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Kansas State University

Integrating the Socioeconomic,

Technical, and Agricultural Aspects of

Renewable BioEnergy (I-STAR)

NSF-IGERT Training Program

Graduate Student Handbook

Revised January 27, 2014

Note: The policies and procedures stated herein are subject to change.

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Table of Contents Contacts…………………………………………………………………………………….………………………………………………………….3

IGERT Project Guidelines……………………………………………………………………………………………………………………….4

IGERT Faculty Participants………………………….……………………………………………………………………………….4

Vision, Goals, and Thematic Basis………………………………………………………………………………………………………….5

Major Research Efforts………………………………………………………………………………………………………………………….6

Education and Training………………………………………………………………………………………………………………………….7

CORE Teams to Conduct Interdisciplinary Research……………………………………………………………………………….8

Hands-on Field Experiences from the Crop in the Field to Biofuels…………………………………………………………9

GPA Requirements ….…………………………………………………………………………………………………….…………………..10

Reporting……………………………………………………………………………………………………………………………………………..10

Curriculum Development: Case Study Course………………………………………………………………………………………10

Seminar Series……………………………………………………………………………………………………………………………………..11

Technical Conference…………………………………………………………………………………………………………………………..12

Undergraduate Research Student Mentoring……………………………………………………………………………………...12

Graduate Certification in Biobased Products and Bioenergy…………………………………………………………….....14

Summary of IGERT Requirements and Timetable………………….……………………………………………………….…….15

Organization…………………………………………………………………………………………………………………………………….....16

International Collaboration………………………………………………………………………………………………………………….16

Short-term Educational Travel..………………………………………………………………………………………………….………..17

IGERT Trainee Allowances…………………………………………………………………………………………………….……………..19

Health Insurance…….……………………………………………………………………………………………………………………………22

Outreach Activities..…..……………………………………………………………………………………………………………….……….23

NSF Acknowledgements……………………………………………………………………………………………………………………….23

The Doctoral Degree…………………….…………………………………………………………………………..…………………….…..24

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Contacts

Director of the IGERT Program

Mary Rezac – Principal Investigator

Chemical Engineering/

Center for Sustainable Energy

785-532-4317

rezac@k-state.edu

Educational Programs Administrator

Keith Rutlin

Center for Sustainable Energy

785-532-2029

rutlin@k-state.edu

IGERT Governing Board:

Mary Rezac – PI

Jeff Peterson– Co-PI

Peter Pfromm– Co-PI

Kyle R. Douglas-Mankin– Co-PI

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Project Guidelines

Project Description

The Integrative Graduate Education and Research Traineeship (IGERT) is a program developed

by the National Science Foundation to improve the graduate experience. IGERT provides

interdisciplinary graduate training for students who wish to pursue careers in the sciences,

mathematics, engineering, or technology (interdisciplinary being the key word here).

Approximately 20 new IGERT programs are funded each year, and there are now more than

100 at universities across the United States. Each program is unique in its curricular and

research focus. Students interested in pursuing Ph.D.s in the sciences, mathematics,

engineering, or technology can select and apply to IGERT programs that suit their interests.

Students accepted into an IGERT program then begin a rigorous course of interdisciplinary

study (that’s the integrative graduate education and research part) and receive $30,000 a year

plus tuition and fees (that’s the traineeship part).

List of Faculty Participants

This IGERT project will be structured and executed under direction of faculty participants listed

on the IGERT Governing Board. Leaders are indicated for each area and have accepted co-PI

responsibility. Each of the co-PIs and the PI will also serve as advisors to IGERT

trainees/associate. Additionally, Dr. Richard Nelson will act as a collaborator to the IGERT

trainees/associates and faculty advisors in this project.

This group of faculty advisors has a history of working collaboratively on integrated research

projects in biorefining. This history of success will provide a strong foundation from which this

IGERT program can be launched. As IGERT progresses, we will re-evaluate the benefits

gained from adding other faculty advisors to the project. Additions to the list will be made at

the discretion of the IGERT leadership team (the PI and Co-PIs).

IGERT faculty participants with departmental affiliation and area of expertise can be found at

http://igert.ksu.edu/people/faculty

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Vision, Goals, and Thematic Basis

This IGERT program seeks new and innovative solutions to one of the world’s grand

challenges: sustainable energy to meet the needs of a growing world population in ways that

protect the environment and are economically feasible. The target of this IGERT is the

education of future leaders in the aspects of biomass-derived fuels and chemicals. These new

leaders must have in-depth expertise in one home discipline but at the same time have a

substantial appreciation for relationships that exist among agriculture, technology, and society.

All graduates from this IGERT will have “hands-on” experiences with processing agricultural

biomass, experiencing the physical environment of industrial-scale biomass processing with all

its limitations and opportunities, and meeting people that actually perform the work to produce

renewable energy in the communities where they live. A Ph.D. thesis in social sciences,

engineering, or agricultural economics by an IGERT trainee/associate will be evidence of a

deep physical and intellectual experience of how energy is derived from biomass and what this

means for society.

Industrialization coupled with an increasing population has resulted in global energy demand

predicted to double by 2050.i Today, more than 89% of the world’s energy comes from non-

renewable sources which emit carbon dioxide that seriously threatens the environment.ii Our

current dependence upon imported resources for energy poses a very real threat to our national

security. In addition, the continual depopulation of rural communities is destabilizing the

supply of future agricultural products. Thus, our challenge is to assess and develop sustainable

alternative fuel and chemical sources that meet our energy needs, while maintaining and/or

enhancing environmental quality and augmenting our agrarian communities in an economically

sustainable manner.

Biofuels and biobased products can substantially improve environmental quality, rural

economies, and national security.

Kansas State University (KSU) and the citizens of Kansas are uniquely positioned to aid in

realizing a solution to this challenge. Kansas’ biomass resource base represents a significant

source of potential alternative energy and consumer products. Researchers at KSU have already

developed new varieties of crops adapted to our climate, novel technologies for processing

Kansas crops into fuels and consumer products, and models to predict the eco-economic impact

of biofuels production. In 2005, the Kansas Bioscience Authority was formed and funded to

promote research that would lead to economic development in this area. Coupling the legacy of

success of KSU research with the willingness of Kansans to embrace new technologies, a solid

foundation has been formed on which to launch this new initiative.

Realizing this opportunity will require the efforts of scientists and engineers who have an

appreciation for the complexity and degree of interrelation of sustainable production of fuels

from biomass. To succeed, researchers must adopt a systems approach to design and

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optimization. This IGERT program will train students and faculty in a number of issues crucial

to ensuring continued success in this endeavor.

GOALS:

The long-term goal of this IGERT project is to provide an effective and supportive

infrastructure at KSU to respond to opportunities for development of alternative biomass-

derived energy solutions which leverage Kansas strengths and assets. Specific goals include the

following:

Preparation of students to become research and educational leaders who can meet the evolving

needs of the bio-based energy industry through a deep appreciation of the interrelated impact of

economic, technological, agrarian, and societal issues.

Establishment of a vibrant community of researchers focused on systems-oriented solutions to

converting biomass into energy and products. IGERT resources will strengthen existing

interdisciplinary efforts as described below.

Development of agricultural practices and conversion technologies that (1) significantly reduce

the environmental impacts of the production of biofuels and chemicals, and (2) achieve

sustainable and efficient conversion of biomass.

Major Research Efforts

Success of next-generation biorefineries requires an understanding of and appreciation for

integration of feedstock production, collection and transportation, biomass conversion, and

product utilization. To promote this understanding within the IGERT graduate trainees/

associates, research projects will be organized within core teams working toward solutions of

global problems. However, research activities of each IGERT trainee/associate within the team

will be defined by the scientific questions facing the disciplinary field.

Outcomes: This study will quantify the economic benefits of the biofuels industry to rural

communities to date. The most beneficial profiles of ownership and scale of operation will be

identified, which could be used as guidelines by rural communities as new plants are proposed.

In addition, findings will proffer empirical evidence for practical public policy formation,

suggesting strategies for rural communities to maximize their opportunity for economic

development.

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Discovery

Learning Engagement

Integration: The necessary step to achieve sustainability in the conversion of biomass to

fuels and chemicals

Training graduate students in the key issues of sustainable biorefining requires they have an

understanding of the role of agriculture, technology, and social science in the integrated process

design. In this IGERT program, we will leverage our prior success at integrating students and

faculty from across the supply chain in creation of core research teams to address key questions.

