The MCB Graduate Program Handbook outlines policies and practices for students pursuing the PhD.
The MCB Graduate Program Handbook outlines policies and practices for students pursuing the PhD.
Questions about the handbook can be sent to MCB_GradProgram@brown.edu.
Here is a list of web-based resources compiled by MCBGP Students.
Here is information about how students can get involved in helping the program reach its goals.
Here is the MCB Seminar Scheduler.
Updated 8/1/2025
Graduate students who are candidates for the Ph.D. degree are generally accepted into the MCB Program with a commitment of financial support while their research and academic studies progress satisfactorily. Most students entering the MCB Program receive one full year of support as division fellows; a few exceptional students might be awarded a University or Dean's Fellowship for their first year. Second-year students typically receive support during one semester of the academic year as teaching assistants. Occasionally in the first year, and more commonly in the second or third years, students who are U.S. citizens or permanent residents and who show exceptional academic promise may be appointed by the MCB Executive Committee as NIH training grant trainees. Faculty who accept graduate students into their laboratories under the auspices of the MCB Program are expected to provide both academic year and summer support for their students who have fulfilled the minimum teaching requirement, and who are not receiving support from other sources. This support will include stipends for both academic year and summer; one tuition credit or registration fee per semester as appropriate; and the health services fee.
All students receive the same amount of yearly stipend regardless of its source. The exceptions to this rule are individually awarded external fellowships (such as from the National Science Foundation) that pay a different amount from the MCB stipend. Students who are awarded external fellowships also receive a stipend bonus of $250 per month during the period covered by the fellowship.
If a senior student who has fulfilled all academic and teaching requirements experiences significant delays in the completion of their dissertation past the sixth year, they may be put on ESRP (Enrollment Satisfied, Requirements Pending) status at the Graduate Program’s discretion, until they have completed the dissertation defense requirements and graduated. ESRP status is an unpaid, non-active student status - no tuition is charged, no stipends can be awarded, and access to Brown facilities and labs will be restricted.
Updated 8/1/2025
The Directors of Graduate Study will serve in the role of Faculty Advisors for students’ first year. This group will advise the student on academic matters and review the student's progress at the beginning of each of the first four semesters in the program. Topics covered in advising sessions include selection of coursework, research rotations, the Teaching Assistantship, participation in other activities in the program, and preparation for the Ph.D. Qualifying Examination.
By the beginning of the fourth semester, the student, in consultation with the Thesis Advisor, will assemble a Thesis Advisory Committee. The Thesis Advisory Committee consists of the Thesis Advisor and three MCB Graduate Program faculty trainers: a committee chair, a professional development committee member, and a rigor and reproducibility committee member . The Thesis Advisory Committee will serve as the examination committee for the Ph.D. Qualifying Examination during the second year. After completion of the Ph.D. Qualifying Examination, the student will meet with the Thesis Advisory Committee at least once each year to review progress. A brief written report of progress and proposed work is prepared by the student before each Thesis Advisory meeting, and the committee provides an evaluation report at the end of each meeting. The Thesis Advisory Committee continues to guide the student’s research throughout their thesis work and, with the addition of an external examiner, will serve as the student’s thesis examination committee. Students can change the composition of the Thesis Advisory Committee after completion of the Ph.D. Qualifying Examination, as long as a minimum of three MCB Graduate Program faculty trainers in addition to the Thesis Advisor is maintained.
Updated 8/1/2025
Overview
PhD students (mentees) are engaged in an intense period of personal and professional growth. During this period students develop into independent scientists with significant expertise in forming and addressing scientific questions. This requires focus, determination, time on task, significant technical, analytical, and personal support, and the ability to work with mentors and other team members to advance research goals.
Mentoring is an active process by which faculty advisors establish and foster structured and trusting relationships with graduate students by offering guidance, support and encouragement aimed at developing their competence and facilitating their success. Mentors are good listeners, people who care about the graduate student(s) want to help them further develop their strengths and achieve academic excellence and professional advancement.
Advising can be defined as offering constructive counsel and guidance to graduate students in order to assist them in achieving their academic and professional development goals. An advisor helps to evaluate graduate student and trainee skills and talents, and assists students/trainees in the selection of coursework and other academic and training activities that will help further their academic enrichment and professional development. Advisors also help students navigate program requirements and assess achievement of key milestones. During their time in the MCBGP, students will be advised by program leadership, the thesis advisor, and the Thesis Advisory Committee.
In this document, we provide guidance for students and mentors to develop an individualized development plan (IDP). Second, we provide a template for a mentor-mentee agreement that graduate students and their advisors can use to discuss some of the key aspects of the mentor - mentee relationship.
The MCBGP advises students and mentors to review their advising agreements and update them as necessary (approximately once per year). It is recommended that students/advisors review mentor-mentee agreement and update the IDP in advance of each thesis committee meeting. Students are encouraged to refer to these discussions and updates during the thesis committee meetings.
