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STSI KL2 Handbook Jan 2015

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KL2 Program

HANDBOOK

INTRODUCTION

Welcome to the Scripps Translational Science Institute’s (STSI) KL2 Academic Education and Training Program. The overarching objective of the STSI KL2 Program is to identify, inspire, and nurture the next generation of translational scientists. Participating in the program, which is supported by the STSI’s NIH Clinical and Translational Science Award (CTSA), are Scripps Health-affiliated physician-scientists and faculty of The Scripps Research Institute’s (TSRI) Kellogg School of Science and Technology, which is consistently rated as one of the top ten graduate schools in the biologic and chemical sciences by US News and World Report.

As a translational bridge between TSRI and Scripps Health, STSI fosters innovative programs and methodology and accelerates the conduct of studies that will have the greatest potential impact on the practice of health care in the clinic and the community. As such, STSI provides an optimal setting for offering highly motivated and forward-thinking physicians an opportunity to train in cutting-edge areas of translational science. We envision that physicians who complete the STSI KL2 Scholar Program will become the next generation of successful translational researchers.

The requirements of the STSI KL2 Program are completion of a research project equivalent to that of a Master’s Thesis, required coursework through the TSRI graduate school and STSI, and required translational science seminars through STSI. Although clinical work is not a required component of the program, it is strongly encouraged.


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TABLE OF CONTENTS

1. Clinical and Translational Science Award Initiative 2. Scripps Translational Science Institute 3. KL2 Program 4. Program Eligibility 5. Degrees & Certificates 6. Program Timeline 7. Research Placement & Project 8. Advisor Communications & Evaluation 9. Advisory Committee & Program Advancement 10. Course Schedule & Descriptions 11. Required Seminars 12. Career and Post-Doctoral Services Office 13. Clinical Work 14. Meetings with Education Co-Director 15. Faculty and Staff 16. Kellogg School Handbook


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1. Clinical and Translational Science Award Initiative

The Clinical and Translational Science Award (CTSA) initiative assists institutions in creating an integrated academic home for Clinical and Translational Science. The CTSA program is led by the National Institutes of Health (NIH). For member institutions, the CTSA initiative provides the resources to train and advance multi- and inter-disciplinary investigators and research teams with access to innovative research tools and information technologies that apply new knowledge and techniques to patient care. CTSAs attract basic, translational, and clinical investigators, community clinicians, clinical practices, networks, professional societies, and industry to develop new professional interactions, programs, and research projects. Through innovative advanced degree programs, CTSAs foster the discipline of Clinical and Translational Science that is broader and deeper than their separate components. For further information, please see: https://www.ctsacentral.org/

2. Scripps Translational Science Institute

The CTSA-funded Scripps Translational Science Institute (STSI) aims to replace the status-quo of one-size-fits-all-medicine with personalized health care that is based on genetic and other individual factors influencing health and disease, while leveraging advances in digital technology for real-time health monitoring. STSI has created major programs in both research and education-training that bridge science with medicine, and academia with industry. These programs accelerate integration and innovation across these fields by emphasizing the three dimensions of translation: • Traditional bench to bedside • Bedside to bench and back to bedside • Bedside to the community and the practice of medicine Since its founding in 2006 by Scripps Health, STSI has been distinguished by its leadership in translational genomics and for harnessing digital, or wireless, medical technology for health monitoring of individual patients. In addition, it is the only member of the CTSA consortium that is not affiliated with a university, which serves to streamline many of its collaborative processes. STSI hybridizes TSRI’s considerable biomedical science expertise with Scripps Health’s exceptional patient care and clinical research. In addition to TSRI and Scripps Health, STSI’s participating institutions include a premiere children’s hospital and seven of San Diego’s world-renown biomedical research institutes. STSI’s numerous research collaborations with industry take advantage of the institute’s location in the heart of San Diego’s life sciences cluster. With Qualcomm, STSI helped launch the West Wireless Health Institute, now West Health, the first nonprofit research and education organization dedicated to advancing wireless medicine. For further information, please see: http://www.stsiweb.org/ http://www.scripps.edu/

http://www.stsiweb.org/

http://www.scripps.edu/


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3. KL2 Program

The primary objective of the KL2 Program is to train and develop junior investigators who will become the next generation of successful translational researchers. Historically, scientists have been trained to conduct research within their own individual disciplines. Such a single-discipline approach to complex biomedical and health-related problems is unlikely to generate comprehensive solutions or to move discoveries from the basic science laboratory to clinical trials and into the practice setting. More recently, the NIH has recognized the need for a paradigm shift in which investigators from many fields join one another in multidisciplinary teams. Specifically, scholars will become new translational research leaders who can cross the boundaries of their disciplines and draw upon the strengths of other fields. The KL2 Program is designed to support the early career development of clinical researchers who will be expected to achieve excellence in their ability to design and oversee research in multidisciplinary team settings and to become leaders in various fields of translational research, particularly those that are critical to the overall mission of the National Institutes of Health (NIH).

The basic two-year program includes (a) completion of a research project equivalent to that of a Master’s Thesis; (b) required coursework through the Kellogg School of Science and Technology at TSRI and STSI; (c) and required translational seminars through STSI. Although clinical work is not a required component of the program, scholars are strongly encouraged to devote (d) up to 25% of their professional effort to clinical work.

Through a curriculum (which is based on a 12-month year) that includes the above-mentioned didactic and experiential learning, scholars will gain:

• An appreciation of interdisciplinary research activities and the role of physician-scientists • An understanding of methodological and analytical concepts necessary to design rigorous

clinical trials • An opportunity to apply their knowledge through a mentored research experience that leads

to future grant proposals and publications • Access to support from translational research laboratories housed within the STSI, including

labs that have the following foci: analytics/biostatistics, genetics/genomics, human genome sequencing, computational biology, clinical/community genomics, and translational science

4. Program Eligibility

The STSI KL2 Program is aimed at early and mid-career physicians who have discovered a passion for science/discovery and have a desire to translate basic science discoveries or technologic innovations into meaningful clinical practice interventions.


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Candidates for STSI KL2 awards must: • Be a U.S. Citizen or Permanent Resident; individuals on temporary or scholar visas are not

eligible • Possess a professional or doctoral-level degree (MD, PhD, Pharm D, DDS, etc.) • Commit 75% of non-clinical professional effort to the program • Not be or have been a principal investigator on an NIH R01, or project leader on a

subproject of a Program Project (P01), Center (P50, P60, U54), mentored career development grant (K23, K08, K01, etc.)