Each team will work together to advance the science, technology, and policy of a specific

technological subject. As an example, consider the core team that evaluated the feasibility of

converting existing ethanol prodution facitlites to produce biobutanol. This team consisted of

collaborators from microbiology, agricultural economics, grain science, chemical engineering,

and agricultural engineering. For this particular one-year project, the group met frequently over

the course of the first two months. Following this period of intense problem definition, group

meetings were held monthly to review progress and revisit the problem statement. The group

produced written research reportsiii and made oral presentation of findings to the industrial

sponsor. This mode of multidisciplinary interaction is widely practiced among the IGERT

faculty members and will serve as a model for the core teams utilized by IGERT trainees/

associates.

Education and Training

Our vision is to develop and implement a model academic approach for cultivating a more

integrated, interdisciplinary faculty. The program will foster faculty who can communicate

across the divide between disciplines, are proactive in addressing national-priority issues as

applied locally and regionally, and are better equipped to communicate research-guided

methodologies to engage the citizenry in sustained economic and environmental bioenergy

development. This will require progress in integrating disciplines in the land-grant university

mission of discovery, learning, and engagement.iv

The IGERT Education and Training program emphasizes discovery both in cutting-edge

disciplinary research and at the interfaces between disciplines, through the

novel implementation of core research teams and involvement of outstanding

research mentors. New learning opportunities are provided to IGERT

trainees/associates in planned classroom, seminar, workshop, certificate

program, and field experience activities. This learning will be deepened

for IGERT trainees/associates and expanded to undergraduate researchers

through research mentorship opportunities. Engagement is assured through collaboration with

agricultural biomass producers and bioenergy industrial partners. These program features also

ensure trainees/associates embody scholarship elements of discovery, integration, application,

and teachingv in their graduate program.

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The IGERT program is an innovative educational and training program that recognizes certain

realities. First, IGERT trainees/associates will work, at least early in their careers; within the

existing infrastructure of research that has disciplinary origins. University colleges and

departments, and publishing outlets, for example, most easily recognize and reward

achievements within specific disciplinary boundaries. Second, the most pressing problems of

society are complex and require combinations of disciplinary, interdisciplinary, and cross-

disciplinary thinking.vi It is into this world that IGERT trainees/associates will lead and

transform the next generation of research scholars.

IGERT trainees/associates will learn how to function within an interdisciplinary team to target

practical, implementable, and effective solutions to complex socio-bio-physical issues

associated with the world’s bioenergy future. They will retain their disciplinary

expertise/identity but gain knowledge of methods, knowledge, and skills of other disciplines

that will allow discussion and development of truly integrated solutions. The results will be (a)

researchers that can participate in highly functional and highly fundable interdisciplinary teams

and collaborations, and (b) projects that evolve to address not only cutting-edge disciplinary

advances but also the indirect, and often unforeseen, issues in associated disciplinary areas.

From such projects will come results that have a direct and positive effect on community,

regional, and global energy, environmental, and economic issues.

Core Research Teams to conduct interdisciplinary research

IGERT trainees/associates and faculty will work together on interdisciplinary bioenergy issue

teams for their research projects (see Figure 1.2). Each trainee/associate on the team will share

the same core faculty on his or her thesis committees to guarantee cross-disciplinary impact.

We envision, as an example, that an engineering student working on optimized sorghum

fermentation will also be challenged by his or her dissertation committee to include in the work

discussions of the agricultural and economical aspects of growing large amounts of sorghum.

We anticipate supporting five to seven

bioenergy issue teams during the IGERT

funding period. IGERT trainees/associates will

focus on topics within their discipline, but work

together in interdisciplinary teams, planning,

analyzing, and sharing results of their efforts,

which have multidisciplinary input and

consideration of multiple perspectives.

IGERT trainee/associate dissertation projects

will be conducted in an integrated, concurrent

fashion with overlapping faculty supervisory

committee membership, regular joint meetings,

and with dissertation chapter(s) and publications

Figure 1.2: Core research teams will work

collaboratively to address research questions. A core

team consists of IGERT trainees, faculty mentors, and

UG researchers (supported by matching funds) from

the technology, agricultural, and social groups.

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addressing the collaborative, integrated research issues and results. All IGERT trainees/

associates will work on projects that integrate considerations of at least two of the three system

components identified. For example, while not every student will be expected to employ

economic or hydrologic modeling in his or her project, all IGERT trainees/associates will be

familiar with these different methodologies and able to critically evaluate them. This

scholarship of integration is not achieved through traditional graduate education and will be a

cornerstone of preparing these IGERT trainees/associates for success in addressing the complex

interdisciplinary issues of the future.

An essential element of each core research team will be to conduct leading-edge research in one

or more disciplines, which will be led by IGERT trainees/associates. These novel research

components will often have associated components essential to the interdisciplinary nature of

the overall project, though perhaps not groundbreaking in and of themselves. For example, a

project in which an IGERT trainee/associate is developing a novel cellulose conversion

technology might impact local community groundwater use differently from a traditional

technology. Assessment of hydrological impacts is important to understanding the overall

impact of the technology, but in itself is perhaps not a cutting-edge research topic in hydrology.

To enable research into the off-discipline but highly relevant components and to unload some

tasks from the IGERT trainee/associate, we will invite other non-trainee graduate or

undergraduate researchers to join the core research team. This will expand the number of

students impacted by the interdisciplinary IGERT educational approach, add breadth to the

number and scope of disciplinary research topics, and, critically, allow impacts of the cutting-

edge topic(s) to be explored with greater interdisciplinary context.

Hands-On Field Experiences from the Crop in the Field to Biofuels

Designing systems which sustainably convert biomass to fuels will be most successfully

achieved by those who have an appreciation for the nature of the feedstocks, the technology of

the conversion process, and the societal demands which are placed upon the process and the

product. Very few scientists or engineers have the background to easily anticipate the barriers

which may be faced by new proposed agricultural feedstocks. We will provide field

experiences for IGERT trainees/associates substantially improving their knowledge of the

process.

Small groups of trainees/associates will visit agricultural production facilities for excursions

(three to five days long) in spring (during planting), summer (growing season, water-use issues),

and fall (harvesting, transport). Exact dates and duration of each training excursion will depend

upon the crop of interest. While on location, students will interact with local producers and

citizens of the community to learn more about the perspective of rural communities with respect

to agricultural production and biofuels. Additional training excursions will be made to biofuels

production facilities. A number of grain-based ethanol facilities and biodiesel production

facilities are located within a few hours drive of the KSU campus. Additionally, one of the

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DOE-supported, cutting-edge commercial-scale cellulosic-conversion facilities is nearing

completion within the state and would be included in the field experience list. We have made

arrangements with the Kansas Farm Bureau (which serves agricultural producers in the state) to

act as a facilitator for locating appropriate agricultural production sites to serve as excursion

hosts. Additionally, ICM and Abengoa Bioenergy, leading industrial players in the bioethanol

production within the state, have agreed to host visiting students, has Burn & McDonnell, a

leading engineering design firm in the Kansa City area.

GPA Requirements

If a student’s cumulative grade point average (GPA) for all coursework taken falls below 3.0,

the student is placed on academic probation by the Graduate College. (Exception: “New first-

term graduate students who fall below a 3.0 GPA at the end of their first semester will be given

a one-term grace period to bring their grades back to a 3.0 GPA.”) According to the Graduate

College policy, “If a student is to qualify for a tuition scholarship, he/she must be removed from

probation by the tenth class day of the term.”

If an IGERT trainee/associate fails to maintain a cumulative GPA of 3.0 for all coursework

taken, the trainee/associate will be allowed a one semester grace period in which to raise his/her

cumulative GPA to 3.0. During this grace period, IGERT will continue to provide the research

stipend but will not cover tuition, and the trainee’s/associate’s use of IGERT cost of education

funds and travel funds will be suspended. If, at the end of the semester the trainee/associate has

raised his/her cumulative GPA to 3.0 or above, the student’s IGERT traineeship will be fully

reinstated. If, however, the trainee/associate has failed to achieve a cumulative GPA of 3.0 for

all courses taken, or if at any time the trainee/associate has a second occurrence of GPA below

3.0, the IGERT traineeship will be completely and fully terminated and will not be reinstated.

Reporting Requirements

Students in the IGERT program are required to complete an annual IGERT survey, which is

normally due in April of each year or when requested by NSF.

Curriculum Development: Case Study Course

The IGERT program will emphasize disciplinary depth, with the expectation that trainees’/

associates research will make first-tier contributions in the respective disciplines. A limited

amount of new coursework will be developed to complement disciplinary learning with focused

activities that develop the ability to communicate and integrate concepts across disciplines. We

envision a novel one credit-hour course that would include introductions to the agricultural,

technological, and social issues relating to sustainable biofuels development, and explore core

disciplinary and interdisciplinary research methods and topics relevant to these issues.