MCBGP Student Advising and Milestone Requirements Timeline
| Student Year | Advising Requirements | Additional Requirements |
|---|---|---|
| First | First Year advising meetings with program leadership in the Fall and Spring semesters to plan coursework.
IDP to be completed in November of the first year as part of the Responsible Conduct in Research course.
Work with the new thesis advisor to update IDP and create a mentor-mentee advising agreement during the summer before the second year. | Complete three academic year research rotations and present on that research at the end of each rotation.
Identify and join a thesis lab by the end of April, or identify a lab for a fourth rotation. |
| Second | Second Year advising meetings with program leadership in Fall and Spring semesters to plan coursework and the qualifying exam.
Work with the Thesis Advisor to establish a Thesis Advisory Committee.
Hold the first Thesis Advisory Committee meeting by the end of February to schedule and prepare for the qualifying exam.
Submit an updated IDP and review mentor-mentee agreement no more than 2 months after successful qualifying exam completion. Share the IDP with the member of your thesis committee charged with looking after your professional development. | Serve as a Teaching Assistant for one semester. Normally completed in Fall or Spring of the second year.
|
| Third | Meet with the Thesis Advisory Committee at least once per year to assess progress, and submit a Committee Meeting Report in the MCBGP Database. | Present on research progress to date at one Data Club meeting during the academic year. |
| Fourth | Meet with the Thesis Advisory Committee at least once per year to assess progress, and submit a Committee Meeting Report in the MCBGP Database.
Submit an updated IDP by the end of Spring of the fourth year. | Present on research progress to date at one Data Club meeting during the academic year. |
| Fifth year and above | Meet with the Thesis Advisory Committee at least once per year to assess progress, and submit a Committee Meeting Report in the MCBGP Database.
Schedule a final committee meeting 3-6 months before the defense to approve the thesis outline and finalize a defense date. | Students must have at least one first author/co-first author paper or at least two middle author research papers at least at the stage of submission to a peer-reviewed journal at the time of graduation.
|
Individual Development Plan (IDP)
IDPs provide a planning process that identifies both professional development needs and career objectives. IDPs also can serve as a communication tool and mutual expectations outline summary for faculty advisors and graduate students.
What is an IDP?
The IDP is a valuable tool that gives trainees the opportunity to define their short-term and long-term goals. Research shows that people who incorporate career planning into their training are more likely to reach their goals. The IDP is intended for scientists at all career stages to think about and develop goals for the next 6-12 months with the intent to advance career development. These goals should include, but are not limited to, research project goals, career advancement goals and skill development goals.
What are Brown University expectations regarding IDPs?
All graduate students and postdocs within BioMed are required to submit an IDP through the Office of Graduate and Postdoctoral Studies. The IDP and goals should be discussed with feedback from the trainee’s mentor(s). It is also a good idea to talk about short- and long-range goals with peers and at thesis committee meetings.
How to create and submit an IDP:
Please refer to the OGS website for IDP guidelines, template, and submission: https://graduatestudies.biomed.brown.edu/professional-programming/indivi...
The MCB Graduate Program (MCBGP) and the Division of Biology and Medicine Office of Graduate Studies require that an IDP be completed in November of the first year as part of the Responsible Conduct in Research course, and then again no later than Spring of the 4th year of graduate school. For the second year, the MCBGP requires submission of an updated IDP no later than 2 months after the successful completion of the qualifying examination. The IDP should be prepared in collaboration with the research advisor(s). Some students may find it helpful to review their IDP as part of their annual committee meeting.
Main Components of an IDP:
Goals
Part I – Progress Review: Research and Professional Training in Past Year
Give a brief overview of your research project and major accomplishments in the past year. Include the following information: publications, honors/awards, national or other professional meetings attended, new areas of research or technical expertise acquired in the past year, teaching activity, committee or other service activity, other professional activities, other activities (community, etc) with professional relevance.
Part II – Plans for Next Academic Year
What are your research and training plans, and career goals? Include the following information: research project goals (brief paragraph), anticipated publications (indicate projected titles), anticipated meeting or workshop attendance, fellowship or other funding applications planned (indicate name of award), other professional training (course work, teaching activity), current career goals.
Mentor-Mentee agreement for graduate Students and their advisors
A successful student-mentor relationship requires commitment from the student, mentor, graduate program, and institution. The MCBGP encourages all student-mentor pairs to review the guidelines and examples for a successful advising agreement provided in the AAMC Mentor Training for Biomedical Researchers (2014).
After reviewing the guidelines, and discussing what goals and commitments are important for both student and mentor, please review the advising agreement template provided below. This is intended to provide a set of points to discuss - please feel free edit the advising agreement template to meet your needs.
Graduate Student Commitment
I acknowledge that I have the primary responsibility for the successful completion of my degree. I will seek guidance from my faculty/research advisor, career counseling services, thesis/dissertation committee, other advisors and mentors, and other resources available for advice on career plans.
