Training in the Neuroscience Program combines a broad interdisciplinary curriculum with advanced electives that prepare trainees for dissertation research in specific research areas. This includes coursework that exposes them to all subdisciplines of neuroscience within the first two years, including translational and clinical aspects, comprehensive professional skills, and robust quantitative training.
During this time, students also rotate through the laboratories and receive hands-on training in a variety of techniques and approaches before selecting a PhD research advisor. Complementing this training are multiple specific journal clubs, each facilitated by senior faculty, that expose students to the latest research within different subdisciplines.
Research Training in State-of-the-Art Approaches in Neuroscience
Although the course work, seminars, journal clubs, and tutorials are vital aspects of a student's education, the Neuroscience Program recognizes that the most critical part of training is laboratory research. Our students can choose from laboratories whose research focuses on Cognition and Memory, Sensory Systems and Integration, Neurobiology of Substance Use Disorders, and Neurological Disorders as described above. While specific faculty research interests are provided on individual websites, within each of the broad categories listed, research projects span all levels of organization from molecular and cellular to systems and behavior.
During the first year of training, the student rotates through 2-3 laboratories of her/his choice. Each laboratory research rotation lasts approximately the length of the semester (approximately 4 months).
As soon as students are offered the invitation to join the program, we encourage them to contact individual faculty members to discuss research opportunities in the laboratory. The Program Director helps students with these initial contacts. Students are encouraged to talk with several faculty members regarding lab research because we believe that interesting research experiences during your first year can lead to the judicious selection of a faculty advisor for the PhD dissertation research.
Once they have matched with a dissertation lab and mentor (typically within two rotations), students start designing their dissertation project. At this point, they have been exposed to a spectrum of subjects, perspectives, and techniques, and are ready to dive more deeply into a specific issue. Their home laboratory provides them with much of the additional advanced training that is necessary. However, because many laboratories require the same advanced competencies, we offer a series of advanced elective courses that provide formal instruction on select issues. Additional courses provided by subdiscipline-specific training grants are also available. Students are counseled, guided, and mentored throughout their training experience by multiple faculty, catching and remediating problems as soon as they occur, and steering students in directions that best-fit their drive and interests. As our Outcomes indicate, this program produces outstanding graduates.
Introduction to Neuroscience I (NEUR 701, fall): This course, team-taught by Neuroscience Program faculty, is composed of two sections providing a solid foundation in key concepts of I) Neuroanatomy and II) Neurophysiology/Pharmacology. In Neuroanatomy, students attend lectures that provide an overview of material and work in teams in the laboratory to explore anatomical relationships. In Neurophysiology/Pharmacology, sessions are a mixture of lectures, discussion and student review and presentation of primary literature related to topics covered in class.
Quantitative Methods in Biomedical Sciences (NEUR 741, fall): This is the introductory course teaches statistical methodology and quantitative approaches to data analysis. Students are taught to understand the fundamental concepts and mechanics underlying statistical analyses. The course establishes a foundation of the important concepts in elementary probability theory (e.g., p-value, alpha, power), the statistical mechanics that underlie common tests (e.g., t-tests, regressions, non-parametric approaches), the importance of data visualization, practical outlier detection, alpha correction, the dangers of “p-hacking”, caveats with regression analyses and signal detection theory. It also includes an exposure to more advanced methods and basic instruction on computer programming (taught from core concepts, e.g., data structures, algorithms, programmatic control flow) using the R language for analysis and plotting results.
Seminars in Neuroscience (NEUR 711, 712; fall and spring): The Neuroscience Program faculty and students represent more than a dozen departments and Centers, all of which sponsor seminars on diverse topics in Neuroscience. The course grade is based on the number of approved seminars attended. We emphasize that attendance at seminars and interacting with the seminar speakers is valuable for their training as well as career development.
Neuroscience Tutorial (NEUR 705,706; fall, spring, summer): The Tutorial series provides opportunities for students to present their own research in a seminar format. Senior students present an hour-long seminar in fall to give the junior students the opportunity to hear experienced presenters. Third-year PhD and MS students present 30-minute talks in the spring semester. During the summer term, first- and second-year students give a 30-minute presentation. Every other summer, students present a “TEDtorial:” 10-minute “TED talk”-style seminars on a scientific topic that does not have to be directly related to their research. A major component of the course is learning to give peers constructive criticism through peer evaluations completed every week.