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The concept of the IGERT Case Study course is to teach and reinforce core disciplinary

vocabulary and methods in the context of complex technical and societal bioenergy issues.

Each course offering will use a different case study to focus development of relevant

disciplinary and cross-disciplinary topics. For example, a case study evaluating the impact of

constructing a new corn-based ethanol plant would provide opportunities to discuss methods for

assessing community awareness, potential local or regional economic shifts, in-plant and in-

field water use or energy use, crop production and transport efficiencies, etc. Faculty will

provide a basic understanding of disciplinary issues as well as relevant research methods that

could be applied. Trainees/associates will read and study relevant research literature in each

discipline. Together, faculty and students will collaboratively explore strengths and limitations

of disciplinary approaches and the potential for cross-disciplinary research.

Each bioenergy case study course will be developed by a team of IGERT faculty advisors.

Potential case-study topics, for example, could include rail vs. road-based transportation

systems, carbon-credit markets, or the Gulf of Mexico hypoxia issue. In each case, associated

agricultural, technological, and social issues relating to sustainable biofuels development would

be explored. Each case study will provide a specific context for rich discussion and

demonstrate the complex interdisciplinary interactions and synergies that can result when

broader cross-disciplinary perspectives are applied.

This course would be open to students from all disciplines with priority enrollment reserved for

IGERT trainees/associates. IGERT faculty advisors would serve as instructors for these

courses, with a different set of instructors for each case study topic. Students will take the

course three times, with three different case studies, over the course of their IGERT program.

Seminar Series

We will coordinate a weekly public seminar attended by IGERT trainees/associates and faculty.

In this seminar series, students and faculty will encounter the language and methods of other

disciplines, necessary requisites for effective interdisciplinary collaboration. Topics from

across the bioenergy spectrum will be explored as will methods for successful disciplinary

research and interdisciplinary collaboration. A structured but informal atmosphere will

encourage student-faculty exchange. The seminar will feature presentations by students,

faculty, as well as eminent scientists from around the world.

The seminar series is a core element of the IGERT program. It reinforces the IGERT Case-

Study course, and provides a venue for IGERT trainees/associates to further develop their

disciplinary and interdisciplinary fluency. It provides a forum for sharing research approaches

and progress among core research teams, adding breadth to the trainee’s/associate’s

experiences. It provides a platform for routine sharing with the campus about advances in

discovery, integration, application, and teaching from the IGERT program.

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Technical Conference

IGERT trainees/associates and others working in related disciplines will participate in an annual

technical conference in which student researchers present their research results to a broad

audience of industrial representatives, academic faculty, and peers. Modeled after successful

programs including the KSU McNair trainees, the conference would include poster

presentations for students early in their research careers and oral presentations for those more

senior. Both the IGERT trainees/associates and their graduate or undergraduate research

mentees would participate in the conference.

The IGERT team builds on considerable success in coordinating cross-disciplinary and cross-

institutional technical workshops and conferences. The KSU Center for Sustainable Energy has

established collaborations with more than 30 industrial partners interested in one or more

aspects of biofuels. This group will be invited to participate in this program and nominate other

attendees. The IGERT conference will complement other successful regional bioenergy

conferences.

Undergraduate Research Student Mentoring

KSU has a number of programs which are designed to partner undergraduate students with

graduate and faculty mentors. Several of these programs are specifically focused on recruiting

and retaining students from underrepresented groups. These programs have been highly

successful in providing research opportunities for undergraduates (UG) and in increasing UG

student retention and graduation rates. Here, we propose to couple the existing programs which

focus on the UG with specific training for IGERT trainees/associates who will serve as research

mentors. In this way, the IGERT trainee/associate can gain valuable experience as a research

director in a non-threatening environment. Training to prepare the IGERT trainees/associates,

for a role as research director will be coordinated by the IGERT program manager and

supported by institutional funds.

Developing Scholars Program: The Developing Scholars Program (DSP) offers

underrepresented students research projects with IGERT trainees/associates who act as

mentors. Students will receive academic, social, and financial support while participating in the

discovery and creation of new knowledge at Kansas State University. Developing Scholars will

be active participants in IGERT faculty laboratories during the academic year, typically working

six to 10 hours per week. Students are admitted into this program as early as their freshman

year and can remain for up to three years. The program provides structured, faculty-supported

opportunities for selected students who typically have not been well represented in higher

education in Kansas. Students will be involved in a seminar course for each semester of their

first year. During subsequent semesters, students will be required to attend lectures and follow-

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up discussions at monthly meetings. The program typically supports 20 - 25 students per year,

approximately one-half of whom go on to pursue graduate education following their B.S.

degrees. The DSP program is fully staffed and the services described will be provided for up to

two undergraduate researchers at no cost to the IGERT program.

SUROP: Kansas State University’s Summer Undergraduate Research Opportunity Program

(SUROP) provides undergraduates from underrepresented groups a first-hand experience with

the research process. This summer experience is designed to help students prepare for graduate

school and other advanced study. Students spend nine weeks during the summer participating

in research programs of IGERT mentors. SUROP scholars receive room and board, travel

expenses, and a stipend. Approximately one-half of all former SUROP students have gone on

to pursue Ph.D. studies. The K-State SUROP is provided exclusively for U.S. citizens and

permanent residents who are first-generation college students, and members of ethnic minority

groups and other underrepresented groups. SUROP is managed through the K-State Graduate

School which provides SUROP scholars with weekly seminars to learn more about the demands

of the graduate school experience, training in the process of research, and an opportunity to

present an oral presentation. The K-State Graduate School has agreed to provide financial

support for three SUROP scholars per year to be mentored by IGERT trainees/associates.

McNair Scholars Program: The McNair Scholars Program is a comprehensive program

structured to prepare undergraduates for successful careers as graduate students, professors, and

professional researchers. This preparation is offered in the form of classes, colloquia, advising,

tutoring, faculty mentoring, and completion of a summer research internship. In addition to

classes, colloquia, and intensive academic advising, McNair scholars typically undertake an

eight week summer research internship with the guidance of a faculty mentor. Upon

completion of their research, scholars write an article with abstracts for submission to the

McNair Scholars Program. Scholars are also encouraged to seek publication and to present

their papers at regional and national conferences. This intensive program is coordinated by two

full-time KSU staffers and supported by dedicated program funding. The McNair program

staff has agreed to place scholars in the research labs of IGERT mentors and under the direct

tutelage of IGERT trainees/associates when a match between the research interests of the

scholar and the IGERT program can be made. We anticipate this will represent no more than

two UG researchers per year to be advised by IGERT trainees/associates.

Campus Internships (CSI): CSI gives first-year students the opportunity to participate in

academic research in their discipline early in their college careers. Students work six to 10

hours per week during the academic year under the direction of a faculty or graduate student

mentor. In the past several years, 25 freshmen per year from the College of Engineering have

participated in the program. This retention-focused program provides prospective Ph.D.

mentors with the opportunity to direct the research activities of freshmen from under-

represented groups. The program is managed through an NSF-supported project housed jointly

in the offices of the Women in Engineering and Science Program (WESP) and the Multicultural

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Engineering Program (MEP). WESP and MEP have agreed to provide the up to four CSI

scholars to be paired with IGERT trainees/associates at no cost to the IGERT program.

Bioenergy and Sustainable Technology Certificate http://www.agidea.org

The AG*IDEA Distance Option - Bioenergy and Sustainable Technology Certificate is offered

through the Great Plains Interactive Distance Education Alliance (Great Plains Idea).

The Great Plains IDEA is a consortium of universities offering fully online graduate programs.

Each university brings a unique strength to the multi-institution academic programs. In a multi-

institution degree program, you apply, and are admitted at one university; enroll in all your

courses at that university; and, graduate or receive a certificate from that university. However,

your online courses are taught by the best faculty in the discipline from several universities.

The graduate certificate is offered by the following universities:

University of Arkansas

Kansas State University

Oklahoma State University

South Dakota State University

This website provides the information for students choosing K-State as their home institution.

For more information about application procedures at the University of Arkansas, Oklahoma

State University, or the South Dakota State University please go to the Great Plains

IDEA website.

The graduate certificate program is comprised of 15 hours of coursework with a core course

requirement of nine general credits to understand and appreciate the broad implications of a

biobased economy and ability to communicate, interact and collaborate in this area. Students

will then select two additional three credit courses to obtain a knowledge base in a specific

discipline within a field of either feedstock, conversion, or sustainability.

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Students will have completed a baccalaureate degree in agriculture, engineering, business,

physical sciences, biological sciences, or social sciences. A minimum of 3.0 GPA (on a 4.0

scale) is required for entry into the graduate program. Please refer to the admission

requirements and application procedures as outlined in the Kansas State University Graduate

School. Courses taken for undergraduate credit cannot count for graduate credit.

