2015-2016

StudentGuide

GraduateTraininginNeuroscience

EmoryUniversityKeyContactsGaryLongstreetProgramCoordinatorgary.longstreet@emory.edu1462CliftonRd,Suite314tel#7-3707Dr.DavidWeinshenkerProgramDirectordweinsh@emory.edu301Whitehead

Dr.VictorFaundezDGS#1(forstudentsinyrs.1-2)vfaundez@emory.edu446WhiteheadDr.MaluTanseyDGS#2(forstudentsinyrs.3+)malu.tansey@emory.edu605LWhitehead

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TABLEOFCONTENTS

1. Contents2. OverviewofProgramAdministration.....................................................................................6

3. PurposeandGoalsoftheGraduatePrograminNeuroscience..............................................6

4. PhilosophyofGraduateTraining............................................................................................7

5. NewlyArrivingStudents.........................................................................................................8

A.InternationalStudentsandLanguageRequirements.............................................................8

6. ProgramAdministration.........................................................................................................8

7. Advising..................................................................................................................................9

8. TheImportanceofDisciplineandSettingDeadlines..............................................................9

9. LaboratoryResearchRotations..............................................................................................9

A.Howtoselectlaboratoryrotations......................................................................................10

B.RotationProposals...............................................................................................................11

C.RotationReports..................................................................................................................11

D.RotationEvaluation..............................................................................................................12

10. Grades..............................................................................................................................12

11. Courses.............................................................................................................................14

A.RequiredCourses................................................................................................................14

(i)PhDstudents....................................................................................................................14

(ii)MD/PhDstudents............................................................................................................15

B.CourseExemptions...............................................................................................................16

C.ElectiveCourses....................................................................................................................16

D.RotationandResearchCredits.............................................................................................16

12. CourseDescriptions..........................................................................................................16

A.FrontiersinNeuroscience(IBS530)....................................................................................16

B.AdvancedGraduateSeminar(NS790R)...............................................................................17

C.GrantWriting(IBS522R)......................................................................................................17

13. RelatedProgramRequirements.......................................................................................18

A.EventsSponsoredbyAtlantaChapteroftheSocietyforNeuroscience..............................18

(i)NeurosciencePosterPreview...........................................................................................18

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(ii)BrainAwarenessMonth..................................................................................................18

B.SpecialLectureships.............................................................................................................18

C.JournalClubsandCommonInterestGroups........................................................................19

14. SelectionofResearchAdvisor..........................................................................................19

15. SelectionofDissertationCommittee................................................................................20

16. QualifyingExamination.....................................................................................................21

A.BePrepared.........................................................................................................................21

B.WrittenExam.......................................................................................................................21

C.OralExamination.................................................................................................................22

(i)Preparation.......................................................................................................................22

(ii)SubmittingaWrittenProposal........................................................................................23

(iii)TheOralExamination.....................................................................................................23

17. AdmissiontoPh.D.Candidacy..........................................................................................24

18. TeachingAssistantTrainingandTeachingOpportunityProgram(TATTO)......................25

A.SummerTeachingWorkshop...............................................................................................25

B.DivisionProgramExperiencein"TeachingintheBiosciences"............................................25

C.TeachingAssistantship........................................................................................................25

D.TeachingAssociateship.......................................................................................................26

19. DissertationResearch.......................................................................................................26

20. SubmissionofPh.D.Dissertation......................................................................................27

A.ApprovalofCommittee........................................................................................................27

B.GuidelinesforWritingandSubmission................................................................................27

C.Submissionofthedissertation.............................................................................................27

D.Finalthesiscommitteemeeting...........................................................................................27

21. DefenseofPh.D.Dissertation...........................................................................................28

A.PublicDissertationDefense.................................................................................................28

B.Privatedissertationdefense.................................................................................................29

C.Revisions...............................................................................................................................29

22. AwardingofDegree..........................................................................................................29

A.Deadlines..............................................................................................................................29

B.Degrees................................................................................................................................29

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(i)MasterofScience............................................................................................................29

(ii)DoctorofPhilosophy......................................................................................................30

23. TenureofGraduateStudies..............................................................................................30

24. ExpectationsofPerformance...........................................................................................31

A.ExpectationsofFacultyforStudents....................................................................................31

B.ExpectationsofStudentsforFaculty...................................................................................31

25. Student-FacultyCommunication....................................................................................32

26. PolicyRegardingOutsideEmployment............................................................................33

27. LeavingtheProgram.........................................................................................................33

A.BeyondthePh.D..................................................................................................................33

B.PoorPerformance...............................................................................................................34

28. UniversityRequirements..................................................................................................34

29. LeaveofAbsence..............................................................................................................34

A.LeaveRequests....................................................................................................................34

(i)EffectonHealthInsuranceandSalary–Whatyouneedtoknow...................................35

(ii) LaneyGraduateSchoolRulesonLeaveofAbsence.....................................................35

(iii) GDBBSAdditionalLeaveofAbsenceInformation....................................................35

(iv) OfficeofDisabilityServiceshttp://www.ods.emory.edu/......................................35

30. Appendices.......................................................................................................................36

Appendix1.EssentialForms....................................................................................................36

RotationProposal.................................................................................................................36

RotationEvaluation(undertakenbyrotationmentor)........................................................36

RotationReportGuidelines..................................................................................................36

GDBBSMentorAgreementForm.........................................................................................36

NSDissertationCommitteeChecklist...................................................................................36

LGSDissertationCommitteeForm.......................................................................................36

ApplicationforCandidacy.....................................................................................................37

DissertationAdvisoryCommitteeMeetingSummaryandProgressReport........................37

ProvisionalDissertationDefenseApprovalForm.................................................................37

DegreeCompletion...............................................................................................................37

ApplicationforDegree.............................................................................................................................................................37ReportofCompletion...............................................................................................................................................................37

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SubmittingyourDissertation...............................................................................................................................................37Appendix2.TypicalScheduleNeuroscienceStudents.............................................................38

Appendix3.ElectiveCoursesforNeuroscienceStudents........................................................39

Appendix4.SurvivalSkillsChecklistsandCareerGuide...........................................................40

RotationMentorQuestions..................................................................................................40

TimemanagementandProductivity....................................................................................40

GoodLaboratoryPractice.....................................................................................................41

LaboratoryRulesforSuccess................................................................................................41

AttitudeDesiderata..............................................................................................................42

ResearchCollaborations.......................................................................................................42

Networking...........................................................................................................................42

CareerOptions:ProposalDevelopmentandGrantWritingConsultant...............................43

CareerOptions:PatentAgent/BiotechnologyConsultant....................................................43

CareerOptions:Technologytransferlicensingassociate.....................................................44

CareerOptions:ResearchpositionattheVA.......................................................................44

CareerOptions:EmoryUniversityLecturer..........................................................................45

Appendix5.ListingofNeuroscienceFaculty...........................................................................46

Appendix6.ListingofNeuroscienceProgramCommitteesandMembers.............................51

Appendix7.ListingofNeuroscienceProgramStudents..........................................................55

Appendix8.CoreCourseSyllabi..............................................................................................55

IBS526NeuroanatomyandSystemsNeuroscience.............................................................55

IBS514:Cellular,Molecular,andDevelopmentalNeuroscience..........Error!Bookmarknotdefined.

IBS522GrantWriting:HYPOTHESISDESIGNANDSCIENTIFICWRITING..............................66

NS570R–Neuroscience:ProfessionalDevelopment,CommunicationandEthics..............69

Appendix7:GINOfficers:2011-2012......................................................................................82

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2. OverviewofProgramAdministration

3. PurposeandGoalsoftheGraduatePrograminNeuroscienceThestudyofthemechanismsbywhichthebraincontrolsandintegratesorganismalfunctionisoneofthemostexcitingandrapidlyadvancingareasofmodernscience.Thegeneralfieldofneuroscienceinvolvesthestudyofthenervoussystematalllevelsoforganization,fromsinglemoleculestransportingspecificionsacrossbiologicalmembranes,tolargeinterconnectednetworksofneuronscontrollingcomplexmotivatedbehaviors.Scientistsinthischallengingareamustconsequentlycrossthenormalboundarylinesdividingtraditionaldisciplinesandemploycomplexmultidisciplinaryapproachestobegintounderstandbrainfunction.

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Neurosciencedrawsuponknowledgedevelopedinallofthetraditionaldisciplines,includinganatomy,biology,biochemistry,microbiology,physiology,pharmacology,andpsychology.Thetaskoftheneuroscientististochoosethemostappropriatetoolsandapproachesfromeachofthesedisciplinesthatwillassisthimorherinunravelingthemechanismsbywhichneuronsandgliaperformtheirintegrativefunctions.

ThegraduateprograminNeuroscienceprovidesthemultidisciplinarytrainingrequiredforasuccessfulresearchandteachingcareerinneuroscience.Theprogramallowsthestudenttolearncurrentlyacceptedscientificfactsandtheories;learntoplan,conductandcriticallyevaluateexperiments;makeanoriginalcontributiontoscientificknowledge;becomeskilledinoralandwrittencommunication;andbecomeself-sufficientincontinuingeducationbeyondgraduateschool.Theprogramalsopreparesthestudenttoteachneuroscienceandrelateddisciplinesinprofessionalandgraduateschools.Becauseofthediversityofprogramgoalsandthevarietyofapproachesusedinneuroscience,theprogramisbroadlybasedwithProgrammembersdrawnfromacross24DepartmentsandCenters,suchas-Anesthesiology,Anthropology,Biochemistry,Biology,BiomedicalEngineering,Biostatistics(SPH),CellBiology,DigestiveDiseases,Economics,EmergencyMedicine,EnvironmentalandOccupationalHealth(SPH),Epidemiology(SPH),HumanGenetics,Neurology,Neurosurgery,Ophthalmology,Otolaryngology,Pathology,Pharmacology,Physiology,Psychiatry,Psychology,Radiology,RehabilitativeMedicine,andtheYerkesNationalPrimateResearchCenter.

4. PhilosophyofGraduateTrainingGraduatetrainingintheNeuroscienceProgramisresearch-focusedanddiffersconsiderablyfromundergraduateorprofessionalschool.Theformalcourseworkisintendedtoprovidebasicknowledgeaswellasguidanceforself-educationbythestudentscholar.Suchself-educationisafull-timejobandmustbeanactive,ratherthanpassive,process.Muchofgraduateteachingconsistsofindividualizedinstructionbetweenstudentsandtheiradvisors,inanatmosphereofcooperativeresearchanddiscovery.

Studentsshouldconsiderthegraduatetrainingprogramasthebeginningoftheirprofessionalcareers,ratherthanasanextensionofschoolingastheyhaveknownit.Thegraduatestudentdoesmanyofthesamethingsthatoccupyprofessionalscientists:readingscientificliterature;planning,conducting,andanalyzingexperiments;andpublishingpapers.Theearlierthestudentbecomesproficientattheseendeavors,thesoonerandfurtherhisorhercareerwillprogress.Scientificresearchcanbediscouragingattimesandagreatdealofinertiasometimesmustbeovercometobringaprojecttoconclusion.However,therewardstothededicatedstudentincludeasenseofaccomplishment,independence,anddiscovery;aswellasentryintoachallengingprofession.

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5. NewlyArrivingStudentsIncomingstudentswillbesentinformationseveralweekspriortoregistration.TheGraduatesinNeuroscience(GIN)StudentActivityGroupwillassignacurrentgraduatestudentas“Neuro-buddy”toeachincomingstudent.TheseNeuro-buddieswillcontacttheincomingstudentandworkwithhim/hertohelpmakethetransitiontograduateschool.TheProgramCoordinatorwillalsobeincontactwiththeincomingstudentregardingtheschedulingofcoursesandorientation.Atthebeginningoftheterm,therewillbeanorientationsessionthatwillcovervariousaspectsoftheProgram.ThiswillbefollowedbyareceptionforthenewstudentstomeetotherstudentleadersandmembersoftheExecutiveCommittee.

A.InternationalStudentsandLanguageRequirements.ThepolicyoftheGraduateSchoolofArtsandSciencesisthatallnewinternationalstudentsmustparticipateinEnglishlanguageassessmentspriortoregistrationandenrollment.Evaluationsmayoccuroverthetelephoneorbydirectassessmentbyateamoflinguisticsexperts.Ifdeemednecessary,studentsmustcompletetheEnglishasaSecondLanguageProgramthatincludesthreerequiredcourses.DirectquestionsaboutevaluationandtheprogramitselfshouldbereferredtoMs.GraceCanseco,ESLDirector,GraduateSchoolofArtsandSciences,727-2183.

6. ProgramAdministrationAmemberoftheProgramfacultywhoservesasProgramDirectorcoordinatesthegraduateprogram.TheProgramDirectorworksinconjunctionwiththetwoDirectorsofGraduateStudies,theProgramExecutiveCommitteeandtheProgramCoordinator.TheDirectorisresponsibleforcoordinatingtheDirectorsofGraduateStudiesinmonitoringtheperformanceofstudents,scheduling,organizingthequalifyingexamination,overseeingselectionofresearchadvisorsanddissertationcommittees.Inaddition,theProgramDirectoristherepresentativeoftheNeuroscienceProgramtotheGraduateDivisionofBiologicalandBiomedicalSciencesandtheLaneyGraduateSchoolExecutiveCommittees,whichoverseepolicyandcurricularmatters.TheAdmissionsCommittee,whichiscomprisedofNeuroscienceProgramfaculty,ischairedbyamemberoftheExecutiveCommitteewhoisresponsibleforprovidinginformationonthegraduateprogramtoprospectiveapplicantsandoverseeingadmissions.ThetwoDirectorsofGraduateStudies(DGS)workwitheachstudenttodevelopanappropriateprogramofstudyintheearlystagesoftrainingbeforetheselectionofaresearchadvisor,andtheymonitorstudentprogressuntilgraduation.

TheDirectorservesathree-yeartermwiththepossibilityofrenewalforadditionalthree-yearterms,beginningonMay1andendingApril30.ANominationCommitteecomprisedandchairedbyfacultymembers,includingsomewhoarenotmembersoftheExecutiveCommittee,solicitsnominationsforthepositionofDirector,fromfacultyintheprogram.ThiscommitteepresentsarecommendedlisttotheExecutiveCommitteewithalternatesandtheExecutive

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Committeemakesfinalselection.TheExecutiveCommitteetermsarethree-yeartermsbeginningonMay1andendingonApril30.ExecutiveCommitteemembersdonotnormallyservemorethan3consecutiveterms.Newmemberswillbeelectedregularly.NomorethanfivemembersoftheExecutiveCommitteecanbefromanyonedepartment.

7. AdvisingUponenteringtheNeuroscienceProgram,theDGS#1willserveasatemporaryadvisoruntileachstudenthaschosenathesisadvisorintheFallofthesecondyear.AthesisadvisormustberequestedandapprovedbytheDGSinwriting.IncaseswheretheDGSseespotentialproblems,therequestmaybebroughtbeforetheExecutiveCommitteeforapproval.

8. TheImportanceofDisciplineandSettingDeadlinesAmajorchallengeforstudentsundertakingdoctoralstudyintheirearlyyearsisthatthedeadlineforcompletionoftheirthesisisfaraway.Consequently,studentsareeasilysidetrackedandoftenovercommitinotherareaswithmoreimmediatedeadlinesthatenduptakingmuchmoretimethananticipated(e.g.teaching).Thenetresultisthattheirsenioryearsareexceptionallystressful.ITALWAYSTAKESMANYMOREHOURSTHANANTICIPATEDTOCOMPLETE

PROPOSEDSTUDIES.Moreover,scienceisunpredictablesofailuresinvariousexperimentalapproachesareinevitableandaddtothestressburdeninyoursenioryears.

Disciplineisnotahallmarkofhumanbehavior.However,accomplishingtasksbyspecificdeadlinesisoneskillwelearnedverywellthroughoutoureducation.Thereforeitisveryimportanttosetspecificshort-termandintermediate-termdeadlinesasaroadmapforcompletionofyourdoctoralworkwithinareasonabletime.Appendix4providessomesurvivalguidecheckliststohelpyougetstarted-includingontimemanagementandproductivity.Itisstronglyrecommendedyouplanspecificsteps/correspondingdeadlinesforcompletionofyourthesiswithyouradvisorassoonasyourprojectbecomesclearlydefined.Youwillfindthatmanyre-calibrationswillberequired.Manyseeminglyreasonabledeadlinesintermsofthoughtsendupbeingunrealisticintermsofactions.Thusdeadlinesneedtobeset,resetandreadjustedbuttheyneverthelessgiveyouagoodmeasureofthelevelofeffortrequiredtokeepyouontrackforcompletionwithinareasonableperiodoftime.

9. LaboratoryResearchRotationsDuringthefirstyearintheprogram,eachstudentwillhavetheopportunitytodoexperimentalworkinfacultylaboratories.Theselaboratory"rotations"providestudentswithanearlyopportunityforresearchexperience.Therotationsaredesignedtoexposethestudenttodifferentresearchapproaches.Theselaboratoryexperienceswillhelpfamiliarizethestudentwithsomeofthemanytechniquesusedtoexamineresearchproblemsinneuroscience.Assuch,therotationscanhelpdefineeachstudent'sownresearchinterests.Thisexperienceisanimportantantecedenttodetermininganareaforathesisprojectandtheselectionofa

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researchadvisor,althoughthechoiceofadvisoriscertainlynotlimitedonlytothosefacultieswithwhomthestudenthasrotated.Thelaboratoryresearchrotationsalsoprovidefacultywithanopportunitytoobserveandevaluatetheperformanceofbeginningstudentsinaresearchsetting.

FirstyearStudentsarerequiredtocompleteatotalofthreelaboratoryrotations.DuringthesemesterinwhichthestudentssatisfyarotationrequirementtheyshouldregisterforNS597R(LaboratoryRotations)foranlettergrade.ItisrecommendedthatstudentsbegintheirfirstrotationintheFallsemester,andcompletetheirthirdrotationbytheendofthesummerbetweenyears1and2.Rotationsdonotnecessarilyneedtocoincidewiththesemesterschedule,butshouldbeaminimumof8weeksduringtheFallandSpringsemesters.StudentsenteringtheprograminAdvancedStandingmayrequestfewerrotationsatthediscretionoftheDirectorofGraduateStudies.

AtthebeginningoftheFallsemester,theProgramCoordinatorwillarrangeaseriesoffacultyorientationsessions.Facultywhoareinterestedinacquiringnewstudentswillpresentabrief,10-minuteorientationsessionoftheirlabresearch.Studentswillbeprovidedwithalabprofileformfromeachlab,whichwillhelpthestudentsinchoosingtheirrotations.ThestudentinconsultationwiththeDirectorofGraduateStudieswillarrangethescheduleofrotationsforeachstudent.Inarrangingtheserotations,everyattemptwillbemadetoaccommodatethewishesofstudentswhoarealreadyinterestedintheresearchprogramsofparticularfacultymembers.Informationisavailableontheprogramwebsite(www.emory.edu/NEUROSCIENCE)tostudentsenteringtheprogrampriortotheirarrivalatEmorythatgivesabriefdescriptionoftheresearchinterestsofprogramfaculty.Studentsshouldchoosethreeorfourfacultymembersfromthesedescriptions,contactthesefacultymembers,andmeetwiththemearlyintheFallsemester.Basedonthesemeetings,eachstudentcanmakeaninformeddecisionastothemostappropriatelabforthefirstrotation.StudentscancontacttheDirectorofGraduateStudiesforassistanceinschedulingtheseinterviews.

A.Howtoselectlaboratoryrotations“Anounceofpreventionisworthapoundofcure”.Itisbettertotrytokeepabadexperiencefromhappeningthanitistofixone.Itisstronglyadvisedthatstudentsuseachecklisttoremembertoaskallthequestionsofsignificancetothempriortoselectingalab.RotationLbchoiceisusuallybasedonconsiderationforsubsequentdoctoralstudies.Itisthereforeextremelyimportanttomakesureyouaskallthekeyquestionspriortomakingacommitment.Itisstronglyrecommendedthatyoubringthechecklistbelowtoensureyoudonotforgettoaskessentialquestionspriortocommitting.

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ROTATIONMENTORQUESTIONCHECKLIST

□ Areyoucurrentlytakingstudents/wouldyouhavefundingtosupportmeshouldIchooseyourlabforadissertation?

□ Approximatelyhowmanygraduatestudentshaveyoutrained,howlongdotheytypicallytaketograduate,andwhataretheydoingnow?

□ Whatprojectsareyoucurrentlyworkingon?HowmuchfreedomdoIhavetocustomizemyresearchinterests?

□ Whowouldbetrainingme?Howmuchcontacttimedoyounormallyhavewithstudents?

□ Whatareyourexpectationsofmeduringmylabrotationintermsofgoalsoftherotationandthenumberoflabhours/weeknecessarytoachievethesegoals?

□ Whatwouldyourexpectationsofmebeasadoctoralstudent?

□ Howdoyouhelpstudentsdeveloptheirresearchskillsandhoneindependenceinthelab?Whatareyourviewsonprofessionalcareerdevelopmentoutsidethelab?

□ Howwouldyoudescribetheenvironmentofyourresearchgroupinsideandoutsidethelab?

□ Whataretherulesforstudentattendanceandpresentationatscientificmeetings?

B.RotationProposalsAfterselectingarotationadvisor,eachstudentmustsendaRotationProposalForm(Appendix5)totheDirectorofGraduateStudiesstatingthenameofthefacultymemberwithwhomtherotationwillbecompletedandabriefsummaryoftheresearchproposalthestudentwillbeinvolvedwith.

Thisformmustbesignedbyboththestudentandtherotationadvisorandmustbesubmittedtwoweekspriortobeginningtherotation.

ThedurationforthelabrotationduringtheFallandSpringSemestersmayvaryfromaminimumof8weekstoamaximumof15weeks.ItisveryimportantforthestudentandFacultymentortoagreeonthedurationoftherotationbeforearotationproposalissubmittedtotheDGS.

StudentswhowishtodoarotationinalaboratoryofsomeonewhoisamemberoftheGraduateDivision(GDBBS)butnotamemberoftheNeuroscienceProgrammustreceivepriorapprovalfromtheDGS#1(VictorFaundez).

C.RotationReportsAttheendofeachrotation,studentsarerequiredtosubmitarotationreportthatsummarizestheirworktotheDGS#1(VictorFaundez).ThisreportmustbesignedbyboththestudentandtheadvisorandmustbesubmittedtotheDGS.GuidelinesforpreparingtheRotationReportareprovidedasalinkeddocumentintheAppendix.Studentsworkinginlabsfortheentire

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summermustsubmitreportsbythelastweekofAugustpriortothebeginningofFallSemesterclasses.

Thisformmustbesubmittednolaterthantwoweeksafterthecompletionofeachrotation.

Studentswhohavenotsubmittedarotationreportbytheduedatewillreceiveanincompletefortherotation.Iftherotationreportisnotreceivedwithin2weeksaftertheendofthesemester,theincompletewillbechangedtoanUnsatisfactory.AccordingtoGraduateSchoolguidelines,anystudentwhoreceivesanincompletefortwoormorecourseswillbeautomaticallyterminatedfromthegraduateprogram.

D.RotationEvaluationAttheendofeachrotation,advisorsarerequiredtosubmitaRotationEvaluationForm(Appendix6)signedbyboththestudentandtherotationadvisor,ofcompletionoftherotationwithS/UgradeandshouldbesubmittedtotheDGS(VictorFaundez).TheadvisormustdiscussthecontentofthisevaluationwiththestudentbeforesendingittotheDGS.Therotationgrademustbeprovidedpriortofinalexamweekofongoingsemestersothatthegrademaybesubmitted.Forstudentsworkinginalabfortheentiresummer,therotationevaluationsareduethelastweekofAugustpriortothebeginningofFallclasses.

Thepurposeoftherotationisnottocompletearesearchprojectandnostudentisobligedtocontinuearotationbeyondtheagreeduponperiod.TheS/Ugradeontherotationistobeassignedbytheadvisorbasedontheworkeffortofthestudentduringthedefinedtermoftherotation.Toavoidconfusionandmakesureadvisorsandstudentsagreeregardingthegoalsoftherotationandthenumberoflabhours/weeknecessarytoachievethesegoals,itishighlyrecommendedthattheydiscussthispriortothebeginningoftherotation.

