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SCHOOL OF NURSING

College of Health, Education, and Human Development

HEALTHCARE GENETICS PhD

STUDENT HANDBOOK

2015-2016

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Clemson University Healthcare Genetics PhD Student Handbook Table of Contents Page

I. Introduction 4 Faculty Student Responsibilities 4

History of the interdisciplinary Healthcare Genetics PhD 4

School of Nursing: Mission, Vision, Goals 5

Accreditations, Statement of Equal Opportunity and ADA Guidelines 6

School of Nursing Organizational Structure 7

Important Contact Information 8

School of Nursing Doctoral Faculty 9

II. Getting Started 10

Advisor 10

Review of Academic and Work Experience 10

Transfer Credit 11

Course Revalidation 11

First Year Review 12

Subsequent Student Evaluations 12

Performance in non-graded Courses Including Research 12

Office Procedures 13

Office Space 13

Communication 13

Clemson University Social Media Policy 14

Digital Device Policy 15

III. Interdisciplinary Healthcare Genetics PhD Program 17

Overview of Program 17

Curriculum and Degree Requirements 17

Cognates 17

Sample Curriculum Progression 18

Summary of Graduate School Requirements Coursework 20

Residency 20

Time Limit 20

Academic Integrity 20

Harassment 21

Mentoring 21

Conflict Resolution 22

Being a Doctoral Student 22

Planning Ahead 23

Research Project 23

Identification of Advisor/Dissertation Chair 24

Building a Resume/Vita 24

IV. Formation of the Comprehensive and Dissertation Committee 25

The Major Advisor 25

Comprehensive Exam Committee 25

Dissertation Committee 25

Major Advisor’s Responsibilities 26

Doctoral Student’s Responsibilities 26

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Choosing a Committee 27

Comprehensive Exam 28

Purpose 28

Procedures and Preparation 29

Planning for the Comprehensive Exam 29

Evaluation 29

Evaluation Categories 30

Time Limit 31

Dissertation and Establishing a Program of Research 31

Dissertation/Research Proposal 31

Manuscript Development 31

Requirements for the Healthcare Genetic Article-Style Format for Dissertation

(ASFD)

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Dissertation Defense 35

Scheduling the Dissertation Defense 35

Evaluation 35

Completion 37

V. Taking Care of Yourself 38

Health Services 38

Health Insurance 38

Disability Services 38

Working at Clemson University and the School of Nursing 39

Graduate School Policies 40

Payroll and Paydays 40

Holidays and Personal Leave 41

Leave Without Pay 41

Outside Employment 41

Area Health Centers and Hospitals 42

Staying Healthy 42

Exercise 43

Stress and Coping 43

Spirituality 43

Campus Safety 43

Housing/Campus 44

Personal Information 44

Parking 44

Walking/Hiking 44

Drinking 44

VI. Funding Your Graduate Education 45

Financial Aid Loans 45

Other Employment Opportunities 46

Funding from Extramural Sources 47

Area Studies/Fellowships 48

VII. Timeline 51

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Section I: Introduction

This handbook has been developed to provide a convenient source of information about the Healthcare Genetics

interdisciplinary PhD (iHCG) program, procedures, services and facilities. The information contained within

this document is for general guidance on matters of interest to faculty and students and will be relevant

throughout your doctoral studies. The handbook will be updated periodically as needed.

This handbook also summarizes Campus/University and the Graduate School’s policies. For up-to-date policies

refer to the website for Clemson University (www.clemson.edu) and the Graduate School

(http://www.grad.clemson.edu/), especially check the “Forms” & “Dissertation” information.

Faculty-Student Responsibilities

It is the joint responsibility of faculty and doctoral students to work together to develop scholarly and

professional traits through relationships that encourage freedom of inquiry, demonstrate personal and

professional integrity, and foster mutual respect. High quality doctoral education depends upon the professional

and ethical conduct of both faculty and students.

Members of the interdisciplinary doctoral faculty serve a variety of critical roles as model teachers and

researchers as well as doctoral student advisors and mentors. The faculty and doctoral committees on which

they serve provide intellectual guidance in support of the scholarly and pedagogical efforts of doctoral students

and are responsible for ongoing evaluation of doctoral students' performances in academic and research

activities. As mentors and advisors, faculty are responsible for assisting doctoral students to discover and

participate in appropriate channels of scholarly, professional and disciplinary exchange. Additionally, our

faculty will help students develop the professional research, teaching, and networking skills that are required for

a variety of genetics-related career options, both within and outside academia.

Doctoral students are responsible for working towards completion of their degree programs in a timely fashion.

It is expected that doctoral students will gain expertise in a particular area of study and seek to expand the

knowledge of that disciplinary field by discovering and pursuing a unique topic of scholarly research. Doctoral

students should learn how to impart disciplinary knowledge through appropriate forms of instruction and

publication and learn how to apply that knowledge to societal problems.

History of the Interdisciplinary Healthcare Genetics (HCG) PhD:

Approved in the spring of 2008, the interdisciplinary Healthcare Genetics PhD (iHCG PhD) is comprised of

faculty and staff dedicated to advancing the mission of the School of Nursing and that of Clemson University.

The HCG PhD is the first of its kind in the nation and brings together experts in many fields to prepare future

leaders in health policy, ethics, clinical practice and translational bench science in the field of healthcare

genetics. Genetic advances are poised to have a great impact on emerging healthcare practices.

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About The School of Nursing

The School of Nursing is an integral part of Clemson University, a land-grant, state-supported institution of

higher learning. The School is committed to teaching, research, and service to the public of South Carolina, the

nation and the world. The goal of the Clemson University School of Nursing is to prepare nurses for

professional practice, leadership in health care, and to advance nursing knowledge.

MISSION The mission of Clemson University School of Nursing, as a scholarly center of learning, is to educate students

at the baccalaureate, master’s, and doctoral levels to become healthcare professionals who advance scientific

knowledge and evidence-based practice through research and outreach.

VISION

Clemson University School of Nursing will shape the future of nursing and healthcare through leadership,

scholarship, and practice to optimize the health and quality-of-life for the people of South Carolina, the nation,

and the global community.

GOALS *Deliver state-of-the-art education to aspiring healthcare professionals to prepare them for excellence in

practice and leadership within a dynamic healthcare environment.

*Create a vibrant, interdisciplinary community of scholars who contribute to knowledge generation and dissemination, thereby shaping practice and policy.

*Engage in leadership, research, and service to optimize health and quality of life for people locally, nationally

and globally.

*Increase diversity among faculty, students, and staff within a mutually respectful, professional environment.

*Expand opportunities and resources through the development of relationships with clinical, community and corporate partners, and alumni.

.

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Accreditation

Clemson University is accredited by the Commission on Colleges of the Southern Association of Colleges and

Schools to award the Bachelor's, Master's, Education Specialist, and Doctoral degrees. Contact the Commission

on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097 or call at 404-679-4500 for questions about the

accreditation of Clemson University.

The School of Nursing is accredited by the following national accreditation agency:

Commission on Collegiate Nursing Education (CCNE)

One Dupont Circle NW

Suite 350

Washington, DC 20036-1120

Telephone: 202-887-6791

Revised and Approved by Faculty spring 2014

Statement of Equal Opportunity

The School of Nursing follows the University policy in conducting its programs and activities involving

admission and treatment of students, employment, teaching, research and public service in a non-discriminatory

manner. “Clemson University does not discriminate against any individual or group on the basis of age, color,

disability, gender, national origin, race, religion, sexual orientation or veteran’s status.”

ADA Guidelines

The School of Nursing complies with federal ADA guidelines. Any student who requires accommodation should

contact Clemson University’s Student Disability Services (SDS). If a nursing student or applicant believes that

he or she cannot perform the above standards satisfactorily without reasonable accommodation, then he or she

should register with Clemson University’s Student Disability Services (SDS). It is the student’s responsibility to

request the accommodation in a timely manner; the university is not required to give retroactive application to

any accommodation requested or granted. Upon receipt of any request for accommodation SDS will request that

the student provide the appropriate and necessary documentation to confirm the disability. Once the disability is

confirmed, SDS will determine the appropriate accommodations and either provide for or arrange such reasonable

accommodations, academic adjustments, and/or auxiliary aids and services for students. The student is

responsible for maintaining contact with SDS and for working with faculty to plan appropriate learning

experiences.

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Important Contact Information

Dr. Brett A. Wright, Interim Dean, College of HEHD, 864.656.3630, wright@clemson.edu

Dr. Ann Wetsel, Interim Director of Nursing, 864 656.5527 mwetsel@clemson.edu

School of Nursing Coordinators

Dr. Julie Eggert, HCG Program Coordinator, 864.640.1869 jaegger@clemson.edu

Dr. John Whitcomb, Undergraduate Coordinator, 864.250.1741 jwhitco@clemson.edu

Dr. Deborah F. Willoughby, RN-BS Program Coordinator, 854.656.1437 willoud@clemson.edu

Dr. Stephanie Davis, Graduate Coordinator, 864.656.2588 stephad@clemson.edu

Sheri Webster, Accelerated Second Degree Coordinator 864.656.3271 swebste@clemson.edu

Support Staff

Ellen Chiles M.Ed., Student Services Program Coordinator, RN-BS and iHCG Programs,

864.250.8881 achiles@clemson.edu

Cynthia Mihalchick, Administrative Assistant, Clinical Coordinator, School of Nursing at University Center

of Greenville, 864, 250-6701. mihalch@clemson.edu

Additional Resources

Graduate School, http://www.grad.clemson.edu/ 864-656-4172, graduate_school@clemson.edu

Chris Colthorpe, Clemson Resource Librarian for Nursing, 864.656.0694, colthor@clemson.edu

Mike Namaranian, CU Bookstore, 864.656.2050, mnamar@clemson.edu

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SCHOOL OF NURSING DOCTORAL FACULTY

2015/2016

Faculty Member & Degree School (Doctoral) Clinical Specialties/Research Interests

Roxanne Amerson, PhD, RN Clemson University Cultural Competence, Transcultural Nursing

Stephanie Davis, PhD, RN, FNP USC Women’s Health, Quality of Life, Breast Cancer

Nicole Davis, PhD, RN, AGPCNP-BC, GNP-BC Georgia State University Geriatrics

Jane DeLuca, PhD, RN, PNP-BC University of Rochester Pediatrics, Genetics, Qualitative Research

Lisa Miller, PhD, RN, FNP USC Postpartum Depression, Elective Cesarean Section

Julia Eggert, PhD, RN, GNP-BC, AGN-BC, AOCN® Clemson University Genetics & Cancer Risk

Tracy Fasolino, PhD, RN, FNP USC Complexity theory, Primary Care, Emergency Care

Nancy Meehan, PhD, RN Univ. Texas Nursing Informatics & Research

Veronica G. Parker, PhD MUSC Bio-statistics, Risk Assessment, Health Disp.

Rosanne H. Pruitt, PhD, RN, FNP University of Maryland Community Health Nursing & Primary Care

Mary Beth Steck, PhD, RN, FNP Clemson University Familial cutaneous malignant melanoma, Genetics

Heide Temples, PhD, RN, PNP Clemson University Obesity,Genetics,Breasatfeeding,Family Planning

Shirley Timmons, PhD, RN USC Minority Health, Health Disparities, HIV/AIDS

Margaret Wetsel, PhD, RN, CNS University of Texas Psychiatric and Mental Health Nursing

John Whitcomb, PhD, RN, CCRN University of San Diego Critical Care, Med/Surg, Administration

Deborah Willoughby, PhD, RN GA State University Med/Surg and Adult Health, Diabetes

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Section II: Getting Started

Congratulations! You are a Doctoral Student in the interdisciplinary Healthcare Genetics

PhD Program. Your admission to this program is the result of a rigorous selection

process. You should be proud of yourself for this achievement.