Great Plains IDEA program at Kansas State University, please contact: Amanda Gnadt Great

Plains IDEA Site Coordinator, telephone: 785-532-3965

i Hoffert MI. 1998. Energy Implications of Future Atmospheric Stabilization of CO2 Content, Nature

395: 881.

ii Lewis NS. 2006. The Future of Power and Energy in the World, CalTech KITP Colloquium.

iii Pfromm, P.H. et al., 2008, Factors affecting the conversion of ethanol facilities to the production of

biobutanol, Bioresource Engineering, in preparation.

iv Kellogg Commission on the Future of State and Land-Grant Universities. 2000. Returning to our

roots: Toward a coherent campus culture (Report 5). Washington:

www.nasulgc.org/Kellogg/kellogg.htm

v Boyer, E.L. 1997. Scholarship reconsidered: Priorities of the professorate. San Francisco: Jossey-

Bass.

vi National Science Board. 2003. The Science and Engineering Workforce: Realizing America’s

Potential. NSB 03-69. National Science Foundation: Washington, D.C.

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Summary of IGERT Requirements and Timetable

A summary of the educational components required of and available to IGERT trainees/

associates is provided in Table 1.3. Through these diverse experiences, we seek to provide a

well-integrated research and educational experience for each of the IGERT trainees/associates.

The time to degree completion is expected to vary between departments as the Engineering

departments typically admit B.S. graduates directly into the Ph.D. program who complete their

studies in 4 to 4.5 years. In contrast, agronomy typically admits M.S. graduates to the Ph.D.

program. These students typically complete their Ph.D. degrees in three years or less. Table

1.3 provides the maximum time allowable for the various steps, independent of time to

completion.

Table 1.3: IGERT Requirements and Opportunities Component Description Frequency of Participation

Core team to conduct interdisciplinary research 1 time

Field experiences

3-5 day excursions to agricultural facilities and commercial biorefineries

4 times

Case study courses

One credit-hour courses focusing on specific issues relating to biorefining. Open to

interdisciplinary students and taught by an interdisciplinary team of faculty

3 times

IGERT seminar series (1 credit each) 2 times

Student research seminars/technical conferences 2 oral presentations required 2 times

UG research student mentoring 1 time

Graduate certification in biobased products and bioenergy Optional

International experiences Optional

IGERT Timetable and Deadlines Attend lab safety training Orientation Week

Complete annual data elements collected on the trainee/associate survey March 1 – April 31

Attend IGERT faculty presentations, visit IGERT faculty and their current research

groups

August, September, early

October of year 1

Select major professor preferences October of 1st year

File committee appoint form

NOTE: Must appoint two co-major professors representing two different

disciplines. Co-major professors assist in committee selection.

Before end of 1st year

Hold first program of study (POS) committee meeting and file POS form By 1st semester of 2nd year

Hold annual POS meeting Each subsequent October

Take preliminary examination By 1st semester of 3rd year

Submit thesis to POS committee 2 weeks prior to defense

Provide Ph.D. research seminar information, title and abstract to IGERT office 2 weeks prior to seminar

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Organization

New IGERT trainees/associates will be admitted into the specific graduate program from which

they will ultimately receive their degrees. Degree requirements placed on each student will be

determined by his or her home department as well as this interdisciplinary IGERT program.

Following admission to graduate school, the students will be monitored and aided by the IGERT

program assistant.

This program will support the integrated education and research efforts of about 33 separate

Ph.D. candidates in engineering, agricultural sciences, and the social sciences. The precise

breakdown between the disciplines will be determined based on the ability to attract outstanding

IGERT trainees/associates, and the desire to balance core teams with representation from each

area, among other factors. We expect our service to focus approximately 50% on the

technological issues, 30% on agricultural sciences, and the balance on socio-economic concerns.

These students will be supported by funds provided by NSF, Kansas State University, and the

Kansas Bioscience Authority. Each student will be supported from IGERT project funds for a

maximum of two years, possibly a third and will be treated identically, regardless of whether

funding is from NSF or the project match. Students requiring time beyond the IGERT period to

complete their degrees will be supported by their faculty mentor.

The IGERT program will be managed by a governing board consisting of the principle

investigator and co-PIs. This group of four will make decisions regarding admission of students

to the program and placement with faculty mentors. They will seek input from other parties as

needed.

International Collaboration

Fuels and chemicals are internationally traded commodities. Decisions made and implemented

in one country rapidly impact residents of other countries. National policies relating to carbon

emissions, fuel efficiency, and tax incentives which promote certain industrial segments impact

not only the home country, but all others who share the globe’s atmosphere, water, and economy.

Understanding how the science, technology, economics, and policies of one country influence

another is a foundational skill required for ultimate success in this arena.

Our goal is to provide IGERT trainees/associates with an understanding of and appreciation for

the international nature of integrated biomass production and refining. They will learn about the

technological landscape of several countries, the governmental policies which have supported

industrial growth, and, to a lesser extent, the views of the global population with regard to

biomass-derived fuels and chemicals. Student learning will be realized first-hand by those

students participating in international travel. Additionally, upon return, these students will share

their findings and experiences with other IGERT participants in a seminar format. In this way,

all participants will learn from each experience.

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Short-Term Educational Travel

We will provide programs in which IGERT trainees/associates may spend a period of

approximately two to three weeks in either Europe or Brazil. These locations represent two

markedly different climates, political systems, and degrees of dependence upon biomass-derived

fuels. Each of the international destinations will offer similar programs.

Groups of approximately four IGERT students and one faculty mentor will travel to each partner

institution each year. While on location, the groups will participate in intensive programs

devoted to biomass-derived fuels and chemicals, interact with local research leaders where

research results will be shared and the opportunity for in-depth research collaborations explored,

tour industrial biofuels facilities, and interact with the local biomass and biofuels producers. The

faculty mentor will serve as a sponsor and trip manager.

Brazil - Biofuel production has been well developed in Brazil; lessons learned in Brazil can be

applied in the U.S as the bioenergy industry develops. Policies and regulations greatly affect

agriculture production and world markets, and the two countries have different experience with

policies and regulations. Study of these contrasting experiences will enhance the students’ view

of biofuel and environmental services. Kansas State University and the Federal University of

Santa Maria (FUSM) have an existing agreement that provides for sharing of courses, students,

and faculty. In particular, Dr. Telmo Amado is a member of the soil department faculty at

FUSM as well as an adjunct faculty member in the KSU department of agronomy. Dr. Amado

has agreed to assist in coordinating student and faculty visits to FUSM.

IGERT students will develop first-hand experiences in international activities through a

mechanism of coordinated courses and site visits. While in Brazil, students will spend

approximately two weeks participating in bioenergy-related short courses, while faculty

members strengthen and expand existing relationships. Additionally, the visiting group will tour

agricultural production facilities and biorefineries. The trips are expected to last approximately

three weeks.

Europe - In 2008, Kansas State University was awarded a grant from the Department of

Education which supports student exchange between KSU and three European universities for

the purpose of expanding education and training in the area of biofuels and related products.

This FIPSE-funded project is a renewal and expansion of a 2004 – 2009 project between the

Ghent University (Belgium), Karl-Franzens Universität Graz (Austria), and Institut National

Polytechnique de Toulouse (France) and three U.S. institutions. Based upon our expertise in

biomass production and conversion, Kansas State University was invited to join the group

supported by the renewal. One component of the EU-U.S. partnership is an intensive program

(IP) in which students and faculty from all institutions participate in a two-week “summer

school” around various aspects of the bioresource theme. The IP course is academically

recognized for five European Credit Transfer and Accumulation System (ECTS) points which

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can be transferred to Kansas State University and used toward graduate coursework requirements

for IGERT trainees/associates. The program involves lecture courses, seminars, industrial visits,

and student-led projects. Intensive programs have been hosted by each of the EU partner

institutions and offered on a 12-18 month rotation.

IGERT trainees/associates will spend two weeks participating in the summer school and

interacting with researchers from EU the host institution. Additionally, students, under the

guidance of the faculty mentor, will spend approximately one week touring local biorefining

facilities, agricultural production sites, and interacting with groups interested in the social and

economic issues and policy development. The faculty member will not only serve to coordinate

and monitor student activities, but will also act as one of many instructors in the IP program.

IGERT project funds will cover the cost of travel, food and housing, and tuition.

Faculty Collaboration. While IGERT trainees/associates are participating in international short

courses, faculty sponsors will explore additional collaborative research opportunities with the

scientific and research staff of the international partner institution.