I pledge to do the following…
Faculty Advisor Commitment
As a mentor and an advisor, I am committed to provide scientific and professional support for the graduate student. In most cases, this will require me to build and manage an effective scientific team in which each member’s goals are being met.
I pledge to do the following…
Comments:
By signing this document, we indicate that we have had the opportunity to discuss these principles and agree to return to them as we work together.
Graduate Student Name Signature Date
Faculty Advisor Name Signature Date
The “Advising Agreement Between Graduate Students and Faculty” is based on the “Mentoring Compact” published by the Graduate Research, Education and Training (GREAT) group of the American Association of Medical Colleges (AAMC), on the IDP (Individual Development Plan) developed by the Federation of American Societies for Experimental Biology (FASEB), on material developed by the National Postdoctoral Association, and on the Guide to Mentoring Graduate Students, published by the Rackham Graduate School at the University of Michigan. All material is adapted with permission.
NOTE: This tool MAY be used to help facilitate your advising and mentoring responsibilities. We encourage you to modify this template according to faculty advisor/advisee needs. This tool is not intended to serve as a legal document, but rather as an agreement in principle as to the training goals of the advisor and advisee.
Updated 8/1/2025
For entering graduate students, the general course of study emphasizes the following:
Brown University requires a minimum of 24 tuition credits for the Ph.D. degree, of which a maximum of eight can be transferred from other institutions. In each of the first three semesters, students will register for 4 (or 4.5) tuition credits per semester through a combination of coursework and graduate research. Beyond the first three semesters, students will fulfill this requirement primarily through their independent dissertation research, but students may also continue to register for courses that are related to their training throughout their time at Brown.
The student, in consultation with the Advisory Committee, will design an individualized curriculum, tailored to their unique interests.
| Year 1 | Year 2 | Years 3-5 | |
|---|---|---|---|
| Courses | Core (1) Statistics (1) Practicum (0.5) | Quant (0.5) Elective (1) SciComm (1) | |
| Training Modules | RCR, R & R | R&R TA (1 Sem.) | |
| Milestones | Qualifying Exam | Thesis Defense (Year 5) | |
| Mentored Research | Rotations | Thesis Research Advisory Meetings | Thesis Research Advisory Meetings |
| Data Presentation | Twice-Monthly Data Club Annual Retreat | Twice-Monthly Data Club Annual Retreat | Twice-Monthly Data Club Annual Retreat |
| Seminars | MCBGP Weekly Invitational Seminar Series | MCBGP Weekly Invitational Seminar Series | MCBGP Weekly Invitational Seminar Series |
| Individualized Training Activities | Professional Development Leadership Development Quantitiative Skills Workshops Career Modules External Conferences |
Updated 8/1/2025
Below is a list of courses that are approved for credit in the MCB Graduate Program. Additional 2000-level courses in BIOL, NEUR, CHEM, APMA, CSCI, and PHP can be considered for credit subject to review and approval by the MCB Executive Committee.
Updated 8/1/2025
Early in the first semester, students will make arrangements with MCB faculty trainers to begin rotations in laboratory research. All students are required to pass three academic year rotations in three different laboratories of Program faculty, regardless of previous research experience or degree program.
The three academic year rotation periods are:
The rotations are intended to provide familiarity with different areas of research and allow an informed choice of the laboratory for thesis research. Usually, a thesis laboratory will be selected from one of three rotation laboratories by May 1.
If necessary, students can conduct additional rotations working full time in the sponsor laboratory for the month of May (fourth rotation period), the month of June (fifth rotation period), and the month of July (sixth rotation period), as necessary until a thesis laboratory is identified. The choice of the thesis laboratory must be made no later than September 1 of the third semester. Students may not conduct thesis research in a laboratory without first conducting a research rotation in that laboratory.
If a student does not find a thesis laboratory placement by the end of their fourth rotation or by June 1, they will be put on academic warning status during their third semester. If a student does not find a thesis lab by the end of their third semester (September 1) they will be withdrawn from the program.
MCB students may opt to arrange a research project in an MCB trainer laboratory during the summer prior to the start of the first year in the program, working as a temporary research technician paid by the sponsor laboratory. In this case, the sponsor laboratory can be included among the choices for a thesis laboratory as long as the summer research involves at least one month of full-time work. However, summer research does not substitute for the three required rotations during the academic year.
Research rotations are a crucial part of the first academic year. Rotations give the student an opportunity to see academic knowledge put into practice, to learn new techniques and approaches, and to broaden exposure to different areas of research. Rotations also allow the student and faculty advisor to see how well they work together.
In AY 2025-2026, the first rotation begins on September 22, the second on December 1 and the third on February 27. During September of the first year, students learn about Program faculty research through presentations and lab tours in the practicum course Faculty on Parade (BIOL2010A). Students then meet individually with faculty members to discuss possible rotation projects in more detail. Students are welcome and encouraged to reach out to Faculty and schedule meetings in advance of the Fall semester, and throughout the year.