An STSI selection committee reviews scholar applications. Selection criteria will focus on the strengths and potential of the candidate to become a leading multidisciplinary clinical investigator.

5. Degrees and Certificates

The STSI KL2 Program offers the following: • Master’s Degree in Clinical and Translational Investigation (MCTI) through the Kellogg

School of Science and Technology at TSRI The MCTI program is a two to three year program that requires a focus on translational research within the disciplines at TSRI and STSI and ultimate completion of a thesis project with this focus. The research component of the program is complemented by a series of required and elective courses offered through the Kellogg School of Science and Technology, as well as by a series of seminar based activities through STSI directed at preparing the scholar for a career as a translational scientist. The program will provide the scholar with the knowledge and skills which will enable him or her to: • Carefully refine research hypotheses • Compete effectively for grant funding • Persuasively articulate research findings in both written and verbal form • Effectively analyze scientific data • Master numerous basic and clinical laboratory science techniques • Manage a research laboratory or research group • Develop a more clear understanding of a variety of basic science disciplines as they apply to

clinical discovery • Effectively collaborate with other basic and clinical investigators.


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6. Program Timeline

The overall timeline for the STSI KL2 Program is outlined below. Importantly, there are exceptions to this timeline depending on each scholar’s individual course of study and various other circumstances. Any major deviations from this general outline, however, will need to be discussed with and approved by the STSI Co-Director of Education. Year 1: Summer Orientation/Begin Program

Fall Fall Semester Coursework

Complete First Laboratory Rotation Initiate Second Laboratory Rotation, if necessary Selection of Thesis Advisor and Clinical Co-Mentor Winter Winter Semester Coursework Ongoing Laboratory Work First Individual Development Plan (IDP) Selection of Full Advisory Committee Join a TL1 Trainee Advisory Committee Co-Author STSI Pilot Award Proposal with TL1 Trainee Spring Spring Semester Coursework Ongoing Laboratory Work Future of Genomics Medicine Conference Prepare NIH-Format (R21) Research Proposal for Committee

Conduct First Advisory Committee Meeting Obtain Approval for Thesis Project from Committee

Summer Laboratory Work to Focus on Thesis Project

Year 2: Fall Fall Semester Coursework, if any

Laboratory Work to Focus on Thesis Project Graduate Student Lake Arrowhead Symposium Second IDP Add Preliminary Results to Research Proposal Second Advisory Committee Meeting Submit Background Research as Review Article

Winter Winter Semester Coursework, if any

Laboratory Work to Focus on Thesis Project Spring Spring Semester Coursework, if any

Wrap-up Laboratory Work on Thesis Project Begin Thesis/Prepare Manuscripts Third IDP Third Advisory Committee Meeting, if recommended Prepare for and Conduct Thesis Defense by April 10


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Year 3: Selected KL2 Scholars and Research Track Residents Continue Research, Update Research Proposal, Hold Fourth Committee Meeting, and Conduct Thesis Defense in Year 3

7. Research Placement & Project

The STSI KL2 Program is an advisor-based program, and as such scholars are admitted and ultimately required to select a specific faculty member with whom to perform their research and thesis work. Selected faculty members reflect the research interests and goals of the scholars. Scholars are expected to devote at least 40-50% effort to working in a research lab from the time they begin the program. As course workload diminishes, time in the laboratory must expand. Laboratory Rotations Scholars can complete up to a total of two laboratory rotations, with the second rotation being optional (i.e., a second rotation would be unnecessary in the event that the scholar elects to perform his or her thesis work in the first lab in which he or she rotated). Per the TSRI Graduate School requirements, all scholars are required to complete at least one laboratory rotation. Prior to beginning the rotation, scholars must fill out a Rotation Proposal form (available in the Graduate Office and at www.scripps.edu), have it signed by their rotation advisor, and submit it to the TSRI Graduate Office for the Dean’s approval. For scholars who elect to perform a single rotation and remain in the same laboratory for his or her thesis research, the rotation period will typically end when the scholar formally joins the laboratory. For scholars who elect to perform two rotations, the typical duration of the first rotation is approximately three months. Laboratory rotations are designed to help scholars select a thesis advisor and laboratory that match their area of scientific interest. When ready to formally join a lab, the scholar meets with the lab’s principle investigator to ensure he/she is available as an advisor. After mutual agreement, the scholar submits to the Graduate Office an advisor selection form. Changing Advisors Once a scholar has selected an advisor, in order to change advisors, the scholar must submit a General Petition available from the graduate office. The form must be completed, signed by the scholar's current adviser and the chair of the committee, submitted to the graduate office, and approved at least one month prior to the beginning of the change. Changing advisor may be a viable alternative for a graduate career; however, one should think carefully about such a decision and discuss it with the current advisor as well as the potential new advisor. Time limits to the master’s degree will often be affected by a change in advisor. Labwork The hours devoted to lab work may be spent in a variety of ways. Often scholars initially work closely with their advisor or other members of the advisor’s lab on an existing/ongoing research project as a way of learning the fundamentals of research methods and procedures. This “hands on” approach should ultimately help scholars learn the skills required to then develop and execute their own independent thesis project. The work scholars do in the lab should ultimately


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progress towards the development of the scholar’s thesis proposal and eventual thesis completion.

8. Advisor Communications & Evaluation It is critical that scholars keep their advisors apprised of the various requirements of the STSI KL2 Program and the TSRI graduate school. (Do not assume your advisor will be aware of class and clinical obligations.) Timely scheduling and completion of committee meetings and related paperwork is the responsibility of the scholar, not the advisor. Scholars are strongly encouraged to establish regular and frequent meetings with their advisors to discuss research progress and challenges. Importantly, however, advisors do have a duty to support scholars in this process. Scholars will be asked to provide periodic feedback concerning their research placement and advisor, through the regularly scheduled IDPs with the Education Co-Director.