Language. International short courses will be conducted in English. Therefore, U.S. students

can benefit from these opportunities with a minimum of pre-requisite work. Students interested

in expanding their language skills may request additional support for intensive language training

to be completed at KSU prior to departure or at the host institution (with early on-site arrival).

Modest language skills will tremendously expand the international experience not only for

academic affairs, but also for cultural and social integration into the host country.

Student Services. Each of our partner institutions has an experienced international office that

will be responsible for the organization of the accommodation, visa arrangements, transportation,

social life, student activities, and cultural and sport activities. In addition, each partner has

excellent brochures in English next to a website to prepare the students for their international

experience prior to departure. Normally, students will be accommodated in university

dormitories.

Student Selection. The program will support the travel of eight IGERT trainees/associates and

two faculty mentors per year or 32 trips by IGERT trainees/associates over the course of the

program. We anticipate serving a total of between 29 and 33 students (depending upon the ratio

of students supported for two or three years). Thus, the program has opportunities for each

student to be supported on one international educational experience. Students will be invited and

encouraged to submit applications for these programs. As needed, the IGERT governing board

will make selection of students for each trip based upon the student’s time in the program,

performance to date, recommendation of the faculty advisor, and the desire to balance the

representation on travel teams with members from each of the core research areas, to the extent

possible.

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Integration of Benefits of International Travel into the IGERT Program. Students and

faculty mentors returning from international travel will report on their experiences and findings

at a regular meeting of the IGERT seminar series. In this way, all students can gain an

appreciation for the key outcomes of every trip.

IGERT TRAINEE ALLOWANCES

I. Allowance Overview. All IGERT trainees may draw upon available funds (their “IGERT

allowance”) to support a variety of IGERT-related educational/healthcare needs. This allowance

is allocated on an annual basis and varies from student to student. The annual anniversary date is

based on the student’s stipend start date i.e. June 1 or August 1, and funds may not be carried

over to the next year. The annual allowance for IGERT students is $10,500.00. Students are

encouraged to keep track of all expenditures as they will be required annually to report on what

was purchased with these funds.

Allowances may be spent on tuition, healthcare, educational materials and course supplies, to

support travel to academic conferences and workshops to support the trainee’s participation in

training events and internships, and on fieldwork. It may also be used to defray any non-funded

expenses related to participating in the international experience elements of the program.

Trainees must apply for use of their IGERT allowances, following the guidelines given on the

following pages. The trainee needs to receive his or her faculty mentor’s approval of the

academic merit of the activity, and the approval of Keith Rutlin. Prior approval of all allowance

use is strongly encouraged, and in some cases, is required.

All payments and reimbursements are subject to the regulations of Kansas State University,

National Science Foundation, and the KSU IGERT program. Some of the key regulations

include the following:

• A student must be an IGERT trainee in good standing at the time the activity takes place to

have the cost of that activity covered by the IGERT allowance.

• Failure to complete an activity may be grounds for denial of payment.

• Original receipts documenting expenditures are ordinarily required, and supplementary

documentation may also be required.

• No concurrent funding from multiple federal sources: A trainee may not concurrently

receive funding from both IGERT and another U.S. federal government source unless there

is an explicit separation federal grant.

• Tax exemption: We are not able to reimburse for Kansas sales tax. You may receive

Kansas sales tax exemption on materials covered by your supply allowance by providing

the vendor with a tax exemption certificate. You may not use a project tax exemption form

for items that would not be reimbursed from the project.

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II. Academic and Research Supplies. The IGERT trainee allowance may be used to defray the

costs of academic supplies. Trainees are encouraged to consolidate purchases due to costs

associated with processing reimbursements.

Allowable Items (selected examples)

• Tuition

• Textbooks and readings required for courses completed or for dissertation research

• Photocopying and printing costs incurred in completion of classwork, dissertation work, or

approved academic research

• Academic or research software packages, notebooks, computer disks, etc. used for

classwork, dissertation work, or approved academic research

• Computing supplies, peripherals – computer related procurement process:

The IGERT student identifies the computer-related need and sends an email to his or her

supporting IT Department. For example a student needs a flat screen computer monitor.

The supporting IT department will coordinate the exact need with the student and will

provide a quote for the item. The student must then get a faculty mentor’s approval for the

item, and forward the approved quote to Keith Rutlin for purchase.

Please note: All purchases over $300.00 per item (i.e. computer, lab equipment) will

become the property of Kansas State University at the conclusion of the IGERT trainee’s

/associates experience and will be turned into 1005 Durland Hall.

Ineligible items (selected examples)

• Punitive fines such as library fines, parking tickets, or course resignation fees

• Books and materials for courses resigned prior to completion

• Periodical and journal subscriptions and organization membership dues

• Furniture, including filing cabinets, desks, and chairs

• Personal items – those materials and services that are not a necessary component of

academics and items for the use of anyone other than the designated IGERT fellow

Only selected examples of allowable and ineligible items are given. For questions about the

eligibility of an item, students should contact Keith Rutlin.

Method I: Procedures

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Trainees/associates will submit a completed Purchase Order Form found at the IGERT website

Forms Page, to their faculty mentor for approval and then onto Keith Rutlin. Cynthia Brott will

then process the purchase order and notify the trainee/associate when the item(s) arrive.

Method II: Purchases using an interdepartmental requisition form

Cynthia Brott in 1005 Durland Hall, will handle smaller purchases that can be bought on

campus. She will provide interdepartmental requisition forms for items purchased from other

KSU departments such as office supplies, computer store, printing services, photo services,

chemistry storeroom, glass shop, etc.

When items are picked up in person from campus vendors, a receipt will be given to the student

by the vendor, which must be given to Cynthia Brott immediately. Chemistry stores, biology

stores, Hale Library, physics shop and glass shop do not give receipts. KABSU, office supply,

facilities, union book store, and photo services do give receipts.

III. Conference and Academic Travel Support. Trainees/Associates are encouraged to attend

research conferences in their studies; active participation in these events is strongly encouraged.

Related travel and registration can be paid by the IGERT Office, or if students pay for these items,

the costs may be reimbursed from a trainee’s IGERT allowance. Hotel accommodations must be

paid by the IGERT student and will be reimbursed.

Procedure and Deadlines:

• The trainee/associate should apply for conference travel support no later than five weeks prior to

the event by submitting a completed Pre-Travel Request Form found at the IGERT Forms web

page. (http://igert.ksu.edu/pre-travel-form)

• Upon receipt of approval of the travel application, the trainee/associate will coordinate with

Keith Rutlin for assistance in travel arrangements. The trainee/associate should consult with

Keith Rutlin prior to committing to any non-refundable arrangements, especially if air

travel is involved.

• Trainees/associates may request advance funding for a proportion of anticipated travel

expenses. Advances must be requested from Keith Rutlin four weeks prior to the departure date.

Original receipts must be obtained for expenditures funded by a travel advance. All required

receipts and supporting documentation must be returned to Keith Rutlin within 10 days of the

trip’s completion on an IGERT Post Travel Form, which can be found at IGERT website under

Program Information and Forms. (http://igert.ksu.edu/post-travel-form)

• The reimbursement granted for a specific trip may be limited to less than the available amount

in the trainee’s annual allocation.

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Eligible travel expenses:

• round-trip transportation costs, most economical means; U.S. carriers must be used

• Actual lodging costs up to the applicable maximum rate for the conference metropolitan area

• Per diem allowance for meals not included in the conference

• Conference registration costs (“membership” fees are NOT eligible for reimbursement)

• Other expenses may be eligible; questions should be directed to Keith Rutlin

Receipt requirements original receipts required:

• Reimbursement Process: Trainees/associates will complete the online IGERT Post Travel

Form, plus print out the copy, attach all original receipts to it within 10 days after the trip.

Submit the form to Keith Rutlin.

For questions, contact Keith Rutlin, Kansas State University IGERT Program Coordinator,

email: rutlin@k-state.edu, Telephone: 785-532-2029.

Health Insurance: IGERT students are strongly encouraged to have health insurance; it is the

student’s responsibility to know if he/she needs health insurance while on the IGERT stipend.

IGERT students you are allotted $10,500.00 per year to cover tuition, fees, health insurances

(students only), and other costs of education. Dental and vision coverage is also available.

For this IGERT program health insurance is authorized from United HealthCare Insurance

Company and students will primarily be using the Lafene Health Center for health-related

services. Website: http://www.k-state.edu/lafene/

Trainees/associates will coordinate all healthcare needs with Keith Rutlin. See this website

https://www.uhcsr.com/k-state (See Plan Information).