MD/PhDstudentsnormallycompleteoneortworotationsduringthesummerbetweentheirfirstandsecondyearsofbasichealthscienceclassesintheMedicalSchool.AnotherrotationiscompletedduringtheSpringsemesteroftheirsecondyearofMedicalSchool.SomestudentsalsocompletearotationduringthesummerpriortothebeginningoftheirfirstyearofbasichealthscienceclassesintheMedicalSchool.

10. GradesThescaleofgradesintheGraduateSchoolrangesfromA(4.0)toC(2.0)andF(0);thereisnoDgrade.Somecourses,includingtherequiredsequenceofneuroscienceseminarsaretakenonaSatisfactory/Unsatisfactory(S/U)basis.

*StudentsinthegraduateprogramareexpectedtomaintainanoverallaverageofB(3.0)orbetter.

All studentsmustmaintain aminimumGPA of 3.0 in each semester of graduatework. If astudent'sGPAisbelow3.0inanysemester,thatstudentwillbeplacedonacademicprobationwith the expectation that he/she will maintain a semester GPA of 3.0 in all subsequent

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semestershe/sheenrolls ina lettergradecourseand/or researchdissertation. Ifa student'ssemesterGPAisbelow3.0inanytwosemesters(contiguousornot),orifhe/shereceivesoneForU grade in any course, that studentwill be asked towithdraw from theProgramand theDivision. If a student who is asked to withdraw believes that there were extenuatingcircumstancesthatadverselyaffectedhis/herperformance,he/shemaysubmittotheDGSandthe Executive Committee and the Division Director a written appeal for consideration ofreinstatement. Theappealshouldclearlyoutlinetheextenuatingcircumstancesandmustbesubmitted within one month of grades being recorded by the Office of the Registrar. TheNeuroscienceProgramExecutiveCommitteeandtheGDBBSExecutiveCommitteewill reviewall appeals. If both the Neuroscience Program and GDBBS Executive Committees approvereinstatement, the student will be expected to maintain a GPA of 3.0 in every subsequentsemester.

IfastudentreceivesagradeofCorFinanyoneofthefourrequiredNeurosciencecourses(IBS526: Neuroanatomy & Systems Neuroscience, IBS 514: Cellular,Molecular, Developmentaland Translational Neuroscience, IBS 522: Grant Writing, or IBS 538: Design & Analysis ofExperiments)thatcoursemustberepeatedandaminimumgradeof“B”(3.0orhigher)mustbeobtained. At thediscretionof theProgram,a failinggrade inother requiredcoursesmayalsonecessitaterepeatingthecourse.

*Toadvance tocandidacy, thestudentmusthavecompletedaminimumof48credithours(24ofwhichareincoursework)andhaveacumulativeGPAofatleast3.0.

*Aminimumof16 credithoursof courseworkmustbe taken inyear2 (orbeyond)ofstudy.

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11. CoursesA.RequiredCoursesTheoverallcourserequirementstoobtainaPh.D.arepublishedintheLaneyGraduateHandbook.ThefollowingcoursesareusuallyrequiredforallNeurosciencestudents.AtypicalscheduleisshowninAppendix1.

(I)PHDSTUDENTSNote:Aminimumof9creditsarerequiredbytheLaneyGraduateSchooleachsemesterinordertoreceiveastipendandbeconsideredafull-timestudent.TheNeuroscienceProgramstillrequiresstudentstotakeaminimumof12credithours.

CourseNumber CourseTitle Credits

Semester1(Fall)IBS526 NeuroanatomyandSystemsNeuroscience 7CreditsNS551 TechniquesinNeuroscience(S/U) 1CreditNS570R ProfessionalDevelopment,Communication&Ethics(S/U) 2CreditsIBS530R FrontiersSeminar(S/U) 1CreditNS597R LaboratoryRotation 1CreditJPE600 JonesPrograminEthics(pre-semester) 0CreditsSemester2(Spring)IBS514 Cellular,Dev.MolecularandTranslationalNeuroscience 7CreditsNS570R ProfessionalDevelopment,CommunicationandEthics(S/U) 2CreditsIBS530R FrontiersSeminar(S/U) 1CreditNS597R LaboratoryRotation 2Credits

Summer(betweenyears1&2)IBS699RorNS799R 9CreditsStudentsshouldregisterfortheappropriateresearchcourse(IBS699RorNS799R)basedonthecandidacystatus.Semester3(Fall)IBS699R AdvancedGraduateResearch 5-9Credits*NS790R AdvancedGraduateSeminar 2CreditsTATT600 TeachingAssistantTraining&Teaching N/A (non-creditmini–course)IBS530R FrontiersSeminar(S/U) 1CreditXXXXX Electivecourse(s) 4Credits#*Ifstillneedingtorotateduringthissemester,thiscoursemustbereplacedbyNS597R-Laboratoryrotations*#Notethatstudentsmusthavecompletedaminimumof4creditsofelectivecoursestoadvancetocandidacy.Thesefourcreditscanbegrantedthroughasinglecourseormore#.Semester4(Spring)IBS699R AdvancedGraduateResearch* 2-6Credits*IBS538 Design&AnalysisofExperiments** 4Credits**IBS522R GrantWritingandProfessionalDevelopment 4CreditsIBS530R FrontiersSeminar(S/U) 1CreditXXXX Elective*** 4CreditCourse****thenumberofcreditsthatshouldbechosenforIBS699Risadjustedtomakeituptoatotalof9credithoursforthesemesterdependingonothercoursesthestudentmustregisterfor***orothergraduateStatscourseafterconsultationwiththeDGS*****ifnotyetcompleted.Eachstudentmusthaveregisteredforatotalof4credithourstowardselectivecoursesduringtheirfirsttwoyearsofstudytoadvancetocandidacy***

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(II)MD/PHDSTUDENTSMD/PhDCourseworkCourseNumber CourseTitle CreditsMedyr1(Fall)IBS530R FrontiersSeminar(S/U)* 1Credit*NS570R ProfessionalDevelopment,CommunicationandEthics(S/U) 2CreditsMedyr1(Spring)IBS530R FrontiersSeminar(S/U)* 1Credit**IBS530R-M1studentsmaymissnomorethanfourseminarspersemester*Medyr2(Fall)IBS530R FrontiersSeminar(noenrollment,butstronglyencouragedtoattend)Medyr2(Spring)IBS530R FrontiersSeminar(noenrollment,butstronglyencouragedtoattend)NS570R ProfessionalDevelopment,CommunicationandEthics(S/U) 2Credits

Gradyr1(Fall)IBS699R AdvancedGraduateResearch 5-9CreditsNS790R AdvancedGraduateSeminar 2CreditsIBS530R FrontiersSeminar(S/U)* 1Credit*TATT600 TeachingAssistantTraining&Teaching non-creditmini-courseJPE600 JonesPrograminEthics(pre-semester) 0CreditsXXXX Electives** 4CreditsCourse**Gradyr1(Spring)IBS699R AdvancedGraduateResearch 5-9CreditsIBS522R GrantWritingandProfessionalDevelopment 4CreditsIBS530R FrontiersSeminar(S/U)* 1Credit*IBS538 Design&AnalysisofExperiments 4Credits (oranothergraduatestatscourse)XXXX Electives** 4CreditsCourse***IBS530R-G1studentsareallowednomorethantwoabsencespersemester*

**Electives-G1mustregisterfortotalof4credithoursofelectivecoursesbeforetheiroralqualifyingexamination(FallofG2).Thesefourcreditscanbegainedthroughasingle4creditscourseortwoelectivecoursesoflowercredithours**

Inadditiontothesecourserequirements,theMD/PhDstudents’curriculumcanbeadjustedbaseduponthestudent’sbackground,performanceandinterests,inconsultationwiththeDGSoftheNeuroscienceProgram.AlthoughMD/PhDstudentsdonothavetoregisterandpassexamsofIBS526(NeuroanatomyandSystemsNeuroscience)andIBS514(Cellular,Molecular,DevelopmentalandTranslationalNeurosciences),theyarestronglyencouragedtoauditthesetwocourses(orpartofit)beforetheytaketheirwrittenqualifyingexamination.

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B.CourseExemptionsStudents may be exempted from taking one or more of the required courses under appropriatecircumstances.Suchcircumstancesusuallyconsistofhavingtakenapriorgraduatecoursewithsimilarcontent and received a grade of "B" or better, or demonstration of competence in a particular area(usually by special examination). These exemptions require consultation with and approval by theDirectorofGraduateStudies,andpreviouscourseworksyllabishouldbeprovided.

C.ElectiveCoursesAllneurosciencestudentsmustmeettheminimumcoursecreditrequirementsoftheGraduateSchoolbytakingapersonalizedselectionofelectiveseminarandresearchcourses.Onlyoneelectivecourse(atleast4credithours)isrequiredbytheprogram,butstudentsareencouragedtopursueallthoseelectivesdirectlyrelevanttotheirdevelopmentasaneuroscientist.Electivecoursesmustadduptoatleast4credithoursormore,andmustbetakenduringthefirsttwoyearsofstudy(forPhDstudentsorduringG1forMD/PhD),inordertoprovidestudentswithenoughcoursecreditstoadvancetocandidacyafterhavingpassedtheiroralqualifyingexaminationinFallofYear3.ANeuroscienceElectivelistisprovidedinAppendix2.Althoughstudentsareencouragedtoselecttheirrequiredelective(s)fromthislist,anyothersciencecoursesthatareconsideredimportantforthestudent’sformationinNeuroscienceresearchcanbecreditedasanelectiveafterapprovalbytheDGSoftheNeuroscienceProgram.AsnewcoursesbytheNeurosciencefacultyareadded,thislistwillbeupdated.Notethatsomeofthesecoursesarenotofferedeveryyear.ItisrecommendedthatstudentscontacttheDirectorofGraduateStudiesortheProgramCoordinatortogetanupdatedlistofelectiveswhencomesthetimetoenroll.

D.RotationandResearchCredits.Duringanygivensemester,eachstudentmustregisterforatleast9credithourstomaintainstatusasafull-timestudent;registeringforacombinationofformalcoursesandresearchcreditsusuallyaccomplishthisrequirementfortimethatwillbespentinthelaboratory.DuringtheFallorSpringsemestersinwhichthestudentistakingalaboratoryrotation,theyshouldregisterforNS597R(LaboratoryRotations)foreither2or3credithours.Ifstudentsarestillrotatingduringthesummer,theyshouldregisterforNS597Rfor9credits.Allrotationsshouldbecompletedbythebeginningofthefallsemester.Aftercompletionoftherequiredlaboratoryrotationsandselectionofapermanentresearchadvisor,thestudentshouldregisterforIBS699R,AdvancedGraduateResearch.This“course”isforvariablecreditandthenumberofcredithoursregisteredforshouldbethenumberneededtobringthetotal(withformalcourses)tototal9credithours.Afterthestudenthassuccessfullypassedtheoralqualifyingexamination(FallofYear3)andhasaccumulatedtherequiredcoursecreditstoadvancetocandidacy,theyshouldregisterforNS799R,DissertationResearch.

12. CourseDescriptionsA.FrontiersinNeuroscience(IBS530R)Thisisaweeklyseminarseriesinwhichvarioustopicsinmodernneurosciencearediscussed.Seminarsareoftenpresentedbyprogramfacultyorvisitingoutsideneuroscientists.Ratherthanpresentingatypicalresearchseminar,speakersareaskedtopresentmaterialwithsufficientbackgroundmaterialtobereadilyunderstoodbystudentsaswellasfacultyoutsidethespeaker’sspecificfieldofresearch.Itisintendedthattheseminarshouldprovideamoredidacticandinteractivemeetingthanusuallyoccursinamoretraditionalresearchseminar.AllstudentsintheNeuroscienceProgramarestronglyencouragedtoattendtheFrontiersinNeuroscienceseminarseries.AttendanceisrequiredforallPhDstudentsintheirfirsttwoyearsofstudy,andonlytwoabsencespersemesterarepermittedwithoutDGSapproval.

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StudentsintheirfirsttwoyearsareassignedonecreditforattendanceandgivenanS/Ugradeeachsemester.StudentswhomissmorethantwoseminarswithoutpriorDGSapprovalwillreceiveanunsatisfactorygradeforthecourse,andwillhavetoretakethecoursethefollowingsemester.

DuetotheMD/PhDprogramschedule,M1studentsmaymissnomorethanfourseminarspersemester,butG1studentsareonlyallowedtwoabsences.

B.AdvancedGraduateSeminar(NS790R)Thiscourseisdividedintotwoparts:Duringthefirsthalfofthecourse,secondyearstudentswillread,research,present,andcriticallyevaluatearesearcharticle.Specificinstructionsastowhatisexpectedinthewrittencritiquewillbeissuedtothestudentsatthebeginningofthecourse.TheJournalofNeuroscience“JournalClub”articlesistheformatofcritiquesusedinthiscourse(seelinkhttp://www.jneurosci.org.proxy.library.emory.edu/site/misc/ifa_features.xhtmlformoreinformation).Thestudentsmayspendonly8hours,reading,researching,andwritingmaterialrelatedtothispaper.TheUniversityHonorCodewillbeobservedthroughout.Thecritiquesofresearcharticleswillbeevaluatedby2facultywithexpertiseintheareaandassignedagradeS/U.Ifastudentdoesnotachieveasatisfactorygradeintheirattempt,he/shewillhavetowriteasecondcritiqueuntilasatisfactorygradeisachieved.Anunsatisfactorygradeinthesecondattemptwillbegroundsfordismissalfromtheprogram.Duringthesecondhalfofthiscourse,secondyearstudentswillgivea20minuteoralpresentationoftheirthesisproposalandpreliminaryresults,andreceivefeedbackontheresearchplananditspresentation.Theaimofthecourseistopracticecriticalevaluationofscientificpublications,torefinepresentationskillsandstartdevelopingspecificaimsfortheirresearchprojects.Thethirdyearstudentsarerequiredtoattendthispartofthecoursetoserveasmentorsforthesecondyearstudents.

C.GrantWritingandProfessionalDevelopment(IBS522R)Duringthiscourse,eachstudentwillbepairedwithatleast2facultymentorsandonestudentmentorfromtheNSprogramwhohasalreadytakenthecourse.Inthisway,thestudents’progressinthepreparationoftheirgrantproposalcanbefollowedfrombeginningtotheend.Studentsarerequiredtomeetwiththeirmentors4timesduringthesemestertoreceivefeedbackoneachsectionofthegrantproposal.Thesearemandatorymeetingstobearrangedbythestudent.Facultyandstudentmentorswillprovidethecoursedirectorwithanevaluationofthestudent’sresponsivenessandprogressduringthesemester,whichwillserveasathirdofthestudents’finalgrade.Anotherthirdofthefinalgradewillbeallocatedtotheaveragedscoresgiventotheproposalduringthestudentsandfacultystudysections.Finally,onethirdofthegradewillbedevotedtomeetingclassdeadlines.

ThirdyearstudentsmusttakeadvancedseminarsduringtheSpringsemesteronly.IntheFalltheywillhavetheiroralexamination(seebelow).TheroleofthirdyearstudentsintheSpringsemesterwillbetohelpsecondyearstudentsinthepreparationoftheirresearchproposalthroughcriticaldiscussionoftheiroralpresentations.BothIntroductoryandAdvancedSeminarcoursesarestrictlyS/U.FourthyearstudentsandbeyondarenotrequiredtotakeAdvancedSeminar.

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13. RelatedProgramRequirementsA.EventsSponsoredbyAtlantaChapteroftheSocietyforNeuroscience.Inadditiontotheregularcourseandresearchrequirements,studentsintheNeuroscienceprogramareexpectedtoparticipateinseveraleventssponsoredbyTheAtlantaChapteroftheSocietyforNeuroscience.ThisorganizationiscomprisedofNeuroscientistsfromEmoryaswellasseveralotherUniversitiesintheAtlantaarea,suchasGeorgiaStateUniversityandGeorgiaInstituteofTechnology.EventssponsoredbytheLocalChapteroftheSocietyforNeuroscienceinclude:

(I)NEUROSCIENCEPOSTERPREVIEW.OneofthemostimportantnationalscientificmeetingsforneuroscientistsistheAnnualmeetingoftheSocietyforNeuroscience.ItisanticipatedthatmoststudentsintheNeuroscienceProgramwillpresenttheirresearchattheSocietyforNeurosciencemeetingduringtheirtenureatEmory.Thesepresentationscanbegivenasoralcommunications,butmorecommonlyinaposterformat.TheNeurosciencePosterPreviewisanannualeventthatoccurs3-4dayspriortothenationalNeurosciencemeetingwhichprovidesanopportunityforthosewhowillbepresentingatthemeetingtosharethecontentoftheirposterwiththelocalneurosciencecommunity.ThispreviewprovidesanexcellentopportunityforNeurosciencestudentstopracticetheirpresentationbeforegoingtothenationalmeeting,tomakeothermembersoftheAtlantaneurosciencecommunityawareoftheirresearch,andtolearnoftheresearchbeingconductedbyotherneuroscientistsintheAtlantaarea.AllstudentsintheNeuroscienceprogramareexpectedtoattendthePosterPreview.StudentswhoarescheduledtopresentaposteratthenationalNeurosciencemeetingarestronglyencouragedtopresenttheirposteratthePosterPreview.ThisposterpreviewalsorepresentsauniqueopportunityforfirstyearstudentstoknowmoreaboutsomeoftheworkgoingoninmanylaboratoriesofNeuroscienceprogramfacultyandusethisinformationtoplantheirlaboratoryrotations.TheSFNCommitteewillpresentatravelawardforthebestNSstudentposterattheposterpreview.Ratherthanprepareapolishedposter,studentswhoplantogiveaslidepresentationcansimplyposthardcopiesoftheirPowerPointpresentationswithoutdetailedlegendsandorallycommunicatethematerialtointerestedattendees.StudentswhowillnotattendthenationalNeurosciencemeetingbutwhohavepreparedaposterforanothermeetingarealsoencouragedtopresenttheirposter.

(II)BRAINAWARENESSMONTH.TypicallyheldeachSpringsemester.NSstudentsareaskedtoparticipateinpresentationsofvariousaspectsofNSresearchtoHighSchoolstudentsintheAtlantaarea.Ingeneral,thestudentrepresentativesoftheAtlantaChapterofSFNorganizethiseventandcontacttheNSGraduatestudentstoparticipate.

B.SpecialLectureshipsInadditiontotheregularlyscheduledeventsmentionedabove,thelocalNeuroscienceSocietychapterandtheNeuroscienceProgramofteninviteinternationallyrecognizedneurobiologiststocometoEmorytopresentaseminarandmeetwiththeNeurosciencestudents.TheGraduatesinNeurosciencecharteredgraduatestudentgroupandtheWomeninNeurosciencealsosponsoraninvitedannualSpringspeaker.AswiththeNeuroscienceSymposium,suchseminarsprovideanexcellentopportunityforstudentstogainup-to-dateinformationabout

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variousaspectsofneurobiologyandmeetwithscientistsfromotherinstitutions.AllNeuroscienceProgramstudentsareexpectedtoattendseminarssponsoredbytheprogramorthelocalNeuroscienceSocietychapter.

C.JournalClubsandCommonInterestGroups.Oneofthemosteffectivewaystolearnmethodsandapproachestoscientificinquiryistoreadandcritiquetheexperimentalworkpublishedbyotherinvestigators.Inaddition,specificjournalclubsorcommoninterestgroupsdistributedacrossdepartmentsandcentersthroughouttheuniversityoftenrepresentareasofspecialstrengthintheProgram.Studentsarestronglyurgedtomakethemselvesawareoftheseopportunitiesandtoparticipateinthesegroupssincetheyprovideamechanismforinteractingwithfacultyanddevelopingthestudent'sscientificskills.

14. SelectionofResearchAdvisorStudentsareexpectedtoselectaresearchadvisorfromamongtheFacultyoftheDivisionofBiologicalandBiomedicalSciencesbythebeginningoftheFallsemesterofthesecondyear.Underextenuatingcircumstances,aresearchadvisorcanbeselectedafteraFallsemesterrotationbutnolaterthanSpringsemesterofthesecondyear.FailuretomeetthisdeadlinewillrequirethestudenttopetitionthedirectorofGDBBSforcontinuationofstipendsupport.Onceastudenthasidentifiedanadvisor,theyshouldhavehim/hercompletetheGDBBS_Mentor_Agreement_Form(seeAppendix1)andsubmitthistoDGS#1forapproval.AllchoicesofdissertationresearchadvisorsaresubjecttofinalapprovalbytheDGS#1actingonbehalfoforinconcertwiththeExecutiveCommittee.Althougheveryeffortismadetoaccommodatethestudent'sindicatedpreferences,inrareinstancesitmaynotbepossibletoassignastudenttohisorherfirstchoice.Afacultymemberwhoalreadyisservingasresearchadvisortomorethanonestudentmaynotbeabletotakeonanotherduetolackofphysicalresources.Itisalsopossiblethatafacultymembermaynothaveadequatefinancialresourcestosupporttheresearchofanewstudententeringthelaboratory.ShouldastudentwishtohavearesearchadvisorthatisnotamemberoftheNeuroscienceProgram,ortohaveco-advisorsitmustbeexplicitlyapprovedbytheDGSactingonbehalfoforinconcertwiththeExecutiveCommittee.

StudentsenteringinAdvancedStanding,forexample,thosewithaMaster’sdegreemaychoosetheiradvisorsimmediately,orafteroptionalrotationsasdiscussedabove.

Thematchingofastudentwitharesearchadvisorisnotirrevocable.Onrareoccasionsitmaybeineveryone'sbestinteresttoreassignthestudenttoadifferentadvisor.Forexample,researchinterestsmightchangeovertimesothatthoseofthestudentarenolongercompatiblewiththoseoftheresearchadvisor.ThestudentandadvisorshoulddiscussanyproblemswiththeDirector,theDirectorofGraduateStudies,and/ormembersoftheExecutiveCommittee.Ifreassignmentofthestudentseemsadvisable,theExecutiveCommitteewillbeaskedtoreviewtherequestand,takingintoaccountthewishesandconcernsofallparties,willmakethereassignment.Almostinvariablythestudentwilllosesubstantialtimewhenchanginglaboratoriesandresearchprojects,butifrequiredreassignmentispossible.

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15. SelectionofDissertationCommitteeInconsultationwiththeadvisor,eachstudentmustselectanadvisorycommittee(i.e.DissertationCommittee)thatwillassistthestudentandadvisorinformulatingandexecutinganappropriateindependentresearchprojecttofulfilltherequirementsofthedoctoralprogram.Thiscommitteeshouldbeformedbytheendofthesummerafterthesecondyear.Eachmemberofthecommitteemustsignthe“DissertationCommitteeChecklistForm”(Appendix8)whichisthensubmittedtotheDGSforapproval.Thecommitteemustconsistofatleastfivemembersofthefaculty,includingtheresearchadvisor.AtleastfourmembersoftheDissertationCommittee(includingthethesisadvisor)shouldbemembersoftheNeuroscienceProgramfaculty.

AtthediscretionofthestudentandresearchadvisoronefacultymemberontheDissertationCommitteecanbeselectedfromamongfacultyoutsidetheNeuroscienceProgramorEmoryUniversity.ThegraduateschoolrecognizesthevalueofinvolvingfacultywhopossessexpertiserelevanttotheinterestofPhDcandidates,butwhoarelocatedoutsidethecandidates’homedepartmentsorprograms.Thegraduateschoolthereforeencouragesdepartmentsandprogramstoidentify,whereappropriate,readersofPhDdissertationsdrawnfromacrossEmoryUniversityorfromoutsideEmory.IntheeventareaderfromoutsidetheUniversityisselected,thedissertationdirectormustsupplytheresumeandabriefletterhighlightingthevalueoftheproposedreaderonthecommitteetotheDirectorofGraduatestudieswhowillseekapprovalfromtheGDBBSdirectorandDeanoftheLaneyGraduateSchool.

Theprimaryfunctionoftheadvisorycommitteeistomakeavailabletothestudentabroadrangeofscientificexpertise,tosupporttheresearcheffortsofthestudent,andhelptoguidetheprojecttoasuccessfulconclusion.Theadvisorycommitteeisalsotheprimarybodyresponsibleforreadingandevaluatingthedoctoraldissertation,andforexaminingthestudentinthepublicoraldefenseofthedoctoraldissertation.