9. Advisory Committee & Program Advancement

The Advisory Committee is a key component of a scholar’s ongoing education. It is composed of TSRI, STSI, and adjunct faculty members with expertise appropriate for the thesis work. In general, scholars will meet with their Advisory Committee once in the first year and twice in the second year. The timing, format, and agenda for each of these meetings may vary somewhat, but each meeting represents an opportunity for scholars to receive input and feedback from their Advisory Committee. Formation of the Advisory Committee After formally joining a research group and before the end of the first calendar year in the program, each scholar should select faculty to serve on his or her advisory committee. The committee will help the scholar to focus on productive avenues of research and to develop his or her thesis. The composition of the advisory committee is determined by the scholar in collaboration with his or her advisor, and is subject to the approval of the Dean. The advisory committee consists of at least three TSRI faculty members and the thesis advisor. One of the three faculty members is designated as the committee chair. After the committee is formed, the scholar should feel free to alter the composition of his or her committee to obtain the best advice possible. Choice of the chair is especially important: scholars should select someone they consider to be a mentor because this person will be like a second advisor and will likely write letters of reference in the future. Advisory Committee Meetings Scholars are expected to meet at once in the first year and twice per year thereafter with their Advisory Committees. For the first committee meeting, held in the Spring of the first academic year, the scholar must prepare a written summary of their research to present to the committee. This summary should be in the form of an R21 NIH Grant Proposal (www.niaid.nih.gov/researchfunding/grant/Pages/appsamples.aspx#r21) in order to encourage the scholar to learn grant writing skills and scientific presentation skills.


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Refer to the examples at the web site above, though sites, facilities/equipment, biosketches, budget/personnel, and support letters may be omitted for the purposes of the Advisory Committee summary. The summary should be sent to the Advisory Committee Members at least one week prior to the committee meeting. The scholar should also be prepared to give a ~30-minute presentation on his or her work to serve as the guide for discussion. NIH R21 Grant Proposal Format: Abstract/Project Summary – 1 page Specific Aims/Public Health Relevance – 1 page Research Strategy – up to 6 pages, to include: Significance Innovation Research Plan Background/Preliminary Studies Specific Aim 1: Rationale Experimental Approach Analysis/Interpretation of Results Potential Problems and Alternative Approaches Specific Aim 2: Rationale Experimental Approach Analysis/Interpretation of Results Potential Problems and Alternative Approaches (Specific Aim 3 and beyond, as above) Protection of Human Subjects (where applicable) Bibliography By the first Advisory Committee Meeting, the scholar should have a good idea of what the focus of his or her thesis project will be. The purpose of the committee meeting will be to get feedback on this, and refine or change the focus if necessary. By the second Advisory Committee Meeting, held in the Fall or Winter of the scholar’s second year in the program, the aims of the proposed thesis project should be refined and to the point where the committee is able to fully approve the proposed project. Master’s Thesis Preparation & Defense The written thesis should be composed of a series of chapters. The first chapter should be an introduction outlining the background information regarding the disease state being addressed and the need for a translational approach to solution of a clinical problem. The second chapter should provide a detailed description of the research findings. Additional chapters are dedicated to additional research findings (number depending upon the number of specific aims addressed). A final chapter should delineate how the findings may have or will lead to clinical application and recommend areas for future research. A typical thesis will consist of the introduction, two results chapters and a conclusion chapter. It is entirely appropriate to use excerpts or large sections of the scholars prepared manuscripts or published work to serve as chapters within the thesis. In this case, manuscripts serve as individual thesis chapters with a unifying introduction preceding them, clearing indicating any work that has been


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previously published. All literature citations must be included. The thesis format may be obtained at the Graduate School Office. The thesis must be submitted to the members of the scholars Advisory/Thesis Committee no later than 2 weeks prior to the thesis defense. An oral defense of the thesis must be conducted by the scholar as well. A 45-60 minute private defense is conducted with the Thesis Committee. The scholar’s research advisor may be present for the defense but cannot answer questions on behalf of the scholar. There is no specific set of questions to be asked during the private defense. The sessions will be led by the Chair of the Advisory Committee and all members will be allowed an opportunity to ask questions of the scholar. The intent is for the committee to determine if the scholar has sufficient mastery of his/her field of research to warrant the Master’s Degree in Clinical and Translational Investigation. Scholars may be awarded an “Unconditional Pass” after the meeting or may be required to make modifications in their thesis which must be approved by the committee.

10. Course Schedule & Descriptions

The STSI KL2 Program requires coursework, offered through the TSRI Graduate School and STSI, to be completed toward the MCTI. Overall, there are four required courses, although Ethics in Science is a short workshop lasting only 2 weeks. The remaining 3 courses are chosen from the list of 5 classes following Ethics in the table below:

Semester/Schedule

Course Director Require/Elective

TBD Ethics in Science TBD required

Fall Clinical Investigation Laura Nicholson, MD choose 3 of 5

Winter Basic Biostatistics Jill Waalen, MD choose 3 of 5

Spring Human Genetics & Genomics Ali Torkamani, PhD choose 3 of 5

Spring Molecular Medicine Dan Salomon, MD choose 3 of 5

Spring Applied Bioinformatics TBD choose 3 of 5

Elective courses in any of TSRI’s departments, at any of our affiliated biomedical institutes, or from a multitude of online resources are also available to all scholars. In addition to these required courses, KL2 scholars are asked to attend at least one yearly IRB meeting, at least one pilot award review session, and one or more regularly scheduled STSI working group meetings, such as Wellderly, IDIOM, Wired for Health, or others. KL2 scholars are also strongly encouraged to take advantage of various short courses and seminars available at TSRI throughout the year. Past examples include grantsmanship workshops and programs to help transition to independent investigator. Other educational opportunities will become available and it is incumbent upon the scholar to frequently check the Kellogg School website for updates regarding upcoming programs. http://education.scripps.edu/ Course Attendance Although each course director will likely have specific policies concerning class attendance and timely arrival to class sessions, in general, if a scholar is unable to attend a given class session, he or she must notify the instructor and the STSI Education Co-Director in writing (e.g., via email). In addition, while it is understood that occasionally a scholar

http://education.scripps.edu/


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may arrive late to a class session, chronic lateness will be noted, and may affect the scholar’s advancement in the program.

11. Required Regularly Scheduled Seminars The STSI KL2 Program requires scholars to attend a total of two weekly translational seminars (times listed are subject to change). 1. STSI Journal Club – Mondays 12:00 – 1:00 p.m.