Continuation Coverage: Anyone who has been on the GTA/GRA health insurance can enroll in

the continuation insurance; (IGERT students are not considered GTA/GRA students) the form is

available to print at this link (http://www.k-state.edu/hr/benefits/gtacontinuation.html). This is a

monthly policy, so the student will need to take out coverage for the month(s) needed. The

student will have 60 days from the last date of coverage to purchase the policy, and once the

application and premium are received by the insurance company, the student's coverage would

be backdated. Students should print out, complete, sign, and date the application and provide it

to Keith Rutlin for processing, pdf or fax is acceptable; email to rutlin@ksu.edu – fax number:

785-532-7372.

Outreach Activities

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It is important for scientists and engineers to communicate to the public how the research

supported by their tax dollars will benefit the community at large. Interactions with schools,

children, and teachers are one aspect of this responsibility and it is closely coupled with the

IGERT trainees’/associates’ training on ethical research practices.

IGERT trainees/associates and faculty will develop coordinated outreach activities for young

students, teachers, and undergraduates to encourage them to consider science and engineering

careers. Research techniques, exciting results and applications of major research themes will be

used to illuminate science concepts and bring real world examples to science education. It is

essential to align outreach activities with education standards in order to collaborate effectively

with classroom teachers. IGERT trainees/associates and faculty will review science standards

during seminars and group meetings to identify examples from research themes appropriate for

various standards and grade levels. Based on these examples, trainees/associates and faculty will

develop display materials, tabletop walk-up interactive activities, and more involved hands-on

lessons. To effectively explain high-level concepts, such as molecular and biological interfaces,

to children at various grade levels, IGERT trainees/associates will prepare for their target

audience by reviewing the math and science standards for each grade level and practicing with

the appropriate vocabulary.

Venues include the chemical engineering department at the annual K-State open house, science

fairs, elementary school Science Days, science clubs, lab tours at KSU, and invitations to visit

individual classrooms. IGERT trainees/associates are expected to participate in outreach

activities during their graduate studies. Written evaluations completed by the teacher and student

participants will be used to provide trainees/associates with feedback on their performance.

NSF Acknowledgments:

Any paper, publication and/or presentation IGERT trainees or associates complete must explicitly

acknowledge the support received from the National Science Foundation. A copy of any paper

submitted for publication must also be submitted to Keith Rutlin.

The acknowledgement should appear at the bottom of the title page, and should read:

This material is based upon work supported by National Science Foundation Grant: From Crops to

Commuting: Integrating the Social, Technological, and Agricultural Aspects of Renewable and

Sustainable Biorefining (I-STAR); NSF Award No.: DGE-0903701.

The presentation must also identify the IGERT student as a member of the K-State REU

Program as well as his or her home academic department. The recommended format is Jane K.

Student, IGERT in biorefining, department of [name], Kansas State University.

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The Kansas State University – Doctorate Degree

Graduate School Home page: http://www.k-state.edu/grad/index.htm

KSU Graduate catalog: http://www.k-state.edu/grad/gscurrent/handbook/Handbook.pdf

Application process: http://www.k-state.edu/grad/gsprospective/apply/domestic/informdm.htm

Graduate forms: http://www.k-state.edu/grad/gscurrent/guideforms/index.htm

1. THE DOCTORAL DEGREE

A. ADMISSION AND GENERAL REQUIREMENTS

To gain admission to a doctoral program, the student must be approved for admission both by the

graduate faculty of the department or interdepartmental program and by the Graduate School.

The Ph.D. requires at least three years of full-time study beyond the bachelor’s degree, equivalent to

at least 90 semester hours. The Ed.D. requires 94 hours beyond the baccalaureate. Both degrees

require a dissertation representing at least 30 hours of research credit for a Ph.D. and 16 hours for an

Ed.D. Students who hold a master’s degree may request transfer of up to 30 hours of that degree

toward either doctoral degree (See section 3.D.6 below). The regulations governing supervisory and

examining committees, preliminary and final examinations, and dissertations are the same for both

degrees.

The Ph.D. is awarded to candidates who have demonstrated unique ability as scholars and

researchers as well as proficiency in communication. The degree also certifies that the candidate has

displayed familiarity and understanding of the subject matter in the discipline and possesses the

ability to make original contributions to knowledge.

B. THE SUPERVISORY COMMITTEE

Upon admission to a doctoral program, the student confers with the head of the academic program

and selects an advisor or major professor pro tem from among the graduate faculty who are certified

to direct dissertations and who are willing to assume the responsibility. Upon the recommendation of

the head of the academic program, the Dean of the Graduate School then appoints a supervisory

committee consisting of the major professor, who chairs the committee, and at least three other

members of the graduate faculty**. On doctoral committees having co-major professors, at least one

must be certified to direct dissertations. One member of the supervisory committee must be a

graduate faculty member from outside the major professor's department. In addition to the members

recommended, the Dean of the Graduate School may appoint other members to the supervisory

committee from the graduate faculty. All members of a student's supervisory committee participate

as peers and have the responsibility for planning the program of study, advising the student,

administering the preliminary and final examinations, ensuring that University regulations and

program requirements are met, and ensuring that the student's doctoral program is of high quality.

25

The supervisory committee also is responsible for ensuring that no conflicts of interest exist.

Conflicts of interest to be avoided include those that may arise from personal or professional

relationships between committee members, committee members and the student, with funding

sources, and with any other stakeholders.

C. THE PROGRAM OF STUDY

Every doctoral student must file with the Graduate School a Program of Study, a formal list of the

courses the student intends to take to fulfill the requirements of the degree. The program of study

should consist solely of courses directly related to the doctorate. Full-time students must file their

programs before the end of their second semester of graduate study, and part-time students must do

so upon the completion of 9 credit hours. The student should prepare the program of study in

consultation with the supervisory committee, all members of which must indicate their approval by

signing the Program of Study form provided by the Graduate School. The head of the academic unit

must then endorse the Program of Study and forward it to the Dean of the Graduate School, whose

approval must be received within the first two semesters of graduate work. Subsequent changes in

the program of study require approval of all members of the supervisory committee, and if changes

are made, a Program/Committee Change form should be submitted to the Graduate School before

graduation. General guidelines for preparing a program of study posted on the Graduate School

website should be followed when preparing a program of study.

D. COURSES

Graduate work leading to the doctoral degree demands a high degree of intellectual achievement. It

necessarily depends on extensive prior preparation and involves the development of understanding

and knowledge at the most advanced levels. Programs of study are therefore expected to reflect in the

course selection an intensive specialization extending to the limits of knowledge in one's field.

Credits that were earned more than six years prior to the semester in which the program of study is

approved cannot be accepted.

D.1 Course Levels Doctoral students should earn a significant majority of their course work credit hours that are

required by their programs of study in courses numbered 800 or higher. Although supervisory

committees have considerable latitude in providing an appropriate program of study for their

students, they are encouraged to follow these guidelines:

a. Of the 24 to 30 hours of course work credit hours beyond the master's degree normally

required by the supervisory committee, 15 credit hours should be at the 800-level or

above, in addition to doctoral research credit hours (see Chapter 3.A).

b. For course work beyond the master's degree, no more than 6 credit hours of 500-level

courses are permitted in a doctoral program. No 500-level course taken in the student's

major field of study, e.g., Department, may appear in the program of study.

c. For students who bypass the master's degree, the program of study must include at least

15 credit hours at the 800-level or above, in addition to doctoral research credit hours.

No more than 12 credit hours of 500 level courses are permitted in a doctoral program.

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No 500-level course taken in the student's major field of study, e.g., Department, may

appear in the program of study.

D.2 Problems Courses Not more than 6 hours of problems or other individualized courses should ordinarily appear on the

program of study for a doctorate degree.

D.3 Short Courses and Workshops A student enrolled in a short course or workshop during the summer session may also take regularly

scheduled courses but must be able to attend all sessions of both. Enrollment in a short course or

workshop does not affect enrollment in research or problems. In no case may a student enroll for

more than nine credit hours during the summer session.

D.4 S Courses Departments may choose to offer certain courses or course sections that are primarily intended to

teach or provide practice in skills and principles deemed important to a particular profession or

discipline but that may not be applied to a doctoral degree program. Such courses or course sections

are designated by the letter S.

D.5 Courses Applied Toward Two Degrees No graduate student may use credit from the same course to meet the requirements for both an

undergraduate degree and a graduate degree. A graduate student may earn a master's degree or a

doctorate at Kansas State University after receiving the same degree, in the same or another field, at

another institution. The degree sought at Kansas State University is subject to the same provisions for

transfer of credit as a first degree.

Exception:

a. A maximum of 12 graduate credit hours may be granted a student with a bachelor's

degree while enrolled in the College of Veterinary Medicine;

b. A maximum of 12 graduate credit hours or the equivalent may be granted to graduates of

other colleges of veterinary medicine.

