at the discretion of the program director.

For this to occur the students must:

• have a GPA higher than 3.0;
• have a commitment from a lab for full-time research, including written confirmation of financial support from their PI and department chair;
• submit a “change of degree” request to the Office of Graduate Affairs and complete all administrative requirements to register as a PhD student.

The student should not submit the Master’s thesis or register for graduation in the Master’s track. Upon transition to the PhD track, the student must:

• pass the Qualifying Exam and
• complete all outstanding credits required for the PhD (such as the BMS Core class).

Students beyond their first year in the program are required to give one presentation of their research each year in the NSS series (second-year students may be required to give a 30-minute presentation, while post-comps students are required to give a 50-minute presentation). This informal PowerPoint presentation includes the opportunity for questions from the audience. The NSS has two main goals:

• Provide an opportunity for every student to practice delivering a professional research seminar and answer questions about their research
• Provide students and faculty with the opportunity to learn about research being conducted by others in the NEURO program

Student seminars are generally held on Thursdays at noon in C3700, although other times may be scheduled. Students can request two faculty members to give written feedback on their performance (not graded). Students are advised to inform their doctoral committee members about the date and location of their seminar since committees often use this opportunity to meet with the student after the seminar.

All students are required to attend and participate in the NSS. A QR code attendance link will be provided. Excuses should be emailed to either Jaci Wildner or the program director. As a general rule, the presenting student is responsible for the setup of the room before giving their seminar. If the seminar is delivered by Zoom, then the student should coordinate with Jaci Wildner to establish the Zoom link in advance.

To encourage good practice in collegiality and self-directed education it is a program requirement that all pre-comprehensive exam students attend the NBS department seminars, which are often given by excellent invited external speakers as well as internal Penn State faculty. For the same reason, it is recommended that all post-comprehensive students also attend NBS seminars regularly. Furthermore, students are encouraged to be aware of other seminars and research meetings occurring on campus (e.g., BMS program seminars and guest speakers). NEURO students are also highly encouraged to attend the Annual Graduate Student Forum and present their research each year.

Graduate students are encouraged to use the services and study spaces of the Harrell Library. Group and individual spaces are available throughout the library (open 24 hours with ID badge needed for general access).

During staffed hours, students may borrow books and materials on reserve, including whiteboard markers. Most of the group study rooms have digital screens for collaborative work and are available by reservation.

The library provides 3D printing services and an audio/ video recording studio (called the One-Button Studio) available to all College of Medicine faculty, staff and students.

The library website has up-to-date information on upcoming workshops, events and technology support and resources. Additionally, students are welcome to schedule appointments with faculty librarians and staff for training on literature searching, bibliographic software management, technology training, or other related topics.

Career services are available to all graduate students through a full-time Career Services Coordinator, Jessica Kirkwood. Services include frequent training events, workshops, industry job fairs, outside speakers, and in-person guidance on CV and resume construction. More information is available at the Career Services page.

Within the first semester of residence, all students are required to complete all necessary safety-training courses. These are generally offered during Orientation, at the start of the first semester.

Credit hours are earned only for the grades A, B, and C. However, all D and F grades are included in the computation of the GPA. Grade points are assigned as follows:

A = 4 (above average graduate work)
B = 3 (average graduate work)
C = 2 (below average graduate work)
D = 1 (failing graduate work)
F = 0 (failing graduate work)

Grades D and F are not acceptable for graduate credit. If a course is repeated, then both grades are used in computing the cumulative grade point average.

Students are required to maintain a minimum GPA of 3.0 to be eligible for the doctoral Qualifying Examination, admission to the Comprehensive Examination, thesis defense, and graduation. One or more failing grades, a cumulative GPA below 3.0, or failing any of the examinations, may be considered evidence of unsatisfactory scholarship and grounds for dismissal from the program.

Computer-assisted information processing has become an essential part of academic and scientific investigation, including simple writing tools such as spelling and grammar checkers, keyword database search tools (PubMed, Google Scholar, etc.), image analysis, and a wide variety of advanced bioinformatics tools. These digital tools all employ some degree of artificial intelligence (AI) and their use is entirely legitimate in conducting and reporting scientific investigations. However, the advent of more sophisticated “generative” AI tools that are designed to generate a detailed product based on a set of command inputs by the user, demands a preemptive policy on the use of these new and rapidly evolving tools in graduate school.