A weekly journal club during which recently published articles in the most highly ranked journals are reviewed by STSI scientists, trainees, and scholars. The format is such that an STSI member prepares an informal presentation on an article selected with input from the STSI group, and leads the overall discussion. Scholars are expected to lead STSI Journal Club at least twice per year, at a combined KL2/TL1 journal club session.

2. STSI Research Meeting – Fridays 10:00 a.m. – 11:30 a.m. A weekly research meeting during which one STSI scientist, trainee, or scholar presents his or her ongoing research project in order to gain experience giving scientific presentations, as well as to get feedback on projects. Scholars are expected to present in STSI Research Meeting at least twice per year, and it is strongly recommended that these presentations are scheduled such that it serves as a prelude to or ‘practice run’ for the scholars’ committee meetings or outside conference presentations.

If a scholar is unable to attend a given seminar, he or she must notify the STSI Co-Director of Education in writing (e.g., via email). Routine absence from STSI seminars will be noted, and may affect a scholar’s advancement in the program.

In addition to these required seminars, there are several optional scientific seminars available to scholars, and new seminars are developed on an ongoing basis. Program personnel will make every effort to keep scholars apprised of new seminars.

12. Career and Post-Doctoral Services Office

Scholars are strongly encouraged to become familiar with the Career and Post-Doctoral Services Office of the Graduate School. This office is specially equipped to assist the scholar in the transition from student/post-doc/MD-scientist in training to independent careers in academia and industry. Resources to assist with CV development, scientific writing, identification of career opportunities, interviewing skills, and much more are available through this office. It is incumbent upon the scholar to meet with the Office Director, Ryan Wheeler, and become acquainted with the resources available. Upcoming seminars and special events can be found by regularly accessing the web site: www.scripps.edu/resources/postdoctoral.

13. Clinical Work

The STSI KL2 Program encourages scholars to devote up to 25% of their professional effort to clinical activities. (For ABIM Research Track Residents, the limit is 20%.) Given the scheduling

http://www.scripps.edu/resources/postdoctoral


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constraints associated with research, coursework, and required seminars, however, it is strongly suggested that clinical activities are limited to one day weekly after required course/seminar times, or weekends/evenings whenever possible. If this is not possible due to the nature of a scholar’s particular clinical appointment, this will need to be discussed with and approved by the STSI Co-Director of Education.

14. Semi-Annual Meetings with Education Co-Director (Individual Development Plans) Scholars must schedule a minimum of 2 counseling/progress sessions with the Education Co-Director each academic year. For each of these sessions the scholar must complete an Individual Development Plan (IDP) in which the scholar critically reviews his/her own performance, knowledge, and skills and also reviews the relationship with his/her mentor. These meetings will be arranged by the Education Co-Director’s staff.

15. Faculty and Staff Program Personnel and Contacts:

Laura Nicholson, MD, PhD, Co-Director of Education

Tel: 858-554-5759

[email protected]

Jamie Williamson, PhD, Dean, Kellogg Graduate School

Tel: 858-784-8740

[email protected]

Eric Topol, MD, Director, STSI

Tel: 858-554-5708

[email protected]

Rose Swank, Coordinator for KL2 Program Tel: 858-554-5706

[email protected]

Dawn Eastmond, PhD, Director of Graduate Studies

Tel: 858-784-2802

[email protected]

Laura Wilson, Graduate Program Administrator

Tel: 858-784-2802

[email protected]

Ryan Wheeler, Manager, Career & Post-doctoral Services

Tel: 858-784-2802

[email protected]

Program Instructors:

Laura Nicholson, MD, PhD, Associate Professor, STSI

Tel: 858-554-5706

[email protected]

Steven Steinhubl, MD, Professor, STSI

Tel: 858-554-5706

[email protected]

Ali Torkamani, PhD, Associate Professor, TSRI & STSI

Tel: 858-554-5706

[email protected]

Jill Waalen, MD, Associate Professor, TSRI

Tel: 858-784-2107

[email protected]

Dan Salomon, MD, Professor, TSRI Tel: 858-784-9381

[email protected]

Andrew Su, PhD, Associate Professor, TSRI [email protected]


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A full listing of the TSRI graduate school faculty can be found here: http://www.scripps.edu/research/faculty/index.php A full listing of the STSI research faculty can be found here: http://www.stsiweb.org/index.php/translational_research/research_faculty/

16. Kellogg School of Science and Technology Scholar Handbook

The STSI KL2 Program requires that all scholars familiarize themselves with and be responsible for the information contained in the “Graduate Student Handbook” for the Kellogg School of Science and Technology. Selected excerpts of this document are included in the Appendix and also available from the Graduate Office or from STSI’s Co-Director of Education. The current, abridged, handbook is provided as a courtesy to scholars; however, in the event that there is any conflicting information concerning course or degree requirements across these two documents, scholars should defer to information as listed in the Graduate Student Handbook.

17. Appendix

i. Required Forms ii. STSI Individual Development Form iii. STSI Pilot Grant Application iv. Thesis Guide Handbook

http://www.scripps.edu/research/faculty/index.php

http://www.stsiweb.org/index.php/translational_research/research_faculty/


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Appendix i—Required Forms


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KELLOGG SCHOOL OF SCIENCE AND TECHNOLOGY

THESIS COMMITTEE

SELECTION FORM

STUDENT’s NAME: _______________________________________________________

DATE:_____________

Please list names below.

Advisor

TSRI Faculty member #1 - Chair

TSRI Faculty member #2

TSRI Faculty member #3

Clinical Mentor member #4

An outside reviewer may be added for the thesis defense only. Discuss with the graduate office

before scheduling your defense.

Complete and return to TPC 19 for approval. The graduate office will schedule your meeting for you.

Dean’s Approval:

__________________________________________ Date:______________

James R. Williamson, Ph.D.