The items of business to complete during your first weeks are listed on the Graduate

School website at http://www.grad.clemson.edu/newly_accepted/index_international.php.

1. Obtain your student ID at the Hendrix Student Center.

2. Obtain parking permit (if needed).

3. Have your laptop set up and checked with CCIT through the following website:

http://www.clemson.edu/ccit/help_support/laptops/.

4. International students should obtain a Social Security card from the Office of

International Services http://www.clemson.edu/administration/ia/services/ if needed.

5. Register for classes through iROAR, if that has not yet been completed.

6. Complete your GS2 form during orientation.

Advisor: Your first advisor will be the iHCG Program Coordinator. The selection of your

permanent advisor will occur by the end of the second year.

Review of Academic and Work Experience: If you come to the PhD program with a master’s degree, you need to meet with the HCG

Program Coordinator once you have been accepted to the HCG program; prior to

beginning classes. Courses may be waived/transferred with the approval of the HGC

Program Coordinator.

Procedure for Student: There is a formal process to submit course work to waive or receive credit “in lieu of”

HCG courses. No courses are certified as ‘approved’ and ‘finalized’ until an official

transcript from all institutions has been received by Graduate Admissions and said

courses are approved on the finalized and signed GS2 FORM. All prior coursework

must meet institutional guidelines.

*Student submits official transcripts from approved accredited institutions to

Graduate Admissions.

*Student meets with HCG Program Coordinator to discuss a draft plan of study

for courses and submit a formal request for waived/”in lieu of” classes, transfer

credit, and professional work experience.

* Student completes and submits GS2 form to the department by beginning of the

first term.

The initial GS2 FORM is a guide and contains proposed coursework and may be altered

as needed but should not be construed as finalized. The final copy of the GS2 must

include all coursework and credits approved. It must be signed by the student’s advisor,

Dissertation Committee Chair, Committee members, Program Coordinator, Director,

HEHD Dean and then submitted to Enrolled Student Services.

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Transfer Credit, Courses Policy: All transfer credits must be verified by an official transcript from the institution at which

the work was completed. Up to 48 credit hours of coursework may be transferred to a

doctoral degree. All credits transferred to Clemson's graduate programs must have been

completed at a regionally accredited institution and not associated with a degree. Credits

may be transferred for work completed at off-campus centers of accredited institutions,

provided such courses are acceptable, without reservation, in degree programs at those

institutions. In all cases, the use of transfer credits must be recommended by the

student's advisory committee and approved by the department. Grades earned for

courses taken at institutions other than Clemson University will not be included in the

student's grade point ratio. Courses to be considered for transfer credit completed outside

the six year time limit may not be transferred to Clemson. Courses taken at any institution

other than Clemson University may not be revalidated for transfer credit at Clemson.

Valid transfer credits will appear on the student's transcript as credits earned.

Under no circumstances will transfer credit be awarded for courses in which a grade

lower than B, or its equivalent, has been received or for courses graded on a pass/fail

basis, for continuing education units, courses completed outside the six-year time limit,

correspondence, extension, or in-service courses or for concentrated courses and

workshops that award credit at a rate exceeding one credit per week. All transfer courses

listed on Form GS2 must be courses taken for credit from a regionally-accredited, degree-

granting institution whose scholastic reputation is acceptable to Clemson University.

Procedure for Student: To have courses considered for transfer, students must discuss their plan to use specific

courses from other institutions with their major advisor and/or advisory committee.

Within the guidelines established by the Graduate School, the advisory committee will

identify courses acceptable for transfer and will record these courses on the student's Plan

of Study, Form GS2. The student must then have an official transcript sent from the

institution(s) where credit was earned to the Office of Enrolled Student Services, 104D

Sikes Hall. Only when courses have been verified by Enrolled Services to meet all

Graduate School requirements will they be approved for application toward the degree.

Course Revalidation Policy: When recommended by the student's advisory committee and approved by the graduate

dean, as many as six credit hours of graded coursework taken at Clemson University,

completed outside the six-year time limit, may be revalidated by a written comprehensive

examination based on the latest syllabus and course content. Independent study courses

are not subject to revalidation. Courses completed outside the six-year time limit at an

institution other than Clemson University may not be transferred to Clemson. Courses

taken at any institution other than Clemson University may not be revalidated for credit at

Clemson.

Procedure for student: Students desiring to request revalidation of courses should

contact the graduate program coordinator for instructions on how to proceed.

Procedure for department: The "Recommendation for Course Revalidation" form can

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be found in the general forms section of the Graduate School web page,

www.grad.clemson.edu/forms/GeneralForms.php. The course revalidation form is sent to

the Office of Enrolled Student Services at 104D Sikes Hall once it is approved by the

instructor and the department chair. The revalidated credits will be posted on the student's

transcript once the student becomes a candidate for graduation.

Credit by examination: Graduate students are not eligible to receive credit by

examination other than through utilization of the policy and procedures on course

revalidation.

First Year Review: By March 1st, all students are expected to submit to the iHCG PhD program coordinator

an annual progress report discussing their experience as a new doctoral student, grades

received and a copy of their current vita. The material will be reviewed by the

Coordinator and the entire degree program faculty as necessary.

Subsequent Student Evaluations: All other graduate students will submit, by April 1st, an annual progress report and a copy

of their current vita to their academic advisor covering the preceding year. The student’s

advisor will review the student’s progress. However, each student’s progress may be

discussed by the entire committee and faculty. (See also “Taking Care of You".

All students are reviewed once a year at the end of the spring semester. Written evaluations

are placed in the students file and available shortly after this review for the student to peruse

within the HCG office at the University Center of Greenville. No files will be removed

from this site.

These evaluations provide the student with an opportunity to correct or update an

incomplete file as well as to review plans and to assess his or her progress. The student's

annual progress report and vita will be used as major input for these evaluations, as will

the comments of the student's advisory committee and other informed faculty members.

Performance in the graduate program is judged on the basis of the

following criteria: A= Outstanding

B= Typical and solid performance

C= Unacceptable performance

Consult with your faculty advisor regarding incompletes. Incompletes usually should be

made up within two or three weeks after the end of the semester. Any student who

receives a grade of “C” in any course will automatically be considered on probation until

reinstated to good standing. A student receiving a C will be considered on probation until

the course has been retaken or a full semester of additional course work has been taken

with satisfactory grades. A “C” in two courses is a solid basis for automatic dismissal

from the program. A person who does not maintain at least a “B” (3.0) grade average

may be asked to leave the program.

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Performance in Non-graded Courses Including Research: In most cases, the grade will be “P”. The standards are: P= Pass, Satisfactory

performance. I= Incomplete. Can be made up by the end of the following semester and

changed to S. F= Fail, Unsatisfactory. A grade of “F” is grounds for automatic dismissal

from the graduate program. Any student who does not show potential for doctoral level

research as certified by the student’s advisory committee may be put on probation or

asked to leave the program. Being placed on probation does not mean that financial

support will be withdrawn from the student. It means faculty members are concerned

about the student’s progress and they want to send a strong message that certain steps

must be taken to rectify the situation. The Graduate School must also receive notification

from the PhD program, if this action is being taken for any student in the program.

Office Procedures: Office supplies, the copier, and the FAX machine are located on 5th floor of Edwards

Hall. Office supplies are used for work associated with assistantships. If supplies need to

be ordered, contact your course leader. The business manager orders all supplies.

Students are responsible for copying materials requested by the faculty or related to your

assigned research project. Be sure to type in the correct code when making copies, as all

business is charged to specific contracts or grants. Contact the Administrative Assistant to

the Director (AAD) at Room 508 Edwards Hall regarding the use of codes.

Office Space: Students have shared office space on the 4th floor of Edwards Hall. Keys are available at

the beginning of the fall semester through the Administrative Assistant to the Director.

Students working on their dissertation can apply for a carrel at the Cooper Library.

Office space is available at UCG on a first come, first serve basis. In addition to the

Nursing Suite, there is also office space in the Clemson suite close to the library.

Communication: HCG PhD program announcements will be sent by email. It is important to check for

crucial mail. A Facebook site is also available for informal communication.

The Promoter is a newsletter that is produced at least quarterly. It includes future

opportunities for presentations, snips of new information in genetics/genomics and a

message from the program coordinator.

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Clemson University School of Nursing Social Media Policy Adapted from White Paper: A Nurse’s Guide to the Use of Social Media;

2011, p. 3; National Council of State Boards of Nursing

Awareness and caution are required to avoid inadvertently disclosing confidential or

private information about patients. All Clemson University School of Nursing students are

expected to comply with the following requirements related to the use of social media.

First and foremost, nurses and nursing students must recognize that they have ethical and

legal obligations to maintain patient privacy and confidentiality at all times.

Students are strictly prohibited from transmitting by way of any electronic media any patient-

related or facility related information and/or images. In addition, students are restricted from

transmitting any information that may be reasonably anticipated to violate patient rights to

confidentiality or privacy, or otherwise degrade or embarrass the patient.

Do not share, post, or otherwise disseminate any information, including images, about a

patient or information gained in the nurse-patient relationship or within your clinical facility

with anyone.

Do not identify patients by name or post or publish information that may lead to the

identification of a patient. This includes any information about the patient: name, address,

age, gender, diagnosis, room number, admission date, discharge date, date of birth or death,

date of care, or anything else. NO PATIENT OR FACILIITY RELATED

INFORMATION CAN BE POSTED ON SOCIAL MEDIA!! Limiting access to postings

through privacy settings is not sufficient to ensure privacy.

Never refer to patients in a disparaging manner, even if the patient is not identified.

Do not take photos or videos of patients on personal devices, including cell phones

Maintain professional boundaries in the use of electronic media. As with in-person

relationships, the nurse has the obligation to establish, communicate and enforce professional

boundaries with patients in the online environment. Use caution when having online social

contact with patients or former patients. Online contact with patients or former patients blurs

the distinction between a professional and personal relationship. The fact that a patient may

initiate contact with the nurse does not permit the nurse to engage in a personal relationship

with the patient.

Do not post any information regarding work related issues. Do not even post seemingly

innocuous information such as “It was a busy day”. Such information could be used in a

lawsuit to imply various things about the work environment.

Promptly report any identified breach of confidentiality or privacy to your instructor and lead

teacher.

Be aware of and comply with facility policies regarding use of employer-owned computers,

cameras and other electronic devices and use of personal devices in the work place.

Do not make disparaging remarks about employers or co-workers. Do not make threatening,

harassing, profane, obscene, sexually explicit, racially derogatory, homophobic or other

offensive comments. DO NOT POST ANY INFORMATION WITH REFERENCE TO

YOUR SPECIFIC CLINICAL EXPERIENCE.

Do not post content or otherwise speak about employer or facility.

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Summary of CU SON Social Media Policy: Do not post any clinical, patient, or facility

related information on any social media. DOING SO WILL RESULT IN

DISCIPLINARY ACTION, UP TO AND INCLUDING DISMISSAL FROM THE

CLINCIAL, THE SCHOOL OF NURSING AND/OR CLEMSON UNIVERSITY.

Policy for Use of Personal Digital Devices in the Clinical Area

A. Personal digital devices (PDD’s), including phones, tablets, laptops, or other digital

devices, are to be used in the clinical areas only as approved in advance and directed by

faculty. Their use is primarily to access clinical support applications that have been stored

on the device. Use of portable electronic devices in clinical is regulated by the clinical

agencies, local, state, and federal regulations and laws and by the School of Nursing. All

students are fully responsible for following all regulations of the Health Insurance

Portability and Accountability Act (HIPAA) guidelines and for following HIPAA

guidelines when using their PPD’s in the clinical or other settings.