Students should arrange their rotations at least two weeks in advance of the beginning of each session and inform the Directors of the Graduate Program and the Program Coordinator of the rotation choice using the Rotation Agreement Form, which must be signed by the student and the rotation advisor. Rotation Agreement Forms must be submitted two weeks in advance of each rotation. The Rotation Agreement Form can be found under “forms” in the MCBGP Database. To maintain fairness across the program to all students, all three academic year rotations must begin and end on the scheduled dates.
Various factors should be taken into account when considering laboratories including the area of scientific research and the overall laboratory environment. For each student, the relative contributions of these factors to the choice will be different, and students are encouraged to explore what is important to them in choosing a training environment through their rotations as well as through their interactions with faculty mentors, other students, and advisory committee members.
Students are expected to devote their full effort outside of class work and other Program activities to their individual research projects, whether they are rotation or thesis studies. The rotations are crucial aspects of the Program and are considered equally important as a core course. The student's performance during the rotations is evaluated through on-going interactions with the mentor and a public seminar, and assigned a letter grade in BIOL2980 Graduate Independent Study for the fall semester based on the first rotation and for the spring semester based on the average of the second and third rotations. At the end of each rotation, the rotation advisor will evaluate the student using the Rotation Evaluation Form, which is submitted to the Director of the Graduate Program immediately after the end of each rotation. The Rotation Evaluation Form must be signed by the student and the rotation advisor, and can be found under “Forms” in the MCBGP Database. Only the student, rotation advisor, Directors of Graduate Study, and Graduate Program Coordinator can see the rotation evaluation form.
Updated 8/1/2025
Students are required to attend and participate in the MCB Graduate Program weekly invitational seminar series and monthly MCB Data Club.
Weekly MCB Graduate Program seminars are presented by visiting scientists invited by MCB faculty trainers and/or MCBGP students on Wednesdays noon-1 pm during the academic year. Students are expected to attend the seminar every week as a part of their training outside of the area of their thesis research. Students can also meet with invited speakers over lunch after the seminar.
A Seminar Committee consisting of MCBGP faculty and students review and approve nominations based on a variety of criteria, including: recommendation of communication and mentorship skills by nominator, contribution to program goals of diversity and inclusion, and contribution of new topics and approaches of interest to MCBGP.
At the MCB Data Club, held approximately once a month on Friday 3:00-4:15 pm, third-year and fourth-year students in the program give formal 25 minute presentations of their thesis research results. Students are required to make one Data Club presentation in the third year and one Data Club presentation in the fourth year.
Updated 8/1/2025
At the MCB Data Club, held approximately once a month on Friday 3:00-4:15 pm, third-year and fourth-year students in the program give formal 25 minute presentations of their thesis research results (20 minutes of talk with 5 minutes for questions). Students make one Data Club presentation in the third year and one Data Club presentation in the fourth year.
Attendance at Data Club is required of all students.
Updated 8/1/2025
The teaching requirement in the MCB Graduate Program is fulfilled by participating as a teaching assistant for one semester during the second year.
Graduate students must participate in all training activities organized by the professor responsible for teaching the class in which they are assigned as teaching assistants. Many graduate students will gain excellent experience through participation in teaching events offered by the Sheridan Center throughout the year including consultations, workshops, and teaching certificate programs.
The program will collect student preferences for teaching assignments during the spring of their first year and assignments will be made that summer. The teaching requirement may be fulfilled only by assisting in a course in which the teaching assistants conduct discussion or laboratory sections. The faculty member in charge of the course is responsible for providing feedback and suggestions to the graduate assistants on their teaching performance at least twice during each semester.
Brown University requires that all international teaching assistants whose first language is not English must be evaluated and certified as proficient in English before they are allowed to teach. It is inherent upon each international student to schedule an evaluation with the ESL office upon arrival at Brown and to accomplish the required proficiency within the first year of graduate studies. If the student's command of spoken English does not meet this proficiency, the student must enroll in the appropriate ESL course(s) recommended by the office of English for International Teaching Assistants.
To schedule an English proficiency evaluation, please submit a completed English Proficiency Evaluation Request Form to Jill Stewart.
English Language Courses: The non-credit English language courses (listed in Banner as English for Internationals or EINT) are designed for international graduate students who require English language certification before serving as teaching assistants in their departments. Placement in all EINT courses is determined by the English proficiency evaluation. Click here for EINT course descriptions.
Updated 9/1/2025
Students will assemble a Thesis Advisory Committee consisting of the Thesis Advisor and three members of the MCB Graduate Program training faculty during the fall semester of the second year. The purpose of the committee is to provide the student with diverse perspectives on the thesis work, and the composition of the committee should be developed in consultation with the thesis advisor. When contacting prospective members, the student should be prepared to briefly discuss his or her proposed thesis work along with a rationale for including the faculty member on the committee.