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Appendix ii: STSI KL2/TL1 Self Assessment & Mentor Assessment

Name_____________________

Skills Assessment Date __

SELF Evaluation: Assess your strengths, weaknesses and skills

Evaluate your skills and abilities in the following areas where:

5 = Highly proficient 1 = Needs improvement

Overall Core Scientific Knowledge 1 2 3 4 5

Knowledge of literature in the field 1 2 3 4 5

Knowledge of literature related to project 1 2 3 4 5

Knowledge area: 1 2 3 4 5


Laboratory or Bench Skills (eg, microscopy, animal skills):

Skill set: 1 2 3 4 5


Efficiency and speed 1 2 3 4 5

Other: 1 2 3 4 5

General Research Skills (eg, designing experiments, creativity):

Designing experiments 1 2 3 4 5

Analytical skills 1 2 3 4 5

Problem solving/troubleshooting 1 2 3 4 5

Creativity/developing new research directions 1 2 3 4 5

Vision of bench/clinic interface 1 2 3 4 5

Other: 1 2 3 4 5


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Professional Skills:

Oral presentation skills 1 2 3 4 5

Grant writing skills 1 2 3 4 5

Manuscript writing skills 1 2 3 4 5

General scientific writing skills 1 2 3 4 5

Teaching skills 1 2 3 4 5

Mentoring others 1 2 3 4 5

Being mentored 1 2 3 4 5

Other: 1 2 3 4 5

Leadership and Management Skills:

Leading and motivating others 1 2 3 4 5

Budgeting 1 2 3 4 5

Managing projects and time 1 2 3 4 5

Organizational skills 1 2 3 4 5

Interpersonal Skills:

Getting along with others 1 2 3 4 5

Communicating clearly in writing 1 2 3 4 5

Communicating clearly in conversation 1 2 3 4 5

Conflict resolution 1 2 3 4 5

Networking/meeting new colleagues 1 2 3 4 5

Other: 1 2 3 4 5


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MENTOR Evaluation of Scholar:

Scholar’s Name:_______________________________Evaluator Name:_________________________

Date:____________________________________

Ask your mentor or other trusted colleague to assess your strengths, weaknesses and skills, and

then return the list to you for discussion.

5 = Highly proficient 1 = Needs improvement

Overall Core Scientific Knowledge 1 2 3 4 5

Knowledge of literature in the field 1 2 3 4 5

Knowledge of literature related to project 1 2 3 4 5



Laboratory or Bench Skills or Biostatistics or Community Outreach (eg,

microscopy, animal skills):



Efficiency and speed 1 2 3 4 5

Other: 1 2 3 4 5

General Research Skills (eg, designing experiments, creativity):

Designing experiments 1 2 3 4 5

Analytical skills 1 2 3 4 5

Problem solving/troubleshooting 1 2 3 4 5

Creativity/developing new research directions 1 2 3 4 5

Other: 1 2 3 4 5

Professional Skills:


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Oral presentation skills 1 2 3 4 5

Grant writing skills 1 2 3 4 5

Manuscript writing skills 1 2 3 4 5

General scientific writing skills 1 2 3 4 5

Teaching skills 1 2 3 4 5

Mentoring others 1 2 3 4 5

Openness to feedback 1 2 3 4 5

Other: 1 2 3 4 5

Leadership and Management Skills:

Leading and motivating others 1 2 3 4 5

Budgeting 1 2 3 4 5

Managing projects and time 1 2 3 4 5

Organizational skills 1 2 3 4 5

Other: 1 2 3 4 5

Interpersonal Skills:

Getting along with others 1 2 3 4 5

Communicating clearly in writing 1 2 3 4 5

Communicating clearly in conversation 1 2 3 4 5

Conflict resolution 1 2 3 4 5

Networking/meeting new colleagues 1 2 3 4 5

Other: 1 2 3 4 5


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Part 3: Set goals and learning objectives for the next year.

In the “Setting Goals” sections, you will set goals for developing your skills and accomplishing your projects during

the coming year.

Setting Goals: Research Projects

Scientific question: What are the scientific questions that you will be working towards answering in the next year?

These may be individual papers (or figures within a single paper) that you aim to publish.

Experimental approach: What are the experimental approaches that you are currently pursuing? Are there other

approaches that you could try? Are there additional more promising experiments that you should be doing?

Time management: We all know science doesn’t follow timelines; but it’s important to set limits and goals. How

long are you willing to keep trying before you drop each of these experiments/projects? What result or deadline

will trigger when you begin the next approach?

Scientific question: ___________________________________________________________________

Experimental approach (current and potential) Time management Overall Priority*





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Setting Goals: Scientific Knowledge

Knowledge area: In what areas do you want to acquire more scientific knowledge?

Method for knowledge development: Do you plan to do more reading in this area? Discuss with specialists? Attend

conferences?

Time management: How much time do you think you will need to set aside (per week, per month, etc)? Is there an

event or time by which you’d like to have achieved this knowledge goal?

Knowledge area Method for knowledge development Time management Overall

Priority*

Setting Goals: Research/Laboratory Skills

Skills Area: What further research-related or laboratory skills do you need to acquire to be successful in this step

of your career and in the next step? (See the Skills Assessment Worksheet in Part 2.)


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Method for skill development: How will you gain exposure to those skills?

Time management: How much time will you set aside to work on developing this skill (per week, per month, etc.)?

Set a date by which you would like to reach your desired level of competency in this skill.

Research/Laboratory Skills Method for skill development Time management Overall Priority*

Setting Goals: Oral Presentation Projects and Skills

Presentation Projects: What talks and posters do you plan to present in the next year? (at lab meetings, journal

clubs, in-house seminars and scientific meetings)

Time management: When will this presentation take place? When should you begin preparing?

Presentation projects Time management Overall Priority*

Presentation Skills: Are there specific presentation skills you would like to work on in the coming year?

Method for skill development: What will you do to develop these skills? (attend professional development

workshops, volunteer to give more presentations, attain feedback from mentors and peers)


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Time management: How much time will you set aside to work on developing this skill (per week, per month, etc.)?

Set a date by which you’d like to reach your desired level of competency in this skill.

Presentation Skills Method for skill development Time management Overall Priority*

Setting Goals: Writing Projects and Skills

Writing Projects: Are there any writing projects that you will be continuing or initiating this year?

(fellowships, manuscripts, grants)

Time management: List the stages and sub-steps toward finishing the project. Set goals/deadlines for each stage

within the writing process.

Writing projects Time management Overall Priority*

Writing Skills: Are there specific writing skills you would like to work on in the coming year?

Method for skill development: What will you do to develop these skills? (writing workshops, practice

writing projects, seek editing assistance)


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Time management: How much time will you set aside to work on developing this skill (per week, per

month, etc.)? Set a date by which you’d like to reach your desired level of competency in this skill.