B. No personal health identifiers (PHI) can be entered into the device. All personal health

identifiers must be removed from any patient data collected by students on PPD’s.

Students are fully responsible to ensure that they adhere to all HIPAA regulations at all

times. This includes proper management of confidential client information.

C. All telephone and camera functions must be disabled during clinical and lab sessions

by placing devices in “Airplane” mode.

D. With the exception of instructor approved activities, ALL PHONES WILL REMAIN ON

AIRPLANE MODE in the clinical area. Students must adhere to professional standards

for all communications, including maintaining confidentiality, proper conduct of

communication, and communicating appropriate material.

E. Using the device for personal, non-school related functions is strictly prohibited.

Inappropriate use or violation of HIPAA guidelines may result in dismissal from the

clinical, the School of Nursing and/or Clemson University. Inappropriate use includes

making or receiving personal calls while in the clinical area, sending or receiving

personal texts while in the clinical area, accessing any non-clinical related web-sites

while in the clinical area, taking pictures during clinical, or recording any PHI on the

device.

F. Students should only use the personal digital device in areas designated by the instructor

in compliance with institutional policy.

G. Infection control precautions must be maintained when using personal devices in patient care areas (See Personal Digital Device Infection Control below). All students will sign the CU SON electronic compliance form indicating that they have read and understood these policies. This form will be placed in each student’s file.

Personal Digital Device Infection Control

Wash hands before using handheld device.

Do not handle device with contaminated gloves.

Wipe down handheld device using solutions recommended by manufacturer and

approved by the institution.

Avoid placing device on surfaces that can possibly contaminate device, such as bedside

tables or patients’ beds.

Avoid taking devices into isolation rooms.

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Keep in mind the risk for transmission of organisms is not only to your patients, but also

to yourself and your family and friends.

Summary

Protected Health Information (PHI) cannot be entered into the digital device. All

patient related information is protected.

Phones must be in airplane mode while in clinical.

Pictures cannot be taken in the clinical setting.

The usage of personal cell phone functions, including personal text messaging, personal

calls, or accessing non-

clinically related websites is prohibited during clinical hours.

Cleaning of digital device must comply with the clinical organization’s infection control

policy and procedures. If the device becomes contaminated, it should be cleaned with the

recommended disinfectant. If a patient is on isolation, the digital device cannot be taken

into the patient’s room. Hand hygiene is the best method of preventing transmission of

disease.

Inappropriate use of personal digital devices or violation of HIPAA guidelines may

result in dismissal from the clinical, the School of Nursing and/or Clemson

University.

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Section III: Interdisciplinary

Healthcare Genetics PhD Program

Overview of Program: The purpose of the Clemson University School of Nursing, Interdisciplinary PhD in Healthcare Genetics is to prepare scientists to extend the knowledge base relevant to genetics in healthcare; translate research to advance the science; and collaborate in interdisciplinary research and practice. Objectives of the program are to: 1. Collaborate with other disciplines to generate knowledge and develop theories that focus on the genomic aspects of actual and potential health problems of diverse individuals, families, groups and communities while addressing health disparities. 2. Formulate health promotion, disease prevention and treatment strategies that translate and integrate genomic knowledge from a variety of disciplines. 3. Demonstrate leadership that facilitates interdisciplinary development and application of ethical guidelines and health policy in genomics. 4. Disseminate research findings to expand knowledge of genomics into models of practice.

Curriculum and HCG Degree Requirements

Course Credit Hours=37

1. Core Course Option 1* 3 credits 2. HCG 9010 Advances in Human Genetics 3 credits 3. GEN 6100 Basics I Population Genetics

3 credits

4. GEN 6200 Molecular Genetics 3 credits

5. GEN 6700 Human Genetics 3 credits 6. HCG 9050 Genetics Ethics & Health Policy 3 credits 7. PSYCH 8100 Research Design & Quantitative Methods I 3 credits 8. PSYCH 8110 Research Design & Quantitative Methods II 3 credits 9. Core Course Option 2* 3 credits 10. HCG 9030 Interdisciplinary Research 1 credit 11. GEN 6400 Bioinformatics 3 credits 12. Core Course Option 3* 3 credits 13. HCG9070Applied Healthcare Genetics 3 credits

*Core Course Options.

1. Healthcare Research: HCG989 Selected Topics or HCG 910 Research Seminar

2. Qualitative Methods: EDF9790; and,

3. Knowledge Development: Theory course from NURS, HCG or other disciplines

Cognates Ethics & Policy Total = 26 credits

Interventionist Total = 26 credits

Bench Scientist Total =26 credits **

HCG 9100 Research Seminar or Electives (9 credits)

HCG 9100 Research Seminar or Electives (9 credits)

HCG 9100 Research Seminar or Electives (9 credits)

HCG 9890 Selected Topics or Electives (9 credits)

HCG 9890 Selected Topics or Electives (9 credits)

HCG 9890 Selected Topics or Electives (9 credits)

HCG 9910 Dissertation (18 Credits)

HCG 9910 Dissertation (18 Credits)

HCG 9910 Dissertation (18 Credits)

The HCG PhD requires a minimum of 70 credit hours. This can include up to 48 hours of

approved transfer hours. All requirements depend on the learning needs of the student and transferrable coursework.

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Healthcare Genetics Doctoral Program Intervention/Bench/Policy

Sample Course Progression with Summers

Fall Year I Total Hours

GEN 620 Molecular Genetics 3

HCG 907 Applied HCG 3 (Odd Yrs)

HCG 905 Ethics & Policy in HCG 3 (Odd Yrs)

9 9 hrs

Spring Year I

GEN 6700 Human Genetics 3 (Odd Yrs)

FCS 8920 McConnell Stats Course 3

HCG 9100 Research-Grant Writing 3

9 18 hrs

Summer Year I

HCG 9910 Article I for Dissertation/ 3 21 hrs

Revise Grant Proposal (3 hrs Total)

Fall Year II

HCG 9010 Advances in HCG 3 (Even Yrs)

GEN 6400 Bioinformatics 3

HCG 9890 Theory 3 (Even Yrs)

Option Qualitative Research 3

12 33 hrs

Spring II

HCG 9030 Interdisciplinary Research 3 (Odd Yrs)

GEN 6100 Population Genetics 3

Elective 3

9 42 hrs

80% of 52 hours (41 hrs) = Eligible for Comprehensive Exams

Summer II

HCG 9910 Article II for Dissertation/ 3 45 hrs

Revise Grant Proposal/Research (6 hrs Total)

Fall III

Outside Qualitative Research 3

Outside Research Methods 3

HCG 9910 Dissertation Research (10 hrs Total) 4

9 55 hrs

Spring III

HCG 9890 Pharmacogenomics 3 (Odd Yrs)

HCG C 9910 Dissertation Research (13 hrs total) 3

Elective 3

9 64 hrs

Summer III

HCG 9910 Dissertation (19 hrs Total) 6

6 70 hrs

19

Healthcare Genetics Doctoral Program Intervention/Bench/Policy

Sample Course Progression NO Summers

Fall Year I Total Hours

GEN 620 Molecular Genetics 3

HCG 907 Applied HCG 3 (Odd Yrs)

HCG 905 Ethics & Policy in HCG 3 (Odd Yrs)

9 9 hrs

Spring Year I

GEN 6700 Human Genetics 3 (Odd Yrs)

FCS 8920 McDonnell Stats Course 3

HCG 9100 Research-Grant Writing 3

9 18 hrs

Fall Year II

HCG 9010 Advances in HCG 3 (Even Yrs)

GEN 6400 Bioinformatics 3

HCG 9890 Theory 3 (Even Yrs)

12 30 hrs

Spring II

HCG 9030 Interdisciplinary Research 3 (Odd Yrs)

GEN 6100 Population Genetics 3

HCG 9910 Article I for Dissertation/ 3 33 hrs

Revise Grant Proposal (3 hrs Total)

Fall III

HCG 9910 Article II for Dissertation/ 3

Revise Grant Proposal/Research (6 hrs Total)

Outside Research Methods 3

Option Qualitative Research 3

Elective 3

12 45 hrs 80% of 52 hours (41 hrs) = Eligible for Comprehensive Exams

Spring III

HCG 9890 Pharmacogenomics 3 (Odd Yrs)

HCG C 9910 COMPS (9 hrs Total) 3

Elective 3

9 54 hrs

Fall IV

HCG 9910 Dissertation (18 Total) 9 63 hrs

Spring IV

HCG 9890 or 9100 9 70+ hrs

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Summary of Graduate School Requirements Coursework: Work leading to the Doctor of Philosophy degree is planned to give the student a

comprehensive knowledge of his or her field of specialization and a mastery of the

methods of research. The degree is not awarded solely on the basis of coursework

completed, residence, or other routine requirements. The final basis of granting the

degree is the student’s grasp of the subject matter of a broad field of study, competence in

planning and conducting research, and ability to express himself or herself adequately

and professionally orally and in writing.

Although no minimum for formal coursework requirements exists for the doctoral degree,

committees are encouraged to require courses other than those that directly support the

dissertation research. Work in the minor field or fields, if required, normally comprises

12-24 hours in courses carrying graduate credit. A minimum of 18 hours of doctoral

research is required. Should the direction of study or research interest change, the student

may request the appointment of a new advisor.

Residency: Residence is a necessary concept in graduate education, particularly in the preparation of

the dissertation. To receive the Doctor of Philosophy degree, the student must complete

at least 18 hours of graduate credit including research credit hours (HCG9910) on the

Clemson University campus in a continuous 12-month period. Exceptions to this

requirement may be granted by the Dean of the Graduate School. Major advisors seeking

an exemption to this policy must submit an academic plan for the student that is signed

by the major advisor and Dean of the Graduate School.

Time Limit: Because no minimum coursework requirements exist for the Doctor of Philosophy

degree, the time limitation for completion is determined by the dates by which essential

components of the degree are completed. The following must be passed in the five-year

period prior to graduation: comprehensive examination; foreign language examination, if

required; defense of dissertation; and approval of dissertation by the Graduate School.

Academic Integrity: As members of the Clemson University community we have inherited Thomas Green

Clemson's vision of this institution as a "high seminary of learning”. Fundamental to this

vision is a mutual commitment to truthfulness, honor, and responsibility, without which

we cannot earn the trust and respect of others. Furthermore, we recognize that academic

dishonesty detracts from the value of a Clemson degree. Therefore, we shall not tolerate

lying, cheating, or stealing in any form.

The Academic Integrity, Graduate Policy and Procedures (implementation date: fall

2010) is available at

http://gradspace.editme.com/AcademicGrievancePolicyandProcedures#integritypol.

21

Clemson University has a responsibility to protect academic integrity and to respond

appropriately and expeditiously to charges of academic misconduct. The procedure is

explained in the policy stated in the above website.

Harassment: Clemson University has instituted a zero tolerance policy with regard to harassment of

any kind against employees, students and non-employees, The University is committed

to providing a harassment-free environment and prohibits retaliation against any

individual who files a complaint or assists or participates in the investigation and

resolution of a complaint. For the complete text of the Clemson University harassment

policy and complaint resolution policy, go to: http://www.clemson.edu/campus-

life/campus- services/access/documents/policies/harassment.pdf.