Atleastonecommitteemeetingshouldoccurduringthesummerbetweenyear2and3,wellinadvanceoftheFallsemesterdeadlineforturninginthethesisproposalfortheOralQualifyingExamination.Thismeetingisparticularlyimportanttohelpsetthegeneralscientificdirectionofthestudent’swrittenproposal.AftersuccessfullypassingtheOralQualifyingExam,studentsshouldhaveameetingwiththeircommitteewithinsixmonthsaftertheexam.Thereafter,studentsinYears4andabovearerequiredtohaveameetingwiththeDissertationCommitteeatleasttwiceayearduring.Thisrequirementwillbestrictlyenforced,asitprovidesinvaluableassurancethatthestudentisprogressingwithreasonableexpectations.Thesemeetingsprovidetheopportunityforthefacultytoprovideguidanceandassistancethatisparticularlyvitalincasesofdifficultiesofanykind.Thestudentshouldpresentasummaryoftheprogressthatthehehasmadeaswellasanoutlineofthestudiesthatthestudentandresearchadvisoranticipatewillbeincludedinthefinaldissertation.Thecommitteewillgivethestudentandadvisorfeedbackandcommentsonwhattheyconsidernecessaryforsuccessfulcompletionofthedissertationresearch.AnymembersoftheExecutiveCommitteecanbepresentatthecommitteemeetingstomonitorthestudent'sprogress.

Afterthecommitteemeeting,thestudentmustcompletetheDissertationAdvisoryCommitteeMeetingSummaryandProgressReport(Appendix9).Thisreportmustprovideadetailedaccountofthediscussionofthestudent’sprogressandsuggestionsmadeduringthemeeting.Thereportmustbesenttoallcommitteemembersforapprovalsignaturesbeforebeingsentto

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theDGS.Boththeadvisorandthestudentmustsignthisform.Ifthecommitteefeelsthatthestudentismakingreasonableandsufficientprogresstowardscompletingthedissertationresearch,thisshouldbestated.Ifthecommitteefeelsthatthestudentisnotmakingsufficientprogressorthattherearemajorissuesthatneedtobedealtwith,thisshouldbestatedontheform.TheDirectorofGraduateStudieswillthentransmitthislettertotheExecutiveCommitteeandtheywilldecideiftheExecutiveCommitteeorselectedmembersoftheExecutiveCommitteeshouldmeetwithmembersofthestudent'sDissertationCommittee.Ifthestudent'sresearchadvisorand/orDissertationCommitteeconsiderthestudent'sresearchprogresstobeinadequateforcontinuationintheprogram,theycansubmitalettertotheExecutiveCommitteerequestingthatthestudentbeterminatedfromtheprogram.TheExecutiveCommitteewillconsiderthisrequestaftermeetingwiththestudentandinconsultationwithmembersofthestudent'sadvisorycommitteeandotherappropriatefacultyandadministrativepersonnelintheGraduateSchoolofArtsandSciences.

16. QualifyingExaminationTheGraduateSchoolrequiresastudenttodemonstrateadequateintellectualmasteryofhisorherfieldofspecializationandofappropriatesupportingfieldsbypassingageneraldoctoralqualifyingexaminationbeforebeingadmittedtocandidacyforthePh.D.degree.Thequalifyingexamwillbecomposedoftwoparts:Part1isawrittenexamtobetakeninAugustbetweenyear1and2,andPart2isaThesisProposalDefense,tobetakenduringtheFallsemesterofthethirdgraduateyear.Inordertobeeligibletotakepart2ofthequalifyingexamination,thestudentmusthaveanoverallgradepointaverageofatleast"B"(i.e.3.0)forallgraduate-levelcoursestakenpriortotheexamination,andmusthaveaB-orbetterinallrequiredcourses.

A.BePrepared.Studentsareurgedtopreparecarefullyforthequalifyingexaminations.Suchpreparationusuallyconsistsoftwoparts:areviewoftheprinciplesandfactsofneuroscience,cellbiology,biochemistry,biophysics,andotherbasicbiomedicalsciences,andpracticeintheoralandwrittencommunicationskillswhichwillbenecessarytopasstheexamination.Seniorstudentswhohavealreadytakentheexaminationcanadviseonspecificexercises,whichmightbehelpful.Inpreparingforthewrittenexamination,somestudentsfinditusefultopracticewritinganswerstoessaytypequestionstogainexperienceinorganizingmaterialandgivinglucidandconciseanswerstowrittenquestions.Facultyandotherstudentsareusuallywillingtoreadsuchpracticeessaysandmakesuggestionsaboutorganizationandclarity.Sincemanystudentswillnotpreviouslyhaveexperiencedanoralexamination,amockoraldefenseofthewrittenproposalbeforeotherstudentsandpostdoctoralfellowscanbeextremelyhelpful.Eachyear,Fourthyearstudents,asapartoftheirTATTOrequirementsintheprogram,arerequiredtoholdthesemockexamsforthethirdyearstudents.Studentswillgenerallyfindmanypeoplewillingtohelpintheirpreparationforthisimportantexam.

B.WrittenExam.Part1oftheQualifyingExamisawrittenexamdesignedtotestgeneralknowledgeofneuroscienceandotherbasicbiomedicalscienceslaidoutingeneraltextsandcoveredinthetwocoreintroductorycoursesoftheNeuroscienceProgram(IBS526andIBS514).Detailed

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materialgiveninthesecoursesmaychangeovertheyears,buteachstudentisresponsibleonlyforthespecificmaterialcoveredatthetimethathe/sheattendedthecourse.

AllstudentswilltakethisportionofthequalifyingexamsimultaneouslyinAugustbetweenthefirstandsecondyearofgraduatestudy.

Thewrittenexamwillbecomposedoftenessayand/orproblemstylequestions.Thestudentswillbegiven10writtenquestions;theymustanswer7ofthesequestions.Theymayspendonly24hourspreparingandwritingtheseanswers.Theywillbeabletomaketheirownworkhourswithinthelimitssetandtousecalculators,typewritersorwordprocessors,classnotesandtextbooks;i.e.theexamis“openbook.”TheEmoryUniversityHonorCodewillbeobservedthroughout.Eachyear,specificinstructionwillbeissuedastohowandwhentheexamistobepickedupandturnedin.Thefacultywhowrotethequestionswillgradetheanswerstothesequestions.Eachgraderwillassignagradeof0-100%toallquestionsgraded.

ThewrittenqualifyingexamwillrequireabroadunderstandingofNeuroscienceandwillrequirethestudentstodrawuponinformationgleanedinallcourses,aswellasseminarsandpersonalstudies.Apassinggradeontheexamrequiresanaveragegradeof75%oraboveonthetotalofsevenessayquestions.FailuretomeettheserequirementsisgroundsfordismissalfromthePh.D.program.AstudentwhofailsthewrittenqualifyingexammaypetitiontheExecutiveCommitteetobeallowedtoretaketheexamination.However,thereexaminationwillbeconsideredonacase-by-casebasisandwillnotbegrantedinallcases.Ifgranted,there-examinationmustbegivenwithin3monthsoftheoriginalexamination.Astudentmayretakethewrittenexamonlyonce.

C.OralExamination.PartIIofthequalifyingexamconsistsofawrittenproposalforanoriginalresearchprojectandanoraldefenseofthatproposal.Theproposalshouldbebasedontheprojectthatwillultimatelyformthestudent'sPh.D.thesis.Thepurposeoftheexamistotestthestudent'sabilitytoformulateanddefendaworthwhileresearchprojectandtotestthestudent'sknowledgeofthepertinentliterature,methodologicalissues,etc.Thepurposeoftheproposalanddefenseisnotintendedtodeterminetheultimatecontentofthestudent’sdoctoraldissertation.Thus,thestudentshouldbelessconcernedwithpreliminarydatathatwillconvincethecommitteethattheproposedstudieswillbesuccessfulthanwithknowledgeoftheoreticalandtechnicalissuesrelatedtotheproposedstudies.

(I)PREPARATIONEachstudentshouldbeginpreparation for thisexambycontactinghis/heradvisorandthesiscommitteemembers to let them know that youwill require their guidance in preparing thewritten proposal and its oral defense. Students will be responsible for ensuring that theiradvisor and two committee members of their choosing are present at their assignedexaminationtime.

Thethesisproposalshouldbewrittenbythestudent,basedonregulardiscussionswiththeresearchadvisor.Theresearchadvisormayhavesubstantialinputintothecontentoftheproposal.However,theproposalshouldbeprimarilythestudent'swork.Therefore,theadvisorshouldavoidwritinganyportionoftheproposal,andlimitguidanceprimarilytoverbalcomments.

Pastexperiencemakesitclearthatmeetingwithyouradvisorandmembersofyourthesis

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committeepriortotheexamcangreatlyassistyouinpreparingasuccessfulwrittenproposalandoraldefense.Wehighlyrecommendthatyouscheduletomeetwithyouradvisorandthesiscommitteemembersonmultipleoccasionstoobtaintheirguidanceandtoinformthemofyourprogress.

Studentsfromthe4thyearwillmentorthe3rdyearstudents.Theywillworkindividuallyorinsmallgroupstohelpeach3rdyearstudentformulateand/oreditthewrittenproposal.Additionally,the4thyearstudentswillholdagroupmockoralexaminationforeach3rdyearstudent.

(II)SUBMITTINGAWRITTENPROPOSALThe proposal should be based on the project thatwill ultimately form the student’s Ph.D.thesis. It shouldbepreparedaccording to the instructionsgiven foran IndividualNationalResearchServiceAwardApplicationForm(willbeprovidedinIBS522-Grantwritingcourse)

Thefollowinginstructions(takenfromtheGeneralInstructionsforPHSGrantApplication)areemphasized.Proposalsfailingtomeetthesespecificationswillbereturnedwithoutreview.

• Theproposalincludingalltables,figures,specificaimandresearchstrategiesshouldnotexceed7pages.

• Theproposalshouldbesinglesidedandsinglespaced,stayingstrictlywithinthefollowingmargins:top1in.,bottom1in.,left3/4”,andright1/2in.

• Theproposalshouldbetypedinaprintthatdoesnotexceed15CPIandthatdoesnotexceed6linesoftypewithinaverticalinch,12-pointfontisrecommended.

• TheproposalshouldbeorganizedsequentiallyintosubtitledsectionsasdescribedintheinstructionsforpreparingNRSAproposalsdiscussedindetailinthegrantwritingcourse(IBS522).

The completedwrittenproposalmustbe submitted to theDirectorofGraduate Studies at apre-specified time, typically 2-3 weeks before the oral examination. Proposals will not beacceptedafter this time. A coverpage should identify (1) the titleof theproposal andyourname,(2)alistofthemembersofyourthesiscommittee,indicatingthetwomembersyouhavechosen to be votingmembers during your examination, and (3) thedate, time, andplaceofyourexam.

(III)THEORALEXAMINATIONAllexaminationsforthestudentsinagivenclasswillbescheduledduringaonetothreedayperiodinOctoberatthebeginningofthethirdyear.Onehourwillbeallowedforexaminationofeachstudent.Theexaminationwillbeginwithapresentationbythestudentthatsummarizeskeyelementsoftheproposal.Thispresentationisintendedtoassistthestudentingainingcomfortandorientingtotheproposal;itshouldbebrief,lastingnolongerthan5minutes.Theexaminationcommitteewillthenquestionthestudentforapproximately55minutes.Thestudentcanexpecttoreceivequestionsonspecificpointsintheproposalaswellasonmoregeneralaspectsofthesubjectareaoftheproposal,suchasbasicprinciples,

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methodology,ortheliterature.Thefacultywillhaveconsiderablelatitudeinthestyleofquestioningofthestudentatthisdefense.

Thevotingexaminationcommitteewillconsistof5facultymadeupoftwomembersselectedbythestudentfromhis/herthesiscommitteeplusastandingcommitteeof3facultyselectedtorepresentabroadrangeofneuroscienceexpertise.Notethatanymemberofthestandingcommitteewhoisthesisadvisororthesiscommitteemembertothestudentbeingexaminedwillbesubstituted.Alsopresentbutnotvotingontheexaminationwillbethestudent’sthesisadvisorandtheDGSand/orProgramDirector.

Aftereachpresentation,thecommittee(threestandingmembersandtwothesiscommitteemembers)andthethesisadvisorwilldiscussthemeritsoftheoralpresentation.Whendiscussionhasconcluded,thethesisadvisorwillbeaskedtoleave,andthefivemembersoftheexamcommitteewillvoteindividuallybysecretballottopassorfailthestudent.

Thestudentwillbeconsideredtohavepassedtheexamifasimplemajority(3/5)ofcommitteemembersvotestopass.Becauseofthissimplemajoritycriterion,nosinglevotewillresultinfailure.

Failure to pass the Proposal Defense constitutes grounds for dismissal from the program.However,studentswhofailtheexammaymakeawrittenappealtotheExecutiveCommitteeifthey wish to retake the exam. If the appeal is granted, the student and the ExaminationCommittee can schedule a second Proposal Defense. The Examination Committee willdeterminewhether the secondexaminationwill require submissionof a revisedor rewrittenproposal.Ifasecondproposalisrequired,itmustbesubmittedtotheExaminationCommitteeandto theDirectorofGraduateStudiesat least twoweeksbefore theretakeof theDefenseProposal.FailureofthestudenttopasstheoralexaminationbyMayofthethirdgraduateyearwillbegroundsforterminationfromtheprogram.

17. AdmissiontoPh.D.CandidacyAfterthequalifyingexamination,astudentmaybecomeacandidateforthePh.D.degreeuponrecommendationofthestudent'sadvisor.Applicationforadmissiontocandidacypresupposesthatallcourseandqualifyingexaminationrequirementshavebeenmetandthataplanofstudyandresearchcoveringtheentirecourseofadvancedstudy,includingthedesignationoftheadvisor,DissertationCommitteeandthetitleofthedissertation,hasbeenapproved.

Theapplicationshouldbecompletedbythequalifiedstudents,signedbytheiradvisor,andsubmittedtotheGDBBSofficeassoonaspossibleafterthesuccessfulcompletionoftheoralqualifyingexamination.

ApplicationsareavailableashyperlinksintheAppendixofthishandbookbutcanalsobeobtainedfromtheLGSwebsiteat:http://www.gs.emory.edu/resources/progress.php?entity_id=5

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18. TeachingAssistantTrainingandTeachingOpportunityProgram(TATTO)

TheTeachingAssistantTrainingandTeachingOpportunityProgram(TATTO)isadministeredbytheEmoryUniversityGraduateSchoolofArtsandSciencestoprovideteachertrainingandexperiencefordoctoralstudentsintheGraduateDivisionofBiologicalandBiomedicalSciences(GDBBS).CompletionoftheTATTOprogramisrequiredforthedoctoraldegree.TherearefourstagesofparticipationforDivisionStudents.

A.SummerTeachingWorkshopThesummerteachingworkshopsponsoredbytheGraduateSchool(usuallyscheduledoneweekimmediatelypriortothebeginningofthefallsemester)isthefirststageofteachertraining.Nostudentmayengageinanyclassroomrelatedteachingactivitiesinhis/hertrainingProgramuntilcompletionofthesummerworkshop.Normally,Ph.D.studentswillparticipateinthisTeachingWorkshopinthesummerfollowingtheirfirstyearofgraduatestudyatEmory.However,thismaybeadjusteddependinguponanindividualstudent'sprevioustrainingandacademicprogram.

B.DivisionProgramExperiencein"TeachingintheBiosciences"TheDivisionProgramfacultymemberssupportthecontentionthatdiscipline-specificexperienceandtrainingfortheirstudentsisbestaccomplishedbyrequiringtheirstudentstoenrollandparticipateinthegraduateseminarcoursesofferedbyeachProgram.Studentparticipationintheseseminarsteachesthemto:a)lecture,b)managediscussion,c)evaluatestudent(peer)writing,d)useaudio-visualequipment,e)communicatetoundergraduateandgraduate(includingmedical)students,f)prepareresearchseminars,g)communicateresearchdatatopeers,etc.StudentsinallProgramsarerequiredtoenrollinthegraduateseminareachsemesterduringtheirfirstthreeyearsintraining.ParticipationintheseseminarsreinforcesmaterialcoveredinthegraduateschoolsummerworkshopandaddressessubjectsandproblemsparticularlyrelatedtoeachspecificProgramdiscipline.TheDivisionfacultiesarefirmlycommittedtoassuringthatthegraduateseminarcoursesprovideeachstudentwithampleexposureto,andexperiencewithdiscipline-specificteachingmethods.IntheNeuroscienceProgram,eachstudentisrequiredtoparticipateinNeuroscience,CommunicationandEthicsSeminarsNS570RandAdvancedGraduateSeminarNS790Rduringtheirfirsttwoyears.ThesecoursesrequireeachstudenttoreadandassimilatetheprimaryliteratureinNeuroscienceandtopresentafull-lengthseminareachsemestertoone'speersonaparticularaspectoftheliterature.Facultyparticipatesinandguidestheseminar.Theyalsoprovidehelptothestudentsinorganizingseminarsandgivehelpwithpresentationtechniques.Studentswillbeevaluatedontheirclassroomparticipationorbyavarietyofcriteriathatarebasedonspecificactivitiesfromthelistaboveinwhichtheyengage.StudentswillreceiveaS/Ugradefortheirperformanceingraduateseminars.

C.TeachingAssistantshipAllstudentsintheDivisionofBiologicalSciencesarecurrentlyrequiredtoserveasaTeachingAssistantforonesemesterusuallyduringtheacademicyearimmediatelyfollowingparticipationintheTATTOsummerworkshop.TeachingAssistantdutieswilloftenconsistofservingasalecturer,laboratoryinstructor/assistant,and/oradiscussionsectionleaderunder

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thesupervisionofafacultymember.TeachingAssistantswillalsoassiststudentswithproblemsduringscheduledofficehours,helpwiththepreparationofhandoutand/orlaboratorymaterialshelpadministerandgradeexams,etc.Studentsassignedtolaboratorycoursesassistinsettingupthelaboratoryexercisesandhelpstudentswiththetheoreticalandpracticalaspectsoftheexerciseasitprogresses.ThesupervisingfacultymemberwillsubmittotheGDBBSanevaluationoftheperformanceofeachTeachingAssistantattheendofthesemesterofservice.

D.TeachingAssociateshipStudentsnormallywillbeeligibletofulfilltheirrequirementfortheTeachingAssociateshiponlyintheirthirdandfourthyearofgraduatestudy.InassociationwithNS790R,thirdyearstudentsactasmentorsforsecondyearstudentsinthecourse.Mentorswillassistsecondyearstudentsintheirchoiceofsubjectmatter,inpursuingtheliterature,andinorganizingtheirseminarpresentations.Mostimportantly,thementorswillprovidesecondyearstudentswithfeedbackontheirseminarpresentations.

FourthyearstudentsarerequiredunderTATTOTeachingAssociateshiptomentorthirdyearstudentsthroughtheOralQualifyingExam.Theymustmeetwiththethirdyearstudentsduringthepreparationoftheirwrittenproposalandprovideguidanceandfeedback.Theymustreadtheproposalandorganizemockoralexamsforthestudents

StudentsshouldfamiliarizethemselveswithalternativemeansofsatisfyingthisrequirementasprovidedbyGDBBS.TheyarerequiredtoobtainapprovalfromtheDGStopursueoneofthesealternativesandmustneverthelessactasanOralExamMentor.

19. DissertationResearchProbably,themostimportantaspectofastudent'strainingprogramishisorherthesisresearch.Mostotheraspectsoftheprogramaredesignedtoleaduptoandprovidepreparationforthisresearchwork.Normallythisresearchwillbeginnolaterthanthesecondsummerinresidence.

Theworkmustbeanoriginalcontributiontoscientificknowledgeandshouldbeofaqualitythatwillallowitspublicationinapeerreviewedscientificjournal.Generally,thesisworkwillbeperformedonsiteatEmory.CompletionofthesisworkatotherinstitutionswillrequiretheexplicitapprovaloftheExecutiveCommittee.

Itisexpectedthatthestudenthasatleastonepublishedoracceptedoriginalresearchmanuscriptasfirstauthorfromtheirdissertationworkpublishedinapeer-reviewedjournal.

Underexceptionalcircumstances,thethesiscommitteemaydecidenottoapplythisrequirement(expectation)ifitjudgesthatthequalityandcontentofthebodyofworkequalsthatofapeer-reviewedpublicationandthattheworkrepresentsasignificantcontributiontothefield.

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20. SubmissionofPh.D.DissertationA.ApprovalofCommittee.Whenthecandidateandadvisoragreethattheprojectisnearingcompletion,ameetingoftheDissertationCommitteeisheldtodiscusstheacceptabilityofthecompletedresearch.Approvalofthecommitteeshouldbeobtainedpriortowritingthedissertation.

B.GuidelinesforWritingandSubmission.Thegeneralformatofthedissertationincludesthefollowingsections:abstract,introduction,historicalbackground,methods,results,discussionandreferences.Eachsectioncanencompassoneormorechaptersasappropriate.AtthediscretionoftheDissertationCommitteeandProgramDirectorscientificpapersonwhichthestudentisfirstauthorandwhichhavebeenpublishedinrefereedjournalsmayrepresentsomeofthemethods,resultsanddiscussion.MoredetaileddirectionsastotheformofthedissertationareavailablefromtheGraduateSchoolWebsite-http://www.graduateschool.emory.edu/resources/progress.php?entity_id=7.Onecopyofthedissertationisprinted,butthedissertationissubmittedelectronically.

C.Submissionofthedissertation.Afterthedissertationhasbeenreadandapprovedbythethesisadvisor,thestudentmustgiveacopytoallmembersofthethesiscommitteeandtotheDirectorofGraduateStudies.Thedissertationmustbecompleteatthistime,includingfiguresandreferences.TheDirectorofGraduateStudieswillverifythatthedissertationmeetsallgraduateschoolrequirements.Nosoonerthantwoweeksafterdistributionofthedissertationafinalthesiscommitteemeetingmustbeheld.Thisprocedureshouldgivecommitteemembersenoughtimetoreadthedissertationthoroughlybeforethemeeting.TheDirectorofGraduateStudiesmustbenotifiedofthetimeandlocationofthismeeting.Heorsheorhis/herdesignatedrepresentativefromtheexecutivecommitteewillattendthefinalthesiscommitteemeeting.Recommendationsforchangestothedissertationbycommitteemembersandrevisionsofitbythestudentcanbemadepriortothefinalthesiscommitteemeeting.

D.Finalthesiscommitteemeeting.Thepurposeofthismeetingistoinsurethatthestudenthasadefensibledissertationofhighqualitybeforetheoraldefensedateisscheduled.TheDGSorhis/herdesignatedrepresentativefromtheExecutiveCommitteewillchairthemeeting.Allmembersofthethesiscommitteemustgiveprovisionalapprovalofthedissertationinwriting(Appendix10).Onceunanimousprovisionalapprovalhasbeengiven,theoraldefensecanbescheduledandannounced.Theoraldefensecannotbescheduledsoonerthantwoweeksaftersignatureoftheprovisionalapprovalform,andmustbeatatimewhenallmembersofthethesiscommitteecanbepresent.Thesetwoweeksarenecessarytogivetheprogramandthegraduateschoolsufficienttimetoadvertisethethesisdefense.ThetimeandlocationofthedefenseandanabstractofthethesismustbeprovidedtheDirectorofGraduateStudiesandtotheadministratoroftheNeuroscienceProgram,whowilladvertisethedefense.Thecostofpreparationofthedissertationisbornebythestudent.

Itisthecandidate'sresponsibilitytofindadate,timeandlocationforthedissertationdefensethatisappropriateforthethesisdefenseandtonotifythecommitteeandfacultyinwriting,the

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ProgramCoordinatorcanprovidelocationassistanceifneeded.Althoughmostdissertationdefensesrequirelessthantwohours,athree-hourperiodshouldbescheduledshouldadditionaltimebenecessary.

Itisrecommended,butnotrequired,thatstudentshaveareaderoftheirdissertationfromoutsideEmorywhoisfamiliarwiththefieldofresearch.Theyshouldbeinvitedtothefinalthesiscommitteemeeting,ifpossible,andtotheoraldefense.Thepurposeofsuchanoutsideexamineristoraisethebarabitbyhavinganunbiasedexaminerwhoisanexpertinthefield.Theimplementationofthismayseemunnecessaryorcumbersometosome,butithasbeenrewardinginthepast.

