|
|
|
BMS Graduate Program Scope
|
|
The BMS Program at UCSD offers broad opportunities for advanced multidisciplinary
studies in cell and molecular biology, molecular pharmacology, physiology, genetics,
immunology, microbiology, biochemistry, bioinformatics, cancer biology, endocrinology,
and neurobiology. The program emphasizes areas of high current interest in six Training
Tracks (Genetics, Molecular Cell Biology, Microbiology/Immunology, Molecular Pathology,
Pharmacology, and Physiology). The overall objective of the program is to understand
the molecular and cellular basis of organismal development, physiology, and pathophysiology.
These topics are investigated in a wide variety of organisms from yeast to mammals.
The program is designed to develop creative, independent research scientists who
will be well equipped to study the mechanisms of fundamental biological processes
and pathologies in the post-genomic era. A particularly attractive feature of the
BMS Program is its multidisciplinary character, giving students a broad choice of
faculty and laboratories for research training. Currently, there are 160 graduate
students and 117 faculty members who are in the School of Medicine, at the Howard
Hughes Medical Institute, at the San Diego Supercomputer Center, the Ludwig Institute
for Cancer Research, and the neighboring Salk Institute and Burnham Institutes (faculty
roster can be obtained from http://biomedsci.ucsd.edu)
|
|
|
|
Advisory System |
|
Students enter the BMS Graduate Program without committing to any particular laboratory
or discipline. They have complete freedom to explore and develop their interests
while meeting the faculty in classes and laboratory rotations. Each entering student
is assigned an advisor from the Standing, Promotions, and Advisory Committee (SPAC,
chaired by the Graduate Advisor of the program). The SPAC advisor serves as a liaison
to the program, providing counsel on formal course work in the first year, laboratory
rotations, progress in the curriculum, and thesis research advisor selection. Advisors
and students keep in touch at least once per quarter until a student enters a thesis
laboratory. When the student enters a thesis laboratory, the thesis advisor takes
over the advising functions from the SPAC advisor. Students may also call upon the
graduate advisor of the program for assistance with any problems or concerns that
cannot be solved by the thesis or SPAC advisors.
|
|
|
|
Graduate Courses
|
|
The program is designed to provide the flexibility necessary to address the varying
interests of the graduate students. A series of core courses is required in the
program during the first year (Table 7). In the fall quarter, all students take
the companion courses BIOM 200A and B, “Molecules to Organisms: Concepts” and “Molecules
to Organisms: Approaches,” as well as a seminar course BIOM 201 “Seminars in Biomedical
Research.” In the winter and spring quarters, students elect 3 or 4 courses offered
by the various Training Tracks, as well as additional seminar courses. Short courses
in statistics/computer analysis and scientific ethics are also required and are
offered in the spring quarter. The normal course load is 12-18 units per quarter;
a minimum of 12 units per quarter is required, which includes laboratory rotations.
According to policies set by the Graduate Council and executed by OGS, graduate
students must maintain a 3.0 GPA and cannot have more than 8 units with an F or
U grade. The sequence of core courses for the first two years is presented in Table
7. During the following years, students are required to take 15 graduate units as
electives. Students can also take any other course offered on the general campus
or in the School of Medicine, as well as apply for UCSD Extension courses through
OGS. IMSD students that have previously taken a graduate course and passed with
B or above do not have to take the course again, but the credits will be added to
the academic record. In cases where IMSD students perform poorly in a graduate course,
they will be placed into a tutor program coordinated by OGS.
|
|
|
|
Laboratory Rotations
|
|
First-year students must complete at least three laboratory rotations with different
BMS Program faculty. Laboratory rotations are designed to introduce students to
new techniques and concepts used in a given laboratory and involve the students
in creative aspects of experimental design. The rotations also provide the student
with an excellent opportunity to explore potential dissertation projects and meet
with potential advisors and their research groups. The success of the rotation program
depends on thoughtful and conscientious participation by both students and faculty.
Laboratory space is provided for each rotation so that the student can be integrated
as completely as possible into the laboratory environment. Rotation projects are
constructed in such a way as to introduce students to new concepts and new techniques,
allowing students to design and conduct creative experiments. Students discuss plans
for rotations with their SPAC advisors and/or the leaders of the Research Tracks.
Students decide on a thesis laboratory by the end of spring quarter and begin their
dissertation projects in the summer quarter. An additional rotation during summer
is possible for those students that are not sure about the best thesis laboratory.
|
|
|
|
Teaching and Outreach
|
|
Students should devote at least one quarter to a teaching experience, either as
a teaching assistant in undergraduate or medical school courses or in an approved
outreach program. The teaching/outreach requirement constitutes a recognized educational
experience and counts as 4 units toward the S/U elective requirement. Formal classroom
teaching opportunities are available predominantly in the undergraduate Biology,
Chemistry, or Pharmaceutical Sciences courses or in courses offered by the School
of Medicine with the approval of the Program Chair. Teaching Assistantships last
for one quarter (~10 weeks), usually during the winter or spring quarter of the
second year. The assistantships may include discussion sections, workshops, or laboratories.
Students are trained in teaching techniques through the Center for Teaching Development
(www-ctd.ucsd.edu) and receive evaluations on their performance. In addition to
didactic classroom experiences, the teaching requirement can be satisfied by participation
in approved outreach programs for primary, secondary, and post-secondary schools.
