An interdisciplinary graduate program to train students in integrative neurobiology who will be among the leaders in the next generation of neuroscientists

The Neuroscience Training ProgramThe Neuroscience Training Program

Founded in 1971

More than 90 faculty in 23 departments and 5 schools

Over 160 applications received each year

51 current students

99 Ph.D. degrees granted and over 90% of graduates remain in the biomedical sciences

Continuously-funded NIH Training Grant for over 25 years

Research StrengthsResearch Strengths

Neural Circuits

Membrane Excitability & Synaptic Transmission

Neurobiology of Disease

Perception & Movement

Behavior, Cognition, & Emotion

Development, Plasticity, & Repair

Molecular Neuroscience

 

Neuroscience Training Program

Neuroscience Training ProgramOrganization and Governance

• Administered through Medical School

• In addition to NIH grant, support from Medical and Graduate Schools

• Chair, administrative staff, steering committee (10 faculty, 2 students)

• Other standing committees:- student advisory, admissions and recruitment, minority affairs, ethics, seminar topics (5-6 faculty, 1 student rep.)

Neuroscience Training ProgramStudent Training

• Introduction to the Program (Student advisory committee, chalk talks, social events)• Complete 3 laboratory rotations • Complete introductory neuroscience courses (cellular, molecular & systems neuroscience)• Choose thesis advisor and thesis committee• Complete Professional Development seminar during first year• Neuroscience seminar and subgroups • Ethics seminar (all first, third year and training grant students)• Advanced coursework (1 systems, 1 cell/mol., statistics)• One semester of teaching

Neuroscience Training ProgramStudent Training-cont.

Major Benchmarks

• Preliminary examination- Outside area paper- Thesis proposal

• Dissertation (written and oral defense)

Evaluation of Progress

Thesis committee meets with student once/semester pre-dissertator status, once/year post-dissertator status.

Neuroscience Training ProgramCID Leadership Committee

Vaishali Bakshi, Ph.D.Assistant Professor of PsychiatryMary Behan, Ph.D.Professor of Comparative BiosciencesCindy Czajkowski, Ph.D.Associate Professor of PhysiologyTimothy Gomez, Ph.D.Assistant Professor of Anatomy

Stephen Johnson, M.D., Ph.D.Assistant Professor of Comparative BiosciencesRon Kalil, Ph.D.Professor of Ophthalmology and Visual SciencesAnn E. Kelley, Ph.D.Professor of PsychiatryRobert Pearce, M.D., Ph.D.Professor of Anesthesiology

STUDENTS:Jason Berndt (4th year)Erin Hanlon (4th year)Rebekah Jakel (3rd year, MD/PhD program)Aaron Nelson (2nd year)Terri Schochet (5th year)

FACULTY:

EX OFFICIO:Heather Daniels

Neuroscience Training ProgramKey Ideas

1. Mission and Philosophy of the Neuroscience Training Program

2. Mentoring and the Student-Mentor Relationship

3. Career Development and Educational Initiatives

Additional areas of discussion for future consideration:• Improve retention of women in academic tracks• Improve under-represented minority recruiting and enrollment

Neuroscience Training ProgramMission and Philosophy

• What is the mission of the Neuroscience Training Program? Does the faculty have a shared idea of the mission and goals of the Neuroscience Training Program (or not)? Of a typical, ideally prepared student?

• Define intellectual, experimental, and communication skills that Program faculty expect students to achieve. Is there a coherent concept of “core expectations” for a typical student finishing the Program?How does this view match with the students view of his/her expectations?

• What particular aspects of training makes a successful scientist? Evaluate key elements in multiple areas (curriculum, research, teaching, etc).

Neuroscience Training ProgramMission and Philosophy-cont.

• Given a common notion of “core expectations,” are benchmarks clearly defined and met - are there effective ways for evaluating progress?

• Are there processes/opportunities for faculty “modeling,”e.g. faculty-faculty interactions, effective criticism, grant writing, etc. (“transparency”)

Neuroscience Training ProgramMentoring and the Student-Mentor Relationship

• Evaluation and selection of faculty mentors

• Can we clearly define or describe characteristics of effective mentoring? Is there an ideal blueprint and can it communicated effectively? What is the contribution of the mentor to the instantiation of “habits of mind” and scientific reasoning?

• Is communication of faculty expectations and goals to the student effective?

• Improve/enhance peer mentoring – new initiatives

Neuroscience Training ProgramCareer Development and Educational Initiatives

• Innovative dual degree programs (e.g. masters in science journalism, public policy combined with neuroscience Ph.D.)

• Explore opportunities to consider careers other than traditional academic tenure track

• Gather and assess information on current and future job market, demographics, etc. How can institutions such as Carnegie, Society for Neuroscience, and ANDP aid in this process?

• Interview alumni (particularly recent)

• Better incorporation of neuroscience postdocs in this process

Neuroscience Training ProgramCurrent and Future Plans

• Organization over next semester of mini meetings for discussion of CID key ideas

• Consider new professional development seminar for senior students

• Consider detailed questionnaire for students, faculty and alumni

• Develop and launch innovative training opportunities (e.g. M.S. in science journalism)