21. DefenseofPh.D.DissertationAsafinalrequirementforobtainingthePh.D.degree,thecandidatemustorallydefendthedissertationbeforetheDissertationCommitteeandotherinterestedfacultyandstudents.AcopyofthethesisshouldbemadeavailableintheDivisionOfficeaweekbeforethedefense.TheDirectorofGraduateStudiesmustreceivewrittennotificationofathesisdefenseandtheProgramCoordinatormustannouncethepublicseminarbysendingawrittennoticetotheneurosciencelistservandGDBBSofficetwoweekspriortothedefense.TheDGSorhis/herdesignatedrepresentativefromtheExecutiveCommitteewillchairthethesisdefense.Thethesisdefensewillconsistofapublicseminarwithpublicquestioningattheend,followedbyprivatedeliberationsbetweenthestudentandhis/herthesiscommittee.Thecommitteewillthenmeetprivatelytoassessthesuccessofthedefense.TheDGSwillbepresentandchairallaspectsofthedefenseanditsdeliberationsbutwillnotbeinvolvedintheassessmentofthethesisanditsdefense.ThethesisresearchandawrittenthesismeetingallGraduateSchoolrequirementsmustbecompletedanddefendedbeforetheDissertationCommitteebytheendofthestudent'sseventhyear.

A.PublicDissertationDefenseThepublicdissertationdefenseisaformalscientificseminar.Theatmosphereshouldbeonethatencouragescriticalquestioningsothatthestudentcandemonstratetheirexpertiseinanopenforum.TheDGSorhis/herdesignatedrepresentativefromtheExecutiveCommitteewillchairthethesisdefense.Carewillbetakentopreservetheformalityoftheoccasion.Atnotimeshouldthestudentormembersoftheaudiencebeleadtobelievethatapassisautomatic.Thechairwilloutlinetheformatofthedefenseandintroducethethesisadvisor.Theadvisorwillintroducethestudentandtheirresearchinamannersimilartootherseminars.Theadvisorandthestudentshouldavoidpersonalcommentsaswellasmentionofsubsequentpartiesatthistime.Personalcomments,congratulationsandacknowledgementsaremoreappropriateforthecelebrationfollowingasuccessfulcompletionoftheoraldefense.Thedefenseconsistsofashort(40-50min)oralpresentationbythecandidateofasummaryoftheproject.Afterthestudent'spresentationthechairwillinvitequestionsfromtheaudience.Thecommitteeandothermembersofthefacultywillquestionthecandidateonmattersrelatedtothedissertationresearchtoassessthethoroughnessofthecandidate'sknowledgeandthequalityofthework.Thecandidateisexpectedtobeanauthorityinhisorherresearcharea,andsuccessfuldefenseofthedissertationrequirestheoraldemonstrationofthatexpertise.

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B.PrivatedissertationdefenseFollowingthepublicdefense,theDGSorhis/herdesignatedrepresentativefromtheExecutiveCommitteewillchairtheprivatedefenseinanadministrativecapacity.Atthistimeanyissuesbroughtupatthepublicdefenseandanyotherquestionsthatthesiscommitteedeemsappropriateshouldbeaddressed.Atnotimeshouldtheadvisoranswerquestionsposedtothestudent.Afterthestudenthasbeendismissed,thestudent'sperformancewillbediscussedandevaluatedbythecommittee.Allcommitteemembersmustconfirminwritingthatthestudenthassuccessfullydefendedthedissertation.TheappropriateformisavailableontheGraduateSchoolHandbookwebsite.Thestudentisresponsibleforprovidingthecommitteewiththeform(http://www.gs.emory.edu/resources/progress.php?entity_id=7).

C.RevisionsIngeneral,allrevisionstothedissertationshouldbemadepriortothedefense.AfinalcopyofthereviseddissertationshouldbemadeavailabletointerestedfacultywhoarenotontheDissertationCommitteeoneweekpriortothefinaldefense.However,ifrevisionshavenotbeenmadeinasatisfactorymanner,asjudgedbythecommittee,finalapprovalofthedissertationwillbedelayeduntiltheappropriaterevisionshavebeenmadeandreviewed.

22. AwardingofDegreeA.DeadlinesTheGraduateSchoolhasseveraldeadlinesthatmustbemetbythecandidateduringthesemesterinwhichthedegreeistobeawarded.Thesedeadlinesinclude:1)lastdaytofileapplicationfordegree;2)lastdayforreceiptofDegreeClearanceReportsforMaster'sandDoctoralcandidates(note:thesesanddissertationsmusthavefinalapprovalanddissertationsmustbedefendedpriortothisdate);3)degreecandidate'sthesesanddissertationsdueintheGraduateSchoolOffice.ThesedeadlinesarepublishedintheAcademicCalendaroftheGraduateSchoolBulletinandmostformsaredueearlyinthesemester.Studentsareadvisedtocompletetheformsatthebeginningofthesemesterinwhichtheyintendtodefend.

B.DegreesThePrograminNeuroscienceoffersprogramsfortwodegrees:TheMasterofScience(M.S.)andtheDoctorofPhilosophy(Ph.D.).TheprogramofstudyisprimarilydesignedforthePh.D.degree.StudentsseekingonlytheM.S.degreearenotaccepted.Undercertaincircumstances,astudentmaybepermittedtoworkforaterminalM.S.degreethatrequiressubmissionofanappropriatethesis.

(I)MASTEROFSCIENCE.AstudentwhofailstheoralQualifyingExaminationmaypetitionthefacultyforpermissiontocompleteaMaster’sthesis.Inadditionastudentwhopassestheoralqualifyingexamination,butduetounforeseenpersonaland/oracademicreasonscannotcompletethedoctoralprogrammayrequestpermissiontocompleteaMaster’sthesis.Ifthepetitionisapproved,suchastudentmustformaMaster’sThesisCommitteeofafacultyadvisorandaminimumoftwoadditionalmembersoftheNeuroscienceProgramFaculty.ItisthestudentresponsibilitytoidentifyaFacultyadvisorwillingtohostandsupervisetheresearch.ThestudentmustcompletearesearchprojectapprovedbythecommitteeandwriteaMaster’sthesis.Thegeneralformat

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ofthethesisisthesameasforthePhDdissertation,exceptthatthecontentneedsnottobeasextensive.Theresearchmust,inthejudgmentoftheDissertationCommittee,bescientificallyrigorousandofsufficientlyhighqualitythatitcontributesnewscientificknowledge.Afterthethesishasbeenreadandapprovedbytheadvisor,thestudentmustgiveacopytomembersofthecommitteeandtotheDirectorofGraduateStudies.Thethesismustbecompleteatthistime,includingallfiguresandreferences.Membersofthecommitteewillthenhavetwoweekstoreadandevaluatethethesis.AsafinalrequirementforobtainingtheMScdegree,thecandidatemustorallydefendthethesisbeforetheCommittee.ApublicthesisdefenseisnotrequiredforaMaster’sdegree.TheDGSorhis/herrepresentativewillchairthethesisdefense.Itisthestudent’sresponsibilitytosetupadateandfindalocationforthedefense,basedontheavailabilityofthethesiscommitteemembersandtheDGS.Ifnecessary,theProgramCoordinatorcanhelpinthisregard.Themainpurposeofthiscommitteedefenseistoassessthecandidate’sknowledgeofthethesiscontentand/orfurtherclarifyscientificpointsthatthethesiscommitteemembersmaydeemappropriate.Afterquestioning,thestudentwillexittheroomwhilecommitteemembersdiscusstheirperformance.Aminimumofthreecommitteemembers(includingtheadvisor)mustconfirminwritingthatthestudenthassuccessfullydefendedthedissertation.TheappropriateformsareavailableontheGraduateSchoolHandbookwebsite.Thestudentisresponsibleforprovidingthecommitteewiththeforms.

(II)DOCTOROFPHILOSOPHY.Whenastudenthascompletedallofthecourserequirements,andhassubmittedandsuccessfullydefendedhisorherPh.D.dissertation,theDirectorwillsubmittheappropriateformtotheDeanoftheGraduateSchool.However,formalapplicationforadegreemustbemadeatthebeginningofthesemesterinwhichthedegreeistobeconferred.Inaddition,thestudentmustberegisteredduringthesemesterinwhichthedegreeistobeconferred.

23. TenureofGraduateStudiesStudentsandtheiradvisorsshouldaimforcompletionoftheirgraduatestudieswithinaperiodoffivetosixyears.MD/PhDstudentsshouldaimforcompletionoftheprogramwithinfourtofiveyearsafterbeginningthegraduateschoolportionoftheirstudies.Mostgraduatestudentsshouldbeabletocompletetheirdissertationresearchanddefensewithinthisperiodoftime.EachSpring2-3membersoftheExecutiveCommitteemeetwitheachstudentinyear5andabovetodiscusstheirprogressintheprogram.Iftherearedifficulties,usuallyduringthistimethoseissuessurface.Ifitbecomesevidenttoastudent,anExecutiveCommitteememberorhisorheradvisorthatsuccessfuldefenseofthedissertationcannotoccurbeforeAugust31ofthesixthyear,thestudentmustsubmitaformalpetitiontotheDGSforanextensionofthistimelimit.Thispetitionshouldbeinwritingandshouldincludeastatementastothereasonforthestudent'sinabilitytocompletetheprogramwithin6yearsandaclearjustificationfortheextension.ThedeadlineforsubmissionofthisrequestisJanuary1ofthestudent’ssixthyearintheprogram(orfifthyearforMD/PhDstudents.)Also,thepetitionshouldincludeaprojecteddateforthedefense.Whenconsideringthepetition,theDGSmayconsulttheExecutiveCommitteeandwillconsultwithmembersofthestudent'sDissertationCommitteetodeterminewhethertheyconsidertheprojecteddateofthedefensetoberealisticandattainable.

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24. ExpectationsofPerformanceA.ExpectationsofFacultyforStudents.Studentsareexpectedtoperformsatisfactorilyinrequiredandelectivecoursework.Inmostcases,thisincludesactiveparticipationinclassroomandseminardiscussionsasawayofcontributingtothescientificenvironmentoftheUniversityandtothedevelopmentofthestudent.StudentsarealsoexpectedtoactivelyparticipateinthevariouseventsandseminarssponsoredbytheProgramorthelocalchapterofTheSocietyforNeuroscience.Studentsshouldbemotivatedtocontinuallydeveloptheirscientificindependenceandcreativity.Thisisdemonstratedbyactiveinterestinandknowledgeofthecurrentscientificliteratureandbyplanningandperformingoriginalresearch.Itisexpectedthatthestudent'sresearchresultswillbepublishedasanindependentcontributiontotheliterature.Toaccomplishthesegoals,studentsneedtoacquireanddevelopwrittenandoralcommunicationskills.

Studentsarealsoexpectedtomakecontinuingprogressthroughtheprogram.ThisincludesselectionofanadvisorandDissertationCommitteeinatimelyfashionandsubmissionanddefenseofthedissertationsoonaftercompletionoflaboratoryresearch.Itisanticipatedthatmoststudentswillcompletethegraduateprogramwithin5years.Graduateschoolpolicymandatesthatstudentsmustsuccessfullydefendtheirdissertationwithin8yearsofenteringcandidacy.Developmentasascientistisusuallynotattainedinaregular40-hourworkweek.Studentsareencouragedtoshowadedicationandenthusiasmfortheirresearchprojectsandtocontinuallystrivefortheexcellenceanddisciplinethatwillmakethemcompetitiveinthemodernscientificworld.Indoingso,previousstudentsfromEmoryprogramshavesecuredattractivepositionsinacademia,inbiotechnologyindustries,andingovernment.

StudentsshouldbefamiliarwiththeregulationsgoverningUniversity-studentrelationshipsandwiththeGraduateSchoolHonorandConductCodesaspublishedintheGraduateSchoolBulletin.

Foravarietyofreasonsastudentmayfinditnecessarytotakeabriefleavefromtheircourseworkorlaboratoryrotations.Inthesecasesthestudentshouldnotifytheiradvisor(inthefirstyeartheadvisoristheDGS)andcourseinstructorsand/orrotationsupervisors.FormalleaveofabsenceshouldberequestedinwritingtotheDirectorofGraduateStudies.StudentsmustrefertotheGSAShandbookfortheprotocol.

B.ExpectationsofStudentsforFaculty.Studentsmayexpectthefacultytoenthusiasticallygivetheirtimeandexpertise.Thisisdonebothintermsofpresentingwell-prepared,currentformalcoursesandbyprovidingindividualinstructionandconsultationinthelaboratorysuchthatstudentscanmaintainprogressintheirresearch.Thefacultyprovideslaboratoryspace,equipment,andfinancialsupportsothatstudentsintrainingcanconducttheirresearch.Inmanycases,studentstipendsarealsoprovideddirectlybyindividualfacultymembers'researchgrants.Importantly,facultyshouldserveasprofessionalrolemodelsandencourageandadvisestudentstofullydeveloptheirscientifictalents.Aspartofprovidingastimulatingscientificenvironment,thefacultyactivelyparticipatesintheFrontiersinNeuroscienceSeminarSeries.Finally,facultyshouldcounselstudentsindeterminingthedirectiontheirpostdoctoralcareersmighttake.

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FacultiesarealsoexpectedtoprovidereasonableandclearguidelinesforthegraduateprogramandtoadministerGraduateSchoolrequirementsattheProgramlevel.StudentgrievancesandappealsshouldbeaddresseddirectlytotheProgramDirector,DirectorofGraduateStudies,ormembersoftheExecutiveCommittee.

25. Student-FacultyCommunicationStudentsusuallyhavequestionsandsuggestionsaboutmanyaspectsofthegraduateprogramthatcanassistthefacultyinachievingandmaintainingahighquality-trainingprogram.Studentfeedbackaboutallaspectsoftheprogram,andparticularlyaboutcourses,isveryimportantinhelpingthefacultyrecognizethestrengthsandweaknessesinthecurrentprogram.Student-facultycommunicationis,therefore,stronglyencouraged,andstudentsareurgedtomaketheirviewsknowntothefaculty.Althoughfacultytrytorequestfeedback,whentheydonothearfromstudentstheyoftenassumethattherearenoproblemsinthecurrentprogram.StudentrepresentativestotheExecutiveCommitteeareparticularlyeffectiveliaisonsbetweenthefacultyandstudentsandhavebeencatalystsforimportantreformsintheprogramadministrationandcurriculum.Thestudentsshouldmakewiseuseoftheseeffectiverepresentatives.

Thestudent'sadvisorormembersofhisorherdissertationcommitteeareinthebestpositiontodiscussresearchorpersonalissues.TheDirector,theDirectorofGraduateStudiesormembersoftheExecutiveCommitteearefirstchoicestoapproachaboutprocedureandpolicyquestions.However,allfacultyattempttobereadilyavailabletomeetwithstudentswithintherestrictionsoftheirschedules.Ifafacultymembercannotseeastudentimmediately,heorshewillmakeanappointmenttomeetwiththestudentattheearliestavailabletime.Pleaseusethefacultyasaresource.

Ifthestudentwishestodiscussnon-academicpersonalissues,anEmoryUniversityHealthserviceisavailabletoallgraduatestudents.

Stipendsandtuitionfellowshipsawardedtostudentsonthebasisofacademicmeritareintendedtocoverbasiclivingexpensesandtuition.Withtheexceptionofspecialawards,suchastheWoodruffFellowship,stipendlevelsaresetbytheDivisionbasedupontheavailabilityoffundsfromGraduateSchoolanduniversitysources.Thefacultyalsoencouragesandassistsstudentsinobtainingindividualstipendsupportfromextramuralsources,suchasfederalagenciesandprivatefoundations.Studentswhoobtaintheirownextramuralfundingfrommajornationallycompetitivegrantsareawardeda$2,000increaseintheirstipendlevelbyGDBBS.NeuroscienceStudentshavebeenfairlysuccessfulatobtainingfundingbysubmittingtheirOralExamproposaltoNRSA.

ItisthepolicyoftheDivisiontocontinuesupportfor21monthsforastudentingoodstandingworkingforaPh.D.Financialsupportafterthe21monthsinresidenceistheresponsibilityofthestudent'sthesisadvisor.Typicalsourcesofsupportafterthethirdyeararefromresearchgrantfundsofthestudent'sadvisororindividualfellowshipsawardedtothestudent.GDBBSprovidesasafetynetforthesupportofstudents(beyondthesecondyear)ingoodstandingwhoseadvisorshavelostresearchsupportfortheirstudents.

Financialsupportmaybewithdrawnfromstudentswhoseperformanceinthegraduateprogramisunsatisfactoryasstipulatedinthesectionsabove.Financialsupportisnormallyprovidedonlytofull-timestudentsworkingtowardthedoctoraldegree.

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26. PolicyRegardingOutsideEmploymentStipendandtuitionfellowshipsareawardedtoallowstudentstodevotefulltimetothegraduateprogramandcompletetherequirementsforthePh.D.degreeinasshortatimeasisconsistentwithadequatetrainingandresearchprogress.Thestudentshouldnotengageinadditionalemploymentwhilereceivingastipendthroughthegraduateprogram,regardlessofthesourceofthatstipend.Suchoutsideemploymentgenerallycausesaseriousdistractionfromtheeducationalprocess.Graduateeducationandresearcharebynecessitylargelyself-motivatedprocesses,andthedistractionsofoutsideemploymentcaninterferewiththeabilityofstudentstopreparesatisfactorilyfortheirfutureprofessionalcareers.Thesoonerthatastudentfinishesthetrainingprogramthesoonerheorshecanreceiveasalaryinapostdoctoralposition.

Ifadditionalincomeisabsolutelynecessary,studentsareencouragedtoconsiderthepossibilityoflow-intereststudentloans.AdviceaboutsuchloanscanbeobtainedfromthefinancialaidofficeoftheUniversity.Ifastudentfeelsstronglythatoutsideemploymentisnecessarywhileinthegraduateprogram,thestudentmustdiscusstheneedwithhisorheradvisorandsubmitaformalrequesttotheDGSwhomayconsultwiththeExecutiveCommittee,atleast30daysinadvanceofbeginningemployment.Thepetitionmustbefullysupportedandsignedbythestudent’sadvisor.However,studentsshouldbeawarethatsuchrequestswillonlybegrantedifitisdeemedappropriateandwillfurtherthestudent’sultimatecareergoals.Also,suchrequestswillnormallybeconsideredonlyforstudentsinAdvancedStanding.IfoutsideemploymentisnecessaryandallowedbytheExecutiveCommittee,thestudentmustnotallowittointerferewithhighstandardsofperformanceorwithattendancerequiredcoursessuchasNS790roratFrontiersinNeuroscience.

27. LeavingtheProgramA.BeyondthePh.D.Thequestionofwhatdirectionastudent'scareerwilltakefollowingcompletionofthedoctoraltrainingprogramshouldariseearlyandbecomeincreasinglyimportantastrainingprogresses.Itisnevertooearlytobegintoconsidercareeroptionsandtoplanacurriculumaccordingly.ItiscommonforstudentsreceivingthePh.D.totakeapostdoctoralresearchtrainingpositioninordertopursueaspecificresearchinterestaswellastoacquireadditionaltechniquesandexpertisetopreparethemfurtherforacareerofindependentresearch.Suchpostdoctoraltrainingisespeciallyvaluableandisusuallyessentialforacareerinacademicbiomedicalresearch.SomestudentstakepermanentpositionsinindustrialorgovernmentresearchlaboratoriesimmediatelyafterreceivingthePh.D.degree.Somedecidetoenterotheradvanceddegreeprograms,suchasmedicalschoolorlawschool.Careerobjectivescanbestberealizedthroughthecarefulplanningofastudent'sgraduatetrainingprogram.TheDirector,DirectorofGraduateStudies,ExecutiveCommittee,andallmembersofthefacultystandreadytoadvisestudentsoncareeroptions.Studentsarestronglyencouragedtoseekthisadviceatanytimeduringtheirtraining.

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B.PoorPerformance.TheDirectorofGraduateStudies,whomayconsultwiththeExecutiveCommittee,willreviewtheprogressofstudentsonceeachsemester,ormorefrequentlyifwarranted.AllstudentsmustmeettheGraduateSchool'sdefinitionsofgoodstandinganddueprogresstocontinueintheprogram.Degreecandidatesmustalsobeconductingsatisfactoryresearchasjudgedbytheadvisoranddissertationcommittee.StudentswhoareexperiencingdifficultyintheprogramarestronglyencouragedtoseekassistanceattheirearliestopportunityfromtheDirector,DirectorofGraduateStudiesandmembersoftheExecutiveCommittee,theiradvisor,orotherfaculty.Everyeffortwillbemadetoassiststudentsinmeetingtheperformancestandards,whicharerequiredforcontinuationintheprogram.However,astudentwhodoesnotmaintainanadequatestandardofworkormakedueprogresswillbeplacedonprobation,andfinancialsupportmaybewithdrawn.Thestudentwillbeinformedinwritingoftheconditionsoftheprobation,andatimetableforeliminationoftheprobationarystatuswillbeestablished.Astudentwhofailstomeettheconditionsoftheprobationwillnotbeallowedtocontinueintheprogram.

Astudentwhofailseitherpartofthedoctoralqualifyingexaminationisconsiderednottobemakingdueprogressandmaybedismissedfromtheprogram.Suchastudentmaypetitionthefacultytoretaketheexaminationifthestudentbelievesthattheconditionsthatadverselyaffectedhisorherperformancemayexpeditiouslyberectified(seesectionXI).Astudentwhofailsthereexaminationwillbeterminatedfromtheprogram.AppealsoftheExecutiveCommittee'sdecisionsinthesemattersmaybemadetotheGraduateSchool,asoutlinedintheGraduateSchoolBulletin.

28. UniversityRequirementsEveryefforthasbeenmadetomakethisdocumentasaccurateandcompleteaspossible.FormalUniversityrequirementsaredetailedinthecurrentissueoftheBulletinoftheGraduateSchoolofArtsandSciences,andareinadditiontothosedetailedinthisdocument.Policiesaresubjecttochangewithoutnotice.

29. LeaveofAbsenceOfficialrulesarethatyouneedtotakeaLeaveofAbsenceafter15CalendarWorkDaysofabsence(3weeks).HOWEVER,giventheuniqueflexibilityintimingofvariousendeavorsassociatedwithdoctoralresearchprojectstheremaybereasonablelatitudeinpreventingordelayingaleaveofabsence.Forexample,muchscholarlyresearchandwritingcanbeundertakenawayfromthelab.Giventhetiming/natureoftheproject,andmentor-menteerelationship,longerperiodsawayfromthelaboratorymaybeviewedasagreeablepriortotriggeringaleaveofabsence.Frankdiscussionswithyourmentor,theNeuroscienceProgramandGDBBSleadershipareencouragedtomanagethisdifficultsituation.

A.LeaveRequestsTorequestaLeaveofAbsence(LOA)orWithdrawalstudentsshouldmeetwiththeirDGS,whomustsigntheofficialforms.StudentsmustalsomeetwiththeDGStorequestReadmissionafteranLOA.AllformsmustbesenttotheGDBBSforapprovalbytheGDBBSDirector.MonicaTaylorintheDivisionofficeisavailabletoassistwiththeLOAorwithdrawalprocess.ShemaybereachedatMonica.Taylor@emory.eduorat727-2678.

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(I)EFFECTONHEALTHINSURANCEANDSALARY–WHATYOUNEEDTOKNOWStudentsonunpaidleavearenotconsideredregisteredstudents.Youwillonlyreceivehealthinsuranceandcontinuetoreceiveyourstudentstipenduntiltheendofthesemesteryougoonleave.Youcanonlyreturnatthestartofasemester.Thus,ifyourillnessextendsintoanadditionalsemesteryouwillhavenoincomingsalaryandnohealthinsuranceforanentiresemester.Therefore,inasmuchaspossible,strategiesshouldbeexploredtominimizethepossibilityofaleaveofabsenceextendingintoanadditionalsemesterInformationprovidedinhandbooksfromtheLaneyGraduateSchoolandGDBBS

(ii) LANEYGRADUATESCHOOLRULESONLEAVEOFABSENCEYouarelimitedtotwoone-yearleavesofabsence.TheofficialRequestforaLeaveofAbsencedoesnotaskyouforthereasonyouarerequestingaleave.Weencourageyoutodiscussthosereasonsaswellasyourplanforreturningwithyouradvisorand/orDirectorofGraduateStudies.Youandyourprogrammaywishtocreateawrittenrecordofthosediscussions,tobekeptbyyourprogram.Obtainingaleaveofabsencewillaffectyourhealthinsurancecoverageaswellasstipendpayments(ifapplicable).Therulesarealittlecomplexandhowyouwillbeaffecteddependsonwhenyourleavetakeseffect.Askyourprogramadministratorandgraduateschoolstaffandbesureyouknowexactlyhowtheseimportantareaswillbeaffected.Youcanreturnonlyatthestartofasemester.