Harassment is defined as follows: “In general, harassment is unwelcome verbal or physical conduct based upon race, color,

religion, sex, sexual orientation, gender, national origin, age, disability, status as a

military veteran or protected activity (e.g., opposition to prohibited discrimination or

participation in the statutory complaint process) that unreasonable interferes with

person’s work or educational performance or creates an intimidating or hostile work or

educational environment. Examples may include, but are not limited to; epithets, slurs,

jokes or other verbal, graphic or physical conduct” (Office of the General Counsel).

Mentoring: Mentoring is a relationship. In graduate school, mentoring relationships develop over

time between a graduate student and one or more faculty members, or with other

professionals who have a strong interest in the student’s educational and career goals.

The Council of Graduate Schools defines mentors as:

• Advisors, who have career experience and share their knowledge.

• Supporters, who give emotional and moral encouragement.

• Tutors, who provide specific feedback on performance.

• Masters, who serve as employers to graduate “apprentices”.

• Sponsors, who are sources of information and opportunities.

• Models of Identity, who serve as academic role models.

Take charge of your graduate education and find a mentor to help you understand how

your goals and ambitions fit into your graduate education and postgraduate career

choices. Some mentoring and advising activities are similar, but remember that not all

mentors are advisors and not all advisors are mentors. We have assigned you a first year

advisor to help you get started, but it is up to you to identify your mentor(s).

22

There are two excellent publications to help you “Get the Mentoring You Want”. These

can be found online at: http://www.grad.washington.edu/mentoring/GradStudentMentor.pdf

Conflict Resolution: Students and faculty at Clemson University are a diverse group whose personalities,

experiences and goals may vary widely. Most conflicts and problems that arise in this

environment can be resolved without a formal grievance procedure. Informal resolution,

where possible, is generally the best for all.

Informal Resolution: A student who believes he or she has a legitimate grievance should first discuss it with

his or her advisor. In most cases the problem can be resolved at this level. If discussion

with an advisor is inappropriate, discussion with the graduate coordinator, a senior

faculty member or the Ombudsman may solve the problem. Campus offices such as the

Graduate School or the Office of Access and Equity, http://www.clemson.edu/campus-

life/campus-services/access/, may also be of help.

Formal Resolution: A student may elect to file a formal grievance with the Graduate School. The student’s

grievance must be in writing and is made to the Dean of the Graduate School. Specific

procedures for student grievances are located at

http://www.clemson.edu/administration/ogc/legal-topics/grievances.html Read them

before you submit the formal grievance.

Grievances alleging discrimination, including harassment, by reasons of race, color,

religion, sex, national origin, age, sexual orientation, marital status and disability are filed

with the Office of Access and Equity.

The University makes reasonable accommodation for students’ religious beliefs,

observances and practices in class attendance, the scheduling of examinations and work

requirements. A student desiring accommodation of religious beliefs, observations or

practices should make the request in writing. The student may appeal any adverse

decision by the instructor to the Dean of the Graduate School. The student’s appeal must

be in writing.

Being a Doctoral Student: Graduate students are pursuing an education to become the next generation of scientists,

scholars and policy experts. The field of Healthcare Genetics will move forward to the

extent that you are well educated; therefore, you should think about the requirements of

your program as a means to an end. The end for you is to become the best scientist,

teacher, policy expert and scholar possible. The means are dissertations, research

projects, internships, comprehensive exam, assistantship, assignments and course work.

Keep focused on your fundamental goals and try not to get distracted by minor problems

and issues. Think about all the components of your education, not just course

requirements.

23

Planning Ahead: One of your major goals is to obtain a good job after graduate school. For an academic

position, for example, you will need to two to four publications in respected journals, a

few conference presentations, and strong letters of reference from your advisor and

committee members. Those of you who plan a more practice or policy-oriented career

will need to demonstrate competence in those areas. For those who plan to teach it is

essential that you obtain teaching experience while you are in the PhD program. Consult

with your advisor and committee members to learn the appropriate amount of experience

and skills needed in your area of work. Ask your advisor and others whose opinion you

respect what a strong vita looks like in your particular area of interest, and then work to

develop such a vita while you are in graduate school. The Career Center (316 Hendrix

Student Center) also holds useful workshops and provides career counseling.

It is important that you become a broadly educated scholar in Healthcare Genetics;

therefore, you should attend talks, presentations or colloquia even if they are outside of

the HCG program. The websites of the Strom Thurmond Institute, Policy Studies

program, Sociology, Rutland Center for Ethics and the Office of Teaching Effectiveness

are good places to check. The bulletin board in the Graduate Studies room will also list

presentations of interest.

You should also attend faculty candidate presentations. You can learn how to prepare

(and how not to prepare) for these presentations. It is a good idea to attend with several

other students so you can discuss the strengths and weaknesses of the presentation.

The HCG PhD program will hold regular meetings (sometimes called the Distinguished

Researcher Presentation, “brown bags” or retreats) to present research and project

activities. Attendance at these meetings is a part of your training and will help you grow

as a researcher. Make sure you understand any policies about attendance at these

meetings and retreats.

Research Projects: Your dissertation is certainly an important research product; however, a successful

graduate student should consider the dissertation to be only a part of the process in

developing herself or himself academically and professionally. It is critical that you are

involved with other research projects, varying the type and extent of your involvement on

each so you get the most out of every experience. Take the lead on some aspects of your

class projects and a supporting role on others. Look for opportunities to be a first author

on some projects and a contributing author on other papers. Talk with faculty to

determine if there is an opportunity to work on a research project team.

Find a balance in working on research projects. Do not spread yourself too thin so you

cannot be meaningfully involved in any project. Watch for opportunities to present your

work at national meetings. Ask your advisor about the possibility of travel funds such as

those provided by the college, Graduate School and Graduate Student Government.

24

Identification of an Advisor/Dissertation Chair: Your advisor is the most significant person in your life as a doctoral student. This is a

relationship that can last a lifetime. Make sure you have a cordial relationship based on

mutual respect and meet on a regular basis. Your advisor is your best source for

information about your science, and he or she is best able to advise you about what you

need to do to be competitive in your relevant job market. Your advisor also knows about

sources of funding you might use to support travel to conferences or to finance your

dissertation activities. He or she could also give advice on conferences you should

attend, experiences you should gain, and journals in which you should aim to publish

your work.

Building a Resume/Vita: Start writing a vita from your first day in Graduate School. Talk with your advisor about

the format. The Career Center also provides information about developing vitas and

resumes.

25

Section IV: Formation of the Comprehensive

and Dissertation Committees

The Major Advisor: After the end of the second-year the student (often with the aid of the first year advisor)

must select a major advisor. This advisor must be a member of the program faculty

offering the degree and meet the requirements for advisory committee membership

described below.

Comprehensive Exam Committee: This committee is composed of four members, two from the School of Nursing and one

from within the university. The final member should be from outside the university. The

group administers the comprehensive and oral examinations.

Dissertation Committee: The student must select a dissertation committee in consultation with the major advisor

(Chair). This committee approves the student's graduate degree curriculum, supervises

the graduate program, and initiates the recommendation for the awarding of the degree.

The chairperson, or major adviser, directs the student's dissertation. This committee may

be the same or different from the Comprehensive Exam Committee members. This

decision is an important one for each doctoral student. A helpful essay is available at

http://gradstudies.wordpress.com/2008/01/20/choosing-your-graduate-advisor/.

“A minimum of four faculty members shall be selected for a student seeking a doctoral

degree. The majority of the advisory committee, including the major adviser, must be

comprised of Clemson University faculty who hold full-time tenure-track positions.

Either the major advisor or at least half of the committee must hold rank in the program

offering the degree (Clemson University Graduate Announcements).” “Part-time visiting

and other non-tenure track faculty employed by Clemson University and emeriti faculty

may serve on the committee, but may not serve as chair. Persons not employed by the

University may serve if they have been appointed to an adjunct faculty status. Part- time,

visiting adjunct and other non-tenure track faculty will have full voting status on the

outcomes of all examinations given by the committee. “

One of the key functions of the dissertation committee is to help the doctoral student

develop the ability to integrate the various subject matter areas that provide the

conceptual elements for a theoretical approach. To facilitate these functions, careful

thought should be given to the composition of the committee.

To make an informed committee selection, students are encouraged to become familiar

with as many of the faculty as possible during the semesters preceding that selection. This

may be accomplished in a variety of ways such as enrolling in a PhD seminar and other

courses, reading faculty research reports, making an appointment with a faculty member

to exchange ideas or having coffee or lunch with faculty members.

26

If you find that you need to make a change in the composition of your committee, there is

a procedure and a form for doing so and the student should feel free pursue this option.

The same procedure is used to replace committee members lost through retirement or

resignation.

Major Advisor’s Responsibilities: 1. Advise the student in the selection of courses in accordance with stated program

direction before a doctoral committee has been formed.

2. Assist the student in the selection of committee members and assume

responsibility for clarifying their roles.

3. Help the student keep up-to-date with current policies, procedures and

requirements pertaining to all aspects of the program. The advisor is an important

mentor concerning ethics in research and fellowships.

4. Review and approve all necessary graduate forms.

5. Advise the student in preparing a draft of the dissertation plan for discussion and

approval of the dissertation committee.

6. Chair committee meetings for purposes of program planning, review of research

proposal and final oral defense of the dissertation.

7. Advise the student concerning program adjustments and assist in completing

proper forms.

8. Coordinate the preparation of the comprehensive PhD examination and its

administration, and follow through with the paperwork to both the student and

committee members.

9. Provide guidance in developing the student's research proposal, conducting the

research and preparing the dissertation.

10. Determine when the dissertation is satisfactory for distribution to the dissertation

11. Provide support and information to the student regarding PhD Program/Institute,

and University policies.

12. Help students develop professional skills: grant, paper, and research writing;

participation in scholarly and public forums.

13. Facilitate the student's career development: advise about career options; assist in

preparation of application materials for fellowship, grant, and other opportunities;

write letters of reference and recommendations.

Doctoral Student’s Responsibilities 1. Review the Graduate School website http://www.grad.clemson.edu/ and become

familiar with policies and procedures pertaining to the process of obtaining the

degree. In particular, keep track of dates and deadlines for each step of the

process, from choosing a major professor and establishing a committee, through

procedures for the comprehensive exam, to completing the dissertation and

dissertation defense.

2. Review selection of courses in accordance with the program with the major

professor.

3. Work with the major advisor in selecting dissertation committee members.

4. Keep up-to-date with current University and PhD program policies, procedures

and requirements pertaining to all aspects of the program.

27

5. In collaboration with advisor, complete the annual progress report.

6. Participation in lectures, faculty presentations, brown bags, and dissertation

defense presentations is highly recommended to further your academic and

professional development.

7. Submit any changes to program or committee structure on the proper forms with

appropriate signatures to the graduate coordinator.

8. Prepare a program plan of study with advice from the advisor for discussion and

approval of the dissertation committee.

9. Schedule dissertation committee meetings for purposes of program planning,

review of research proposal, and final oral examination in defense of the

dissertation.

10. Work with advisor concerning program adjustments and completing proper forms.

Choosing a Committee: Your selection of a research advisor is an important decision; it will affect the course of

your graduate studies and your professional life. It is important that you have an

opportunity to meet and get to know your primary advisory PRIOR TO inviting them to

be your Dissertation Chair. It is suggested that you follow these steps:

1. Review the faculty research interests at

http://www.clemson.edu/hehd/departments/nursing/faculty-staff/full-time/.

2. Attend the beginning of the program Orientation.

3. Invite faculty for coffee or make appointments to talk with them about their

research, have a more detailed discussion and so you can determine if a two-

three year partnership would be a good fit.

4. Attend the HCG Distinguished Researcher seminar which is held once a month

where faculty describe their research projects. Students should make

appointments to meet with these faculty for a more detailed discussion.