By the end of February in the second year, the student will convene a first meeting with the Thesis Advisory Committee. The committee will set a date for the qualifying examination and designate a committee Chair. All MCBGP trainers are eligible to serve as committee Chair. The Chair will be in charge of running meetings and reporting on meeting outcomes through electronic forms.
After the Chair is determined, the student will briefly present an outline of the proposed thesis research with a 10-20 minute slideshow and identify additional topics to study at an advanced level for the qualifying examination. These topics should cover broad areas related to the proposed thesis work with the goal of complementing and strengthening the development of the thesis. One topic should be proposed for each faculty member on the committee. After the meeting, each committee member will work with the student to develop a reading list of journal articles relevant to the topic in preparation for the qualifying examination (typically, 10 - 20 articles). During the first committee meeting, the Chair of the committee will complete the First Committee Meeting Report. The First Committee Meeting Report form includes information about the composition of the Thesis Advisory Committee, the reading topic for each committee member, and the date of the Qualifying Examination. The Report should be signed by all participants and the student and submitted electronically immediately after the meeting.
The Chair of the committee will complete the First Committee Meeting Report within two days of the meeting in the MCBGP Database following these steps:
The overall goal of the Qualifying Examination is to evaluate the student’s intellectual ownership and preparation to take on the proposed thesis project. The Thesis Advisory Committee will assess intellectual ownership in three areas:
Evaluation of student performance on the examination
The student will be evaluated on 1) the written proposal, 2) oral demonstration of the depth and breadth of knowledge relating to the thesis project, using the criteria listed above. Each of the two areas will be given a rating of pass or fail. A pass rating in both areas constitutes an overall pass for the examination, meaning that the student has satisfactorily completed the examination requirements and is admitted to candidacy for the PhD degree.
If major weaknesses are identified in any section of the Qualifying Exam, the student will receive a fail rating. Failure can relate to the written proposal, the oral performance, or both. The student will be given the chance to retake the exam (in its entirety if both written and oral components were rated as fail). If a passing grade is not achieved in the retaken exam, the student will be asked to leave the program.
Requirements for retaking the exam (re-write the entire proposal, parts of the proposal, and/or re-take the oral exam) will be provided to the student in writing within one week of the first exam. The deadline for completion will be set by the student’s committee and should be no later than three months after the initial Qualifying Examination. Until completion of the revision required activities, the student will be in a warning status in the MCBGP. Satisfactory completion of the additional requirements by the deadline will result in a new evaluation of pass, admission to candidacy for the PhD degree, and return to good standing in the MCBGP. Failure to satisfactorily complete the additional requirements by the deadline could result in declined candidacy for the PhD degree and dismissal from the MCBGP upon review by the MCBGP Executive Committee.
The Chair will inform the student of the committee’s decision at the end of the initial examination meeting. In addition, the Chair of the committee will complete the Qualifying Exam Report (see below), noting the strengths and weaknesses of the student’s performance as assessed by the committee members, and explaining any additional requirements and deadlines for a revision required outcome. The Chair will collect signatures from the committee members and the student indicating agreement with the information in the report at the end of the initial examination. The completed form will be submitted electronically within two days of the examination to inform MCBGP leadership of the outcome. For revision required outcomes, the Chair of the committee will electronically submit a second version of the Qualifying Examination Report form indicating the final examination outcome, after the additional requirements have been evaluated (see below).
We have complete confidence that all MCBGP students can succeed in writing a research proposal. Moreover, all of our students receive significant training that prepares them to write a research proposal. We (students, faculty, committee members, staff, etc.) will keep these principles in mind when we provide feedback on a student’s proposal. While it may be appropriate to discuss strengths and weaknesses in a student’s writing process, we will take a growth mindset aimed at improving student writing, critical thinking, analysis, and experimental design throughout their graduate careers.
The Chair of the committee will complete the Qualifying Exam Evaluation in the MCBGP Database within two days of the meeting, following these steps:
In the event of a revision required on one or more components of the qualifying exam, the Chair will evaluate the student’s work to complete the exam and will enter the outcome in the MCBGP database within two days of completion, following these steps:
Two weeks before the scheduled oral examination, the student will submit a written research proposal to each member of the committee. The proposal will be prepared in the NIH F31 fellowship proposal format: a specific aims page (one-page limit), a six-page proposal (text and figures included in six-page limit), and literature citations (no page limit). The proposal will be written in Arial 11 point font, single-spaced, with 0.5 inch margins. The thesis advisor should work closely with the student to develop the ideas in the proposal through discussions, and may make general comments on proposal drafts, but may not edit proposal drafts.
The written proposal will consist of the following sections:
Title page
Specific Aims Page (one page limit)
Research Strategy (six page limit)
Literature Cited (no page limit)
Citations can be in any of the standard biology journal formats that include all authors and title of article/chapter.