(iii) GDBBSADDITIONALLEAVEOFABSENCEINFORMATIONRequestsforanunpaidLeaveofAbsenceforanystudentmustadheretoLaneyGraduateSchoolguidelines(LGSHandbook),mustbeapprovedbytheProgramExecutiveCommitteeofthestudent'sProgram,andthenforwardedtotheGDBBSofficefortheDirector'sapproval.TheDeanoftheLaneyGraduateSchoolmustgivethefinalapprovalforanyleave.

Studentsonunpaidleavearenotconsideredregisteredstudentsandwillonlyreceivehealthinsuranceuntiltheendofthesemesterinwhichtheygoonleave(aslongastheygoonleaveafterthedateofrecordforthatsemester).IftheleaveextendsintothenextsemesterthestudentiseligibletopurchasehealthinsurancecoverageunderCOBRAguidelines.Studentsmayonlyreturnfromaleaveatthebeginningofasemester.

ReturnfromLeaveofAbsence:Thestudentcancomebackatthestartofasemesterbeforetheyearisup.There-admitpaperworkshouldbeturnedinamonthbeforethestudentwantstoreturn.Ifthishasbeenanongoingillnessthestudentisexperiencing,thestudent'sillnessshouldbedocumentedbytheOfficeofDisabilityServices.

(iv) OFFICEOFDISABILITYSERVICESHTTP://WWW.ODS.EMORY.EDU/Thisofficedetermineswhatlevelofaccommodationifanyshouldbeextendedtothestudent.Thisthirdpartyevaluationputsobjectivityintothesituationandalsoprotectsthestudent'sprivacy.Itdoesnotexcusepoorperformance.Itonlydetermineswhatisfairsothatastudentcancontinuetogetthejobdone.Theprocessusuallydoeshelpthestudenttoseethathe/shemayhaveunreasonableexpectationsaboutwhattheadvisorshoulddo.Theadvisorwillknowaswellifhe/sheisbeingfairtothestudent.

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30. AppendicesAppendix1.EssentialFormsTherearearidiculousnumberofformsandguidelineswithunderstandableconfusionastowhatneedstobedone,when,forwhomandwhy.Foryourconvenience,alistofalltheforms/guidelinesisprovidedbelow.Includedareexplanations/requirements,wheretodeliverforms,andHyperlinktoeachformfordownload.

ROTATIONPROPOSALOutlinesabriefsummaryofyourproposedrotationproject.Theformshouldincludeoverallgoalsandtheapproximatenumberofhoursyouplantospendinthelabeachweek.TheformshouldbecompletedandreturnedtoDGS#1(VictorFaundez)atleastoneweekbeforestartingeachrotation.(Rotation_Proposal_Form)

ROTATIONEVALUATION(UNDERTAKENBYROTATIONMENTOR)Thisisanevaluationoftheoverallrotationprojectincludingachievementsandstudent’soverallperformancebythementor.TheformshouldbecompletedandreturnedtoDGS#1(VictorFaundez)nolaterthanoneweekaftercompletingtherotation.(Rotation_Evaluation_Form)

ROTATIONREPORTGUIDELINESRotationReportsareshortmanuscriptsthatdetailyourhypothesis/goal,experimentalaccomplishments,anddatainterpretation.Reportsshouldbepreparedirrespectiveofwhetheranyoralloftheexperimentsconductedduringtherotationyieldedpositiveresults.Theobjectivesofthisreportareto,(i)allowthestudenttocriticallyreflectontherotationproject,(ii)evaluatetherelevantliterature,identifyanunsolvedproblem,andformulateahypothesis/proceduretobetested,and(iv)generateadetailedrecordoftheexperimentsperformedduringtherotation.RotationreportsmustbesubmittedtoDGS#1(VictorFaundez)followingeachrotation.(Neuroscience_Program_Rotation_Guidelines)

GDBBSMENTORAGREEMENTFORMUponcompletionofrotationsandselectionofamentor,thisformshouldbecompletedandgiventotheProgramCoordinator(GaryLongstreet).Thepurposeofthisformistovalidateandsecuretheagreementincludingfinancialsupportbetweenthestudentandmentorthroughtheirdissertationproject.(GDBBS_Mentor_Agreement_Form)

NSDISSERTATIONCOMMITTEECHECKLISTThepurposeofthisformistooutlinestepsinselectingaDissertationCommittee.Theforminsuresthatthecommitteeiscommittedtoservingonyourcommitteeincludingattendingscheduledmeetings,assistingandconsultingwiththecreationandthedurationofanoriginalresearchproject,andthatallofthemembersmeettherequirementsoftheprogram.ThisformshouldbegiventotheProgramCoordinator(GaryLongstreet)(NS_Dissertation_Committee_Checklist)Note:ThisformisusedforNSPrograminternal-onlypurposesandshouldnotbeconfusedwiththeLGSDissertationCommitteeForm(seebelow).

LGSDISSERTATIONCOMMITTEEFORMThisformlistseachdissertationcommitteememberandrequiresoriginalsignatures.AtleastthreecommitteemembersmustbeEmoryfacultyandoutsidecommitteemembersrequireseparateapproval.Theformisbecompletedattheendofyear3butisduenolaterthanAugust1stbeforethestudent’sfifthyearofstudy.ThisformshouldbegiventotheProgramCoordinator(GaryLongstreet).(LGS_Dissertation_Committee_Form)

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APPLICATIONFORCANDIDACYCandidacyisanimportantmilestoneintheprogresstowardsthePhDdegree.Itindicatesthatthestudenthasachievedasubstantiallevelofexpertiseinhisorherfield,andhasarticulatedaplanforindependentresearchandwritingthathasbeenapprovedbythefacultyofhisorherprogram.Candidacyiscurrentlyreachedattheendofstudent’sthirdyear.TheformisduenolaterthanAugust1stbeforethestudent’sfifthyearofstudy.ThisformshouldbegiventotheProgramCoordinator(GaryLongstreet).(Application_for_Admission_to_Candidacy).

DISSERTATIONADVISORYCOMMITTEEMEETINGSUMMARYANDPROGRESSREPORTThepurposeofthisformistosummarizeanddocumenteachdissertationcommitteemeeting.BoththestudentandCommitteechairshouldcompletetheformimmediatelyaftereachmeeting.Asareminder,studentsshouldmeetwiththeircommitteeannually.StudentsinYears4andabovearerequiredtomeettwiceayear.CompletedformsshouldbereturnedtotheDGSforAdvancedStudents.ThisformshouldbegiventotheProgramCoordinator(GaryLongstreet).(DissertationAdvisoryCommitteeMeetingSummaryandProgressReport)

PROVISIONALDISSERTATIONDEFENSEAPPROVALFORMTheProvisionalformverifiesthatallmembersofthestudent’scommitteehavereadthedissertationandthestudentmayproceedandscheduletheirdefense.Theformshouldbesignedatthefinalcommitteemeetingbyallmembersofthecommittee.ItshouldbenotedthattheDGSorNeuroscienceProgramDirectormustattendallfinalcommitteemeetings.ThisformshouldbegiventotheProgramCoordinator(GaryLongstreet).(Provisional_Dissertation_Approval_Form).

DEGREECOMPLETIONIfyouareapproachingtheendofyourdegreeprogram,thereareseveralformsyouneedtocompleteinordertoreceiveyourdegree,andsomeimportantguidelines,instructions,andchecklistsyoushouldrefertoasyouprepareyourdissertationorthesisforsubmission:

ApplicationforDegreeThisformmustbecompletedbytheapplicationdeadlineforthesemesteryouplantograduate.(Application_for_Degree)

ReportofCompletionThisformindicatesthatyouhavesuccessfullydefendedandcompletedalloftherequirementsforthePhD.SpecialNote:BRINGTHISFORMTOYOURDEFENSE.AllcommitteemembersmustsigntheReportofCompletion.(Report_of_Completion_of_Requirements_for_Doctoral_Degree)

SubmittingyourDissertationThisdocumentoutlinesinstructionsforsubmittingyourdissertation.***Note:BRINGTHISFORMTOYOURDEFENSE.AllcommitteemembersmustsignthecoverpageoftheDissertation.(Instructions_for_Submitting_Your_Thesis_or_Dissertation)

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Appendix2.TypicalScheduleNeuroscienceStudentsCoursenumber CourseTitle Credithours

YEAR1-FALLSEMESTERIBS-526 NeuroanatomyandSystemsNeuroscience 7IBS-530R FrontiersinNeuroscience 1NS-551 TechniquesinNeuroscience 1NS-570R ProfessionalDevelopment,Communication,andEthics 2NS597 Laboratoryrotation 1

YEAR1-SPRINGSEMESTERIBS-514 Cellular,Molecular,DevelopmentalandTranslational

Neuroscience7

IBS-530R FrontiersinNeuroscience 1NS-570R ProfessionalDevelopment,Communication,andEthics 2NS-597 Laboratoryrotation 2

YEAR1-SUMMERRES999GSAS GraduateResidence 9 WRITTENQUALIFYINGEXAM

YEAR2-FALLSEMESTERIBS-530 FrontiersinNeuroscience 1NS-790R AdvancedGraduateSeminar 2IBS-699R AdvancedGraduateResearch Variable(makeup

semesterto9cr)XXXX Electivecourse(s)(oneormore) Variable(totalof4

crormore)TATT-600 TATTO(Teachingmini-course) 0

YEAR2-SPRINGSEMESTERIBS-530 FrontiersinNeuroscience 1IBS-522R GrantwritingandProfessionalDevelopment 4IBS-538 DesignandAnalysisofExperiments 4IBS-699R AdvancedGraduateResearch Variable(makeup

semesterto9cr)XXXX Electivecourse(s)(oneormore) Variable(totalof4

crormore)YEAR2-SUMMER

RES999GSAS GraduateResidence 9YEAR3-FALLSEMESTER

IBS699R AdvancedGraduateResearch 9 ORALQUALIFYINGEXAM

YEAR3-SPRINGSEMESTERIBS699R AdvancedGraduateResearch 9

YEAR3-SUMMERRES999GSAS GraduateResidence 9

YEAR4ANDABOVENS-799R DissertationResearch 9

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Appendix3.ElectiveCoursesforNeuroscienceStudents ElectivesStronglyRecommendedforNeuroscienceProgramStudentsIBS504 IntroductoryProkaryoticGenetics 4 FallIBS506R BasicMechan.ofNeurolog.Diseases 4 SpringIBS531 PrinciplesinPharmacology 4 FallIBS532 IntroductiontoPharmacology 3 SpringIBS534 ComputationalNeuroscience 4 SpringIBS535 BehavioralNeuroendocrinology 3 FallIBS536 DrugMetabolismandToxicology 2 SpringIBS556 BasicBiologicalandBiomedicalSciences 6 SpringIBS566 DrugDevelopment 3 SpringIBS701 CellSurfaceReceptors 3 Fall(evennumberedyears)IBS702 Mol.MechanismsofSignalTransduction 4 FallIBS703 CurrentTopicsinBehav.Neuroscience 2 SpringIBS707 BiologyofMovementControl 4 FallIBS717 Neuropharmacology 4 Fall(oddnumberedyears)IBS750 MolecularNeurobiology 4 Fall(evennumberedyears)IBS770 BrainRepair 4 SpringPSY770 TopicsinCognitiveNS 3 SpringPSY720 BehaveEffectsofDrugs 3 Spring(evenyears)EOH523 Neurotoxicology 2 Spring(evenyears)Inconsultationwiththestudent’sresearchadvisorothercoursesmaybetakenaselectives.NOTETHATSOMEOFTHESECOURSESARENOTOFFEREDEVERYYEAR.PLEASE,CONSULTTHEDGSTOGETANUPDATEDLISTOFELECTIVESOFFEREDDURINGTHESEMESTERYOUINTENDTOENROLL

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Appendix4.SurvivalSkillsChecklistsandCareerGuideChecklist_Survival_and_Career_Guide

ROTATIONMENTORQUESTIONS

□ Are you currently taking students/ would you have funding to support me should I choose your lab for a dissertation?

□ How many graduate students have you trained and how long did it take them to graduate?

□ What projects are you currently working on? How much freedom do I have to customize my research interests?

□ Who would be training me? How much contact time do you normally have with students?

□ What are your expectations of me; (i) during a lab rotation? (ii) as a doctoral student?

□ How many other students have you mentors and what are they doing now?

□ How do you help students develop their research skills and hone independence in the lab? What are your views on professional career development outside the lab?

□ How would you describe the environment of your research group inside and outside the lab?

□ What are the rules for attendance and presentation at scientific meetings?

TIMEMANAGEMENTANDPRODUCTIVITY

□ Acquire a regular sleep schedule and maintain a regular exercise routine.

□ Use a calendar wisely: Schedule regular meetings. Structure time blocks for study time, extracurricular activities and days you plan to be inside the lab.

□ Use checklists to prioritize daily and weekly schedules with realistic goals. Break down each large assignment into small parts.

□ Pomodoro technique (http://en.wikipedia.org/wiki/Pomodoro_Technique): Use a timer to define work tasks. When you need to focus on a task, set up a timer for a reasonable amount of time, have a pad of paper and pen, and begin working. If another task pops into your mind (e.g. ideas, remembering to e-mail someone) write that task on your piece of paper and perform all of them after your timer goes off.

□ Know thyself: Find the time of day and/or environment in which you work the best. Save your most difficult work for the time when you are at your peak productivity.

□ Optimize work environment: Set up a workspace that optimizes productivity. Pick your study partners wisely.

□ Spend less time messing around on the internet. Identify and restrict times for social networking (e.g. only read emails and look at Facebook pages at set times during the day).

□ Remember that rest and play are important for good mental health and creativity.

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GOODLABORATORYPRACTICE

□ Get to know your area and were supplies are kept.

□ Take safety rules seriously and report accidents or unsafe situations.

□ Clean up after yourself.

□ Determine the general lab structure.

□ Learn everyone’s name.

□ Respect others’ time and space.

□ Label everything utilizing naming conventions established in the laboratory.

□ Identify the person you should go to for help and to ask questions.

□ Help others in need.

□ Use checklists for routine methodological procedures to prevent critical errors.

LABORATORYRULESFORSUCCESS

□ Treat all members of the lab with the same respect you give the PI.

□ Be a good lab citizen: clean-up after yourself, take your turn when doing common tasks.

□ Attend all laboratory meetings to learn content area and support lab mates.

□ During dead time in the lab, read the relevant literature. Resist the temptation to read non-science material.

□ Write down detailed notes when learning new skills/equipment.

□ Data management: Keep a detailed and accurate lab notebook record of your experiments (even when results are negative). This includes experimental design, protocol, calculations, and detailed summary of observations/results. Lab notebooks are the property of the university and must stay in the lab. Never delete data!

□ Plan experiments thoughtfully (trash in = trash out): Carefully define the question through reading the literature and discussions with others. Choose proper controls. Consider sample number.

□ Build a reputation for being a careful, thoughtful scientist by asking questions, reading the literature and demonstrating critical thinking.

□ Establish authorship on manuscripts early to avoid conflict.

□ Use checklists as an organizational tool to identify important experiments and plan logical steps towards completion of a research goal (e.g. figures for a publication).

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ATTITUDEDESIDERATA

□ Try to see things from other people’s perspectives, remembering that we are all human.

□ Learn people’s names and get to know people around you.

□ Thank people when they do even small things that benefit you.

□ Compliment others to encourage mutual positive interactions.

□ Consider cultural factors in yours and others actions and how this affects your interpretation of actions.

□ Smile. Make eye contact when speaking with people.

□ Explore new areas to expand your own interests and be more interesting.

□ Provide constructive critiques with the focus on improvement.

□ Treat people courteously and with respect, even in a disagreement.

RESEARCHCOLLABORATIONS

□ Communicate openly and frequently with collaborators to be sure everyone is informed.

□ Establish authorship on manuscripts early to avoid conflict.

□ Keep deadlines for expected work accomplishments with collaborators.

□ Capitalize on opportunities to highlight your contributions to the research effort (e.g. offer to present your work at group meetings).

□ Be enthusiastic about others’ work and try to ask good questions at group meetings.

□ Be punctual: Arrive on time for all meetings.

NETWORKING

□ Be a social butterfly. Go meet, talk, repeat.

□ Develop relationships with individuals that are networking hubs (typically extroverts that know many people in several professional circles).

□ Practice your elevator talk.

□ Get involved in local associations.

□ Ask for contact information (e.g. business cards) and write notes that remind you of the interaction. Follow-up with additional communication to solidify connection.

□ Be punctual.

□ Make eye contact and engage the other person when being introduced.

□ Communicate openly and frequently with collaborators so everyone is informed.

□ Establish authorship on manuscripts early to avoid conflict.

□ Keep deadlines with collaborators.

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CAREEROPTIONS:PROPOSALDEVELOPMENTANDGRANTWRITINGCONSULTANT PROS

□ Own boss: set own salary, flexible work/family balance: pick clients.

□ Projects have a finite time commitment.

□ Intellectual stimulating: learn new subjects areas.

□ Keeps abreast of latest technological advance in writing (software, graphic design, ehealth, etc).

□ Use online learning to expand skill set.

CONS

□ No regular pay check.

□ Can take years to build reputation.

□ Distant from hands-on science and energy of working with a team.

□ No longer expert in subject of training---know little about many different topics.

□ If have PhD and working with scientists, they assume that you are an expert in their filed.

CAREEROPTIONS:PATENTAGENT/BIOTECHNOLOGYCONSULTANT PROS

□ At forefront of science/technology commercialization.

□ Observe application of science impacting population.

□ Flexibility in work schedule.

□ Diversity of work with different clients

□ High activity/energy.

CONS

□ Less specialized/more generalized application of skills.

□ No longer current in research field of PhD dissertation.

□ Lack of job stability.

□ Impersonal/detachment from work: commercial direction constantly changes or even halts.

□ Requires learning a new area to pursue this career option.

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CAREEROPTIONS:TECHNOLOGYTRANSFERLICENSINGASSOCIATE PROS

□ Constant learning: “Jack of all trades, master of none”.

□ Remain part of academic community

□ Contribute directly to transferring new discoveries and innovations from bench to bedside to benefit society

□ Working with people as a team to achieve a goal

□ Bridging three worlds- science, law and business-to effectively communicate and achieve the goals

CONS

□ Workload quite heavy and time management important.

□ Face of university administration. Have to abid by university policy, even when don’t agree with them.

□ Low success rate for projects.

□ Dealing with others’ unrealistic expectations (both company and faculty).

□ Limits to salary, location and advancement when working in a university office

CAREEROPTIONS:RESEARCHPOSITIONATTHEVA PROS

□ Extra funding avenue in addition to NIH.

□ Research Career Scientist award provides 100% salary support (equivalent to tenure).

□ Opportunity to work with physician scientists

□ Research support services

□ Government sponsored retirement program

CONS

□ Administrative paperwork and regulations are burdensome.

□ Financial management of grants can be difficult (no carry over from year to year)

□ Grants have lower direct costs

□ Need to work hard to stay integrate with the university.

□ Doesn’t have respect that some institutions have.

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CAREEROPTIONS:EMORYUNIVERSITYLECTURERPROS

□ Interacting with good colleagues and students.

□ No grant writing, but all the resources of an R1 university without a research group.

□ Infrastructure for teaching at Emory is strong. There is time and support for educational innovation.

□ Time is flexible – Lecture track faculty can contribute to college life on many fronts, from committees, optional research projects, curricular reform

□ You can be a valued member of a department if the department sees teaching as a priority.

CONS

□ There was pressure to pursue the "Most Noble Path" for a PhD - the one of research, training graduate students, writing papers.

□ Some colleagues do not see the value of lecture track faculty. They see two levels of faculty, with tenure-track being superior.

□ Guidelines for reappointment and promotion are not always clear. Resources do not always match expectations.

□ Larger classes, less variety of courses taught, almost always first-and second-year level classes. Few opportunities to teach advanced classes.

□ No true job security.

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Appendix5.ListingofNeuroscienceFaculty6/28/2016 NAME(Last,First,MI) Email Dept,CampusAddress Phone Fax*Associatefaculty*Alexander,GarrettAlvarez,Francisco francisco.j.alvarez@emory.edu Physiology 727-7519 727-2648 642WhiteheadBachevaliler,Jocelyne jbachev@emory.edu Psychology/Yerkes 727-9765 727-0372 YerkesNSBldgBassell,Gary gary.bassell@emory.edu CellBiology 727-3772 727-6256 #405KWhiteheadBldgBellamkonda,Ravi bellamkonda@emory.edu BiomedicalEngineering 727-9875 727-9873 200HealthSciencesBldgBerns,Gregory gberns@emory.edu Economics 727-2556 727-3233 327RichMemorialBldgBetarbet,Ranjita rbetarb@emory.edu Neurology 727-9104 727-3728 05GWhiteheadBldgBorich,MichaelBoulis,Nicholas nboulis@emory.edu Neurosurgery 778-5770 1365BCliftonRd,#6200Bremner,Douglas jdbremn@emory.edu Director,PETCenter 712-0108 712-7435 Radiology,EUHBuetefisch,Cathrincathrin.buetefisch@emory.edu Neurology 712-5507 712-5895 1441CliftonRd.#236.*Butler,Andrew ajbutle@emory.edu RehabMedicine 712-5675 712-5895 1441CliftonRdCalabrese,Ronald,L. biolrc@emory.edu Biology 727-0319 727-2880 2113RollinsCaspary,Tamara tcaspar@emory.edu HumanGenetics 727-9862 727-3949 #305BWhiteheadBldgCaudle,Mike william.m.caudle@emory.edu EnvironmentalHealth 712-8432 727-8744 ClaudiaNanceRollins Chan,Anthony awchan@emory.edu HumanGenetics 712-8347 727-3949 YerkesNSBldgChen,Ping pchen2@emory.edu CellBiology 727-1808 727-6256 WhiteheadBldg,#545Chin,Lih-Shen chinl@pharm.emory.edu Pharmacology 727-0361 727-0365 5019RollinsChoi,Inyeong ichoi@emory.edu Physiology 712-2092 727-2648 605EWhiteheadBldg Cohen,RobertM. robert.m.cohen@emory.edu Psychiatry&BehavioralSciences 727-4376 WesleyWoodsHealthCenter*Cubells,Joseph jcubells@emory.edu HumanGenetics 727-2005 727-3949 7305WMB *DeWeerth,Steve steve.deweerth@gatech.edu BME,GATech 894-4738 894-4243 315FerstDr.Suite1121Dingledine,Raymond rdingle@emory.edu Pharmacology 727-5982 712-9920 5001ARollins

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English,Arthur,W. medae@emory.edu CellBiology 727-6250 727-3677 405PWhiteheadBldg.Escayg,Andrew aescayg@emory.edu HumanGenetics 712-8328 727-3949 365WhiteheadBldg Fani,NegarFaundez,Victorfaundez@cellbio.emory.edu CellBiology 727-3900 727-6256 446WhiteheadBldg Feng,YueGambello,MichaelMichael.j.gambello@emory.edu HumanGenetics 727-3875 301WhiteheadGarcia,PaulGarraway,Sandra smgarraway@emory.eduPhysiology 727-7417 727-2648 605RWhiteheadGeisert,EldonGlass,Jonathan Jglas03@emory.edu Neurology 727-3507 727-3728 505KWhiteheadBldgGoodman,Mark mgoodma@emory.edu Radiology,EUH 727-9366 712-5689 1354CliftonRdNEGourley,Shannon Shannon.I.Gourley@emory.edu Pediatrics 727-2482 727-8070 YerkesPrimateCenterGraham,Kareem kareem.graham@emory.edu Physiology 727-6478 727-2648 646Whitehead*Greene,JamesGross,Robert robert.cross@emory.edu Neurosurgery 778-5770 778-5121 EmoryClinicB,TECB6209Guo,Ying yguo2@emory.edu Biostatistics,SPH 712-8646 727-1370 366GCRollins,SPHHales,ChadHall,Randy,A. rhall3@emory.edu Pharmacology 727-3699 727-0365 5113RollinsHartzell,Criss criss@cellbio.emory.eduCellBiology 727-0444 727-6256 544WhiteheadBldgHepler,John jhepler@emory.edu Pharmacology 727-3641 727-0365 BiochemistryConnector,G205*Herndon,James,G. jim@rmy.emory.edu Neuroscience/Yerkes 727-7752 727-7845 YerkesNSBldgHess,Ellen ejhess@emory.edu Pharmacology 727-4911 727-0365 5000RollinsHochman,Shawn shawn.hochman@emory.edu Physiology 712-3131 727-2648 644WhiteheadBldg.

