Overview

The DBP curriculum is designed to provide a core of knowledge in Developmental Biology, while allowing students the flexibility to explore individual interests in related subjects such as Cell Biology, Genetics, Genomics, Molecular Biology, and Neurobiology. In the autumn of the first year, DBP students take the Developmental Biology (BIO 282/283) course. This course, presented by faculty in the program, provides a comprehensive overview of developmental strategies and mechanisms. DBP students are also required to take full-semester graduate-level course in either Cell Biology (CELLBIO 251) or Genetics (UPG 278) . Most students fulfill this requirement in their first semester together with the Developmental Biology course. Many students will want to take both the Cell Biology and Genetics in consecutive Fall semesters. In addition, students typically choose from a variety of other graduate courses and minicourses designed to provide a common level of knowledge that serves as the basis for more advanced courses and for dissertation research. Each Fall, DBP students also attend a weekly student-organized informal research seminar series, in which Program students present short talks on their research projects.

In the spring semester of the first and second years of graduate study, DBP students participate in the Developmental Biology Colloquium course. The Colloquium is integrated with the spring Developmental Biology Seminar series , which brings nationally and internationally distinguished researchers to Duke University. Students meet weekly with faculty to discuss papers published by the speaker's laboratory, and then meet with the seminar speaker immediately following the seminar. In this way, students are able to interact directly with many of the leaders in the field of Developmental Biology and broaden their knowledge in this diverse and highly active field.

During the first year, DBP students participate in a series of three laboratory rotations, in which they pursue a research problem in a basic science laboratory. Rotations are selected by the students based on their individual interests. Rotations allow the students to learn different scientific approaches, sample different laboratory environments, and get to know several possible Ph.D. mentors before making the critical choice about their Ph.D. thesis project.

A key component of the DBP is that it provides each student with teaching experience. Each student is expected to serve as a teaching assistant for one semester during the first two years (usually in the second year). DBP students teach in undergraduate courses in developmental biology and the related areas of genetics and cell biology. This experience often proves invaluable in an academic career, and can also be highly fulfilling.

Students entering the Graduate School through the Developmental Biology Program usually declare a Department in which to earn their Ph.D. degree by the end of the first year. The student must then fulfill all of the normal graduation requirements of the chosen Department to complete their Ph.D. studies. Different departments have different degree requirements : students should consult with the Director of Graduate Studies of their chosen department to learn of these requirements.