Journal Clubs (various, fall and spring): Journal clubs enhance the student’s understanding of a research field. Journal clubs are intentionally small classes to allow for active discussion. The student-to-student and faculty-to-student interaction that journal clubs provide helps students develop critical reasoning skills, analysis of real-word experimental design and execution, data presentation and conclusions, peer-review experience, and discussion skills. Each journal club is offered in the fall and spring semester. Current journal clubs include: Translational Studies of Neuropsychiatric Disease, Pain and Anesthesiology, Sensory Neuroscience, Network Science, Memory, Cognition and Aging, Translational Addiction, Neuro-computational Approaches to Investigate Conscious Experience, Willful Choice and Related Disorders.
Foundations of Scientific Integrity (GRAD 713, GRAD 714; fall and spring): This course, administered by the Graduate School for all first-year students, covers topics related to responsible conduct of research.
Introduction to Neuroscience II (NEUR 702, spring): This second course in the Introduction to Neuroscience series is team-taught by the Neuroscience Program faculty and comprises three sections: I) Sensory Systems and II) Motor Systems and III) Cognitive/Computational Neuroscience. The course combines didactic instruction and open discussion in providing a comprehensive overview of the these topics.
Professional and Career Development (GRAD 716, spring): A weekly seminar course for fall graduate students in which invited speakers give presentations organized around offering students best practices in professional behaviors on topics including animal & human subjects research, record keeping, authorship, grant writing, preparing talks and posters and managing conflicts of interest.
Clinical Neuroscience (NEUR 771, fall): The course brings together clinicians and basic scientists to provide an integrated, holistic view of current research on and clinical status of various neurological and neuropsychiatric diseases. Each session consists of presentations delivered by a clinician and a basic scientist followed by student discussion. The clinician describes the disorder in terms of presentation, diagnostic criteria and process, progression of the disorder and current therapeutic strategies. The basic scientist then presents how the disorder is studied in the lab. Participants consider both clinical and basic science issues to evaluate the current state of the field, what could be done to develop translational approaches to improve our understanding of the disease and how to develop effective therapeutics.
Career Planning in the Biomedical Sciences (GRAD 715, fall): A weekly seminar course for all graduate students in which invited alumni panelists share details on career options in the biomedical sciences, highlighting a wide range of career paths. Speakers share details from their own experiences their chosen career paths which may include undergraduate college teaching, pharmaceutical research, law careers, medical writing, science policy and grants management. In addition to the panel discussions, students have the opportunity to complete self-assessment exercises to help narrow their career focus, and discuss best practices in resume, curriculum vitae and cover letter writing as well as interviewing skills.
Scientific Outreach (GRAD 709, 710; fall and spring): Planning outreach events and communicating scientific concepts to the lay public are essential skills for any scientist-in-training, especially those who may be involved in academic lecturing or public policy. This course provides hands-on engagement with teaching and outreach opportunities directed at the lay public or other groups outside the university. Such activities include informal teaching of basic and translational science concepts in the biomedical sciences and other STEM-related disciplines. Students are required to participate in 10 hours outreach activities each semester for credit.
Advanced Multivariate Analysis in Neuroscience (NEUR 751, spring): This course picks up where NEUR 741 ends. The guiding philosophy of the course is to provide a realistic simulation of neuroscientific data analysis in a collaborative environment. The course is centered on analytic projects that utilize combinations of linear/nonlinear regression, mixed models and Bayesian estimation to explore best practice approaches to complex problems. Students collaborate to decide on next steps at each stage of the analysis and identify potential caveats, construct implementations/solutions collaboratively, and discuss results and next steps, with expert faculty guidance.
Students are required to take at least one elective course, usually in the second year. However, students can take as many electives at any time after the first year as different topics may become relevant to research and career interests.
- Advanced Molecular Approaches to Neuroscience: By the end of this course, the student should have a firm foundation in understanding experimental design, the techniques used, and the analysis of data/data sets from advanced methods used in modern neuroscience and cell biology.