Howell,Leonard lhowell@emory.edu Neuroscience/Yerkes 727-7786 727-1266 YerkesNSBldgHu,Xiaoping xhu@bme.emory.edu BiomedicalEngineering 712-2615 712-2707 531AsburyCircle,Annex#N305*Humphrey,Donalddonald.humphrey@emory.edu Physiology 727-7419 727-2648 605MWhiteheadBldg. Iuvone,Michael miuvone@emory.edu Pharmacology 727-5989 727-0365 5107Rollins.Jaeger,Dieter djaeger@emory.edu Biology 727-8139 727-2880 2129Rollins

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Jenkins,Andrew ajenki2@emory.edu Anesthesiology 727-3910 712-2585 5013.RollinsResearchCtr.Jin,Peng peng.jin@emory.edu HumanGenetics 727-3729 727-3949 #325WhiteheadBldg.Jinnah,Hyder hjinnah@emory.edu Neurology 727-9107 712-8576 63000WMRB*Johnson,Zach zpjohns@emory.edu Yerkes/Dev.&CognitiveNS 727-8518 727-8088 YerkesNS5274 Joshi,Harish medhcj@emory.edu CellBiology 727-0445 727-6256 447WhiteheadBldg.Jovanovic,Tanja tjovano@emory.edu Psychiatry 778-1485 778-1488 49JesseHillJr.Dr.Suite331*Juncos,JorgeKahn,Rick rkahn@emory.edu Biochemistry 727-3561 727-3746 G218RollinsKeilholz,Shella skeilho@emory.edu BiomedicalEngineering 727-2433 727-9873 2009CWMBKenney,Anna anna.kenney@emory.eduPediatrics 727-1836 HSRBE386/1760HaygoodDr.Kimmel,Heather*Kinkead,Becky bkindea@emory.edu Psychiatry 727-3719 727-3233 4109WMBKuhar,Michael mkuhar@rmy.emory.edu Neuroscience/Yerkes 727-3278 727-7845 YerkesNSBldgKukar,Thomas thomas.kukar@emory.edu Pharmacology 727-5983 727-0365 5123RollinsLah,James,J jlah@emory.edu Neurology 727-3509 727-3728 505WhiteheadBldg*LaPlaca,Michellemichelle.laplaca@bme.gatech.eduBME,GATech 894-4738 894-4243 315FerstDr.Suite1121Lee,Robert robert.lee@bme.gatech.edu BME,GATech 894-4738 894-4243 315FerstDr.Suite1121Levey,Allan alevey@emory.edu Neurology 727-5006 727-3157 6005WMRB.Li,Lian lli5@emory.edu Pharmacology 727-5987 727-0365 109RollinsLi,Xiao-Jiang xiaoli@emory.edu HumanGenetics 727-3290 727-3949 347WhiteheadBldg.Lin,ErickX. xlin2@emory.edu Otolaryngology 727-3723 727-6256 615WhiteheadBldg,#543Liu,Robert rliu2@emory.edu Biology 727-5274 727-2880 2131RollinsManey,Donna dmaney@emory.edu Psychology 727-7470 727-0372 205PsychologyManns,Joseph jmanns@emory.edu Psychology 727-7459 727-0372 208PsychologyMao,Zixu zmao@emory.edu Pharmacology 727-8581 727-0365 505GWhiteheadMayberg,Helen hmayber@emory.edu Psychiatry 727-6740 727-6743 4000WMBMcKeon,Robert rmckeon@emory.edu CellBiology 727-6956 727-6256 405MWhiteheadBldg.Miller,Andrew amill02@emory.edu Psychiatry 727-8260 727-3233 4103WMRB

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Miller,Gary gwmille@emory.edu Environmental&Occ.Heath 712-8582 727-3728 ClaudiaNanceRollinsBldg.#8007Muly,Christopher emuly@emory.edu Psychiatry 727-9603 727-3278 YerkesNSBldgNeigh.Gretchengretchen.neigh@emory.edu Physiology 727-9022 727-3233 5000WMB*Neill,Darryl,B. dneill@emory.edu Psychology 727-7445 727-0372 328PsychologyBldg.Nemenman,IIya ilya.nemenman@emory.edu Physics 727-9286 727-0873 Math/SciencesCtr-N240Ousley,Opal oousley@emory.edu Psychiatry 727-8350 727-3969 Owens,MichaelJ. mowens@emory.edu Psychiatry 727-4059 727-3233 4005WMRBPapa,Stella spapa@emory.edu Neurology/Yerkes 727-7795 727-3278 YerkesNSBldgPardue,Michelle mpardue@emory.edu Ophthalmology/BME 404-321-6111 EmoryClinic/GATechParr,Lisa lparr@emory.edu Neuroscience/Yerkes 727-3653 YerkesNSBldgPearce,Brad bpearce@emory.edu Psychology 727-4914 727-3233Perreault,Marie-Claudem-c.perreault@emory.eduPhysiology 727-9897 727-2648 647Whitehead*Plotsky,Paul pplotsky@emory.edu Psychiatry 712-9835 727-3233**Potter,Steve steve.potter@bme.gatech.edu BMEGATech 385-2989 894-4243 315FerstDr.#1121Preuss,Todd tpreuss@emory.edu Neuroscience/Yerkes 727-8556 727-8070 YerkesNSBldgPrinz,Astrid Astrid.prinz@emory.edu Biology 727-5191 727-2880 2105RollinsRCRaastad,Morten morten.raastad@emory.edu Physiology 727-7425 727-2648 605FWhiteheadRainnie,Donald drainni@emory.edu Psychiatry 712-9714 727-3233 4309WMRBRead,Tracy-Ann taread@emory.edu Neurosurgery 778-4024 778-5550 1365CWinshipCancerInstituteRessler,Kerry kressle@emory.edu Dept.ofPsychiatry 727-7739 727-8070 1022YerkesPrimateCtr.Rilling,James jrillin@emory.edu Anthropology 727-5881 727-3233 Geosciences114*Rodman,Hillary hrodman@emory.edu Psychology 727-2391 727-0372 Rossoll,Wilfried wrossol@emory.edu 381PsychologyBldg.Rye,David,B. drye@emory.edu Neurology 727-9825 727-3157 6000WMRB Sanchez.Mar mmsanch@emory.edu Psychiatry 712-2393 727-3233 4000WMRB Sathian,Krish ksathia@emory.edu Neurology 727-1324 727-8576 6301WMRB Seyfried,NickSmith,Patrice patrice.smith@emory.edu Physiology,CND 727-0633 727-2648 575Whitehead

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Smith,Yoland ysmit01@emory.edu Neuroscience/Yerkes 727-7519 727-3278 353YerkesSober,SamuelJ samuel.j.sober@emory.edu Biology 727-5846 727-2880 2103Rollins*Sokoloff,Alan asokolo@emory.edu Physiology 727-9905 727-2648 605HWhiteheadBldg.Srinivasan,Shanthi ssrini2@emory.edu DigestiveDiseases 727-5298 727-5767 201WhiteheadBldg.Stein,Donald dstein04@emory.edu EmergencyMed/Psychology 712-2540 712-9704 261A/PConnector. Tansey,Malu malu.tansey@emory.edu Physiology 727-6126 727-2648 645WhiteheadTing,LenaH. lting@emory.edu BME,GATech 894-5216 894-4243 315FerstDr.,#3306Traynelis,Stephen strayne@emory.edu Pharmacology 727-0357 727-0365 5025RollinsTrumbower,Randyrandy.trumbower@emory.edu SchoolofRehab. 727-3065 1441,CliftonRd-G36VanMeir,Erwin evanmei@emory.edu Neurosurgery 778-5563 778-5550 C5078WinshipCancerInstituteWalker,DavidL dlwalke@emory.edu Psychiatry 727-3587 727-8070 Whitehead4306Walker,Elaine psyefw@emory.edu Psychology 727-0761 727-0372 303PsychologyWalker,Lary lcwalke@emory.edu Neuroscience/Yerkes 727-7779 727-1266 YerkesNSBldgWarren,Stephen swarren@emory.edu HumanGenetics 727-5979 727-3949 305EWhiteheadBldgWei,Ling lwei7@emory.edu Anesthesiology 778-3900 1462CliftonRd.#240Weinshenker,David dweinsh@emory.edu HumanGenetics 727-3106 727-3949 301WhiteheadBldg.Weiss,Jay,M. jweis01@emory.edu Psychiatry 712-9772 712-9755 510NEmoryWestWenner,Peter pwenner@emory.edu Physiology 727-1517 727-2648 645WhiteheadBldg.Wichmann,Thomas twichma@emory.edu Neurology 727-7795 727-9294 6109WMRB Wilson,Mark,E. mwils02@emory.edu Neuroscience,Yerkes 727-9058 727-8088 1024YerkesPrimateCtrWolf,Steven,L. swolf@emory.edu RehabMedicine 712-4801 712-4809 212CRehabCenter*Wright,David dwwrigh@emory.edu EmergencyMed. 712-0511 712-9706 1712UppergateDr,#36Young,Larry lyoun03@emory.edu Psychiatry,Yerkes 727-8272 727-8070 1028YerkesYu,ShanPing spyu@emory.edu Anesthesiology 778-3900 1462CliftonRd.#240Zheng,James james.zheng@emory.eduCellBiology 727-9133 727-6256 546Whitehead*Zola,Stuart szola@emory.edu Director,YerkesPrimateCtr 727-7707 727-0623 1123Yerkes

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Appendix6.ListingofNeuroscienceProgramCommitteesandMembers ExecutiveCommittee:

FACULTYMEMBERS DavidWeinshenker ProgramDirector,HumanGenetics VictorFaundez, DGS,Years1-2,CellBiology MaluTansey, DGS,Years3+,Physiology FranciscoAlvarez Physiology ShannonGourley Yerkes JohnHepler Pharmacology EllenHess Pharmacology DieterJaeger Biology RobertLiu Biology DonnaManey Psychology SethNorrholm Psychiatry&BehavioralSciences StellaPapa Neurology/Yerkes Marie-ClaudePerreault Physiology MarSanchez Psychiatry&BehavioralSciences YolandSmith Neurology/Yerkes SamSober Biology JamesZheng CellBiology StudentMembers AmyLuce DanielCurry AdmissionsCommittee: EllenHess,Director RanjitaBetarbet,DonnaManey,RobertLiu,AndyJenkins,LisaParr,PeteWenner,Astrid

Prinz, FranciscoAlvarez,DonRainnie, YolandSmith,Ashley Swain,MichaelMcKinnon,GaryLongstreet

SeminarDirectors: NSProfessionalDevelopment:ShawnHochman,MachellePardue,JohnHepler,Robert

Liu,FranciscoAlvarezAdvancedSeminar:TanjaJovanovic

FrontiersSeminarCoordinators: RobertLiu,JamesMcGregor,ArchanaVenkataramanAwardsCommittee: SamSober(Chair),VictorFaundez,ArtEnglish,MaluTansey,DavidWeinshenker,

BrendanO’Flaherty,EricaAkhter,GaryLongstreet WebsiteCommittee: MarSanchez(Chair),GaryLongstreet,KimLang

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GraduatePrograminNeuroscience–Students nameunderscoreddenotesMD/PhDStudent

2015Name Email Phone# Advisor LabPhonePernilleBuelow pernille.buelow@emory.edu GaryBassell/PeteWennerKristieGarza kristie.garza@emory.edu TanjaJovanovic/BrianDiasEduardoGigante eduardo.gigante@emory.edu TamaraCasparyMakaleleGorsich makalele.alegra.gorsich@emory.eduRavenHardy raven.a.hardy@emory.eduSherodHaynes sherod.edward.haynes@emory.eduMaryHerrick mary.herrick@emory.edu MaluTanseyMichelleJohnson michelle.april.johnson@emory.eduJamesMcGregor james.neal.mcgregor@emory.eduAndreaPack andrea.r.pack@emory.eduRachelPearcy rachel.c.pearcy@emory.edu DavidWeinshenkerLindseyShapiro lindsey.ann.shapiro@emory.eduArchanaVenkataraman archana.venkataraman@emory.eduArielleValdez arielle.valdez@emory.edu GaryBassell2014Name E-mail Phone# Advisor LabPhoneAnzarAbbas anzar.abbas@emory.edu 517-899-4829 ShellaKeilholzNathanAhlgrim nathan.ahlgrim@emory.edu 630-363-4305 JoeMannsEricaAkhter erica.t.akhter@emory.edu 864-642-8104 ArtEnglishDesireeDeLeon dcossyl@emory.edu 219-487-9311 LarryYoung/MarSanchezByronGardner byron.gardner@emory.edu 404-782-1996 LarryYoungElizabethHinton eahinto@emory.edu 404-861-6409 ShannonGourleyCarlieHoffman carlie.hoffman@emory.edu 904-536-5032 GaryMillerBenKuebrich benjamin.kuebrich@emory.edu 703-944-2383 SamSoberJimKwon ykwon@randolphcollege.edu 434-209-0425 RobertLiuSaraList slist@emory.edu 865-274-0755 KrishSathianElyseMorin elyselouisemorin@gmail.com 321-412-3771 MarSanchezDexterMyrick dexter.myrick@gmail.com 404-805-4191 DavidKatzStephaniePollitt s.l.pollitt@emory.edu 650-906-9991 JamesZhengSumeetSharma sumeet.sharma@emory.edu KerryResslerChrisSinon christopher.george.sinon@emory.edu630-386-1820PaulGarciaMeganWinter megan.winter@emory.edu 202-250-0545 LingWeiLyndieWood alynda.noel.wood@emory.edu 434-531-7850 SamSober2013Name E-mail Phone# Advisor LabPhoneElizabethBarfield elizabeth.t.barfield@gmail.com 864-506-1424 ShannonGourleyMandakhBekhbat mandakh.bekhbat@emory.edu 845-664-0982 GretchenNeighMariaBriscione mariabriscione@gmail.com 7327786075 TanjaJovanovicLauraButkovich laura.butkovich@gmail.com 404-217-4750 MaluTanseyRachelCliburn racliburn@gmail.com 224-433-1180 GaryMillerJulianneFreeman julianne.j.freeman@gmail.com 408-761-7376 CathrinBuetefischDoraGuzman doraguzman@emory.edu 404-840-0713 MarSanchezChiaChun(Jeffrey)Hsu hurdleman@gmail.com 408-334-6540 DonaldRainnieElizabethKline kline.elizabethm@gmail.com 440-812-5419 MaluTanseyEricaLandis elandis@emory.edu 651-295-7687 MachellePardueChaoLin chao.lin0076@gmail.com 315-396-9096 TamaraCasparyClaireMcGregor clairekmcgregor@gmail.com 847-772-1637 ArtEnglish OliviaMoody omoody89@gmail.com 617-823-5947 AndrewJenkins

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ArthurMorrissette arthur.morrissette@gmail.com 703-593-0826 DieterJeagerBrendanO’Flaherty oflaherty.brendan@gmail.com 630-729-4577 DonaldRainniePhillipPrice plprice@emory.edu 832-518-9957 GaryBassell/WilfriedRossollVarunSaravanan zbpvarun@gmail.com 678-643-3320 SamSoberKunTian ktmelody@gmail.com 217-898-9272 AstridPrinz 7-9381MfonUmoh mumoh@emory.edu JonathanD.GlassJamesZhang james.zhang@emory.edu LingWei2012Name Email Phone# Advisor LabPhoneYanHong yhong31@emory.edu 334-707-9171 Xiao-JiangLiQize(Michael)Jiang qjiang7@emory.edu478-960-8856LingWei EricMaltbie ericmaltbie@gmail.com 919-949-3816 LeonardHowellKennethMcCullough kenneth.mccullough@emory.edu 404-933-3515 KerryRessler 7-7997MichaelMcKinnon michael.l.mckinnon@emory.edu 404-275-1398 ShawnHochman 7-3418AmielleMoreno amielle.moreno@gmail.com 206-669-3320 RobertLiu 7-9207MaylenPerezDiaz maylen21488@yahoo.com Howell/WilsonElizabethPitts liz.g.pitts@gmail.com Howell/GourleyTravisRotterman travis.m.rotterman@emory.edu 937-903-1144 FranciscoAlvarezAshleyJ.Swain ajsulli@emory.edu 215-760-6535 Smith/Wichmann 7-58962011Name E-mail Phone# Advisor LabPhoneJacobBillings billings.jacob@gmail.com 850-264-4687 ShellaKeilholzChing-Chieh(Ian)Chou numen1104.chou@gmail.com 404-281-8178 W.Rossoll/G.BassellDanielCurry benno.dc@gmail.com 615-500-6395 LeonardHowell LaurenDePoy ldebrou@emory.edu 443-995-3484 ShannonGourleyAmyDunn aluce@emory.edu 404-804-7334 GaryMiller 2-8285JodiGodfrey jrgodfr@emory.edu 770-402-7532 Wilson/SanchezKaraKittelberger kittelberger.k@gmail.com 585-319-9586 LarryYoung 7-8269JordanKohn Jordan.n.kohn@emory.edu 770-367-9424 MarkWilson 2-9420KimLang klang@enory.edu 908-415-3780 LenaTingKatieMacPherson kpmacpherson@gmail.com 404-617-6821 MaluTansey FilomeneMorrison fgmorri@emory.edu 510-282-1502 KerryRessler 7-7997 MelaniePincus mpincus@gmail.com 201-452-8427 MarSanchezRyanPurcell ryan.purcell@emory.edu 443-603-3867 RandyHall 7-3751NishaRaj nisharaj88@gmail.com 678-462-5156 GaryBassellKristenThomas ktthoma@emory.edu 979-450-8770 GaryBassellKevinWatkins kevinewatkins@gmail.com 404-624-6866 ShawnHochman 7-34182010Name E-mail Phone# Advisor LabPhoneNattyChalermpalanupaptchaler@emory.edu 404-547-1699 Weinshenker/Levey 2-8266PaulEvans pevansj@emory.edu 678-986-8459 JohnHepler 7-8192MichelleGiddens michelle.giddens@emory.edu 617-610-5154 RandyHall 7-3751ThomasHennessey tom.hennessey@gmail.com 734-545-0937 DonRainnie 7-3981LukasHoffmann lahoffm@emory.edu 716-907-6065 SamSober 2-6645TyraLamar tyra.lamar@gmail.com 678-670-5729 AndrewEscayg 2-2152DavidNicholson nicholdav@gmail.com 813-233-6553 SamSober 2-6645 KarlSchmidt karl.t.schmidt@gmail.com 336-392-7626 DavidWeinshenker 2-8266IrisSpiegel iris.speigel@gmail.com 404-593-3250 PaulGarcia/AndyJenkins 7-3418AndrewSwanson andrew.swanson@emory.edu 404-414-6871 ShannonGourleyTingZhao tzhao5@emory.edu Xiao-JiangLi

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************************************************************************

FrequentlyUsedNumbers:Dr.DavidWeinshenker Dr.VictorFaundezProgramDirector DirectorofGraduateStudies,Yrs.1-2dweinsh@emory.edu vfaunde@emory.eduDepartmentofHumanGenetics DepartmentofCellBiology404-727-3106 404-727-3900Dr.MalúTansey GaryLongstreetDirectorofGraduateStudies,Yrs.3+ ProgramAdministratormalu.tansey@emory.edu gary.longstreet@emory.eduDepartmentofPhysiology GDBBS404-727-6126 404-727-3707

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Appendix7.ListingofNeuroscienceProgramStudents

Appendix8.CoreCourseSyllabiIBS526NEUROANATOMYANDSYSTEMSNEUROSCIENCEDAY-DATE-ROOM

LECTURE LECTURERS PAPERDISCUSSION-REVIEWS

GROSSANATOMYOFTHECNS

Y.SMITH

Wed/Aug27YNS

CellularOrganizationoftheCNS Smith Chapter4

Th/Aug28YNS

GrossOrganizationoftheMammalianNervousSystemI

Smith Chapters1,2,15

Fr/Aug29YNS

GrossOrganizationoftheMammalianNervousSystemII

Smith Chapters1,2,15

Mo/Sept01 LABORDAY Tu/Sept02(SOM-B37)

Lab#1-GrossAnatomyHumanBrain Smith,Preuss,WalkerTAs

Labmanual

Wed/Sept03

(SOM-B37)

Lab#2-HumanBrainDissection Smith,Preuss,WalkerTAs

Labmanual

Th/Sept04(SOM-B37)

Lab#3-ComparativeNeuroanatomy SmithandTAs Labmanual

Fr/Sept05(SOM-B37)

Lab#4-Review

SmithandTAs LabManual

EXPERIMENTALNEUROANATOMY

Y.SMITH

Mo/Sept08YNS

ExptlNeuroanatomy-Tract-TracingMethods/Immunocytochemistry

Smith Instrhandouts

BRAINEVOLUTIONANDORGANIZATIONOFTHE

CEREBRALCORTEX

Y.SMITH

Tu/Sept09YNS

Brainevolution-Primatesvsnon-primates

Preuss Instrhandouts

We/Sept10YNS

RegionalandConnectionalOrganizationoftheCerebralCortex

Preuss Chapter15

Th/Sept11YNS

Internalorganizationofthecerebralcortex

Muly Chapter15

ELECTROPHYSIOLOGYANDBRAINIMAGING

Fr/Sept12YNS

InvivoelectrophysiologyandOptogenetics

Wichmann/Galvan Instrhandouts

Mo/Sept15YNS

REVIEWSESSION TAs

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8:15-9:15Mo/Sept15

YNSBrainImagingTechniques-MRI,fMRI,

PETKeilholz Instrhandouts

Tu/Sept16YNS

9:30-12:30

EXAM#1

Please,notethatasessionoutsideregularclasshourswillbescheduled

forpaperdiscussionandexperimentalneuroanatomylab.