Writing Skills Area Method for skill development Time management Overall

Priority*

Setting Goals: Leadership, Interpersonal, and Communication Skills

Leadership, management, and interpersonal skills area: What specific skills do you need to acquire or improve?

What specific skills will you work on in the coming year? (See Part 2 of this IDP for examples.)

Method for skill development: How will you work to develop these skills? (examples: attend workshops/seminars,

seek advice of mentors/colleagues or advisors/counselors, ask to lead meetings and seek feedback, seek

leadership positions on your campus or in a professional society.)

Time management: How much time will you set aside to work on developing this skill? How will this affect the time

you can dedicate to your research and other goals?

Leadership, interpersonal and

communication skills

Method for skill development Time Management Overall

Priority*


25

Setting Goals: Career Development Projects

Career Development Projects: List activities that you will complete during the next year to learn more about and

move closer to your major career goal. (attend workshops, advice from counselors, conduct informational

interviews with people in your desired career path, read/research potential career paths).

Time management: During what months do you plan to do these activities? How will this affect the time you can

dedicate to your research and other goals?

Career Development Projects Time management Overall Priority*

Setting Goals: Time Management

1. How many hours do you spend per week doing work-related activities? ______

a. Is this a good balance to achieve your goals at work and in your personal life?

b. Do you want to increase or decrease this time in the coming year?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_________________________


26

2. Provide a rough estimate of your time: What % of your time at work was spent on each of the

following activities during the past year?

3. To reach your goals, how would you like to change the amount of time you spend

on each of these types of activities (increase, same, or decrease)?

Advancing Your Research Hours %Time Inc/dec/same

Performing research

Discussing your research with others

Attending science seminars

Attending conferences

Reading in your field

Reading to expand your knowledge of other fields

Writing papers or grants

Other lab management, lab duties

Career and Professional Development

Attending training/career development seminars/workshops

Networking to promote your goals (socializing, emails, etc.)

Career exploration (information interviewing, reading about

careers, visiting career counselors)

Job search activities (CV writing, researching job opportunities)

Socializing, e-mails, other activities not directly promoting your goals

Other:


27

Prioritizing Your Goals

Looking back at the tables, identify the project and skills-development goals that you feel belong in your Top 10

Priority list. Star these goals in the “Overall Priority” box, or number them in order of priority.

Identifying Methods for Assessing Whether You Have Met Your Goals

When setting goals for skills development, it is important to decide on a concrete method for how you will identify

whether you have reached these goals. How will you be certain that you have acquired your desired competency

in these skills?

List your top-priority goals for skills development in this table, and how you will assess whether you have

accomplished each goal.

Top-priority skill to be developed Method for assessment of skill

development

When and how often will you do

this assessment?


28

Evaluating Your Mentor (To be completed by scholar)

Date:_________________Scholar Name:________________________

Mentor Name: ______________________________________

1. My mentor meets with me in person: a. Never b. Occasionally c. Regularly d. Weekly

2. My mentor is available when I request assistance with projects/papers/presentations:

a. Never b. Occasionally c. Consistently

3. My mentor outlines clear expectations for my performance and his/her performance:

a. Never b. In vague terms c. In a clear and consistent fashion

Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. My mentor has helped me develop, limit, and refine my research hypotheses and methods so to produce important and testable scientific questions:

a. Never b. In vague terms c. In a clear and consistent fashion

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________

5. My mentor provides constructive criticism and guidance regarding my performance in relation to our shared research activities:


29

a. Never b. Occasionally c. Regularly

Comments: _______________________________________________________________________________________________________________________________________________________________________________________________________________

6. My mentor provides constructive feedback on written or other presentation materials when I request such assistance:

a. Never b. Often c. Consistently

7. My mentor provides me with guidance and assistance regarding grant application and grant

completion: a. Not applicable b. Occasionally c. Whenever requested or appropriate

8. My mentor appropriately defends my protected time for scholarly activity:

a. Never b. Occasionally c. Consistently

9. My mentor assists me in developing collaborative relationships with other scientists to

advance my research objective/project when collaboration would be beneficial: a. Not applicable b. Never c. Occasionally d. Whenever appropriate

10. List the greatest strengths of your mentor as it relates to him/her as a scholar/researcher

mentor: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. List two ways in which you think your mentor could improve in his/her role as a scholar’s mentor: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


30

Making a Plan

Create a month-by-month timeline for the next twelve months, integrating your top-priority projects and skills

development goals that you identified in the “overall priority” boxes. After you are finished, add any deadlines or

important dates from this timeline to your daily calendar. (Or, post this calendar next to your desk to remind you

of your goals & timeline!) Attach the timeline to your completed evaluation form.

Update your CV and attach it to this document. Please attach to this document copy of any and all papers/abstracts/chapters/posters that you have completed/presented since becoming a CTSA scholar. Please include a list of any and all grants for which you have applied—including “pilot grants” since starting as a CTSA scholar. Include investigators, grant project title, awarding agency, and status of application. Please return in electronic copy to Dr. Joel Diamant and Marylyn Rinaldi. Thank you.


31

Pilot/Methodological Study Award Application

COVER PAGE

Project

Title

PILOT APPLICATION COMBINED SCRDA & PILOT APPLICATION *see instructions for details

METHODOLOGICAL APPLICATION

Name of Investigator (Include Degree)

NIH eRA User Commons Name

Email Address

Telephone

Institution(s)

Department/Division

Street Address

Co-Investigator (If Applicable)

NIH eRA User Commons Name

Institution(s)

Email Address

Telephone

Administrative Contact

Email Address

Telephone

Fax

Translational Research Liaison Email

Affiliation

Clinical Research Liaison Email

Affiliation

Disease(s) Targeted

Prime Investigator Signature Date


32

Abstract/Project Summary | Include Justification for Combined Pilot/SCRDA Submission (if applicable)

Relevance to Disease/Health (approximately 200 words)


33

Project/Research Proposal

If Clinical Research is involved (SOPRS IRB): approved pending JIT If Animal Research is involved (IACUC): approved pending JIT

Not to exceed TWO pages (including figures): Specific Aims, Background/Significance, Preliminary Data (if any), Design/Methods


34

Literature Cited

Investigator Other Support


35

Budget and Justification Not to exceed ONE page. To include Personnel, Supplies, Other Expenses, Justification, Institutional IDC rates ($50K, Direct

Costs – 1 year) It is highly encouraged that your application contain both translational and clinical budget support

Total amount requested :

Matching Funds Available Source:


36

Appendix iv—Thesis Guide


37

Guide to

Thesis Production September 2009


38

Guide for TSRI Thesis Production Scheduling the Defense • Student informs the Graduate Office that he/she is ready to defend.