These include programs supported by outside agencies that, in some cases, provide
fellowships for students and voluntary activities. Such programs must intend to
(a) educate the public in biology and biomedical sciences and their potential for
society, (b) provide public education on the importance of science to guide policy
decisions on medical or environmental health issues, (c) provide education to the
general public on the importance of science in governmental decisions, and (d) interest
students during their formative years in science and health related careers.
|
|
|
|
Selection of Thesis Laboratory
|
|
Students select a thesis laboratory for the completion of their Ph.D. requirements.
This selection must be agreed upon and approved by the SPAC advisor and Program
Chair. The responsibility for the student's financial support also becomes that
of the thesis advisor at the time of selection of the thesis laboratory.
|
|
|
|
Qualifying Examinations
|
|
The qualifying examination consists of two parts, the Minor Proposition and the
Major Proposition. The examination system is designed to ensure that each student
has developed reasonably broad knowledge of multiple areas (as reflected in the
Research Tracks). For the Minor Proposition, each student develops a research plan
on a topic other than the primary thesis research. A key goal is to ensure attainment
of skills needed to identify significant research problems, to collect and integrate
diverse scientific information, and to develop sound and creative experimental designs
to test a scientific hypothesis. The Major Proposition focuses on the actual work
that will comprise the original research whose completion will lead to a Ph.D. degree.
|
|
|
|
Thesis Committee
|
|
The Thesis Committee is chosen by the faculty advisor and the student, with the
consent of the Program Chair and the Dean of Graduate Studies and is appointed by
OGS. The Thesis Committee must have a minimum of five members, and at least three
must be BMS faculty. If all members are from BMS, then two must have a primary appointment
in a department in which the Committee Chair has no affiliation, and one of these
two must be a tenured UCSD faculty member (i.e., a full professor or associate professor).
The Chair of the committee must be a member of the BMS Program and will typically
be the thesis advisor. Students must meet with their thesis committee annually.
|
|
|
|
Defense of Dissertation
|
|
When the student and advisor agree that the student’s research has reached a satisfactory
endpoint (normally during the fifth academic year), the student convenes his or
her committee. At this meeting, the student provides the committee an overview of
the work and an outline of the thesis. All committee members must agree that the
accomplished body of work is sufficient for a thesis and that the student can proceed
with the writing of his or her dissertation. Once the approval to proceed has been
obtained, the student prepares the written dissertation. This document should present
the individual student’s research and should be organized into a series of chapters.
When the student and the advisor agree that the written dissertation is nearing
final form, and upon approval of all members of the thesis committee, the student
schedules a public research seminar immediately followed by a closed thesis defense.
The UCSD Academic Senate requires that the student must submit a draft of the written
dissertation to each member of the doctoral committee at least four weeks before
the final examination. The public defense must be advertised to the university community
in advance of the meeting. Following a successful examination and approval of the
thesis, the committee signs the thesis and the Final Report form. The student submits
the approved thesis with the Final Report and the Degree and Diploma Application
to OGS. Upon approval by the Dean of Graduate Studies, the student files the dissertation
with the university archivist in the Mandeville Special Collections Library of Geisel
Library, who accepts it on behalf of the Graduate Council, a subcommittee of the
Academic Senate. Acceptance of the dissertation by the university archivist and
the filing of the Final Report with OGS represent the final steps in the completion
of all requirements for the Ph.D. in Biomedical Sciences.
|
|
|
|
Preparation of Individual Fellowships to Complete Ph.D. Requirements
|
|
IMSD scholars enrolled in the BMS Ph.D. Program will be supported for the first
year of graduate studies. After the first year, these students will
be assisted in preparing and submitting an individual fellowship application to
NIH (NSRA), NSF, or other sources. Scholars will participate in activities that
teach them to write this type of application, which are provided regularly by OGS.
The most important resource for writing a successful grant application is the student’s
mentor. Faculty members involved in the BMS Program have a great deal of experience
and success in grant preparation (Table 6). It is expected that by the end of the
second year, scholars will have a very good idea of their dissertation project and
some preliminary data. Consequently, they should be in a position to write a fellowship
grant. Mentors will provide students with examples of successful prior grants, so
the scholars can get familiar with grant wording and format. Moreover, mentors and
students will meet regularly to plan and execute their proposals.
|
|
|
|
Postdoctoral Training and Search for Faculty Positions
|
|
Scholars will be informed of potential pathways for obtaining faculty positions
at research universities. Seminars directed at this goal are provided by OGS. An
important component of this objective is postdoctoral training. Plans to find a
good postdoctoral position should begin at least one year prior to completion of
a Ph.D. degree program. Mentors will talk with the scholars about potential opportunities.
Several aspects need to be taken into consideration in order to have a successful
postdoctoral experience. The most important factor is to find a mentor with a good
training record. Colleagues of the student’s thesis mentor are often a good choice
and have proven to be successful postdoctoral training mentors. The second aspect
is the quality and topic of the project. Scholars need to think ahead of time of
projects that they might be interested in participating in when offered an independent
position as Assistant Professor. Consequently, scholars should search very carefully
for a suitable postdoctoral position. Funding is a major obstacle to obtaining the
desired postdoctoral position. Scholars will be encouraged to submit independent
fellowships for postdoctoral training. Both Ph.D. mentors and future postdoctoral
fellow mentors will coordinate efforts to help the scholars write and submit their
fellowship applications.
|
|