SENSORYSYSTEMS K.SATHIAN

We/Sept17YNS

Somatosensoryanatomy K.Sathian Chapters21,22

Th/Sept18YNS

PhysiologyofTouch K.Sathian Chapters21,23

Fr/Sept19YNS

VisionI-Retina M.Pardue Chapters26,27

Mo/Sept22YNS

VisionII-Cortexandrelatedsubcorticalstructures

R.Liu Chapters26,27

Tu/Sept23YNS

Olfaction&Taste K.Ressler Chapter32

We/Sept24Bourne

Hearing Polensek Chapters30,31

Th/Sept25YNS

VestibularSystem Polensek Chapter40

Fr/Sept26YNS

PlasticityofSensorySystems K.Sathian Instrhandouts

Mo/Sept29YNS

Pain S.Hochman Chapter24

Tu/Sept30YNS

8:15-9:15

REVIEWSESSION TAs

Tu/Sept30YNS

Proprioception S.Hochman Chapter22

We/Oct01YNS

9:30-12:30

EXAM#2

MOTORSYSTEMS S.HOCHMAN

Th/Oct02YNS

MotorSystemsOverview S.Hochman Chapter33,34

Fr/Oct03YNS

PaperDiscussion-SensorySystems K.Sathianetal

Mo/Oct06YNS

FunctionalAnatomyoftheSpinalCord

P.Alvarez Instr.handouts

Tu/Oct07YNS

CentralPatternGenerators S.Hochman Chapter35,36

We/Oct08 FunctionalAnatomyofSubcortical M.-CPerreault Chapter36

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YNS DescendingSystemsTh/Oct09

YNSFunctionalAnatomyofthe

CerebellumM.Raastad Chapter42

Fr/Oct10YNS

FunctionalAnatomyofMotorCortices

C.Buetefisch Chapter37,38

Mo/Oct13 FALLBREAK-NOCLASS Tu/Oct14 FALLBREAK-NOCLASS We/Oct15

YNSFunctionalAnatomyoftheBasal

GangliaA. Galvan Chapter43

Th/Oct16YNS

MotorSynergiesinBalanceandLocomotion

L.Ting Chapter41

Fr/Oct17YNS

Solutionsformovementsinmultidimensionalspace

R.Nichols Instr.handouts

Mo/Oct20YNS

ReachandGrasp S.Sober Instr.handouts

Tu/Oct21YNS

MovementDisorders T.Wichmann Instr.handouts

We/Oct22YNS

8:15-9:15

REVIEWSESSION TAs

We/Oct22YNS

MotorLearning S.Sober Instr.handouts

Th/Oct23YNS

9:30-12:30

EXAM#3

INTERNALREGULATION L.YOUNG Fr/Oct24

YNSAnatomyofhypothalamusand

pituitaryL.Young Martin’stextbook

(Chapter14)Chapter47

Mo/Oct27YNS

StressAxis M.Sanchez InstructorHandout

Tu/Oct28YNS

EntericNervousSystem S.Srinivasan Chapter47

We/Oct29YNS

PaperDiscussion-MotorSystem M.Raastad

Th/Oct30YNS

Psychoneuroimmunology J.Felger Haroonetal.,2012,Neuropsychopharmacology

Rev.37:137

Fr/Oct31YNS

RegulationofReproduction M.Wilson Chapter51

Mo/Nov03YNS

RegulationofFoodIntake M.Wilson Chapter49

Tu/Nov04YNS

RoleofBrainPeptidesandSocialBehavior

L.Young NatureNS7:1048Front.Neuroendocrin.30

534–547We/Nov05

YNSAutonomicNervousSystem H.Yuan Instrhandouts

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Th/Nov06YNS

Circadianrhythms M.Iuvone NaturerevNS2003,4:649

Fr/Nov07YNS

8:15-9:15

REVIEWSESSION TAs

Fr/Nov07YNS

SleepandArousal A. Freeman Chapters46,51

Mo/Nov10YNS

9:30-12:30

EXAM#4

BEHAVIORANDCOGNITIVENEUROSCIENCE

J.BACHEVALIER

Tu/Nov11

Anatomyofthehippocampusandrelatedtemporallobestructures

Y.Smith Chapter

We/Nov12YNS

HippocampalLearningandMemorySystems

J.Manns Chapters65,66,67Instr.Handout

Th/Nov13YNS

SpatialandTemporalHippocampalMemorySystem

J.Manns Chapters65,66,67

Fr/Nov14YNS

PaperDiscussion-InternalRegulation L.Youngetal

Mo/Nov17 SFN-Noclass Tu/Nov18 SFN-Noclass We/Nov19 SFN-Noclass Th/Nov20

YNSMemory

Consolidation/ReconsolidationD.Walker Chapter48

Fr/Nov21YNS

BrainSystemsInvolvedinStressandAnxiety

S.Gourley

Chapter63

Mo/Nov24YNS

BrainSystemsInvolvedinFear K.Ressler Chapter48

Tu/Nov.25YNS

CognitioninAging J.Bachevalier Chapter59

We/Nov26 ThanksgivingHoliday Th/Nov27 ThanksgivingHoliday Fr/Nov28 ThanksgivingHoliday Mo/Dec01 DevelopingBrainandMind J.Bachevalier Tu/Dec02

YNSSocialCognition J.Rilling

We/Dec03YNS

Papercritique/Discussion-Behav.CognitiveNS

Moduleleaderetal.

Manuscriptfrominstructor

Th/Dec04YNS

RewardSystemsintheBrain D.Neill Chapter49

Fr/Dec.05YNS

PrefrontalCortexinWorkingMemory

C.Muly Chapter67

Mo/Dec08YNS

Decision-MakingandNeuroeconomics

GregBerns

Tu/Dec09 REVIEWSESSION TA

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YNS8:30-9:30Tu/Dec09 LanguageandAphasia B. Crosson Th/Dec11

YNS9:30-12:30

EXAM#5

NOTE:ALLCLASSESWILLBEHELDFROM09:30-10:50(withexceptiononDec11).ROOMS: YNS-YerkesPrimateCenterNeuroscienceSeminarRoom-NSbuilding BOURNE-YerkesBourneSeminarRoom-Mainbuilding

SOMB37-DissectionlaboratoryinSchoolofMedicinebuilding(nexttoWoodruffMemorialbuilding).Theroomislocatedatthebasementofthebuilding.

REVIEWS: RegularreviewsessionswillberunbyTAsonehourbeforethelastclassofeachmodule(ie8:15-9:15),withexceptiononDec11(8:30-9:30).

TEXTBOOK:Thechapterstobereadforthedifferentlecturesaretakenfrom:Kandel,ER,Schwartz,JH,Jessell,TM,Siegelbaum,SAandHudspeth,AJ(2013)PrinciplesofNeuralSciences,5thEdition.McGrawHill,NewYork.

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IBS514:CELLULAR,MOLECULAR,ANDDEVELOPMENTALNEUROSCIENCE–SPRING2015

Class meets M-F 9:00-10:30 Room 123 Dental School

(1462 Clifton Building)

IBS514-CELLULAR,MOLECULAR,DEVELOPMENTALNEUROSCIENCE(COURSEDIRECTOR:JamesZheng)

SPRING2015

DATE LECTURES Faculty MODULE1

BASICCONCEPTS:BIOCHEMISTRY,CELLULARANDMOLECULARBIOLOGY(ModuleLeader:JohnHepler)

Mo,Jan12 CourseOverview JamesZheng(Director)andallsixModuleleaders

Tu,Jan13 IntroI:Buildingblocksofthecell(DNA,RNA,Aminoacids,proteins,Centraldogma,lipids,membranesandorganelles,cellstructureandorganization)

JohnHepler

We,Jan14 IntroII:Buildingblocksofthecell(DNA,RNA,Aminoacids,proteins,Centraldogma,lipids,membranesandorganelles,cellstructureandorganization)

JohnHepler

Th,Jan15 Genes-DNA-transcriptionalcontrol:(Genestructure,basicprinciplesofgenetranscription,regulationofgenetranscription,introtosignaling,Mendeliangeneticsvsepigenetics)

XiErickLin

Fr,Jan16 CellBiologyofNeuronsandGlia-OriginsofNeurondoctrine-neuronalmorphologyandsynapsestructure-neuronalcytoskeleton

GaryBassell

Mo,Jan19 MLKHoliday Tu,Jan20 Directedtransportinneurons

-kinesinanddyneinmotors-cargosortingintoaxonsanddendrites

GaryBassell

We,Jan21 RNA-proteinsynthesis-translationalcontrol:(mRNAprocessing,ribosomesandproteintranslation(tRNA),TransportofmRNAandlocalproteinsynthesis,

YueFeng

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microRNAandsiRNAcontrolofgeneexpression;emergingimportanceofnon-codingRNAs)

Th,Jan22 ProteinsandCNSspecificproteinsI:(Proteinsaretheworkerbeesofthecell;Primary,secondaryandtertiarystructureofproteinsandwhythatmatters;

NickSeyfried

Fr,Jan23 ProteinsandCNSspecificproteinsII:(Proteinsaretheworkerbeesofthecell;Housekeepingproteins,CNSspecificproteins,Signalingproteins:receptors,scaffolds,enzymesandchannels)

NickSeyfried

Mo,Jan26 Introductiontoneuronalsignaling:Theimportanceofspace,timeandsubcellularlocalizationofproteinsinneuronalcellfunction.Assemblyofcellsignalingcomplexes;posttranslationalmodifications,proteindomainsandcomplexes-lipidinteractions(e.g.phosphoinositides);CellularGTPases

JohnHepler

Tu,Jan27 PaperDiscussion:Studentspresentmethodsanddataforclassdiscussion.Perry,GHetal.(2007)Dietandtheevolutionofhumanamylasegenecopynumbervariation.NATUREGENETICS,39(10):1256-1260.

Faculty

We,Jan28 InclassExamORREVIEWSESSION-TakeHomeExam

TBD

Module1faculty

MODULE2CELLULARANDMOLECULARBIOLOGYOF

NEURONSANDGLIA

(ModuleLeader:VictorFaundez)

Th,Jan29 IntroductiontoMembraneTrafficConcepts V.FaundezFr,Jan30 EndoplasmicreticulumandGolgiFoundations V.FaundezMo,Feb02 EndocyticMechanisms V.FaundezTu,Feb03 SynapticvesicleBiogenesis V.FaundezWeFeb04 PaperDiscussion V.FaundezTh,Feb05 Ubiquitindependentsortingand

NeurodegenerationLih-ShenChin

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Fr,Feb06 AutophagyandNeurodegeneration Lih-ShenChinMo,Feb09 PaperDiscussion V.FaundezTu,Feb10 SNARESandsynapticvesiclefusion LianLiWe,Feb11 PaperDiscussion V.FaundezTh,Feb12 RibonucleoproteinTransportinNeuronalSytems W.RossollFr,Feb13 DendriticmRNAlocalizationandsynapticprotein

synthesisG.Bassell

MODULE3CELLULARELECTROPHYSIOLOGY

(ModuleLeader:JamesZheng)

Mo,Feb16 RestingPotential S.HochmanTu,Feb17 Actionpotentials S.HochmanWe,Feb18 Studyingvoltagegatedchannels S.HochmanTh,Feb19 Voltagegatedchanneldiversity J.DiRaddo/TraynelisFri,Feb20 Synaptictransmission:Presynapticmechanisms D.RainnieMo,Feb23 Paperdiscussion:Neuromuscularjunction J.ZhengTu,Feb24 SynapticTransmission:PostsynapticMechanisms

1S.Swanger

We,Feb25 SynapticTransmission:PostsynapticMechanisms2

S.Swanger

Th,Feb26 Whatcansliceelectrophysiologytellsabouthowthebrainworks

D.Rainnie

Fr,Feb27 ChannelopathiesI C.HartzellMo,March02 ChannelopathiesII C.HartzellTu,March03 InclassExamORREVIEWSESSION-TakeHome

Exam-TobedeterminedModule3faculty

MODULE4SYNAPTICTRANSMISSIONAND

SIGNALTRANSDUCTION(ModuleLeader:RandyHall)

We,March04 Neurotransmitters R.HallTh,March05 NeurotransmitterReceptorSignalingPathways R.HallFr,March06 SensorySignaling R.Hall Mo,March9 SPRINGBREAK Tu,March10 SPRINGBREAK

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We,March11 SPRINGBREAK Th,March12 SPRINGBREAK Fr,March13 SPRINGBREAK Mo,March16 SynapticPlasticityI S.Hochman Tu,March17 SynapticPlasticityII S.Hochman We,March18 PaperDiscussion S.HochmanTh,March19 CellBiologyofPostsynapticPlasticity J.Zheng Fr,March20 Neuroinflammatory&ApoptoticSignaling M.Tansey Mo,March23 Neurotrophin&GrowthFactorSignaling A.English Tu,March24 SteroidSignalingintheNervousSystem G.Neigh We,March25 PaperDiscussion G.Neigh

MODULE#5BRAINDEVELOPMENT

(ModuleLeader:J.Zheng/T.Caspary)

Th,March26 Neurogenesis1 P.WennerFr,March27 Neurogenesis2 P.WennerMo,March30 Neuronalmigrationandpolarity J.ZhengTu,March31 Cellbiologyandsignalinginneuroepotheliacells T.CasparyWe,April01 Developmentofcerebellum T.CasparyTh,April02 OlfactorycircuitdevelopmentDendrite

developmentandpatterningK.Ressler

Fr,April03 Developmentofthevisualsystem A.EnglishMo,April06 Axonguidance J.ZhengTu,April07 Dendritedevelopmentandpatterning J.Zheng MODULE#6

TRANSLATIONALNEUROSCIENCE(ModuleLeaders:S.Gourley)

We,April08 Autism–PathwaystoEarlyDiagnosis SarahShultzTh,April09 Autism–PotentialMolecularMechanisms GaryBassellFr,April10 Depression AndreaCrowell/Helen

MaybergMo,April13 BlindingVisionDisorders MachellePardueTu,April14 Effectsofearly-lifetrauma TanjaJovanovicWe,April15 Parkinson’sDisease YolandSmithTh,April16 Alzheimer’sDisease AllanLeveyFr,April17 PTSD SethNorrholmMo,April20 Addiction DavidWeinshenkerTu,April21 Transgenerationalinheritance BrianDias

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We,April22 TBD Th,April23 Epilepsy AndrewEscaygFr,April24 FragileXSyndrome StephenWarren Mo,April27 LastExamstartsduringclasstime Course Director: James Zheng (james.zheng@emory.edu) will administer the entire course and is responsible for all Exams and Grading. Blackboard: The course will use Blackboard (https://classes.emory.edu/) for all communication and assignments. All lecture Powerpoint slides will be posted in advance on the course Blackboard site under a module # button. All registered students will be automatically enrolled on the Blackboard site. If you do not have access by January 15, please inform Ron Calabrese, course director. Readings: Text book reading assignments will be posted 2-3 days before the corresponding lecture as announcements on the course Blackboard Site. All papers for discussion will be posted as pdf files on the course Blackboard site 1 week in advance under a module # button. Exams and Grades After each module there will be an Exam. The exams will be (1) take home, (2) in class, or (3) evening at the end of the module. They are to be determined. Modules 1: TBA Modules 2: TBA Modules 3: TBA (In class?) Modules 4: TBA Modules 5: Take home exam Modules 6: In class Each Module will be assigned 200 points for a total of 1,200 for the entire course. Each Module will post how these points are to be allocated between Exams and Essays/Paper Discussions as an Announcement on Blackboard. Exams will be graded by the module faculty. Essays/Paper Discussions will be graded as described for each module by the module faculty. See Module leader if you have questions or if Module expectations are not posted on Blackboard CREDIT: Currently IBS 514 is assigned 7 credit hours.

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Variable credit (4-7 hours) can be arranged for BME students who do not wish to take all modules. Please see Ron Calabrese.

REQUIRED TEXTBOOK -Kandel, Schwartz, Jessel (2012) Principles of Neural Science, 5th Edition. McGraw Hill: New York.

RECOMMENDED TEXTBOOK -Lodish et al (2012) Molecular Cell Biology, 7th Edition. MODULE CONTACTS: Module 1: John Hepler jhepler@emory.edu Module 2: Victor Faundez faundez@cellbio.emory.edu Module 3: James Zheng james.zheng@emory.edu Module 4: Randy Hall rhall@pharm.emory.edu Module 5: James Zheng james.zheng@emory.edu Tamara Caspary tcaspar@emory.edu Module 6: Shannon Gourley shannon.l.gourley@emory.edu TAs Varun Saravanan varun.saravanan@emory.edu Claire McGregor claire.mcgregor@emory.edu

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IBS522:GRANTWRITINGANDPROFESSIONALDEVELOPMENT–SPRING2015IBS522,Thursday1-3pmCourseDirector:LisaParrClassTA:NoTAthisyearOfficehours:byappointment,Yerkes#1202NeuroscienceBldg.404-727-3653Location:Yerkesnsfirstfloorconferenceroom#1202CourseDescription:Itisthegoalofmostscientiststosecurefundingfortheirresearch.Whilethisprocesscanbechallengingatbestanddownrightpainfulatworst,itisanecessaryskillthatshouldbetackledwithcarefulplanning,attentiontodetail,andoptimism.Thegoalofthisclassistoprovideyouwithpreparatoryskillstowriteasuccessfulgrant.ThemodelforthecoursewillbetheNIHshortgrantformat,a6-pagegrantthatincludesa1-pageSpecificAimssection(7pagestotal).Inthecourse,youwillworkwithinstructors,assignedfacultymentors,andfellowstudents,todevelopandwritethisgrant.Mentors:Whenthecoursebegins,youwillbepairedwith2facultymentorsandone3rdyearstudentmentorwhowillgiveyoufeedbackthroughoutthesemester.Thereare4required,gradedmeetingsdesignedtogiveyoufeedbackoneachmajorcomponentofthegrant.Youarewelcometomeetmoreoften,butyoumustmeetatleast4times.Itisagoodideatoschedulethesemeetingsassoonasyoureceiveyourmentorpairings.Inordertogetthebestfeedback,youhavetokeepupwiththeassignmentsandsubmityourgrantdrafttoyourmentorsBEFOREyourmeeting.Failuretodothishasconsistentlyledtopoorgradeevaluationsfrommentors.Grade:Afinal(letter)gradewillbederivedusingthreeequallyweightedcriteria.First,youmustmeetthecoursedeadlines.TheonlyexceptionstothiswillbeifyouobtainedpermissionfromtheCourseDirectorpriortothedeadline.Failuretomeetadeadlinewillresultin10%deductiononfinalgrade.Thisisdesignedtokeepyouonschedule.Youcannotwriteyourgrantinthelastfewweeksofthesemester.Youcanalwaysgobackandchangeormodifypartsofyourgrant,butdon’tdelaystartingasectionbecauseyouarestillworkingonaprevioussection.Second,youwillbegradedbyyourmentorsaccordingtotheprogressyoushowduringthedevelopmentofyourproposal.Thiswillincludemakingyourscheduledmeetings,turninginsoliddrafts,andhowyourespondtothefeedbackthattheyprovide.Thesemeetingsshouldbetreatedasprofessionalacademicinteractions.ThefinalportionofyourgradewillbetheaverageoftheOverallImpactScoresobtainedfromthestudentstudysectionandfacultyreview.Howthescoreisderivedisexplainedbelow.Becausethisisagradedclass,basedonawrittenassignment(yourgrant),thewritinginvolvedistobeentirelyyourown,notsomethingwrittenand/oreditedbyothersorpreviouslysubmittedforanothercourse.Grantdevelopment,however,requiresfeedbackanddiscussion,soyouarestronglyencouragedtoseektheinputofyouradvisorandfellowlabmembers.However,becausethewritingistobeentirelyyourown,thebestadviceIcangiveyouistoavoidhavinganywrittenfeedback.Tryandgetfeedbackthroughconversation.Donotemailyourgranttosomeoneforfeedbackastheyarelikelytoeditthewritingandthenitwouldnolongerbeonlyyourwork.Studentstudysection:YourfellowNeurosciencegraduatestudentswillmeettocritiqueyourgrantinthefirststepofthestudysectionreview.ThiswillusethecriteriafromtheNIHpeerreviewprocess

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(seebelow).Youwillbeprovidedwithwrittenfeedbackfromthisreviewandbeallowedtomakechangesbeforesubmittingyourfinalgrant,whichwillbesubmittedtothefacultystudysection.Facultystudysection:Inthefinalpartofyourpeerreview,Neurosciencefacultywillreviewyourfinalgrant,alsousingthecriteriaoutlinedbyNIH.Theoverallimpactscoresfromthestudentandfacultystudysectionswillbeaveragedtoobtainthisgrade.NIHscoringprocess:NIHreviewsgrantsaccordingto5CorecriteriaincludingSignificance,Investigators,Innovation,ApproachandEnvironment.Eachofthesesectionsisgivenascorefrom1(best)to9(worst).AnadditionalOverallImpactScoreisgiventhatreflectstheoverallevaluationoftheapplication.Thisisusuallyclosetotheaverageofthe5scoresbutdoesnothavetobe.Forexample,theoverallimpactscorecouldbelowerthantheaverageifreviewerswerereallyexcitedabouttheproject,despitesomeflaws,oritcouldbeloweriftherewereoverallconcerns.TheaverageoftheOverallImpactScoresismultipliedby10toobtainthefinalscore,making10thebestpossiblescoreand90theworst.Forthisclass,wewillrevieweachsectionofthegrant,e.g.,SpecificAims,Significance,Innovation,andApproach,usingthe1-9scoringsystem,aswellasprovideyouwithafinalOverallImpactScore.Forgrading,theOverallImpactScoreswillbeaveragedforthestudentandfacultystudysectiontoprovidethiscomponentofyourfinalgrade.ClassscheduleandAssignments:Jan15:Reviewsyllabus,mentorassignments,overviewofgrant/specificaimsAssignment:Prepare2-3sentencesaboutprojects’broadsignificance,e.g.,introductorysentences(2minperperson,1slideorhandout)Jan22:Presentationsofbroadsignificancestatements,clarityofwritingDue:Slidesofbroadsignificance(dropbox)Assignment:completespecificaimsworksheet,prepareslidecombiningbroadsignificancewithspecificaimsoutlineJan29:SignificanceandInnovation,presentationsonspecificaimsoutlineDue:Presentationsofspecificaimsworksheet(dropbox)Assignment:MENTORMEET1,listofinnovationsFeb5:DeconstructApproachSection:Introduction,JustificationandFeasibility,ResearchDesign,ExpectedOutcomes,PotentialProblems.Whatarepreliminarydata?Due:Mentor1comments(byemail),innovationslide(dropbox)Assignment:BeginSignificancesection,prepareonepiece/figureofpreliminarydataFeb12:Approachcont.Preliminarydatapresentations.Due:Presentpreliminarydataslide(dropbox)Assignment:ContinueworkingonSignificanceandInnovation.BeginworkingonApproach,ResearchDesign.Feb19:Prelminarydatacont.Ethicsdiscussion,peerreview,constructivecriticism.Assignment:WorkonApproachsection,MENTORMEET2(Sig/Innovation)

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Feb26:PreparinganNIHCV:Contentandstructure.Worksheetforapproachslide.Due:Mentor2comments(byemail)Assignment:ContinueworkingonApproachsectionMarch5:PresentationsofapproachesDue:SlideofmainapproachforeachaimusingworksheetAssignment:MENTORMEET3(Approachsection)--Springbreak,March9-13—March19:WhatdoesasuccessfulNRSAapplicationlooklike?Due:Mentorcomments3(byemail)Assignment:ContinuerevisingentiregrantMarch26:NoclassDue:MENTORMEET#4(entiregrant)April2:NoclassIncorporateallmentorfeedbackintoyourfinalgrant.April9:NoclassDue:Mentorcomments4(byemail).Submitdraftofyourentiregranttothedropboxformyreview.April13:GrantsdueforstudentstudysectionAfterApril22:YouwillreceivewrittenfeedbackfromStudentStudySection.Youcanusethisfeedbacktomakechangesbeforefinalgrantsaredue.**April30:FINALGRANTSDUE**

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NS570RFALL2014–NEUROSCIENCE:PROFESSIONALDEVELOPMENT,COMMUNICATIONANDETHICS

FALL 2014, Thursday, 1-3pm, Room 600 Whitehead 2 Credit Hours, Satisfactory/Unsatisfactory-graded Course

Course Directors: Machelle Pardue, Shawn Hochman, and John Hepler Teaching Assistant: Laura Butkovich

Summary: The first year of graduate studies is filled with many new experiences and choices that will impact your career. Accordingly, the first goal of the fall semester is to provide a practical guide to navigate this new environment. The following important areas will be covered:

• How to develop a career plan • Tips for selecting research rotations and mentors • Evaluating time management and work/life balance in the research setting • How to navigate the lab environment for the optimal graduate experience • The art of effective communication • How our identity biases our behavior and chances to succeed • How to network in research to get ahead

Your PhD should be viewed as a stepping-stone to a broad palette of career opportunities. Accordingly, various career options will be discussed and the course will include guest speakers to ensure you:

• Become familiar with different career paths available after obtaining a doctoral degree Last, the research environment introduces students to important ethical issues that deserve serious consideration. A clear understanding of responsible research practice, including the unique ethical implications of neuroscience research itself are important to a successful career. In fact, the NIH and the Laney Graduate School require regular training in such research conduct topics in order to be awarded fellowship grants and advance to candidacy in your doctoral training. Bioethics and neuroethics will be discussed with the assistance of guest lecturers. You will be required to participate in the following activities.