• To participate in the annual May commencement ceremony, a student must defend by April 10.

• Graduate Office contacts committee members to schedule the private defense and books the

location.

• Student submits a draft of the thesis to the Graduate Office and each committee member two weeks

prior to the defense date.

Day of Defense

• The student and every committee member must be present. The defense may last as long as two

hours.

• Committee members can suggest additional revisions or approve the document as written.

• Committee members sign the approval form and submit to the Graduate Office. A copy of the

approval form is included in the student's thesis.

Following the Defense

• Student makes corrections, if necessary, and submits revised copy to the committee chair for

approval.

• Student submits four (4) unbound, high quality copies on 100% cotton paper AND one (1) copy in

digital format (CD-ROM) to the Graduate Office for binding and distribution as follows: Paper copy

- Student (2 copies), Library, Advisor; Digital copy - UMI

• The thesis must be submitted to the student's thesis committee in conformity with the deadline

established by this group. A final version of the thesis should be prepared for acceptance and binding

based on the comments and recommendations of this committee.

• Reimbursement for thesis copying expenses up to $200 is paid by the Graduate Office. Any

additional expense is paid by the advisor(s).

Thesis Acceptance

• The thesis must be accepted, and the Thesis Acceptance form signed, by all members of the

student's thesis committee.

Approval of Thesis Subject

Advanced Planning of Thesis • The subject of the thesis must be approved by the student's Thesis Committee.

• In no event can a thesis be presented for the degree that has already been submitted toward any

degree in substantially the same form and content.

• In addition to the specific requirements set by the Graduate Office, students must be aware of and

conform to any matters prescribed by their thesis committee and particularly the recommendations of

the thesis Chair.

Language of the Thesis • The thesis must be written entirely in the English language, as simple and direct as the content will

allow, orderly and grammatical.

• The details of vocabulary, spelling, capitalization, abbreviation, word division, symbols, foreign

words, and punctuation should be handled with consistency and grace.

• The thesis writer will find an unabridged dictionary and a dictionary of synonyms a valuable help.


39

Preparing the Paper Text of your Manuscript • Type your manuscript single-sided on high-quality white paper, 8 1/2 x 11".

• All textual materials should be double-spaced. Long quotations and footnotes may be single-spaced.

• Because the manuscript will be reduced in size, we recommend that you select font size 12 inch

Times New Roman font.

• Margins should be 1 1/2 inches on the binding edge, 1 inch on three other edges.

• Page number at least 1/2 inch from bottom edge.

• Page numbers can be centered at top or bottom or placed in the upper right hand corner.

• It is customary *not* to have a page number at the top of a page containing a chapter heading; the

number may be placed in the lower right-hand corner, centered at the bottom of the page, or omitted

entirely.

• Page numbers should be consistently placed in the same spot on each page and the typing font

should be the same throughout the manuscript.

• The print should be letter quality with dark black characters that are consistently clear and dense.

• The most common problem is missing pages. To avoid delays in publication, please make certain

that the copy you submit includes all pages of your manuscript.

Physical Requirements for Theses

Paper: • Use high-quality white paper, minimum 20-pound weight, and 8 1/2" x 11" in size. Suggestions:

• Crane's Thesis Paper, acid-free archival paper, 100% cotton, 24 lb. weight

• Eaton by Southworth, Acid Free Thesis Paper, 20 lb. weight, 100% cotton. Binding:

• Class A Library Binding, sewn and covered in buckram. Binding is paid for and arranged by the

Graduate Office.

• A thesis that does not conform to the minimum standards set by the Graduate Office may have to be

retyped and resubmitted. In that event, the degree could not be awarded until a thesis in satisfactory

form was completed and submitted to the Graduate Office.

General Form of Presentation

A thesis will generally contain: 1. Title page

2. Copyright notice

3. Thesis Acceptance Form

4. Dedication (if desired)

5. Acknowledgments

6. Table of Contents

7. List of Tables

8. List of Figures

9. List of Abbreviations

10. Abstract

11. Introduction (scholarly review of dissertation subject matter)

12. Chapters I - XX (Methods, Results and Discussion)

13. Experimental

14. Bibliography or References

15. Appendix: Spectra Appendix: Publications

16. Vita


40

For theses prepared by students in the BIOLOGY Program:

• The Results and Methods sections may be partially or wholly replaced by reprints of papers

published in scientific journals and/or manuscripts submitted for publication if deemed acceptable by

the student's Thesis Committee.

• The thesis presenter must be first author of the papers and/or manuscripts, and also must be

primarily responsible for the writing these texts.

• Papers or manuscripts where the thesis presenter is a secondary author may be presented as

Appendix material, but cannot be used as primary thesis chapters.

For theses prepared by students in the CHEMISTRY Program:

• No substitution of reprints/preprints for dissertation chapters shall be deemed acceptable. However,

these papers may be presented as Appendix material.

Other deviations from this format can be recommended by the Thesis Committee and the

Dean. Title Page

• The thesis begins with a centered title page, which must be prepared in the form specified on the

next page.

• The title should be as concise as possible, consistent with giving an accurate description of the

thesis.

• Key words may be added to enhance the title so that the title will be retrievable on computerized

listings.

• Use words for formulas, symbols, Greek letters and so on.

[Title in Upper and Lower Case]

A thesis presented

by

[Full name, including middle initial, of author]

to

The Scripps Research Institute Graduate Program

in partial fulfillment of the requirements for the degree of Doctor of Philosophy (or Master of

Science) in the subject of

[Biology Program or Chemistry Program]

for

The Scripps Research Institute La Jolla, California

[Month and year of the submission of the completed thesis]

Front and Back Matter • A table of contents that lists at least the major headings should be prepared.