5. At the end of Year Two talk with the Program Coordinator about your

preference, or

questions you may have about a decision, and begin the process of obtaining

signatures on the GS2 FORM , available on the Clemson University Graduate

School website under “Forms”.

6. The Chair of the doctoral student dissertation committee has certain

requirements. These include:

a. Doctoral status;

b. Previous service as Co-Chair on a doctoral committee;

c. Previous service as a member on a doctoral committee;

d. A tenured Ass’t/Associate Professor in the Healthcare Genetics program

or a SON Assoc/Full Professor with a track record of research

publications;

e. Other committee members need to be in tenure track positions or in

leadership positions and approved by the chair of the doctoral student

dissertation committee;

f. . Each committee is required to include at least four members; a

Healthcare Genetics faculty, at least one other member from the SON, a

28

faculty from another discipline within Clemson University and a doctoral

prepared individual from outside the university in a discipline that touches

on the research interest of the student.

Currently approved dissertation SON committee members include:

Chair: Dr. Julie Eggert (HCG), Dr. Jane DeLuca (HCG), Dr. Rosanne Pruitt and

Dr. Ann Wetsel, More are approved annually so check with the program

coordinator for the most up-to-date list

Member: Any of the above plus the Assoc/Full professors in the SON; Any

Assoc/Full professor in a department outside the SON with the approval of your

Chair.

Outside member: Any doctorally prepared individual outside of Clemson

University, with your Chairs approval. To select a committee member from

outside Clemson University, (HCG) read the guidelines on the website and then

meet with your advisor. These individuals also need to be approved as Adjunct

Faculty in the SON. This requires a submission of their Curriculum Vitae to the

Tenure, Promotion and Reappointment Committee and approval by the Provost.

Other important tips to consider as you prepare your dissertation committee can be found

at http://gradspace.editme.com/assemblingyourcommittee.

Comprehensive Examination: The comprehensive examination is a major step on the way towards earning your PhD.

This exam marks a transition from the more formal phase of the degree program

involving coursework to the important phase of the intensive pursuit of an independent

research project.

Purpose: The comprehensive examination is a University required component of the doctoral

program of study. The goals of the comprehensive exam process are:

1. To demonstrate integration and synthesis across and beyond specific course content.

2. To enhance professional expertise and research competency in targeted subject matter

areas.

3. To articulate a critical understanding of the PhD program’s mission and values,

including individual family and community function within and across

systems/relationships and their effect upon quality of life.

4. To demonstrate professional potential through the following competencies:

a. An understanding of the research process;

b. The application of theory to address practical problems with diverse populations;

c. The effective conceptualization and communication of complex ideas.

Students who pass the comprehensive examination are advanced to candidacy and proceed

to the dissertation. At this point the doctoral student can use the signature, “PhD(c)” or

29

“PhD candidate” on all written communication and presentations. They may not be

addressed as “Doctor” until the Dissertation has been defended, turned into the Graduate

School and a notice of completion has been received.

Procedures and Preparation: At the time the plan of study is approved and the GS2 FORM is filed the student should

begin planning for the comprehensive examination. For students entering with a master’s

degree the date is in their third year. For students entering with a bachelor’s degree the

date is the end of their fourth year. The student’s comprehensive exam committee, in

discussion with the student, determines the content, process and deadlines for the exam.

The exam is a combination of both written and oral presentations. The committee also

establishes the criteria to pass for each aspect of the exam. These are shared with the

student.

No student will take the comprehensive examination until the following requirements are

fulfilled:

1. Approval of the student's advisory committee has been obtained.

2. The student's plan of study has been filed with the Registrar.

3. The student has completed 80 percent of the course work (41 hours) in the program

(excluding dissertation).

Planning for the Comprehensive Exam: Students, in consultation with the comprehensive exam committee, will complete the

comprehensive planning forms and obtain necessary signatures. Forms should be as

specific and complete as possible.

The PhD comprehensive exam committee and the student will discuss the comprehensive

examination well in advance of the scheduled date, at a meeting of the group called for

this purpose. The discussion will include the relationship of the student's goals to the

examination. In addition, information will be provided regarding the general range of the

standards for evaluation; the format of the exam components; the grading system to be

used; how each member of the committee will be involved in grading examinations.

Formats that are possible for the exam include: published articles (student is first author),

critical reviews of the literature, a major grant proposal, publishable papers, an essay

exam, concept development paper, or several chapters of the dissertation proposal. For

oral examinations, the content areas to be covered will be identified and the length of the

exam will be set. The time limitation is approximately one week for each question.

Evaluation: The written component of the exam must be submitted on time to the major advisor. The

major advisor distributes the exam questions to the other committee members. The

committee members have three weeks to read the exam. Each faculty committee member

will independently read and evaluate the exam and will grade it as a “pass” or a “fail”.

The student will be contacted regarding deficient content and will be allowed to address

the deficient areas in the oral component of the examination.

30

The oral component of the comprehensive examination occurs after the student has

completed the written component of the examination. The purpose of the oral exam is to

test the student’s ability to integrate his or her previous experiences and knowledge

gained in the doctoral program as they relate to his or her substantive papers and

proposed dissertation topic. The qualifying exam also tests the students’ ability to

balance opposite, yet complementary, characteristics and behaviors. These include the

ability to be confident and skeptical, certain and questioning, open and defending and

experiential and documenting.

During the oral examination the student is expected to summarize the answers to their

written exam and address any areas that were identified as deficient. The exam usually

lasts two hours. The committee evaluates the student’s performance. Each faculty

member will vote for a “pass” or a “fail”. A majority of members must vote for a pass.

A tie vote is considered a fail. The committee has the discretion to issue a pass with

distinction.

The results of a student's performance on the comprehensive examination are recorded on

a GS5 form completed by the Comprehensive Exam Committee, available on the

Graduate School website. Each committee member must sign (not print or type) his or

her own name and designate the area of specialization as passed or failed. The student

takes the signed GS5 form to Enrolled Services and the major advisor places a copy in

the student’s file.

Evaluation Categories: The committee members’ final evaluation of the written and oral examination is based on

the consensus of the committee using the categories below. To advance to candidacy, the

student must achieve a Pass on all components of the examination.

PASS WITH DISTINCTION, based on superior performance.

PASS, acceptable performance.

FAIL WITH THE OPPORTUNITY FOR REMEDIATION AND REPEAT OF THE

EXAMINATION, based on fair performance in some areas and minimal or unacceptable

performance in others.

FAIL WITHOUT OPPORTUNITY TO REPEAT, based on minimal or unacceptable

performance in almost all areas.

Students who fail the comprehensive examination may be offered the opportunity to

repeat the exam. Students who are permitted to retake the examination will be allowed

one and only one retake. Retakes on the comprehensive written or oral examination shall

be taken within one year of a failure.

31

Time Limit: Comprehensive examinations must be passed no less than 6 months and no more than 5

years prior to the date of graduation. All remaining requirements for the degree must be

completed within five calendar years after the date of the completion of the

comprehensive exam. (Clemson University Graduate School Announcements).

Dissertation and Establishing a Program of Research: The dissertation for the HCG PhD requires both preparations of manuscripts (at least

three) submitted prior to graduation (with the third manuscript identified as Chapter Four)

and the dissertation research started after passing the comprehensive exams.

Dissertation/Research Proposal: The first step is to write a dissertation proposal. For example, if an experimental or quasi-

experimental study is to be conducted then the proposal includes an Introduction,

Methods, Analyses, and Hypotheses / Predictions sections for each of the

experiments/studies you will be conducting, as well as complete References. The format

of the dissertation proposal will vary. Check with your Dissertation Committee for the

guidelines for your proposal.

Put a lot of thought into your proposal; it will be the core of your dissertation write-up. In

other words, the more work you do now, the less you'll have to do later. Also, be explicit,

clear, and complete, so your Dissertation Committee can fully understand your proposed

project and can then properly advise you. The ultimate goal is for you to prepare a

dissertation that eventually leads to an article that will be published in one of the major

scientific journals in your field.

Your Dissertation Committee approves your dissertation proposal at your proposal

defense meeting. Take a copy of the Doctoral Level Approval of Dissertation

Proposal form so it can be filled out at the meeting. This form should be filed with the

Doctoral Coordinator.

Manuscript Development:

In the HCG doctoral program it is expected that the student will develop and submit at least

three manuscripts prior to graduation. These will include at least a topic-focused problem,

review of the literature, and at least one describing the research and results of the

“dissertation” project.

After the student has passed the comprehensive examination, the dissertation proposal

has been approved and Institutional Review Board (IRB) approval is granted, work on the

dissertation can proceed. This work is coordinated by the major advisor/dissertation

chair, but each member of the dissertation committee should participate in the ongoing

process since they all must approve the finished draft of the dissertation.

32

The structure and content of the dissertation is one of the most critical matters that will be

decided between you and your advisor (with the input from your Dissertation

Committee). You also might find it helpful to develop a dissertation support group with

other students. The formatting guide for dissertations is the most recent edition of

Publication Manual of the American Psychological Association. After the dissertation

chair indicates that the dissertation is acceptable for examination, the student must submit

copies of the dissertation and abstract for distribution to the committee members, and any

appointed examiner. The dissertation must be in completed form, with finished diagrams,

etc. Faculty must have a minimum of two weeks to review the student's work.

Requirements for the Healthcare Genetics Article-Style Format for

Dissertation (ASFD) Purpose: research

The Healthcare Genetics doctoral program faculty support the article-style format for

dissertation (ASFD). After discussion it was determined that the ASFD met an additional

goal for the student to graduate from the PhD program with multiple publications in

addition to the traditional dissertation research project with written description. It is

believed this provides the student with a better foundation for research program

development after graduation and experience with manuscript development and the

submission process.

These guidelines are intended to help the HCG doctoral students, their advisors and

committee to determine and share the expectations for the ASFD. The shared ASFD

format expectations will ensure consistency among faculty and students from cohort to

cohort in order to aid in facilitating the quality of ASFD from the HCG doctoral program

over time.

These guidelines are based on a collection of similar documents provided by other

institutions and those provided by the Clemson University Graduate School at

http://www.grad.clemson.edu/Manuscript/format.php?PHPSESSID=6qoeffvcf0g953kv1

mdr2ca800.

General Guidelines

1. The ASFD should consist of three full-length manuscripts that have been

published or submitted for review to three peer-reviewed journals prior to the

dissertation defense date.

2. The articles incorporated into the ASFD must be based on work completed while

the student is enrolled at Clemson University.

3. Each manuscript/publication is required to be approved by the dissertation

committee as a final component of the ASFD.

4. The dissertation must be the student’s original idea.

33

5. The dissertation can be embargoed until article submitted or reviewed to protect

the copyrights and patent rights of the student. See

http://www.grad.clemson.edu/manuscript/upload.php for more detailed

information.

6. There shall be a coherent topic or common theme among the publications, as

defined by the student and finally approved by the dissertation committee.

7. The student should be the lead author on all three articles/manuscript submissions

presented as part of the ASFD. However, if the peer-reviewed journal has other

requirements for publication (such as a terminal degree) the dissertation

committee be the final determinant regarding appropriateness of the paper for

incorporation into the ASFD.

8. If an article/manuscript is multi-authored, the student needs to justify or clarify

the contributions of the other authors in relationship to the research project.

These could include origin of the research idea, concept and design, data

collection, analysis and interpretation of the data and other significant areas of

contribution requiring other types of information specialty.

9. It is expected that the major advisor of the doctoral committee will be involved in

every aspect of the dissertation.