- Behavioral Pharmacology: This course focuses on behavioral factors that influence the effects of drugs. Material presented provides the historical context and core principles that are the foundation of behavioral pharmacology.
- Research Design in Sensory and Systems Neurobiology: This is an introduction to quantitative methods used in the analysis of experimental data in systems neuroscience, including statistical, probabilistic and computational techniques.
- Synaptic Physiology for Biologists: In this course, graduate students will be introduced to theory, techniques, and mechanisms of synaptic physiology. We will focus on molecular underpinnings of plasticity at the synapse - both pre- and post-synaptically, specifics of electrophysiological and electrochemical tools used to probe synaptic function, and how alterations of synaptic physiology contribute to maladaptive states in the whole organism.
- Neuropharmacology: General survey of neuropharmacology, emphasizing neurotransmitters, receptors and their interactions. Discusses general principles of drug action, including receptor binding, second messengers, and neurotransmitter metabolism. Surveys neurotransmitter function, including acetylcholine, biogenic amines, excitatory and other amino acids, and neuropeptides.
- Neural Networks and Machine Learning: An advanced course providing essential theory and practical experience in developing neural network architectures and methods for machine learning. The course combines didactic lectures on foundational concepts with practical laboratory exercises that provide hands-on experience in designing, implementing (MATLAB), and evaluating the performance of these algorithms.
- Intro to Neuroimaging: This course is the first in a series of elective courses for second-year neuroscience graduate students covering basic topics in neuroimaging acquisition, processing and analysis. Topics covered in this section include basics of MRI image acquisition, fundamentals of structural and functional MRI, and an introduction to other commonly used imaging methods (PET, MEG, spectroscopy, ultrasound).
- Computational Neuroscience: This advanced course explores topics in theoretical and computational neuroscience spanning multiple levels of abstraction, from models of ion channels and single neurons to decision-making and behavior. Major topics include models of individual neurons and populations, information theory, common network architectures involving oscillations and attractor dynamics, mechanisms of synaptic plasticity, neural encoding and decoding, and computation within large-scale neural networks.
Future success of program graduates will depend upon not only rigorous academic and research training, but also the student’s ability to follow a successful career path. The program has many opportunities for the refinement of professional skills and actively encourages students to participate in career development activities.
- Oral Communication: During the Summer term, first- and second-year students present a 30-minute talk on research from one of their rotations (first year) or initial research results (second year). Third-year students and beyond present a 50-minute talk during the fall or spring semester.
- Written Communication: In addition to course assignments, first and second year PhD students must submit a report of their research activities. This paper often serves as a first draft of the background for their dissertation proposal (if the research stems from work in the dissertation advisor’s lab), or as a draft of a to-be-submitted journal article on which the student would be a co-author.
- Poster Presentations: Program students coordinate the Research Day Poster Session (usually held in December). All second year and above students are required to present a poster of their research in the competition. This provides an opportunity for all students to practice presentation skills before presenting at national meetings. Posters are scored by ad-hoc faculty committees, who also provide immediate feedback to students on research, poster layout, and clarity of presentation. Typically, all year 3+ students present posters that have or will be presented at National/International meetings.
Students have the opportunity to take courses that explore career development.
- Principals of Intellectual Property Development: Designed for late-stage graduate students to supplement their scientific background with a greater understanding of intellectual property protection, commercialization, and start-up company formation.
Teaching and Outreach
While preparation for a research career in the Neurosciences is the central focus of our program, we also ensure students gain experience in teaching and outreach, and exposure to an increasing number of opportunities in the industry in which scientists with the training we provide go on to be extraordinarily successful. These additional experiences not only expand students’ competencies and enhance their opportunities for highly impactful careers, but they also encourage them to maintain broad interests and open them to collaborative pursuits; e.g., with industry.
Alumni Network
Our graduates have been successful in pursuing careers in academia and industry. We have established an Alumni Network for the program. To facilitate exchange we maintain a directory of alumni that is available as a resource to current students.
Other Professional Opportunities
Students who have advanced to candidacy have the opportunity to participate in several Career Development activities with permission of the dissertation advisor and Program Director. These opportunities include teaching experience, the joint PhD/MBA program and internships.