• Exploringconceptsandcasestudiesinethicsofdatamanagement• Explore concepts in neuroethics

Grading:ASatisfactory/Unsatisfactorygradewillbeissuedfortheoverallcourse.ASatisfactorygradewillbeassignedifyouattendontime,participateregularlyinalloftherequiredsessionsandcompletealloftheassignments.AnUnsatisfactorygradewillbeassignedifyouhavemorethanoneunexcusedabsence(oraremorethan 10min late to a class), and/or do not actively participate in the sessions on a regular basis,and/or fail to complete all of the assignments, and/or do not prepare adequately for yourpresentations.Laboratoryworkisnotconsideredanexcusetomissclass,sopleaseplanaccordingly.CourseDirectorsMachellePardue mpardue@emory.edu VAMedicalCenter,Rm.4A-103A

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ShawnHochman shochm2@emory.eduJohnHepler jhelpler@emory.eduTALauraButkovich laura.butkovich@gmail.com 2ndyearNeurosciencegraduatestudentCourseGuestsMalloryBowers mallorybowers@gmail.com NeuroscienceGraduateStudentMitchBrigell mbrigell@comcast.net FormerNovartis employee, currently Aerpio

TherapeuticsJamesP(JP)Canner james.p.canner@emory.edu Post-doctoralfellowNattyChalermpalanupap tchaler@emory.edu NeuroscienceGraduateStudentChris Gunter chris.gunter@emory.edu Director of Research Affairs at the

HudsonAlpha Institute for Biotechnology Gillian Hue ghue@emory.edu Senior program coordinator, Initiative to

Maximize Student Development-IMSD Michael Huey mhuey@emory.edu Assist VP and Director, Emory Student

Health and Counseling Services NaomiKleitman naomi@chnfoundation.org VPforResearch,CraigH.NeilsenFoundationJordanKohn jordan.n.kohn@emory.edu NeurosciencegraduatestudentKellyLohr klohr@emory.edu NeurosciencegraduatestudentChristinaNemeth clnemet@emory.edu NeurosciencegraduatestudentStephenMacDonald scmacdonald@gmail.com BiotechnologyConsultantNaelMcCarty namccar@emory.edu EmoryUniversity,PediatricsDepartmentKaiMcCormack kmmccormack@spelman.eduSpelmanCollege,PsychologyDepartmentKellyMcCoy kelly.l.mccoy@gmail.com Founder and CEO, Green Bean MedicalWritingTracyMcGill tmorkin@emory.edu LectureratEmoryCallieMcGrath clmcgra@emory.edu NeurosciencegraduatestudentCliffMichaels CCMICHA@emory.edu SeniorLicensingAssociate,EmoryDavidNicholson nicholdav@gmail.com NeurosciencegraduatestudentKristiPorter kristi.porter@emory.edu Post-doctoralandFIRSTfellowJimRoss jross@axionbio.com Founder,AxionBiosystemsKarenRommelfanger krommel@emory.edu Neuroethics Program Director, Center forEthics DirectorforCenterforScholarlyIntegrityMaluTansey malu.tansey@emory.edu EmoryUniversity,PhysiologyDepartmentDamonWilliams damon.l.williams@emory.edu Director, Diversity, Community andRecruitmentPaulWolpe pwolpe@emory.edu Director,CenterforEthics,EmoryUniversityKelseyZimmerman kszimme@emory.edu Neurosciencegraduatestudent

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Date Topic Presenter Assignments

Aug 28

Professional Development I: Course Overview Individual Development Plan (IDP) Finding the right lab (Rotations, Adviser-Mentor, Projects)

Shawn Hochman

• Individualdevelopmentplano Gotohttp://myidp.sciencecareers.org/o Completeassessmentsection,o e-mailLauracompletioncertificateo BringcompletedIDPtoclass

• StudentsareresponsibleforcheckingBlackboardforallrequiredreadingsandmaterials

Sep 4

Professional Development II: Time Management/Work/life balance/Dealing with Stress, (allocation of activities vs. career impact/ Expectations of work ethic)

John Hepler Mike Huey (Student health services) Kelly Lohr, Jordan Kohn, Mallory Bowers (Upper year students known for expert time management)

• Assignment:Beforeclass,emailonequestionforeachspeakertolaura.butkovich@gmail.com

• StudentsareresponsibleforcheckingBlackboardforallrequiredreadingsandmaterials

Sep 11

Professional Development III: The laboratory environment: Leadership and Data Management Networking/Collaborating

Machelle Pardue Kelsey Zimmerman, Termpanit (Natty) Chalermpalanupap (Upper year students with co-supervisors) Stephen MacDonald PhD (patent agent/law office/MBA/consultant/Board Trustee at Ron Clark Academy/Georgia Research Alliance)

• Assignment:Beforeclass,emailonequestionforeachspeakertolaura.butkovich@gmail.com

• StudentsareresponsibleforcheckingBlackboardforallrequiredreadingsandmaterials

Sep 18

Professional Development IV: Communicating Science; Funding opportunities

Shawn Hochman Chris Gunter (former editor at Science and Nature, Director of Research Affairs at HudsonAlpha Institute for Biotechnology) John Helpler

• Assignment:Write0.5-1pageevaluationofsomeonecommunicatingscience

• StudentsareresponsibleforcheckingBlackboardforallrequiredreadingsandmaterials

Sep 25

Early Career Development: Graduate and post-doctoral stages;Money management

John Hepler David Nicholson (senior NS student) JP Canner (post-doc) Kristi Porter (post-doc and FIRST fellow)

• Assignment:Beforeclass,emailonequestionforeachspeakertolaura.butkovich@gmail.com

• StudentsareresponsibleforcheckingBlackboardforallrequiredreadingsandmaterials

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Oct 2 Neuroethics I: Paul Wolpe (Center for Ethics, Emory)

• StudentsareresponsibleforcheckingBlackboardforallrequiredreadingsandmaterials

Oct 9 Career Options I:

Naomi Kleitman(Former program officer at NIH, currently at Neilson Foundation). Kai McCormack (faculty, Spellman College), Cliff Michaels (Emory OTT Licensing Officer)

• Assignment:Beforeclass,email

onequestionforeachspeakertolaura.butkovich@gmail.com

• StudentsareresponsibleforcheckingBlackboardforallrequiredreadingsandmaterials

Oct 16

Career Options II:

Kelly McCoy (Founder and CEO, Green Bean Medical Writing) Nael McCarty (Faculty, Emory; Former Georgia Tech Faculty) Tracy McGill (lecturer, Emory)

• Assignment:Beforeclass,emailonequestionforeachspeakertolaura.butkovich@gmail.com

• StudentsareresponsibleforcheckingBlackboardforallrequiredreadingsandmaterials

Oct 23 Career Options III:

Jim Ross, (Founder Axion Biosystems) Machelle Pardue (Atlanta VA Medical Center) Mitch Brigell (Former Novartis employee, currently Aerpio Therapeutics)

• Assignment:Beforeclass,emailonequestionforeachspeakertolaura.butkovich@gmail.com

• StudentsareresponsibleforcheckingBlackboardforallrequiredreadingsandmaterials

Oct 30 Neuroethics II: Stereotype Bias

Shawn Hochman Gillian Hue (Senior program coordinator, Initiative to Maximize Student Development-IMSD)

• StudentsareresponsibleforcheckingBlackboardforallrequiredreadingsandmaterials

Nov 6

Professional Development V:

Conflict Management (Different Personalities; Difficult conversations; Power dynamics in the lab)

Shawn Hochman Malu Tansey Damon Williams (Director, Diversity, Community and Recruitment)

• StudentsareresponsibleforcheckingBlackboardforallrequiredreadingsandmaterials

Nov 13

Professional Development VI: Elevator talk session/ IDP follow-up

Machelle Pardue

• Preparea60secondoralsummaryofaresearchprojecttoalayaudience

• BringyourrevisedIDPandmakeanappointmenttodiscusswithoneofthecoursedirectors

Nov 20 SFN – no class

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Nov 27 Thanksgiving

Dec 4 Neuroethics III:

Karen Rommelfanger (Program Director of the Neuroethics Program, Center for Ethics, Emory)

• StudentsareresponsibleforcheckingBlackboardforallrequiredreadingsandmaterials

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NS570RSPRING2015–NEUROSCIENCE:PROFESSIONALDEVELOPMENT,COMMUNICATIONANDETHICS

SPRING 2015, Wednesdays, 3:30-5:30pm, Whitehead 600 2 Credit Hours, S/U

Summary: A critical component of graduate school training is learning how to effectively convey research findings to different audiences – both scientific and lay. During a research career, this primarily occurs in the form of oral presentations, poster presentations, published manuscripts, grant applications and didactic classroom sessions. All of these media require the effective translation of scientific literature or your own work into presentations that are accessible to broad audiences, often containing experts and non-experts alike. These presentations will very often generate ethical questions that need to be carefully considered and addressed in a thoughtful and careful manner. The goal of this course is for each student to understand the needs, abilities, and knowledge gaps of different audiences and to learn the tools that are needed to effectively plan and implement different kinds of presentation. In so doing, the student will also become attuned to the best ways of giving and receiving constructive criticism. The successful completion of the course requires becoming proficient in several communication formats and will give each student the necessary experience to develop into a confident speaker and an understanding teacher. Students will obtain practical experience in developing their abilities in communicating scientific advances and neuroethical concepts to different audiences. Course Directors Robert Liu robert.liu@emory.edu Associate Professor, Biology, RRC #2131 Francisco Alvarez francisco.j.alvarez@emory.edu Associate Professor, Physiology, Whitehead #642 Teaching Assistant Sumeet Sharma Sumeet.sharma@emory.edu MD/PhD graduate student, Neuroscience Course Guests Holly Korschun HKORSCH@emory.edu Director of Research Communication, Emory/WHSC Denyse Levesque dlevesq@emory.edu Supervising Vet, Yerkes National Primate Center Lisa Newbern lisa.newbern@emory.edu Public Affairs Chief, Yerkes National Primate Center Marc Merlin marc@atlantasciencetavern.com Science Tavern coordinator Lisa Paulsen lisa.paulsen@emory.edu Senior Lecturer, Department of Theater and Dance Leah Roesch leah.roesch@emory.edu Lecturer, Neuroscience and Behavioral Biology Jordan Rose jrose14@emory.edu Assoc. Director for Outreach, Center for Science Ed David Nicholson nicholdav@gmail.com Coordinator, BAM Classroom Placement Rebecca Rousselle rebecca.rousselle@emory.edu Director, IRB Kevin Wack kevin.wack@emory.edu IRB Education Analyst Assignments (*Subject to change): PLEASE EMAIL ASSIGNMENTS TO THE TA BY DEADLINES #1 Email a PDF of journal article you will present during your first Oral Presentation #2 Read at least one of the to-be-presented journal articles before class, ask presenter a

scientific question about it in class, and provide written/oral feedback to all presenters #3 Attend one IACUC meeting at 1:30 PM (1599 Clifton Rd) on one of these days*: Jan. 21; Feb.

4, 18; Mar. 4, 18; Apr. 1 #4 Attend one IRB meeting at 4 PM (1599 Clifton Rd) on one of these days*: Jan. 27; Feb. 12,

24; Mar. 12, Mar. 24 #5 Watch the video of your presentation, and turn in a self-critique of your presentation #6 Email an abstract of your rotation project presentation #7 Review abstracts of rotation presentations and ask scientific questions about them in class,

and provide written/oral feedback to all presenters

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#8 Complete the Communicating Science Project you were assigned from the lottery, and email the materials you used for your presentation, as well as a 1 page reflection on how the experience unfolded and what you learned from it.

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Spring Semester Goals (with Associated Assignments): During the Spring semester, everyone in the class will be required to complete the following activities:

• Orally present a Journal Article and critique in writing your own and others’ presentations (#1) o Present a full paper (not a brief communication) from The Journal of Neuroscience,

published between 2009 and 2014, in the form of a 20 minute podium presentation with up to 10 minutes of questions

o Read journal articles of other presenters and ask scientific questions (#2) o Receive and contribute constructive peer criticism (#2) o Prepare a written critique of your presentation after watching a recording of your talk

on Blackboard (#5) • Complete a Project in Communicating Science to the Public

o Attend classroom sessions on communicating science to the public o If necessary, there will be a lottery to fill Project spots based on expressed interest o Complete one of the Projects listed below, and turn in the materials you used for your

project, as well as a 1 page reflection on how the experience unfolded and what you learned from it (what happened, what you felt worked, what didn’t work, what you would do differently). (#8)

§ Brain Awareness outreach presentation to class of K-12 students (March, many slots). Request a classroom visit at https://sites.google.com/site/atlantasfn/brain-awareness and follow up with David Nicholson.

§ Lab “highlight” talk (20-30 min with lab data) for prospective early undergraduate researchers (based on work from a lab your rotated in, 2-4 slots) – to be given in an undergrad research course taught by LR, Monday/Wednesdays, 11:30-12:45 PM. Contact Leah Roesch to schedule presentation.

§ Atlanta Science Festival classroom visit (March 21-28, 2-4 slots). Register as a STEM Professional at http://atlantasciencefestival.org/ITF to visit a classroom.

§ Science Tavern presentation on a scientific topic (45 minutes, 2 slots, Feb. 4 and April 1). Check it out at http://www.meetup.com/AtlantaScienceTavern/ and confirm details with Marc Merlin.

• Participate in Ethics discussions o Attend one 2 hr IACUC meeting outside of classroom (sign up for either Jan. 21, Feb.

4, 18; Mar. 4, 18; Apr. 1 (dates subject to change); max 3 students/meeting; meetings run from noon-2 PM, lunch included; meet DL in lobby of 1599 Clifton Rd Building just before noon and bring signed copy of the IACUC Confidentiality Agreement posted on Blackboard) (#3)

o Attend one 2 hr IRB meeting outside of classroom (sign up for either Jan. 27; Feb. 12, 24; Mar. 12, Mar. 24 (dates subject to change); max 4 students/meeting; meetings run from 4-6 PM; meet RR in lobby of 1599 Clifton Rd Building just before 4 PM (#4)

o Participate in classroom sessions discussing ethics of human and animal research • Orally present a summary of a Rotation Project (#6)

o Present a 20-minute podium presentation describing the findings of a 2014-15 laboratory rotation

o Read abstracts of other presenters and ask scientific questions (#7) o Receive and contribute constructive peer criticism (#7)

Grading: To obtain a Satisfactory grade, you must attend on time and participate regularly in all of the required sessions, complete all of the assignments, and are an effective/improving oral presenter.

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An Unsatisfactory grade will be assigned if you have more than one unexcused absence (or are more than 10 min late to a class), and/or fail to complete all of the assignments, and/or do not actively participate in the sessions on a regular basis, and/or do not prepare adequately for your presentations. Laboratory work is not considered an excuse to miss class, so please plan accordingly. Detailed Schedule:

Date Topic Ethics Presenter Assignment Due

Jan 14

1) Course Introduction 2) Sign up for IACUC meeting 3) Sign up for IRB meeting 4) Sign up for Oral Presentations 5) Presenting to Science Tavern

RL, FA and MM

Jan 21 1) K-12 Literacy 2) Presenting for Brain Awareness Month

JR & DN #1 (#3)

Jan 28 Public Speaking LP

Feb 4 1) Teaching Undergraduates 2) Sign up for Communicating Science Projects

LR (#3)

Feb 11 Oral Presentations on Journal Article w/ Feedback 1 4 students #2

Feb 18 Oral Presentations on Journal Article w/ Feedback 2 4 students #2 (#3)

Feb 25 Oral Presentations on Journal Article w/ Feedback 3 4 students #2

Mar 4 Oral Presentations on Journal Article w/ Feedback 4 4 students #2 (#3)

Mar 11 Spring Break

Mar 18 Lay Summaries and Media Interviews HK & LN #5 (#3)

Mar 25 Ethics of Experiments with Humans and Case Studies 1+ hr KW #4

Apr 1 Ethics of Experiments with Animals and Case Studies 2 hr DL #6 (#3)

Apr 8 Oral Presentations on Rotations 1 4 students #7

Apr 15 Oral Presentations on Rotations 2 4 students #7

Apr 22 Oral Presentations on Rotations 3 2x4 students #7, #8

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NS790:SECONDYEARADVANCEDSEMINARINNEUROSCIENCEScheduledMeetingTime:Mondays2:30p.m.to4:30p.m.ClassLocation:Whitehead600

CourseDirectors:GretchenNeighgmccand@emory.eduAndrewEscaygaescayg@emory.edu

HintforSuccessinthiscourse:

Deadlinesareharddeadlines–justlikegrantdeadlines.

Studentsinpreviousyearshavereceivedanincompletefornotcompletingassignmentsontime.Wewillenforcedeadlinesinthismanneragainthisyear.September9thBriefintrototheclassandassignmentfornextweek(15min)Week1:“Howdoesonefindathesistopic?”- Facultyandseniorstudentpanel- Smallgroupstodiscussthestudents’potentialideas–brainstorming(alsoexperienceinmoreinformal

discussionsofscientificideaswithdiverseneuroscienceaudience)- Endwithlargegroupdiscussionofpotentialideasandremainingquestions

ASSIGNMENT:J.Neurosciencepapertobecritiquedfornextweek–emailcritiquetoinstructorsBEFORECLASSonSeptember16th.Failuretoturninthecritiquebeforeclasswillresultinyouhavingtocompleteanadditionalcritiqueonanalternatemanuscriptoftheinstructor’schoosing.

September16thWeek2:Mentoring(Ethics1hr)–DavidWeinshenker,KerryResslerWeek2(hour2):smallgroupstodiscussmanuscriptsusedforcritiquesASSIGNMENT:RevisecritiqueandemailtoinstructorsBEFOREclassonSeptember23rd.September23rdWeek3:HowtowriteaSpecificAimsPage–BeckyKinkeadASSIGNMENT:Prepareforelevatortalkssessionnextweek(directionswillbeprovidedclosertotheclassdate).Writefirstdraft/outlineofpotentialspecificaimsandsendviaemailBEFORESunday,October20th.

September30thWeek4:ImpromtuSpeaking/ElevatorSpeech-PatMarsteller

Professionalwrittencommunication-TBD

October7thWeek5:Authorship(Ethics2hr)–YolandSmithASSIGNMENT:REMINDER:AimsmustbeemailedtotheinstructorsBEFORESUNDAY,OCTOBER20th.

October14thNOCLASS–FALLBREAK

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October21st-Week6:Brainstorming/ActiveRevision- Studentswillbringspecificaimswiththemtoclass(toexchangewithotherstudents–should

havealreadybeenemailedtotheinstructorsbythispoint)- Smallgroupstoexchangeaims,read,anddiscuss- ReturncritiquesgiventofacultyonSeptember23rd(facultygrading)- Discussthecritiquesbrieflyandanycommonissues/themesforimprovements(individualdiscussionsif

neededorschedulethoseoutsideofclass)

October28thWeek7:Seepresentationbythirdyearstudentandthenreviewqualitiesofgoodpresentationandsetgoalsforindividualpresentations(basedonfeedbackfrompresentationsgiveninfirstyear)**designrubricforpresentationfeedbacktouseinfollowingweeks(inclassproject)**setscheduleforpresentationsstartingonNovember18th

November4thNOCLASS–GRADEDCRITIQUESOFJ.NEUROSCIARTICLESCOMPLETEDTHISWEEK

November11thNOCLASS–SFNConference

November18thNovember25th -StudentPresentationsofAims(seeattached)December2nd -Presentationsare20minwith10minofquestionsDecember9th -4presentationsperweek

LearningObjectivesfortheCourse:• Studentsshouldbeabletocriticallyevaluatepublishedwrittenscience.• Studentsshouldbeabletocriticallyevaluatetheproposedideasofotherstudentsina

constructivemanner.• Studentsshouldbeabletodiscusstheirresearchideasbothinformallyandformally.• Studentsshouldknowthedifferencebetweenacritiqueandapeerreview.• Studentsshouldknowtheaspectsofaspecificsaimspageandbeabletocomposeonerelevant

totheirpotentialthesiswork.• Studentsshouldbeabletolistentothescientificideasofadiverserangeofneuroscientistsand

engageinconstructivediscussionofthetopic,techniques,andpotentialoutcomes.

GradingofCourse:Thedesignationofpassorfailwillbemadebasedonthefollowing:

• Attendanceandparticipation• SuccessfulcompletionofallassignmentsONTIME.Handinginanassignmentlatecouldresultinhavingtorepeat

theassignmentandinsomecasesthiscanleadtoanincomplete.Ifaspecifictimeisgivenfortheassignment,in

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additiontothedate,thisisaharddeadline.Grantingagenciessetspecifictimesfordeadlines,evenaminutepastthedeadlineandthesubmissionisrejected.Wewillnotrejectyourlateassignment,butwewillsubtractafulllettergradeforyourassignedtestscoreforeveryhourpastthedeadline.Youhaveto

• getaBtopasstheclass.• SuccessfulcompletionofthegradedcritiqueofaJ.Neurosciarticle• Attentiontogoalssetforpresentationofthesisaims

CritiqueGuidelinesJ.Neurosci.PapersOnlyThefollowingguidelineshouldbeusedinpreparingyourcritique.Feelfreetoorganizeyourcritiqueusingthefollowingitemsasheadlinesorsubtitles.Rememberthatyourcriticalanalysisshouldincludebothstrengthsandweaknessesinabalancethataccuratelyassessestheoverallvalueofthepaper.

A. Thecritiqueshouldbeginwithabrief(recommend<1page)descriptionandcriticalassessmentofthe1. backgroundknowledgedirectlyrelevanttotheissuesaddressedbythisstudy.

a. Includeanswerstothefollowingquestions:2. Whatarethespecific,precedingexperimentsandmodelswhichmotivatethecurrentstudy?3. Isthegeneralquestionaddressedbythisstudyimportant?

B. Clearlyidentifythebroadhypothesis(es)testedbythepresentstudy.

C. Foreachexperimentinthepaperbeingcritiquedaddressthefollowingpoints.Fromthisassessment,itshouldbecrystalclearwhyeachexperimentwasperformedandhowitisimportanttoreachingthefinalconclusions.4. Aclearstatementofthespecifichypothesistested.5. Criticalassessmentofthesuitabilityoftheexperimentalassaytothehypothesisbeingtested.6. Criticalassessmentoftheresultsandtheirvalueintestingthehypothesis.

D. Criticalassessmentofthesuccessorfailureofthestudyinmeetingthestatedaimsortestingthe

statedhypothesesofthepaper.Identifythemajorcontributionsofthepaper.

E. Giveyourthoughtsaboutfuturedirectionsofthiswork.

Mostsuccessfulcritiquesareapproximately5pagesinlength±1page.**NOTE:Theseinstructionsareidenticaltothosethatwillaccompanythewrittenexam.**GuidelinesandGoalsforNS790PracticeThesisPresentationGuidelines:Giveoralpresentationonwhatintendtodoforthesislastingapproximately30minutes(20minutepresentationfollowedby10minutesofquestions).

1. RevisedSpecificAimswithintroductoryparagraphshouldbeplacedonBlackboardatleast48hourspriortopresentation.

2. Student’sthesisadvisorshouldattend,ifpossible.Othercolleagueswelcomedandencouraged.3. Studentsshouldexpectapproximately10minutesofquestionsfollowingthepresentationfroman

audiencewhichrepresentsadiverseneurosciencebackground.Themorepeopleinyouraudience,themorebeneficialthisexperiencewillbeforyou.

Goals:

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1)Topresenttheplannedthesisworkandclearlyconveythefollowing:1. bigpicturerelevance/motivationforthework2. rationaleforspecificresearchquestionandsupportinginformation(appropriateplaceto

presentyourpreliminaryworkorthatofcolleaguesthatleduptoyourproposedstudy)3. specificaims4. specifichypothesesthatwillbetested5. approachtotestthespecifichypotheses(methods)6. understandingofhowtheexperimentsproposedsufficientlyaddresstheresearchquestion7. predictedoutcomes/alternativeinterpretations8. contingencyplans,ifnecessary

2)Tofieldquestionsprofessionally:1. interpretandanswerquestionssuccinctlyandthoroughly2. professionallyadmitwhenunawareofanswer3. adequatelyaddressinterpretationandsynthesisquestions–someofwhichmaybe“outof

leftfield”3)Todeliverapolishedpresentation:

1. adequateslides2. goodverbalpresentationskills(appropriatepaceandvolume)3. goodstagepresence(eyecontact,lowleveloffidgeting,appropriateuseofpointer)

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APPENDIX7:GINOFFICERS:2015-2016Presidents:RachelCliburn&ChrisSinonTreasurers:MaylenPerezDiaz&StephaniePollittSecretary:KimLangRecruitmentCommittee:MichaelMcKinnon&AshleySwainFrontiersCoordinators:CarlieHoffman&MeganWinterENCORECoordinators:ClaireMcGregor&ElyseMorinExecutiveCommittee:DanCurry&AmyDunnCurriculumCommittee:MelaniePincus&MariaBriscioneDSACRepresentative:NattyChalermpalaupapGSCRepresentatives:PaulEvans&DoraGuzmanWebmaster:KimLangNewsletterEditors:AmielleMoreno,MandyBekhbat,DonNoble,&JacobBillings