Suggested ASFD Overall Format:

PRELIMINARY PAGES

Title page

Copyright - If the material in any chapter has been published, the student must obtain a

letter of permission from the publisher allowing the student to use the work in the

dissertation. Doctoral students should inform the publisher that ProQuest Learning and

Information Company will microform the dissertation and that copies of the dissertation

will be sold on demand. A copy of the letter must be provided to the Graduate School

Office. In addition, proper credit (as instructed in the letter of permission) must be given

in the text.

Abstract - Include only one all-inclusive abstract. This should be a description of how

the various articles/manuscripts have been weaved together. It should include

“connecting language to bridge each study to the next” with a “collective meaning” and

“combined contribution” to the field of study presented as a coherent body of work.

If abstracts are provided with the other two papers (Chapter Two and Three), they should

have the title of “overview”.

Abbreviations - Include for the complete document.

Acknowledgements for all chapters

Dedication

34

Table of Contents - Subheadings from the separate articles should not be included; do

include the subheadings from the introductory and summary sections.

List of Tables - Include for the complete document.

List of Figures - Include for the complete document.

MAIN BODY

Chapter 1: Introduction—The function of the introduction is to weave the various

articles/manuscripts together. It should describe, for the reader, their “collective

meaning” and “combined contribution” to the field of study. This chapter should include:

1. Statement of the problem

2. Significance of the problem

3. Theoretical framework supporting the primary dissertation problem/issue

4. An overview of the important literature (Each article/manuscript will have its

own unique literature review)

5. Research questions/hypotheses as they relate to each article/submission

6. Methodology used to answer those questions as they relate to each

article/submission

Chapter Two: First Article

1. Article/manuscript with subheadings and references for Chapter Two in format

required by the peer-reviewed journal to which the paper was submitted or

published

2. Appendices

Chapter Three: Second Article

1. Article/manuscript with subheadings and references for Chapter Three in format

required by the peer-reviewed journal to which the paper was submitted or

published

2. Appendices

Chapter Four: Third Article - This is the dissertation research. It is expected this will

be submitted to a peer-reviewed research journal to be approved by the chair of the

dissertation committee

1. Manuscript with references in format required by the peer-reviewed research

journal to which the paper was submitted or published

2. Appendices

Chapter Five: Conclusion -

1. Summarize (from the three papers) the dissertation’s main findings,

limitations, discussion and recommendations.

2. Present and discuss the similarities and differences between the three separate

articles/manuscripts.

35

3. Present the papers as a coherent body of work.

4. Explain how this dissertation makes a contribution to knowledge regarding the

problem and the specialty area of healthcare genetics.

5. Present/discuss the knowledge gaps from the three papers.

6. Describe an agenda for future research, based upon the dissertation work.

References - Included from Chapters One and Five.

Appendices - Additional pieces that relate to the manuscript as a whole

The Dissertation Defense:

The dissertation defense is a University-required component of the doctoral program of

study. Defending one's research is a fundamental facet of scientific scholarship. It is

through this process that the student clarifies, validates, and demonstrates the significance

of his or her research. As such, the oral defense represents the culmination of the

matriculation process.

The dissertation should be distributed to the members of the Dissertation Committee at

least two weeks prior to the final oral defense, regardless of circumstances. If there are

corrections, they must be available at least one week before the final oral defense. The

final oral defense is usually a discussion of the research carried out in the dissertation,

including the theory and literature upon which it was based; however, questions may be

asked about the field that extends beyond the specific subject matter of the dissertation.

To ensure fairness in the examination procedure and maintenance of academic standards,

the program coordinator may appoint an outside member to the examining committee.

The outside member of the committee will read and critique the dissertation, will

participate in the oral part of the exam, and will submit a report to the HCG Program

Coordinator.

Scheduling the Dissertation Defense:

The student must be registered during the semester in which the defense examination is

taken. This should allow time for the members of the committee to review and evaluate

the dissertation before the examination, and also allow sufficient time after the

examination for the student to revise and submit the unbound dissertation to the Office of

The Graduate School before the specified deadline date.

Please forward your announcement to Lavonne Sloop at lsloop@clemson.edu and Eartha White

at weartha@clemson.edu.

Evaluation: The final oral examination in defense of the dissertation will be conducted and evaluated

by the dissertation committee and outside member, should one be appointed. All faculty

members on the committee should be present for the defense. No defense should be

scheduled when a member of the committee cannot attend. The dissertation defense is

open to the academic community. The Program Coordinator is invited to attend. Other

interested faculty members may attend the examination without vote. Students also are

36

strongly encouraged to announce their orals for presentation to other graduate students.

The dissertation and the student's performance on the final oral examination must be

approved by a positive vote by at least three-fourths of the voting examiners, and with not

more than one dissenting vote from among the dissertation committee

Dissertation Defense Evaluation Rubric: HCG Doctoral Student Learning Outcome Assessment

Title of Dissertation:

Date of Defense:

Learning Outcome Expectation Does not meet

expectations

(unacceptable)

Meets

expectations

(acceptable)

Exceeds

expectations

(outstanding)

Knowledge and skills 3.99 (<80%)

or lower

4-4.49

(80%-<90%)

4.5-5

(90-100%)

Theory or framework Appropriate for

hypotheses and able to

guide the research

Literature review Demonstrates

comprehensive

knowledge of current

research in field

Hypothesis/objectives Generates viable

research question and a

testable hypothesis

Research methods Applies appropriate

research methods to

address hypothesis

Communication 3.99 (<80%)

or lower

4-4.49

(80%-<90%)

4.5-5

(90-100%)

Writing Dissertation is clearly

written and

communicates high

level material well to

the reader

Oral explanations Oral explanations are

clear and succinct

Format of dissertation Dissertation requires no

or minimal changes to

be acceptable to the

institution

37

Critical thinking 3.99 (<80%)

or lower

4-4.49

(80%-<90%)

4.5-5

(90-100%)

Analysis of data Analyses relate to

conceptual framework

Interpretation of results Interpretation justified,

not over or under-drawn

Conclusions Justified, based on

appropriate statistics

Ethical research 3.99 (<80%)

or lower

4-4.49

(80%-<90%)

4.5-5

(90-100%)

Required classes

complete

B or better earned in

each

Appropriate certifications Biosafety, IRB, etc

documented

Copyrights Included as needed

Evidence of original

work

Literature search

supports that research is

original

Appropriate citations No evidence of

plagiarism

Completion: After the dissertation committee members have reviewed and approved the dissertation

and after the student has passed the final oral examination in defense, the student must

incorporate into the dissertation any recommended changes and corrections before

presenting it to the major professor for final review and signature on a title page.

The student and his/her adviser also must submit a signed GS7D form to Enrolled

Services regarding successful passage of the defense with date and names of committee

members present at the defense. Once all requirements are completed, final approval on

the graduate student form for graduation must be obtained from the Chair.

+

38

V. Taking Care of Yourself For graduate students, taking care of yourself means being able to balance your academic

life with your physical, emotional and spiritual needs. While you are in graduate school,

it is important that you eat healthy foods, exercise, rest, find effective ways to deal with

stress, and feel connected to your community. This section will highlight some

opportunities to live a balanced life during graduate school.

Health Services: University Health Services are provided at the Redfern Health Center. Students do not

have to worry about spending too much money on basic health services. Most of the

costs are covered by your health insurance. The following services are provided by

Redfern:

• Routine health care, medical treatment of injuries and illness, flu and allergy shots, and

travel check-ups

• Counseling for stress reduction, smoking cessation, nutrition

• Counseling and psychological services

• Relationship and sexual violence services

• Laboratory, pharmacy and radiology services

• Women’s clinic

The appointment line for medical services is 656-1541. For counseling and

psychological services, the number is 656-2451.

Additional health education and health services are provided at the Sullivan Center in 101

Edwards Hall (656-3076). Nurse practitioners are the primary providers and they offer

health risk appraisals (physical exam, cholesterol screening, blood chemistry profile and

hemogram), health management and sick care, and immunizations. Your family members

are welcome to use the health services at the Sullivan Center. Their charges for services

are much lower than local physicians. Go to their website for more information about

services and prices (http://virtual.clemson.edu/groups/wellness).

Health Insurance: The University provides a student health insurance plan. For more information about the

policy go to: http://www.studenthealthinsurance.com.

Disability Services: If you have a diagnosed physical, mental or learning disability, contact the Office of

Disability Services for information and help. They are located in G-4 in the Redfern

Health Center (656-6848).

39

Working at Clemson University and the School of Nursing: Some doctoral students in the HCG PhD program may be employed with Graduate

Assistantships. These can be either teaching or research focused. Students supported on

assistantships receive a stipend to assist with living expenses while the student pursues

his/her degree. Students on assistantships usually receive a tuition waiver while taking 9-

12 hours of graduate courses.

Students who hold assistantships experience educational and professional benefits. The

responsibilities and benefits of assistantships vary, but, in general, students gain further

instruction in techniques in their fields, hone evaluation, and have collegial collaboration

with advisors that may result in joint publications.

Assistantships (GTA or GRA) may be terminated by the School of Nursing for poor

performance, failure to meet academic requirements (GPA or credit hours) and/or due to

a lack of funding. Every effort should be made to give adequate notice if you are

terminating the assistantship. Read the Graduate Announcements section on

assistantships for more information.

Graduate Teaching Assistantships (GTA): Stipends are set according to the policy of the School of Nursing. These positions come

from training grants or university funds. The students have multiple teaching roles that

might be assigned such as classroom assistant for faculty, clinical settings or web

development in the School of Nursing and other interdisciplinary programs.

Graduate Research Assistantships (GRA): Graduate research assistantships provide graduate students with financial resources

necessary to complete their degrees while learning the skills of actively participating on a

research team. Funds for research assistantships come from faculty research grants or the

university. These will fluctuate depending on faculty funding. A graduate student is

assigned to work for a professor on a research project and, while doing so, is supported as

a Graduate Research Assistant (GRA).

For research assistants, there is a distinction between activities that contribute directly

to the student’s research or academic career, and activities that contribute primarily to

the scholarship of others.

The first distinction affects GRAs whose dissertation research is related to the research

project they are assigned to as a GRA. Students and faculty will be co-authors on

publications that result from the faculty’s research. However, the student’s dissertation

project must be independent research that is conceptualized by the student. For

example, the student develops a new way of conceptualizing and analyzing existing data,

or administers a new questionnaire to subjects in the ongoing research. Research

assistants commonly devote many hours to such activities, and it is extremely difficult to

separate out the number of hours spent “on the assistantship” and the number of hours

40

spent on the student’s project. GRAs in this category should understand clearly the

faculty supervisor’s publication and intellectual ownership policies, and any changes

throughout the association should be communicated to the student.

In the second distinction of research assistants have duties which support the research of

the faculty. Their work on the assistantship is unrelated to their dissertation work.

Students may or may not be invited to participate as authors of publications or

presentations. The GRAs who have these appointments may spend up to 20 hours per

week on assistantship activities, depending on the time negotiated with the faculty, over

the course of their appointments.

The duties of a GRA will be provided by the professor in charge of the project. Each

graduate research assistant will clarify with their research supervisor the responsibilities

and duties regarding the research. The student’s performance is reviewed at the end of

each semester. Graduate Research Assistantships are 12- month appointments.

Assistantships are assigned on a year-to-year basis. Renewal is at the discretion of the

School of Nursing.

The research supervisor will provide an orientation regarding the research project. Other

project staff members are also available to assist. Graduate students will find that the

faculty is busy with teaching, research, meeting grants deadlines and funders

expectations. GRAs must learn to ask for assistance when needed. However, as the

student becomes more experienced, he or she is expected to become more self- directed.

