Georgetown University Interdisciplinary Program in Neuroscience (IPN) PhD PROGRAM COMMONALITIES Georgetown University Georgetown University Interdisciplinary Program in Neuroscience (IPN) Samantha Crowe Maureen Cruz Ivy Estabrooke Karen Gale Alexis Jeannotte Jagmeet Kanwal Alexei Kondratyev Philberta Leung Judy Lytle Katherine Meeker Alexandria Nugent Ted Russell Jill Turner Jill Weisberg Barry Wolfe CID Neuroscience Convening -- Winter 2004

First year: Introduction to discipline and department PhD PROGRAM COMMONALITIES Georgetown University First year: Introduction to discipline and department Critical thinking and questioning Coursework, including Neuroscience Survey Lab rotations Coursework should require analysis/thinking rather the regurgitation 1st year IPN Core course: modules that cover breadth of neuroscience, team taught by experts in each discipline Seminars, summer Neurofest, social events, and rotations help to incorporate students into the community Ideally, students would develop critical thinking and questioning skills, these skills are discussed in some of the course work, particullarly in the critical readings course. However, the typical place to learn this is in the laboratory, through rotations, lab meetings and journal club. Coursework has the goal of being less lecture and more discussion. Some classes do this better than others, but the goal is that it is not like undergraduate education . . . That it requires more critical thinking and problem solving, experimental design etc. . . The first year requires broad course work from molecular neuroscience to systems neuroscience. In addition, elective courses allow students to focus on areas that they would like to be come more versed in. CID Neuroscience Convening -- Winter 2004

Introduction to the research enterprise PhD PROGRAM COMMONALITIES Georgetown University Introduction to the research enterprise Students complete 3 laboratory rotations in the first year (starts July 1). Students present a short seminar on each rotation project to the IPN community. Students write a mini-grant proposal and conduct a mock NIH study section with full reviews, including assigning priority scores. Rotations: students are encouraged to experiment and try different techniques, and domains of neuroscience through their rotations. Rotation assignment is selected by the student, with help from their pre-thesis advisor and a student mentor. Typically, the rotation focuses on a small project of a piece of a larger ongoing project in the lab. If a student has already identified their thesis lab, they may use their rotation to learn a specific technique that they will use in their thesis work CID Neuroscience Convening -- Winter 2004

Significant Transition PhD PROGRAM COMMONALITIES Georgetown University Significant Transition Annual “Neurolunch” seminar presentation Once per year, each student, starting in the 2nd year, presents to the entire membership. May include data from pilot studies, failed experiments, recently submitted/published papers, ideas for new directions. Serves multiple purposes Developing/sharpening presentation skills Explaining/ defending research to broad audience Receiving feedback and constructive criticism Self-assessment of progress Every year (except the first) students present a one hour seminar to students and faculty of the department. The seminar serves as a marker of progress CID Neuroscience Convening -- Winter 2004

Significant Transition (cont’d) PhD PROGRAM COMMONALITIES Georgetown University Significant Transition (cont’d) Comprehensive Exam: 2 components 1) Written exam: cumulative final for the “core course” Taken at the end of the first year (NEW). Choice of 4/6 questions on didactic material. Choice of 2/4 questions requiring analysis of papers from the literature. Closed book/in-class format 2) Oral Exam: preparation for dissertation research Taken in the second year Student examined for 1-2 hours by 3 faculty and the proposed mentor Exam focuses on topic identified by student, typically in the area of the proposed thesis Certifies that student has knowledge base and analytical skills to initiate independent research Every year (except the first) students present a one hour seminar to students and faculty of the department. The seminar serves as a marker of progress CID Neuroscience Convening -- Winter 2004

Dissertation and defense Student and mentor confer on dissertation topic. Mentor and committee provide guidance in selecting focused, hypothesis-driven research questions. Student typically writes pre-doctoral fellowship proposal. Student and mentor work closely; consultation with committee varies. When are you finished? When your advisor and committee say so . . . Oral defense: public presentation (1 hour) followed by closed examination by committee.

Other features (Commonalities ?) Teaching opportunities (optional) Howard Hughes Summer Institute For “gifted” rising sophmores in the biology department. IPN students teach one or two lectures each in a minicourse (can get course credit for teaching). Focus is on creating interactive, experimental learning. Disorders and Diseases of the Brain Team taught course for undergraduates Completely organized and taught by doctoral students from the IPN (can get course credit for teaching). Students typically teach one or two lectures in their area of interest.

Innovation IPN students escort and run tour station activities for an annual Brain Awareness Week visit : for a group of 50 7th grade students from a DC public school. Interactions with visiting seminar series speakers: join the first and second year for a ‘journal club’ discussion of one of the speakers recent papers have lunch with thesis students in their area of research.

Novel Idea Alternative formats (in place of traditional comprehensive exam) to mark the completion of coursework and transition to thesis research Teaching a course Oral exam only Presentation Grant proposal

PhD PROGRAM COMMONALITIES Georgetown University Other Commonalities Comprehensive Exams: Written exam: cumulative final exam from the “core course” Taken at the end of the first year Students answer 4/6 questions on didactic material Students answer 2/4 questions requiring analysis of papers selected from the literature Closed book/in-class format Oral Exam Taken in the second year Student examined for 1-2 hours by 3 faculty and the proposed mentor Exam focuses on topic identified by student, typically in the area of the proposed thesis Evidence of a breadth and depth of knowledge of Neuroscience, techniques, and analytical analysis of research questions Certifies that student has knowledge base and analytical skills to initiate independent research Transition: from pre-thesis to thesis student, transition from primarily didactic course work to primarily experiential learning through research on a focused topic. The transition is marked by the passage of oral and written comprehensive exams. The oral exam focuses on a specific topic related to the potential thesis topic. Students are examined by a committee of faculty (3 plus mentor). Requires depth and breadth of knowledge on the topic and ability to answer on the spot questions. The written exam covers the “core” course work taken in the first year. The exam covers content in a series of essay questions, followed by analytical questions based on primary papers selected by faculty members. CID Neuroscience Convening -- Winter 2004