It is the policy of the Graduate Program in Neuroscience that the use of “generative” AI tools (such as ChatGPT, StabilityAI, SimplifiedAI, Google Docs GhostWryter, etc.) is not a legitimate method to generate written work or oral presentations that were assigned to assess academic aptitude (such as course papers and presentations, qualifying exams, comprehensive exam, etc.). Essentially, “generative” AI must not be used to generate graded work of any kind. Students may use AI to generate artistic illustrations, but not images that could be construed as scientific data. Students found to have used “generative” AI to write a graded assessment will receive a failing grade for the assignment. This includes the use of “generative” AI to write any part of a research thesis. Separate from this policy, the use of “generative” AI is permitted in the conduct of research designed to test specific AI-related hypotheses, under the purview of the research advisor.

As members of the Huck Institutes of the Life Sciences, all graduate students may participate in a three-month internship in academia, industry, or government and receive credit on their transcript by enrolling in IBIOS 595 (1). Non-traditional settings are also available. Students interested in this opportunity should initiate discussion early on with their advisor and Graduate program director to help determine the best timing for this experience (typically the first or second summer).

Teaching experience is available but is not required by the NEURO Program. Students who have successfully taken NEURO 511 have the opportunity to develop teaching skills in a classroom or laboratory by taking teaching assistant positions in the neuroanatomy laboratory sessions of the Medical school course NBS 725. Students interested in this opportunity should initiate discussion early on with their advisor and the Graduate Program.

Full-time NEURO students who receive stipends are permitted two weeks of vacation per academic year (July 1 to June 30). Leave should be arranged at least two weeks in advance with consent from the program director (first-year students) or dissertation/thesis adviser (second-year and post-comps students). Students will not be routinely granted vacation leave while enrolled in class work. Vacation days do not accrue from year to year. Holidays designated by Penn State University are separate and in addition to personal vacation days (see University Calendar: Academic Calendars | Penn State Office of the University Registrar).

For extenuating circumstances, special arrangements may be made in accordance with Graduate School policy. Such arrangements must be approved by the Program Director (first-year students) or the dissertation/thesis adviser (advanced students). No sick leave is formally assigned or earned but may be used as necessary with the approval of the Program Director (first-year students) or the dissertation/thesis adviser (advanced students). Under normal circumstances, up to five days of sick leave per calendar year will be granted, when necessary. Sick leave in excess of five days will be recorded as vacation time. It is the student’s responsibility to contact the Program Director or dissertation/thesis adviser if they are absent from the classroom or laboratory due to illness.

Graduate Students requesting a new parent accommodation can complete the online submission form.

The NEURO Program is accredited and regulated by Penn State School of Graduate Education. Governance and oversight are provided by the NEURO Program Advisory Committee, which typically meets once per month.

The Advisory Committee for this academic year is listed below.

Other useful contact information

Links to other resources

• NEURO program website
• Penn State Graduate Bulletin
• LionPATH
• Penn State Research Portal (Pure)
• Harrell Health Sciences Library databases
• Career services

Fostering successful interactions among faculty, administrators, and graduate students

This document suggests examples of recommended practices in each of three core areas for all of the key participants in graduate student education. Programs are encouraged to use these suggestions as a starting point to develop a set of recommended practices that meets the needs of their students.

The six core Penn State Values form the fundamental principles underlying our institutional mission of teaching, research and service. These values are: Integrity, Respect, Responsibility, Discovery, Excellence and Community. All of our students, faculty and staff are expected to embody these values throughout their time at Penn State. The Graduate Council believes these core values are central components of effective advising and mentoring of graduate students across the University and that they contribute to ensuring the climate within all of our graduate programs is one of inclusion and respect. Successful and productive advising relationships with students require that both students and faculty promote and demonstrate the highest ethical and professional standards, while maintaining open communication and a shared sense of community and accountability.

The following statements are recommended practices for creating and sustaining important developmental relationships between faculty and students within our graduate programs. The Graduate Council strongly recommends every graduate degree program develop a set of similar statements outlining recommended practices that fit the needs of the program. The statement should be disseminated to all graduate students and faculty members at the start of each academic year to outline expectations for all student-faculty- administrator interactions, which include but are not limited to advising, mentoring, teaching, research, and training.