Updated 8/1/2025
The final dissertation defense committee consists of the thesis advisor, three other MCB Graduate Program trainers (usually the members of the Thesis Advisory Committee), and a Reader external to Brown. The external Reader must not have a conflict of interest such as a collaborative relationship with the student or the Thesis Advisor, as determined by the Program Director.
The written thesis should represent a comprehensive summation of the student's total research effort. With this goal in mind, the document should contain the following elements:
Portions of the student's research work that have progressed to manuscript form or that have been published can be incorporated as a chapter or part of a chapter, within the Research Results section of the thesis. For all co-authored manuscripts that are included, the student should explicitly state his/her contribution to the work. Detailed instructions on preparation and format of the Ph.D. thesis are available from the Brown Graduate School (see below).
The thesis will be submitted to the committee at least two weeks before the defense. The student will defend the thesis at a public seminar presentation, followed by a closed-door examination attended by members of the thesis committee and any other MCB Graduate Program faculty trainers who choose to participate. All MCB faculty trainers will be notified at least one week before each thesis defense.
The Brown Graduate School requires a dissertation information form and a copy of the thesis title page at least two weeks before the defense date. For the dissertation information form, the student should provide the Graduate Program Coordinator with following information by e-mail at least one month in advance of their planned defense:
Using this information, the Graduate Program Coordinator will complete the dissertation information form and obtain the Director's signature on this form.
The student should also plan to meet with the Graduate Program Coordinator via zoom or in person, for assistance with room bookings and to finalize their defense publicity. This meeting should happen at least one month in advance of the defense.
In addition, the student should provide a copy of the title page of the thesis including the phrase "approval of semi-final version" and the advisor's signature.
These two documents are submitted to the Academic Affairs Manager at the Graduate School.
Specific instructions for the preparation of the thesis can be found starting at the Graduate School website.
Updated 8/1/2025
To receive a PhD, students must have at least one first author/co-first author paper or at least two middle author research papers at least at the stage of submission to a peer-reviewed journal at the time of graduation.
Updated 8/1/2025
Students making good progress in all areas appropriate to their year in the program are in “good standing.” A student who has not successfully completed the relevant milestones (class work, qualifying exam) or responsibilities (teaching) or has not suitably advanced the research project will be assigned a status of “warning,” as discussed below. The reasons for the warning status assignment are conveyed to the student in writing along with guidance for how to return to good standing. A student on warning from the preceding review who has made clear progress may have their status changed to good standing. If a student on warning has not shown adequate improvement in all aspects of professional development, the student’s status will be changed to “termination” and the student will be asked to leave the graduate program.
MCB students must earn a minimum grade of B, or the equivalent performance in a course taken S/NC, in all courses used to fulfill the requirements for the doctoral degree. If this level of performance is not attained in a course, the student will be placed on academic warning, and the Director of the Graduate Program, in consultation with the course instructor(s) and the student’s advisory committee, will determine the course of action needed to attain proficiency in this area. If the student does not complete the steps required to attain proficiency in this area, the student will remain on academic warning status for the following semester and may be asked to leave the program upon review by the MCB Graduate Program Executive Committee.
Students must participate satisfactorily in all activities organized by the course leader for the classes in which they are assigned as teaching assistants. Students who do not meet the expectations of the course instructor or senior instructional staff will be assigned a status of “warning.” The student will receive a warning letter delineating the specific deficiencies, remedial actions, and a specific deadline for reevaluation. At the deadline, the faculty member responsible for supervision of the student during the warning period will advise the Director of Graduate Studies of the recommended status of the student. The MCB Graduate Program Executive Committee will then review the recommendations of the faculty supervisor and Director of Graduate studies and either return the student to “good standing,” maintain the student on “warning” status, or recommend that the student be removed from the program.
The most important component of a student’s doctoral education is independent research. Without a strong record of independent research and analysis, there is no PhD. The majority of a student’s research education and training as a professional scientist occurs through interactions with her/his research advisor and research group. Discussions with the research advisor should make clear to each student those aspects of their research that are progressing well and those aspects that require improvement.
First-year students are required to perform research rotations in three laboratories during the academic year. The majority of students will be accepted into a laboratory after these three rotations, and will begin their thesis lab work by May 1. If a student is not accepted into a laboratory, they will perform additional one-month rotations starting May 1 until acceptance into a laboratory. If a student has not been accepted into a research laboratory after four total rotations or by June 1, their status will be changed to “warning.” If the student has not been accepted into a laboratory after six total rotations or by September 1, the student’s status will be changed to “termination” at the end of their third semester (September 1) and the student will be asked to leave the MCB Graduate Program upon review by the MCB Graduate Program Executive Committee.