Graduate School Policies: The Clemson University Graduate School can be reached at: 864-656-4172,

http://www.grad.clemson.edu/. All appointments for assistantships must be processed on

the Graduate Assistantship Tuition Remission form. The School of Nursing budget

officer (located on the 5th floor of Edwards Hall) will complete all payroll forms for the

GTA appointment. A minimum enrollment is required for appointment as a graduate

assistant.

Academic year, minimum is nine semester hours for all graduate

assistants.

Minimum enrollment in the summer sessions is three semester hours per

session.

Undergraduate credits may be included in the minimum, provided they are relevant to the

student’s degree program and approved by the advisory committee.

Payroll and Paydays:

If you are at GTA/GRA ensure that you are set up on the payroll (See Budget Officer 5th

Floor, Edwards Hall). The tuition waiver that accompanies the research assistant is not

taxable. Assistantship stipends are taxable, and state and federal taxes are withheld from

stipends. International students should make an appointment to meet with Mack Howard

in the International Affairs Office (303 E Martin) to discuss their taxes. The United

41

States has different tax treaties with different countries, so the amount of taxes varies.

Mack Howard provides free assistance to help International students in completing tax

forms. Make your appointment well in advance of the April 15th deadline.

All Clemson University employees are paid per policy. The Nursing budget employee,

located on the 5th floor of Edwards Hall, can inform you of the payday schedule. If you

have questions about the amount of a check please discuss this with the budget employee.

Holidays and Personal Leave: University Holidays Number of Days Paid

New Year’s Day 1

Martin Luther King Day 1

Spring Break Day 1

Independence Day Day 1

Fall Break Day 1

Thanksgiving Day 2

Christmas Day 4

Optional Holiday Day 1

Graduate students are entitled to take as holidays the days on which the University is

officially closed. The Human Resources website lists specific holiday dates

(http://www.clemson.edu/employment/benefits/holiday.html ).

Leave Without Pay:

Graduate students with nine-month or 12-month graduate teaching assistantship

appointments work on the same calendar as faculty with nine-month or 12-month

appointments, respectively. Duties over holiday periods for graduate research

assistantship appointments should be agreed upon in writing by the student and the

faculty advisor in charge of the research program.

Graduate assistants may request up to four weeks of leave without pay per semester and

one week of leave without pay per summer session for illness or death of a close family

member, and personal illness or hardship. If leave is not approved by the administrator of

the graduate assistantship, the graduate assistant may petition the Graduate School for

approval.

A graduate assistant is eligible for up to six weeks of maternity leave without pay. The

request for maternity leave must be made to the department at least one month in advance

(Clemson University Graduate Announcements).

Outside Employment: One of the purposes of research assistantships is to support the student’s living expenses

during his or her graduate studies. Therefore, it is the policy of the School of Nursing to

discourage students from outside employment if the assistantship is a full- time

appointment of 20 hours per week. Exceptions to this policy are temporary consulting

and/or tutoring jobs. Federal law does not permit international students to work off-

42

campus.

Area Health Centers and Hospitals:

Clemson Health Center (AnMed Health & Oconee Memorial Hospital)

885 Tiger Blvd (Hwy 123)

Clemson, SC

864-654-6800

This facility provides primary care and diagnostic services. They also have an Urgent Care

Center (no appointment needed) that is open on weekdays and on Saturday (10 am to 6pm)

and on Sunday (1 pm to 6 pm).

Clemson Ophthalmology

931 Tiger Blvd

Clemson, SC

864-654-6706

This office has both a Board Certified Eye surgeon and an Optometrist. Oconee

Oconee Medical Center

298 Memorial Drive (Hwy 123)

Seneca, SC

864-882-3351 http://www.oconeemed.org/

This is hospital is 7 miles from Clemson University and has an Emergency Center.

AnMed Health

AnMed Health Medical Center Campus

800 N. Fant Street

Anderson, SC

800-825-6688 www.anmedhealth.org

This hospital is located 17 miles from Clemson University. This hospital has an

Emergency Center.

Greenville Hospital System University Medical Center

Greenville Memorial Medical Campus

701 Grove Rd. Greenville, SC

864-455-7000 http://www.ghs.org

The Institute’s Strong Communities project works with Greenville Hospital Pediatric,

Family and OB Primary Care Services staff. The Medical Campus has many specialty

centers as well as a Level 1 Emergency Trauma Center. The Greenville Memorial

Medical Campus is located about 40 miles from Clemson.

Staying Healthy: We all enjoy eating, and as a graduate student there is a temptation to skip meals or just

grab a slice of pizza. As a graduate student with a busy research and class schedule, it is

important to eat right. Try to eat a variety of whole grains, vegetables, fish and chicken,

lean meats and low-fat or fat free dairy products. Also, the size and portion should be

considered when consuming food. Bring your meal to campus and warm it up in the

43

microwave rather than eating junk food from the vending machine.

Exercise: Exercising is a great way to reduce stress, anxiety, depression and, of course, maintain

your health. Clemson offers many opportunities for exercise. Use the Fike Recreation

Center. Besides the pool, walking track, weights and exercise machines, they offer a

variety of exercise and recreation classes. Many students also walk or jog around

campus. The South Carolina Botanical Gardens has a number of trails, and there is a

great trail across the earthen dike that begins at the Madren Center.

The Upstate of South Carolina offers white water rafting, kayaking, swimming, boating

and fishing in the numerous lakes and rivers. Hiking or biking opportunities are plentiful

with our scenic mountain trails and winding country roads. You can also explore small

towns, visit museums and Native American exhibits, attend local festivals and explore

plantations. Take a break from your studies and research and enjoy an outdoor activity.

The following websites provide information about the Upstate and South Carolina:

http://www.theupstate.com

http://discoversouthcarolina.com

http://www.upstatescusa.com

As you get involved in your graduate program and research, it becomes harder to make

time for exercise. Make exercise a priority. Staying healthy and establishing healthy

habits are as important as studying. Find an activity that you enjoy and you will stick

with it for a lifetime.

Stress and Coping: Graduate School can be a stressful experience. Fellow classmates and your advisor are

important sources of support, but sometimes you need professional help. Clemson’s

Counseling and Psychological Services (CAPS) provides free short-term counseling. Call

for an appointment at 864-656-2451. There is also free 24 National Graduate Student

Crisis Line 1-877-GRAD-HLP (472-3457). Find coping strategies to help you manage

the challenges of graduate school. Remember to keep things in perspective and maintain

a balance between work and life.

Spirituality: Graduate school provides the opportunity to learn more about your faith, values and

beliefs. Get to know those who share your beliefs as well as those who do not. The

campus phone directory lists “Campus Ministries to Students”. Louis Bregger in the

Gantt Intercultural Center can also help you make contact with religious/spiritual leaders

(864-656-0437).

Campus Safety: Is this campus safe? In relative terms, yes, it is. There is very little violent crime

(assaults, robberies, rape) in Clemson or on campus. The most common crime on campus

is theft, especially computers. This is a beautiful campus located in a rural area, but that

44

does not mean we are immune from crime. Here are some basic precautions:

Housing/Campus: Lock your doors, both at home and when you leave work at night. It is also good to lock

your office door whenever you are gone—even for a few moments. The staff leaves at

4:30 PM, and by 8:00 PM the P & A building is pretty empty. You will find some

graduate students and faculty working late, and the housekeeping staff arrives around

11:00 PM. When working after hours in the P &A building, it is a good idea to keep your

door locked. If you are leaving late and want an escort to your car or the bus stop call the

campus police at 864-656-2222.

Personal Information: Keep your identification close to you at all times. Do not lend your passwords, pin

numbers or credit cards to anyone. If someone takes your credit cards or ID notify the

police and credit card companies immediately.

Parking: Park your car in well-lit areas especially if you are working late at night. If you know

you will be working late, after 4:30 PM move your car closer to the building. Have your

keys ready when you leave the building.

Walking/Hiking:

Let people know where you are going and when you plan to return. Walk/hike with a

buddy. Be careful crossing the street. It is not the custom in South Carolina to stop for

people crossing the street unless there is a crosswalk.

Drinking: Use good sense when consuming alcohol. Take the CAT bus service if you imbibe too

much. Drinking on campus is permitted only in a few designated areas. If you desire

counseling related to alcohol use contact Arthur Logan at 864-656-2451.

45

VI. Funding Your Graduate Education

As you pursue your PhD at Clemson University, it is likely that one of your concerns is

how to fund your students and cover your living expenses. Take an active role in

securing funds for your doctoral education. You are expected to submit a proposal for

external funding during your third or fourth year. Use the internet to investigate funding

options. Apply for sources of external support and do not overlook small funding ($200

to $1,500) options. These awards might cover books and supplies, travel to a conference,

or support dissertation activities.

The following list identifies some of the sources of funding. Additional information will

be provided in the sections that follow.

Personal funds-yours, your family’s or a benefactor’s.

Loans-credit union, bank, federal student loan programs

Fellowships from CU sources, Graduate School

Teaching Assistantship

Research Assistantship

Employment on campus

Employment off campus

Awards from extramural funding sources

Conference travel funds (Graduate Student Government)

You are strongly encouraged to seek external funding. If you receive an award from an

extramural funding source, this provides significant advantages. It will have an impact

when you submit funding proposals in the future and ultimately in your job search,

especially if you are likely to seek employment at an educational institution, a public

service organization, or a non-profit agency.

Financial Aid Loans This option initially requires less effort and initiative, but eventually is more painful.

When you have completed your degree program, or if you choose not to continue your

education, you will be obligated to begin repaying your loans. In addition, there is a

maximum amount that you can obtain from any source. It is important that you exercise

caution so you will not have an excessive amount of loans to repay.

If you are considering a loan, consult with the Office of Financial Aid (Sikes Hall) to

obtain information about the loan process.

To qualify for financial aid, a student must meet the following criteria:

Be a U.S. citizen, permanent resident, or an eligible non-citizen

Enrolled at CU in a degree-seeking program. The only non-degree graduate

students who can receive federal loans are those pursuing a teaching certificate.

Making satisfactory progress in completing a degree program, according to U.S.

46

standards.

Enrollment is required, and the loan amount available depends on whether it is

full time or part time.

Not be in default on any federal educational loan.

Not owe a refund on any federal educational grant.

Loan Programs Some programs such as the Pell Grant which support undergraduate students, are not

available to graduate students. The options for graduate students and specific criteria are

outlined below. If you are an international graduate student, you cannot receive support

from federal loan programs, but you do qualify for Graduate School fellowships and for

many extramural funding programs. For any of the following options, graduate students

must complete the FAFSA Form to determine how much they may receive.

Per the Clemson University Financial Aid Website http://www.clemson.edu/financial-

aid/types/loans/stafford.html the following information is available regarding Federal

Loans

Federal Direct Loans are available for both undergraduate and graduate borrowers. A

student must be enrolled in at least a half-time status (six hours for undergraduate; five

hours for graduate) in order to receive a Direct Loan. Loan repayment begins six months

after graduation or departure from school.

An unsubsidized Direct Loan is not awarded on the basis of financial need. You

will be charged interest on the loan from the time of the first disbursement until it

is paid in full. If you allow the interest to accrue (accumulate) while you are in

school (or during other periods of nonpayment), it will be capitalized. This means

the interest will be added to the original principal amount of your loan, and

additional interest will be based on the higher amount. Making interest-only

payments while in school will result in a lower amount repaid in the long run.

Loan Amounts

The maximum amount you can borrow each academic year depends on your grade level

and dependency status. Graduate students can obtain a yearly amount of $20,500 (all

unsubsidized) and can obtain a lifetime borrowing limit of $138,000 (All unsubsidized).