In each of the following areas, faculty members are expected to act in accordance with the practices described below:

Climate:

Practices that contribute to a respectful, stimulating, supportive climate include the following: 

1. Serve as a role model by demonstrating ethical, professional, and courteous behavior toward all students, staff, and faculty.
2. Be supportive, equitable, accessible, and respectful.
3. Promote an environment that is intellectually stimulating, collaborative, respectful, and collegial.
4. Recognize and respect the diversity within our community consistent with Penn State’s overall commitment to diversity and inclusion.
5. Show sensitivity to the power imbalance in the faculty-student relationship.
6. Take into consideration a student’s need to manage competing demands while maintaining timely progress towards their degree.
7. Meet with students to discuss topics such as climate, collegial relations, etc. should the need arise.
8. Refer students proactively to appropriate university resources to provide support (e.g. financial, physical/emotional health, career development).

Academic Issues: 

Practices that promote students’ academic success include the following:

1. Advise students on the selection of appropriate course work, thesis/dissertation committee and topic or capstone project, and completion of other benchmarks.
2. Set clear expectations and goals for students regarding their academic performance and progress toward degree completion.
3. Discuss policies and expectations for assistantship hours, responsibilities, and absences related to university closure, holidays, illness, etc.
4. Develop an appropriate schedule to meet with students to provide feedback on scholarly activities and progress.
5. Provide students with oversight, as appropriate, to the discipline in all relevant aspects of research, training and scholarship.
6. Guide and recommend training, study, and other resources to develop or enhance students’ skills and competencies.
7. Devise effective ways of providing students with guidance and supervision during a prolonged absence should the need arise.
8. Provide and discuss clear criteria for authorship and acknowledgement of contributions at the beginning of all collaborative projects.

Career Development Issues: 

Practices that promote the career development of students include the following: 

1. Encourage participation in professional meetings, associations, collaborations, and opportunities within and beyond the university. Assist students with identifying resources to fund such activities.
2. Provide career advice, offer help with interview and application preparation, and write letters of recommendation in a timely manner.
3. Ensure that students receive assistance with developing the skills needed for a successful career in their field/discipline, including oral and written communication, and grant preparation as appropriate.
4. Recognize that students will pursue a variety of careers, including those outside of academia and/or their discipline, and assist them in achieving their chosen career goals.
5. Schedule meetings to discuss topics such as professional development, career objectives, and opportunities, etc.
6. Align assigned responsibilities and activities with students’ academic/professional career development as appropriate.

In each of the following areas, graduate students are expected to act in accordance with the practices below: 

Climate Issues:

Practices that contribute to a respectful, stimulating, supportive climate include the following:

1. Demonstrate ethical, professional, and courteous behavior toward other students, staff, and faculty.
2. Recognize and respect the diversity within our community consistent with Penn State’s overall commitment to diversity and inclusion.
3. Be proactive about communicating needs, concerns, etc. with faculty and staff, understanding that communication is a two-way endeavor.
4. Take into consideration, in interactions with faculty and staff, competing constraints on their time.
5. Inform relevant faculty of potential and/or existing conflicts, and work toward their resolution. In the event that a solution cannot be reached, students should seek assistance from graduate program chairs, department heads, college administrators of graduate education, or the Graduate School.

Academic Issues:

Practices that promote students’ academic success include the following:

1. Recognize that while faculty and staff are there to assist and guide students, the student bears the primary responsibility for the successful completion of their degree.
2. Discuss expectations and goals regarding academic performance and progress toward degree completion with advisors, committees, and other relevant faculty members.
3. Maintain the highest ethical standards and academic integrity in all aspects of scholarship, teaching, research, and other responsibilities.
4. Be familiar with program and Graduate School policies governing graduate education and adhere to all program and Graduate School policies and deadlines.
5. Act proactively to improve research and scholarship skills (e.g. writing, presenting, teaching, etc.).

Career Development Issues: 

Practices that promote the career development of students include the following:

1. Take an active role in identifying and pursuing professional development opportunities.
2. Communicate with faculty members regarding career goals.
3. Seek mentoring and support/resources beyond faculty advisor (e.g. other faculty members, peers, and organizations).