D.6 Transfer of Credit a. General conditions: Kansas State University accepts toward a doctoral degree graduate

credit from another institution only under the following general conditions:

1. The other institution is accredited by the cognizant regional accrediting association to

offer graduate degree programs appropriate to the level of the credit to be transferred;

2. The credit is fully acceptable to the other institution in satisfaction of its own

advanced degree requirements; and

3. The credit is applicable to the student's program of study for an advanced degree at

Kansas State University.

b. Master's degrees: Students who hold a master's degree may request transfer of up to 30

27

hours of that degree toward the doctorate degree. The number of hours accepted depends

on the relevance of the course work to the doctorate degree. Students with a master's

degree in an area different from that in which they intend to seek a doctorate may expect

to transfer far fewer than the maximum 30 hours allowed.

c. Other credit: Students may also request to apply graduate credit earned at other accredited

institutions toward a doctorate at Kansas State University under the following limitations:

1. Students who have not earned a master's degree may ask to transfer up to 10 hours of

master's or doctoral-level work taken elsewhere. A graduate program may request

additional credit be transferred for students in their doctoral program. Graduate

programs granted such an exemption to the normal transfer limit will present evidence

of quality of the students’ programs of study during periodic program reviews.

2. Students who have transferred credit from a master's degree (up to the maximum of 30

hours allowed) may normally ask to apply up to 10 more hours of transfer credit for

doctoral-level work. These hours must represent credit earned beyond a master's

degree, even when the master's program included more than 30 hours. A graduate

program may request additional credit be transferred for students in their doctoral

program. Graduate programs granted such an exemption to the normal transfer limit

will present evidence of quality of the students’ programs of study during periodic

program reviews.

3. Courses with the grade of C or lower are not acceptable for transfer unless they already

form part of the candidate's master's degree received at another college or university.

4. Credits that were earned more than six years prior to the semester in which the program

of study is approved cannot be transferred.

D.7 Research Outside the Program Research conducted outside an academic program cannot be accepted for credit as part of a program

of study.

D.8 Off-Campus Research Special difficulties arise in guiding graduate students when they are engaged in protracted off-

campus research, whether that research is in the field, in the laboratory, or in the library. Therefore,

supervisory committees must take adequate steps to ensure appropriate guidance. As a minimal

requirement, the student must submit to the supervisory committee a well formulated research plan,

including objectives and methodology, and the committee must review and approve the plan before

the student departs for the research site and indicate approval on the program of study. In addition,

the supervisory committee may require:

a. that the major professor and/or a competent local authority who can reliably guide the

student provide continuing on-site supervision.

b. that the student provide the supervisory committee with frequent, periodic estimates of

performance and progress. The committee may also require that these be authenticated by a

competent local authority.

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c. that the major professor carry out local inspections of the student's activities.

Regardless of the location at which the research is conducted, the final oral examination must be

given on the Manhattan campus. When unusual circumstances arise in the guidance of off-campus

students, supervisory committees should consult with the Dean of the Graduate School.

E. GRADE REQUIREMENTS

E.1 Graded Work Graduate work is graded A, B, C, D, F, credit/no-credit, pass/fail, incomplete, or withdrawn. For

graduate credit, the grade in a course must be C or higher. To remain in good standing, a student

must maintain a cumulative GPA of 3.0 or higher.

To be awarded a graduate degree, the student (a) must not be on probation (see Section F.2), (b) must

have a cumulative GPA of 3.0 or higher on graduate coursework and on coursework on the program

of study, (c) must meet all the requirements of the Graduate School, the student's academic program

area, and the student's supervisory committee, and (d) must be enrolled during the semester in which

the degree requirements are completed.

E.2 Non-Graded Work (pass/fail, credit/no-credit) At the discretion of the graduate faculty of the department or interdepartmental committee, seminars

or colloquia in which letter grading conflicts with objectives may be offered on a credit/no-credit or

pass/fail basis. Seminars and colloquia that are to be so offered must be listed with the Dean of the

Graduate School.

All courses in the program of study, except dissertation research and seminars or colloquia that have

been approved for credit/no-credit or pass/fail, must be taken for letter grades. Research for doctoral

dissertations is graded credit/no-credit exclusively. Incompletes for research credit hours awarded

while research is in progress are not subject to the incomplete policy for course work.

No more than 6 hours of credit/no-credit or pass/fail course work may appear on the program of

study for the doctoral degree.

Apart from the program of study, courses may be taken credit/no- credit or pass/fail with the

approval of the major professor and of the professor offering the course. These courses do not apply

toward a degree.

E.3 Incomplete Policy The grade of Incomplete (I) is given in regular courses (except for dissertations and directed research

courses) upon request of the student for personal emergencies that are verifiable. The faculty member

has the responsibility to provide written notification to the student of the work required to remove the

incomplete. The student has the responsibility to take the initiative in completing the work and is

expected to make up the I during the next semester (Fall or Spring) after receiving the grade (except

for dissertations and directed research courses). If the student does not make up the I during the next

semester after receiving it, a grade may be given by the faculty member without further consultation

with the student.

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If after the end of the next semester the I remains on the record, it will be designated as F (previously

IX) for record keeping and will be computed in the student's GPA, weighted at 0 points per credit. A

grade of NR will be treated in a like manner.

E.4 Retake Policy If the student received less than 3.0 in a course, the student may retake the course with approval of

the major professor and the supervisory committee. If the course is retaken by the direction of the

major professor and the supervisory committee, the original grade is noted as retaken and removed

from the grade point average. The retake grade will always be used in computing the grade point

average regardless of whether it is higher or lower than the original grade. A student may retake a

course with subsequent removal of the prior grade only once for each course and for a total of two

courses in the program of study. An approved program of study must be on file in the Graduate

School at the time the retake request is submitted. Retake requests must be made prior to enrolling in

the course.

F. INACTIVE STATUS AND PROBATION

F.1 Inactive Status After consultation with the student's department, a student not yet admitted to candidacy will be

placed in inactive status under the following circumstances:

a. He or she has not enrolled for two consecutive years, and

b. He or she is in good academic standing.

Once in inactive status a student must reapply to (and be accepted into) a graduate program before

being considered for re-entry by the Graduate School. In order to be allowed to resume graduate

studies, the student must meet all requirements for entry in force at the time of the new application.

Inactive students who seek to regain active status will not, however, be required to recreate materials

submitted with their original applications and held in their files by the Graduate School.

If allowed to regain active status, the formerly inactive student will be subject to all requirements in

force in his or her graduate program and in the Graduate School at the time the student returns to

active status.

F.2 Probation Students may be placed on probation as a condition of their admission to graduate programs, if

warranted by their academic record (Chapter 1.C).

In addition, students who fail to make satisfactory progress in their graduate programs will be placed

on probation. Either of the following conditions will warrant probation:

a. A grade point average lower than 3.0,

b. The recommendation of the major professor or student's committee that the student's

progress is unsatisfactory.

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F.3 Removal from Probation Students on probation as a condition of admission will acquire good standing if they achieve a

cumulative GPA of 3.0 in the first 9 credit hours of graduate level course work.

Students placed on probation for deficient grades will be restored to good standing if they achieve a

cumulative GPA of at least 3.0. This must be achieved within 2 semesters for full-time students and

within 12 credit hours for part-time students.

Students placed on probation after recommendation by the major professor or supervisory committee

may be restored to good standing only following the notification by the major professor and

supervisory committee that the students are making satisfactory progress.

G. DISMISSAL AND REINSTATEMENT

G.1. Dismissal A graduate student will be denied continued enrollment at Kansas State University for any of the

following reasons:

a. Failure of a student on probation as a condition of admission to achieve a minimum

cumulative GPA of 3.0 in the first 9 credit hours of graduate level coursework.

b. Failure of a student placed on probation for deficient grades to achieve a cumulative GPA

of at least 3.0 within 2 semesters for full-time students and within 12 credit hours for part-

time students (see F.3).

c. Failure to meet published departmental or University requirements.

d. Failure to maintain satisfactory progress toward a graduate degree.

e. Failure in the preliminary examination (see Chapter 3.K) or the final examination (see

Chapter 3.N).

f. Failure to acquire mastery of the methodology and content in a field sufficient to complete

a successful thesis or dissertation.

g. Qualifying for placement on probation a second time, except when the first period of

probation is a condition of admission (Chapter 1.C) or when the second period is a

condition of reinstatement (section G.2).

h. A recommendation for suspension or expulsion by the Honor Council.

G.2 Reinstatement A student who has been denied continued enrollment may petition for reinstatement to the same

program or for admission to a different one. The procedures for reinstatement are described in

Appendix C Graduate Student Reinstatement Procedure.