If a student already in a thesis laboratory (either before or after the PhD Qualifying Examination) needs to transfer to a new laboratory, the student must conduct a satisfactory one-month rotation in the new laboratory before joining that laboratory for a thesis project. If the rotation is not satisfactory, the student’s status will be changed to “warning,” and the student must conduct a second rotation in another potential thesis laboratory. If the second rotation is not satisfactory, the student’s status may be changed to “termination” and the student may be asked to leave the MCB Graduate Program at the end of their semester of warning status, upon review by the MCB Graduate Program Executive Committee. If a student is unable to find a new potential thesis laboratory within a month of leaving the original thesis laboratory, the student’s status will be changed to “warning.” If the student is unable to find a new potential thesis laboratory within two months of leaving the original thesis laboratory, the student’s status may be changed to “termination” and the student may be asked to leave the MCB Graduate Program at the end of their semester of warning status, upon review by the MCB Graduate Program Executive Committee.
For first-year research rotations and thesis laboratory research, students register for BIOL2980 Graduate Independent Study. The BIOL2980 grade is determined by each research advisor, based on how well the student meets expectations for research progress discussed by the student and advisor throughout the project. BIOL2980 grades fall under the same proficiency requirements as for class work: MCB students must earn a minimum grade of A or B in BIOL2980 to remain in good standing.
After the student passes the PhD Qualifying Examination, the Thesis Advisory Committee provides formal assessment of the student’s research progress at least once a year at the committee meeting. After each meeting, the student receives a written copy of this evaluation in a committee meeting report from the faculty members of the committee. If this form indicates “good standing” then the student will remain in good standing. If this form indicates “warning” then the MCB Graduate Program Executive Committee will review the contents of the form and make a decision of whether the student will remain in good standing or be changed to warning status. If a student is changed to warning status, the student will receive a warning letter that clearly indicates the deficiencies, necessary remedial actions to return to “good standing” status, and a specific deadline for improvement. At the deadline specified in the letter, the Thesis Advisory Committee will meet to decide whether the student returns to “good standing,” remains on “warning,” or moves to “termination” status, and is asked to leave the program. If a student does not return to a status of “good standing,” the MCB Graduate Program Executive Committee will then make the final decision on status. After the student passes the PhD qualifying examination, if a research advisor assigns a grade in BIOL2980 other than S, a committee meeting must be scheduled within one month after receiving the grade other than S where the committee will decide the academic standing of the student.
Students who have gone more than 15 months since the last Thesis Advisory Committee meeting will be placed on “warning” until they hold the required meeting. Students who have still not held a Committee Meeting within three months of receiving the initial warning will receive a second warning. Students who have still not held a Committee Meeting within three months of the second warning may be moved to “termination” status, as determined by the Director of the Graduate Program in consultation with the Thesis Advisory Committee and the review of the MCB Graduate Program Executive Committee.
MCB Graduate Students are expected to adhere to the ethical guidelines as outlined in the Brown Graduate School Academic Code and Code of Student Conduct.
Updated 8/25/2025
Travel and participation in events are critical components of graduate level training both before and after the qualifying exam. We encourage MCBGP students to participate in conferences, skill building workshops, and other professional development activities. In addition to traditional travel and in-person experiences, we encourage students to take advantage of virtual events and activities that they otherwise may not have been able to access.
After a student has passed their qualifying exam, it is important that they become comfortable and skilled at presenting their research to diverse audiences. The MCBGP encourages students who have passed their qualifying exam, to present their work at a conference at least once per academic year.
As of August 25, 2025, the MCB Graduate Program can no longer provide travel funding for graduate students. This is due to the updated policies from the Office of Graduate Studies and BioMed Finance, removing all student travel funding from program budgets. Graduate students who present at or attend conferences and other professional development activities may be eligible to receive travel funding from a number of sources outside of the program. Details on the different sources of funding and their corresponding eligibility requirements can be found below.
Please review the following travel funding guidelines, to determine if and when to apply for program funds.
At least six weeks before payment for the activity is due, students should take the following steps. Graduate and Postdoctoral Studies website
Step 1: Discuss the opportunity with the student advisor and ask for a financial contribution.
Step 2: If the student is a trainee on a training grant or if they have a fellowship that provides conference funding, utilize that source.
Step 3: Apply for Biomed funding (up to $700 per academic year) at least six weeks prior to conference travel. The office of Graduate and Postdoctoral Studies will provide funds for students attending a conference as long as they are either presenting a poster or giving a talk. Please refer to the Graduate Studies website for the most up to date information on this funding.
Step 4: Apply for Graduate Student Council funding (up to $300 per academic year) at least six weeks prior to conference travel. The Graduate Student Council will provide funds for students attending a conference as long as they are presenting a poster, giving a talk, or if “the student’s education at Brown is improved by field work related travel”. Please refer to the Graduate Student Council website for the most up to date information on this funding.
Step 5: If the student is traveling internationally, apply for Graduate School International Travel funding (up to $1,000 per academic year, depending on distance traveled) at least 14 days prior to conference travel. The Graduate School will provide funds for students traveling internationally to present at a conference or to conduct research. Please refer to the Graduate School website for the most up to date information on this funding.