In each of the following areas, representatives of academic departments and graduate programs are expected to act in accordance with the practices below: 

Climate Issues:

Practices that contribute to a respectful, stimulating, supportive climate include the following:

1. Maintain an open, inclusive, and respectful environment that is free from harassment and discrimination, in accordance with university policies and initiatives.
2. Recognize and respect the diversity within our community consistent with Penn State’s overall commitment to diversity and inclusion.
3. Refer students proactively to appropriate university resources to address potential issues (e.g. financial, physical/emotional health, career development).
4. Provide students with contacts and resources for potential conflict resolution (e.g. graduate program chairs, department heads, college administrators of graduate education, the Graduate School, Office of Sexual Misconduct, Prevention and Response, Affirmative Action Office, Office of Ethics and Compliance, Diversity and Inclusion/Multicultural Affairs Office, etc.).

Academic Issues:

Practices that promote students’ academic success include the following:

1. Provide students with up-to-date information that includes policies, practices, degree requirements, and resources.
2. Assist students with selection of their advisor as needed. Monitor and document graduate student progress toward their degrees and professional development, including committee meetings, exam completion, and other benchmarks appropriate to their discipline.
3. Provide and monitor training in academic integrity and the ethical conduct of research.
4. Provide infrastructure, as appropriate, to allow students to complete their education and research/scholarship in a timely and productive manner.
5. Establish, communicate, and adhere to policies for absences, emergencies, and unplanned situations that may disrupt the work of students and/or faculty.
6. Ensure that university policies related to graduate assistantships (e.g. assistantship hours, responsibilities, and absences related to university closure, holidays, illness, etc.) are followed.
7. Incorporate these guidelines and recommendations in readily accessible departmental policies or handbooks and actively promote their observance.

Career Development Issues:

Practices that promote the career development of students include the following:

1. Encourage participation in professional meetings, associations, collaborations, and opportunities within and beyond the university. Assist students with identifying resources to fund such activities.
2. Ensure that students receive assistance with developing the skills needed for a successful career in their field/discipline, including oral and written communication and grant preparation as appropriate.
3. Recognize that students will pursue a variety of careers; including those outside of academia and/or their discipline, and assist them in achieving their chosen career goals (e.g. provide and/or refer students to appropriate professional development activities/resources).
4. Provide students with access to pedagogical training and regular assessment of their teaching and other assistantship activities.
5. Partner with students and their advisors to align assigned responsibilities and activities with students’ academic/professional career development goals as appropriate.

In each of the following areas, representatives of the Graduate School are expected to act in accordance with the practices below:

Climate Issues:

Practices that contribute to a respectful, stimulating, supportive climate include the following:

1. Maintain an open, inclusive, and respectful environment that is free from harassment and discrimination, in accordance with university policies and initiatives.
2. Recognize and respect the diversity within our community consistent with Penn State’s overall commitment to diversity and inclusion.
3. Collaborate with academic programs, university offices/committees, and student organizations to address issues and concerns related to the well-being of graduate students.
4. Refer students proactively to appropriate university resources to address potential issues (e.g. financial, physical/emotional health, career development).
5. Provide students with contacts and resources for potential conflict resolution (e.g. graduate program chairs, department heads, college administrators of graduate education, the Graduate School, Office of Sexual Misconduct, Prevention and Response, Affirmative Action Office, Office of Ethics and Compliance, Diversity and Inclusion/Multicultural Affairs Office, etc.).

Academic Issues:

 Practices that promote students’ academic success include the following:

1. Provide students, faculty, and staff with up-to-date information regarding graduate education that includes policies, practices, degree requirements, and resources.
2. Monitor and document graduate student progress towards their degrees and professional development, including exam completions and other formal benchmarks.
3. Provide resources to support the development or enhancement of students’ skills and competencies.

Career Development Issues:

Practices that promote the career development of students include the following:

1. Provide and/or refer students to a broad range of professional development activities/resources to prepare them for careers upon degree completion.
2. Connect students with the Graduate School alumni network to facilitate the establishment of mentoring relationships and career development opportunities.

Approved by Graduate Council, February 14, 2018