Students whose petitions are granted are readmitted on probation as a condition of readmission. In

such cases, the Readmission Committee usually stipulates enrollment in a specific number of hours

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or courses, as well as other conditions for probation. To regain regular status, the student who has

been reinstated must satisfy conditions described in F.3 for removal from probation.

H. FOREIGN LANGUAGE REQUIREMENT

Any foreign language requirement in a doctoral program is determined by the graduate faculty in that

program and they shall establish their own standards. The specific foreign languages for a doctoral

candidate are determined by the supervisory committee. In all cases where a language is required, it

is understood that foreign language refers to languages other than English and that the languages

required have a significant body of literature relevant to the field.

Doctoral students must meet any foreign language requirements at least seven months prior to the

final examination.

I. PRELIMINARY EXAMINATION

A student must be in good academic standing to take a preliminary examination. The required written

preliminary examination may be supplemented by an oral examination as prescribed by the

supervisory committee. These are designed to test the student's breadth and depth of knowledge in

the proposed field of specialization, as well as the student's ability to explore problems on the

boundaries of knowledge. Satisfactory performance in the examination is an indication that the

student is prepared to perform independent work toward the doctoral degree and results in the student

being classified as a doctoral candidate upon affirmative recommendation by the supervisory

committee. The examination may be scheduled after the program of study is filed and at a time

deemed appropriate by the supervisory committee. The preliminary examination must be completed

at least 7 months before the final oral examination.

Once the supervisory committee and the student decide when the examination is to be taken, the

student should notify the Graduate School one month before the scheduled date. A ballot is sent to

the major professor by the Graduate School. Copies of the examination are filed with the academic

unit and made available on request to any graduate faculty member for a period of two years from the

date of examination.

The results of the preliminary examination are indicated on the ballot by the signatures of those

members of the departmental or program examining committee responsible for administration and

grading of the examination. The format of the examination and the structure of the examining

committee may differ among doctoral programs, and in some programs, the examining committee

will differ from the supervisory committee. Within one week following the completion and

determination of the results of the preliminary examination, including those of any oral portion, the

supervisory committee must sign the ballot indicating that the preliminary examination has been

completed and recommending approval or disapproval of the student's admission to candidacy for the

doctoral degree. The student is considered to have passed the examination and to be recommended to

candidacy if at least three fourths of the supervisory committee voted to approve candidacy.

In case of failure of the first preliminary examination, the supervisory committee may approve a

second examination with no more than one dissenting vote. A second examination can be taken no

sooner than three months following the initial failure. Once the supervisory committee and the

student decide when the second examination is to be taken, the student should notify the Graduate

School one month before the scheduled date. The composition of the supervisory committee shall not

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be changed before a final decision is reached on admission to candidacy. A second failure constitutes

denial of admission to candidacy for the doctoral degree in the field of study of the graduate

program. As with the first examination, the signed ballot must be returned to the Graduate School

within one week of the determination of the results of the examination.

J. CANDIDACY

A full-time doctoral student should normally complete the preliminary examination within three

years of entry into the doctoral program, and, upon satisfactory completion of the examination, the

student is automatically advanced to candidacy for the degree.

The period of candidacy may last up to five years from the end of the semester in which the

preliminary examination was passed. If a student fails to complete both the dissertation and final oral

examination within this period, the student will be dropped from candidacy. Any student whose

candidacy has thus lapsed may regain the status of a doctoral candidate by successfully retaking the

preliminary examination.

Failure to maintain continuous enrollment from the completion of the preliminary examination until

the dissertation is accepted by the Graduate School also will result in loss of candidacy.

J.1 Continuous Enrollment A student working for a doctorate must be enrolled at Kansas State University during the semester in

which the preliminary examination is taken and in each subsequent semester until the degree

requirements are met and the dissertation is accepted by the Graduate School. Failure to enroll will

result in loss of candidacy. To regain candidacy, the student must successfully petition the

Readmission Committee of the Graduate School.

If it is necessary to interrupt progress toward the degree after the preliminary examination has been

passed, the student or major professor may petition for a leave of absence of up to 1 year. The

petition must be submitted at least 1 month before the effective date of leave. Approval must be

granted by the major professor, the department head or chairperson of an interdepartmental program,

and the Dean of the Graduate School. The Dean will establish the conditions of the leave. An

extension of a leave of absence beyond one year may be granted by the Dean of the Graduate School

upon recommendation of the student's supervisory committee.

Although doctoral candidates may make arrangements to enroll by mail, they should request

permission to do so by writing to the Graduate School prior to the enrollment period.

K. DISSERTATION

A dissertation is required of all candidates for the award of a doctorate degree. Its purpose is to

demonstrate the candidate's ability to conduct significant original research of a type appropriate to

the academic discipline, to analyze the information obtained from the research, and to present the

results in a form acceptable to the supervisory committee. A dissertation must be written in a form

appropriate to the discipline. General guidelines about the format of a dissertation appear in

Appendix B.

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The candidate must provide a copy of the dissertation to each member of the final examining

committee (see below) at least two weeks before the final examination. Following a successful final

examination and approval of the final form of the dissertation by the examining committee, the

candidate shall submit an electronic dissertation to the Dean of the Graduate School by the required

deadlines associated with the commencement at which the degree is to be conferred.

L. FINAL EXAMINATION

When the student is admitted to candidacy, the Dean of the Graduate School appoints an examining

committee. This committee consists of the supervisory committee and a member of the graduate

faculty not on the supervisory committee. For Ed.D. candidates the outside chair will be a graduate

faculty within the College of Education. The additional member serves as chairperson for the final

oral examination.

The outside chairperson, as the representative of the Graduate School, is responsible for conducting

the final examination in an orderly manner, evaluating it as a test of the candidate's expertise,

submitting the final examination ballot, and making other reports as appropriate or required. As a

member of the examining committee, the chairperson also has the right and the responsibility to

evaluate the candidate's performance and to cast a vote. The outside chair is responsible for returning

the signed ballot and evaluation form to the Graduate School immediately after the oral examination.

The major professor is responsible for submitting the ETDR ballot to the Graduate School. By

submitting the signed ETDR ballot, the major professor indicates that he/she has reviewed and

approved the final PDF file for electronic submission.

The responsibilities of the examining committee are:

1. A copy of the dissertation that has been approved by the major professor or co-major

professors is presented to each member of the supervisory committee and outside chair at

least 10 working days prior to the oral examination. At least three-fourths of the

committee must agree that it is in acceptable form before the final examination may be

scheduled. All members must sign their approval or disapproval. By signing, a faculty

member indicates only that the form of the dissertation is acceptable for review and that a

final examination may be scheduled. Signing does not imply that the content of the

dissertation is satisfactory.

2. If during the 10 working days prior to the scheduled defense, one or more committee

members or the outside chair have significant concerns regarding the content or quality of

the dissertation, the faculty should consult with the major professor or co-major professor.

The major professor should confer with the other members of the supervisory committee

and determine whether the orals should be held as scheduled or delayed. The supervisory

committee should meet during the scheduled time to provide specific feedback to the

candidate regarding the necessary changes. The ballot must be returned to the Graduate

School. Once the student has addressed the concerns and made the necessary changes in

the dissertation, the orals can be rescheduled. The candidate will provide the supervisory

committee and outside chair with a copy of the dissertation and obtain their signatures on

an Approval to Schedule Final Examination form. This form must be submitted to the

Graduate School 10 working days prior to the scheduled oral examination.

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3. After the dissertation is deemed in an acceptable form, an oral examination at which the

candidate presents and defends the dissertation is scheduled. All members of the

examining committee (or substitutes appointed by the Dean of the Graduate School) are

expected to be present throughout the examination. At least three-fourths of the examining

committee including substitutes appointed by the Dean of the Graduate School must

approve the candidate's performance before he or she is deemed to have passed. A refusal

to vote by the chairperson or any other member of the examining committee shall be

recorded as a negative vote. With the permission of at least three-fourths of the committee,

a failed oral examination may be retaken but no sooner than three months from the date of

the failure.

Normally the oral examination will be open to the public. All or part of the exam may be

closed at the request of the major professor with only the committee, candidate and others

approved by the major professor, attending the exam. Such a request with a justification

for the examination not to be open, such as presentation of data on a pending patent or

confidential materials based on existing contract, must be received by the Graduate School

before the exam is scheduled and must be approved by the Dean of the Graduate School.

The final oral examination may be taken when the student has completed the program of study and

satisfied all other program requirements. All final examinations must be given on the Manhattan

campus and scheduled at least two weeks in advance.

When the dissertation has been approved, the oral final examination has been passed, and all other

requirements have been met, the candidate is recommended by the Dean of the Graduate School to

the Faculty Senate for approval to award the degree.