Please review the policies for reimbursements here. It outlines procedures, restrictions and what needs to be submitted based on University Controller guidelines. Be sure to review this before making any conference related purchases.
Updated 8/1/2025
An Executive Committee of the Program will meet as needed to discuss and advise the program director on issues of importance to the Program. The Committee will consist of the Co-Directors of Graduate Study (both appointed by Dean of Biology and Medicine), Chair of the MCB Department, Chairperson of the Curriculum Committee (appointed by MCB Directors of Graduate Study), PI of the MCB NIH Training Grant (appointed by the Dean of Biology and Medicine), PI of the Biology of Aging NIH Training Grant, a junior faculty representative (three-year term), and an at-large representative (three-year term). The latter two positions will be nominated and elected by Program faculty.
Updated 8/1/2025
MCBGP students who experience incidents involving discriminatory behavior or harassment have several options for reporting those incidents and for obtaining support from the program leadership and from the university.
We encourage students to bring incidents to the attention of MCBGP leadership at the time they occur, so that we can work to mitigate the effects immediately. Issues brought to our attention inform leadership actions. The Program Directors are willing and able to maintain confidentiality and will work to connect students with support, in addition to discussion of possible courses of action. We are also willing to undertake conversations with faculty trainers about students working in their labs as confidentiality allows. Many faculty trainers are receptive to conversations with program leadership about incidents that adversely affect students they work with, and respond positively to suggestions for improving mentor/mentee relationships.
At the University level, the Office of Diversity and Inclusion (ODI) and the Campus Climate Response Team work to address situations involving harassment and discrimination, including gender-based bias (which is handled through the Office of Equity Compliance and Reporting). We encourage MCBGP community members to use the Discrimination and Harassment Reporting Form - it is the best way to achieve accountability, because it aggregates data from all levels, independent of trainee career stage and program affiliation. Any member of the Brown Community (including an observer/bystander) can report a bias incident, and program leadership will help students who want assistance and support in reporting or in contacting ODI or the Office of Equity Compliance and Reporting directly. Note that part of the standard ODI response can involve contacting leaders in the relevant department[s]/program[s] with recommendations for action. Reports or complaints that are not linked to a specific person or lab are generally not actionable, except to suggest topics for mentor training sessions or for discussion in meetings involving trainers.
For incidents involving aspects of graduate education and the graduate student experience, communicating with the office of Associate Dean of Diversity and Inclusion Dr. Alycia Mosley Austin can be similarly effective in aggregating information about issues that concern graduate students. Associate Dean of Student Support Maria Suarez also can provide support and guidance.
The Ombuds Office (863-6145 ombuds@brown.edu) is an additional resource that provides confidential, neutral, independent and informal assistance to graduate students (as well as faculty, staff, postdocs and medical students) who have concerns related to their life at Brown.
If you have questions about an incident or interaction, please feel free to contact any of the MCBGP Directors to discuss your question[s] and possible courses of action.
The Barry Jay Rosen Memorial Award is given periodically by the Graduate Program in Molecular Biology, Cell Biology and Biochemistry at Brown University to a graduate student whose Ph.D. thesis demonstrates exceptional merit. The Award was established by the family and friends of Dr. Rosen (Ph.D., Brown, 1966) to commemorate him and the spirit of inquiry which characterized his work.
Barry Rosen entered Brown as a graduate student in Biology in 1962 following completion of his undergraduate studies at MIT. He conducted research in the laboratory of Dr. Frank Rothman, working on the molecular genetics of an enzyme, alkaline phosphatase, in Escherichia coli. This was at the beginning of the molecular biology revolution, not long after the discovery of mRNA and its role in transducing information from DNA into protein. Barry made the significant discovery that the biological effects of certain nucleic acid base analogs (such as 5-fluorouracil) were due to their incorporation into mRNA, where they caused coding errors during translation into protein. Barry’s initial discovery was published as a single author paper (1), unusual for a graduate student even then. After his untimely death, his work was completed and published in more extensive form (2).
Throughout his brief career, Barry displayed unusual originality and independence, and a deep commitment to research in molecular biology, which he tried to impart to the faculty as well as to his fellow graduate students. He was an avid proponent of the strong inference approach that characterized the young field of molecular genetics and a relentless opponent of fuzzy thinking. His outspokenness endeared him to some and alienated him from others. He was a free spirit who loved to needle his professors by coming to class barefoot or playing frisbee in the Wilson Lab hallways with ice bucket lids. Barry died in a tragic accident on a Sunday afternoon in the summer of 1965 when, characteristically, he had stopped by the lab to check on his experiment. In 1966, he was awarded the Ph.D. degree posthumously by Brown University.
Applicants to the Brown University Program in Medicine may also apply to the M.D. - Ph.D. Program. M.D. - Ph.D. students in the MCB Graduate Program must complete all of the requirements specified for the Ph.D. degree.