Other Employment Opportunities Additional hourly employment opportunities exist on campus. Aramark Food Service

needs part time help to cater banquets and help with meal service on campus (meal and

pay). The Clemson University Police Department hires security personnel for special

events such as concerts and basketball games. The University also maintains Tiger Pool.

Departments call Tiger Pool to request hourly help such as typing. Self-employment is

also an option that many graduate students choose because it allows flexibility in their

schedules. There is a demand for tutoring from undergraduate students. Other options

include house sitting for faculty and staff or reading documents onto tapes for disabled

students (contact Disability Services).

47

Funding from Extramural Sources

There are many funding sources from external organizations that support graduate

students in their doctoral studies. When you begin to search for a position, you will have

a tremendous advantage if you can demonstrate that you have experience with submitting

funding proposals to external sources. Increasingly today, position descriptions appear

with the words ―grant-writing experience‖ as either a required or preferred skill. In

addition, if you have received an award from a nationally competitive program, your

subsequent proposals will be considered more favorably. While you are a graduate

student, you are in an optimal position to learn the process of writing funding proposals, a

position that is unlikely you will ever experience again. Your academic advisor, research

supervisor and your peers are here to review your proposals. The graduate school,

colleges and the PhD program hold seminars and workshops to help with proposal

writing. Three sources of extramural funding are described below. Other sources are

available on the PhD program website.

The National Research Service Award (NRSA)

The National Research Service Award (NRSA) http://grants.nih.gov/training/nrsa.htm

from NIH is a common avenue obtaining your own funding. The individual NRSA is a

small grant application, similar to the R01s that Principal Investigators write to support

their lab, except the scope is much smaller and you don't have to write a detailed budget.

Its primary purpose is to ensure the training of independent research scientists to carry

out the nation’s biomedical and behavioral research agenda. The NIH awards individual

NRSAs to the most promising applicants to support their full-time research training.

Tuition and fees are covered. In addition, there is an institutional allowance that can pay

for health insurance, travel to meetings, research supplies, books, etc.

ELIGIBILITY:

All applicants must be US citizens or non-citizen nationals

Predoctoral (F31) - Must have baccalaureate degree and be enrolled in a PhDprogram.

All NIH institutes will accept applications from minority and disabled students (see

Program Announcement) - Receipt dates are May 1st and November 1st.

Four of the institutes award F31s to other graduate students:

• NIMH - National Institute of Mental Health

• NIAAA - National Institute on Alcohol Abuse and Alcoholism

• NIDA - National Institute on Drug Abuse

• NINR - National Institute of Nursing Research

If you are a graduate student who is not a minority or disabled, you can apply to any

of these four institutes. Ensure that your project is relevant to the mission of the institute.

48

Fulbright Program

The primary aim of the Fulbright Program is further mutual understanding between

people of the United States and other countries. Fulbright Awards are available to U.S.

graduate students and non-U.S students. All fields of study are acceptable, unless

otherwise stated in the Individual Country Summaries. http://eca.state.gov/fulbright

What does the grant cover?

Both US Students and Non US Students can apply for this program if the requirements

are met. At a minimum, Fulbright grants provide funds for international transportation, a

living stipend, a small book/research allowance, and medical insurance. Some countries

will also provide tuition assistance, a small dependent’s allowance, a pre-departure or in-

country orientation, or other grant enhancements.

Area Studies / Fellowships

German Academic Exchange Service Study scholarships are awarded to highly qualified graduate students of all disciplines to

provide the opportunity to study in Germany. Applicants should be US or Canadian

citizens. Foreign nationals must have studied at an accredited US or Canadian university

for at least two years. Applicants should have a good command of German.

Scholarships support area studies, research and summer language courses

https://www.daad.org/

TIAA-CREF Research Fellowship Fellowships are awarded based on evaluation of submissions by an objective

panel of judges. Candidates must register online prior to submission. https://www.tiaa-

crefinstitute.org/public/institute

American Association of University Women There are two fellowships of interest. The International Fellowships are awarded for

research to women who are not United States citizens or permanent residents. American

Fellowships support women doctoral candidates completing dissertations. Applicants

must be U.S. citizens or permanent residents. Candidates are evaluated on the basis of

scholarly excellence, teaching experience, and active commitment to helping women and

girls through service in their communities, professions, or fields of research.

http://www.aauw.org/

Council of American Overseas Research Centers This program is open to U.S. doctoral candidates and scholars who have already earned

their PhD in fields in the humanities, social sciences, or natural sciences and wish to

conduct research of regional or trans-regional significance. Fellowships require scholars

to conduct research in more than one country, at least one of which hosts a participating

overseas research center: Bangladesh, Cambodia, Cyprus, Egypt, Greece, India, Iran,

Israel, Italy, Jordan, Mexico, Morocco, Pakistan, Senegal/West Africa, Sri Lanka,

Tunisia, Turkey, West Bank/Gaza Strip and Yemen. Approximately 10 awards of up to

$9000 are made each year. Doctoral candidates must be ABD. http://caorc.org/

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German Exchange Service Research grants are awarded to highly qualified PhD candidates. Eligibility requirements

are the same as those for area studies awards. In addition, applicants must have a well-

defined research project that makes a stay in Germany essential. Preference will be given

to applicants who have been invited by a faculty member at a German university to do

research with a specific department. http://www.daad.org

Harry Frank Guggenheim Foundation The foundation welcomes proposals from any of the natural or social sciences and

humanities that promise to increase understanding of the causes, manifestations, and

control of violence, aggression and dominance. Highest priority is given to research that

can increase understanding and amelioration of urgent problems of violence, aggression,

and dominance in the modern world. Funding is only for the final year of PhD work and

is to support the writing of the dissertation. Applicants may be citizens of any country.

http://hfg.org/

Social Science Research Council This Council offers a number of research fellowships for graduate students. This

includes a Dissertation Proposal Development Fellowship (60 awards), Eurasia Title VII

Fellowships, International Dissertation Research Fellowship (50 awards), and Japan

Studies Dissertation Workshop. The web site also includes a section on ―The Art of

Writing Proposals. See the web site for more details http://www.ssrc.org/

Spencer Foundation Dissertation Fellowship Program The Dissertation Fellowship Program seeks to encourage a new generation of scholars

from a wide range of disciplines and professional fields to undertake research relevant to

the improvement of education. These $25,000 fellowships support individuals whose

dissertations show potential for bringing fresh and constructive perspectives to the

history, theory, or practice of formal or informal education anywhere in the world.

Applicants need not be citizens of the United States, but must be candidates for the

doctoral degree at a graduate school within the United States. The fellowships support

the final analysis of the research topic and the writing of the dissertation.

http://www.spencer.org/content.cfm/fellowship-awards

Woodrow Wilson National Fellowship Foundation As one of the fellowships offered through this foundation http://woodrow.org/, the

Charlotte W. Newcombe Dissertation Fellowships are designed to encourage original

significant study of ethical or religious values in all fields of the humanities and social

sciences, and particularly to help PhD candidates in these fields complete their

dissertation work. In addition to topics in religious studies or in ethics (philosophical or

religious), dissertations appropriate to the Newcombe Fellowship competition might

explore the ethical implications of foreign policy, the values influencing political

decisions, the moral codes of other countries, and religious or ethical issues reflected in

history or literature. Approximately 30 awards are made each year.

The Woodrow Wilson Doctoral Dissertation Fellowship in Women’s Studies encourages

50

original and significant research about women that crosses disciplinary, regional, or

cultural boundaries. Previous Fellows have explored such topics as women’s roles in

African-American adult literacy, militarism and the education of women, the influence of

grassroots entrepreneurship on gender roles in India, the evolution of women’s

movements in Eastern Europe after the Cold War, and the dynamics of employment and

childbearing. Seven awards are made each year.

P.E.O. International Peace Scholarship Fund The International Peace Scholarship Fund is a program that provides scholarships for

selected women from other countries for graduate study in the United States and Canada.

The applicant must be a full time student graduate student. To qualify for her first

scholarship, an applicant must have a full year of course work remaining and enrolled on

campus for the entire school year. Scholarships are not awarded for research, internships,

practical training or travel. Doctoral students who have completed coursework and are

working on dissertations only are not eligible as first time applicants. Awards are for up

to $8000.

http://www.peointernational.org/sites/www.peointernational.org/files/content/ips-info-

card_updates.2012.02.24.pdf

Robert Bosch Foundation Fellowship Program The program provides young American professionals (ages 23-34) with two high level-

work placements in federal government and the private sector in Germany. Ideal

candidates have a Master’s degree or JD, professional experience in one of the

application fields (business administration, economics, law, mass communications, public

policy or political science), outstanding academic records, a genuine interest in Germany

and Europe, and active involvement in community affairs or public affairs. No German

language skills are required at the time of application. Intensive language training is

provided prior to program start. Applications are due around October 15 each year. 20

fellowships are awarded

http://culturalvistas.org/programs-for-students-and-professionals/professional-

fellowships/robert-bosch-foundation-fellowship-program

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Timeline Schedule for Doctoral Students

All forms are available at

http://www.clemson.edu/graduate/students/forms.html

Fall I

GS2 Form completed by student and signed by Program Coordinator at program

orientation.

Submit to the Registrar.

Introduce yourself to faculty and get to know them as potential members of your

dissertation committee.

Fall II-Spring II

Identify Dissertation Committee Chair

Discuss potential members with Chair and extend invitations to the identified

Committee members.

Fall II-Fall III

Upon completion of 41 hours the student is eligible for the Comprehensive Exam.

Meet with Chair to identify dates and discuss procedure/process of the

examination.

GS2 Form revised with final courses determined and form signed by Chair &

Committee members. ***Good to have signed after COMPS to make certain

that required courses identified by the Dissertation Committee, to be completed

prior to graduation are included.

Obtain signatures for the GS5D Form from the doctoral committee, upon

successful completion of the doctoral degree comprehensive examination.

Begin dissertation research only after successful completion of the comprehensive

exam.

End of Program

Apply for graduation through your iROAR account.

Defense Schedule Notice submitted to Graduate School at least two weeks prior

to defense.

Place flyers throughout Edwards Hall, announcing Defense including student

name, date and place with Title of dissertation, at least two weeks prior to defense

date.

GS7D Dissertation defense and approval form signed by Chair & Committee then

turned in to Registrar prior to deadline.

Attend graduation.

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FREQUENTLY CALLED NUMBERS

(all numbers are 864 area code)

School of Nursing Numbers

Interim Director, School of Nursing Dr. Ann Wetsel 656-7622

PhD Program Coordinator Dr. Julie Eggert 656-7938

Student Services Program Coordinator Ellen B. Chiles, M.Ed 250-8881

Admin Assistant, Clinical Coordinator Cynthia Mihalchick 250-6701

Nursing UCG fax 250-6711

University Center/Greenville Tech Numbers

UCG Main Line 250-1111

UCG Library 250-8901

UCG Nursing FAX 250-6711

McAlister Square Mall Assistance 250-8111

(UCG) Public Safety 250-8150

Important Clemson Campus Numbers

Clemson University Grad School 656-3195 Athletic Department 656-2114

Campus Bookstore Mike Namaranian 656-2050

Campus Library Chris Colthorpe 656-5185

Computer Help Desk 656-3494

Student Financial Services (Payment questions) 656-3311 Enrolled Student Services 656-2174

IMPORTANT WEB SITES

Clemson Main Student Site: http://www.clemson.edu/students

Student Financial Services: http://www.clemson.edu/cfo/student-financials/index.html

Clemson Computing & Information Technology: http://ccit.clemson.edu

Financial Aid: http://www.clemson.edu/financial-aid/

iROAR: https://casauth.clemson.edu/