• Front matter may also include: - acknowledgment of help or encouragement from persons or

institutions - dedication, if desired - list of illustrations - list of tables - glossary of terms and

abbreviations - one or more epigraphs (pertinent quotations at the beginning of thesis or chapter)

• Back matter may consist of: - notes - one or more appendixes including additional data and reprints

/preprints

- bibliography - and, rarely, an index.


41

Abstract It is included as an integral part of the thesis and should immediately precede the introduction.

Preparing your Abstract. Your abstract (a succinct description of your work) is limited to 350 words.

UMI will shorten it if they must; please do not exceed the limit.

• Include pertinent place names, names of persons (in full), and other proper nouns. These are useful

in automated retrieval.

• Display symbols, as well as foreign words and phrases, clearly and accurately. Include

transliterations for characters other than Roman and Greek letters and Arabic numerals. Include

accents and diacritical marks.

• Do not include graphs, charts, tables, or illustrations in your abstract.

References The precise form of a bibliography or reference section should conform to the style current in the

thesis writer's discipline, and this form must be employed consistently throughout the thesis. Similar

materials should be presented symmetrically; entries for the same type of material should have the

same publication facts, order of items, and punctuation. For Chemistry: ACS style references are

to be used.

Tables • Number serially throughout the thesis or by chapter.

• A table that is small may be set into the text page in its logical location; a large table is generally

presented on a separate following page.

• Where there are many tables, or where tables are longer than a page or two, they are sometimes

presented in an appendix, following the text of the thesis, if the writer feels that inserting them in the

text would be unnecessarily distracting.

• Since most theses will be read in microform, every effort should be made to place tables as near to

the interpretive text as possible. Tables interleaved with text should receive page numbers.

Tables usually have a caption (title), column headings, and a left-hand column of vertical items,

called "stubs." If the table is complicated, ruled vertical lines may help the reader follow the

columns. Otherwise, a horizontal line typed above and below the column headings, and one line

below the completed table should suffice. Abbreviations in column headings detract from tables and

can often be avoided with a little planning.

If a table is very long and must be carried over to a following page, the table number and the column

headings (perhaps abbreviated) should be repeated, but the caption need not be. Omitting the

horizontal line at the end of the first page of a two-page table informs the reader that the table is

continued on the following page. If a table needs more width than the narrow dimension of the page

affords, it can be typed across the length of the page. In that case, leave a 1½ inch margin on the long

edge of the paper above the top of the table for binding. If tables cannot conveniently be fitted onto 8

1/2" x 11" paper, they can be prepared on oversized high-quality paper and reduced and subsequently

printed on high quality paper.

Manuscript Preparation University Microfilms International (UMI) Students are required to submit a signed publishing agreement with University Microfilms

International (UMI) when the thesis is brought to the Office of Graduate Studies. One unbound copy

will be sent to UMI. The Office of Graduate Studies pays for postage and related fees: publication,

copyright, and the Library's microform copy.

Copyrighting your Manuscript. Copyright privileges reside with you immediately upon creation of

your work. Registration of your copyright establishes a public record of your dissertation and confers

additional legal rights, enabling you to file infringement suits and seek statutory damages and

attorneys' fees. UMI acts as TSRI's agent with the Library of Congress Copyright Office. This


42

includes preparation of the application (in your name) plus submission of the application fee and

required deposit copy(ies) of your work. You will receive your certificate of copyright registration

from the Copyright Office approximately six to eight weeks after UMI receives your manuscript.

The Copyright Act of 1976 provides for statutory copyright protection of a work from the moment it

is tangibly fixed. To secure this protection, a copyright notice should be affixed on a separate page

immediately following the title page; it should include the Copyright symbol ©, year in which

copyright is established, and the full legal name of the author. The notice should appear thus:

©20__ by Your Name All rights reserved.

Preparing Your Manuscript for Publication. UMI accepts dissertations and master's theses by

graduates of accredited, degree-granting institutions. Full texts in both paper and digital formats are

distributed exactly as they are submitted. They are neither edited, typeset, nor re-typed.

When your dissertation is ready for publication, you should submit a typed or digital copy of your

manuscript to the Office of Graduate Studies along with an abstract of the contents. The Office of

Graduate Studies will forward the material to UMI.

Using Materials Copyrighted by Others. As the author of the manuscript, you will be asked to

certify that any previously copyrighted material used in your work, beyond "fair use," is with the

written permission of the copyright owner. Please refer to Copyright Law and Graduate Research:

New Medical, New Rights and Your New Dissertation by Dr. Kenneth Crews. This booklet is

available in the Graduate Office.

By signing the Agreement Form you agree to the above terms. You must also attach copies of

permission letters from copyright owners to the Agreement Form. These letters must state that the

copyright owner is aware that UMI may supply single copies on demand. If permissions are not

supplied, copyrighted materials will not be reproduced.

UMI Charts, Graphs, Tables, Photographs, and Oversize Maps. Illustrative material drawn or

computer-generated in black will reproduce satisfactorily, while colors will appear as slightly varying

shades of gray. Please keep in mind:

• Lines on a graph should be identified by labels or symbols rather than colors.

• Shaded areas - such as countries on a map - will have better contrast if cross-hatching is used

instead of color.

• Photographs should be professional-quality black and white.

• Color photographs should be reprinted in black and white by a photo lab. Most photographs will

reproduce acceptably on positive microform but will lack clarity on paper copies.

List of Helpful References American Chemical Society. Handbook for Authors. Washington, D.C.: American Chemical Society

Publications, 1978.

Conference of Biological Editors, Committee on Style and Form. CBE Style Manual. Washington,

D.C.: American Institute of Biological Sciences, 1978.

Evans, Bergen, and Cornelia Evans. A Dictionary of Contemporary American Usage. New York:

Random House, 1957.

Fowler, H.G. A Dictionary of Modern English Usage. 2d ed. rev. by Sir Ernest Gowers. New York:

Oxford University Press, 1965.

A Manual of Style. 13th ed. Chicago: University of Chicago Press, 1982.

MLA Handbook for Writers of Research Papers, Theses, and Dissertations. New York: Modern

Language Association, 1977.

Strunk, W., Jr. and E.B. White. Elements of Style. 3rd ed. New York: Macmillan, 1979.


43

ACS PUBLICATIONS DIVISION GUIDELINES FOR THESES AND DISSERTATIONS

ATTENTION: STUDENTS, STUDENT ADVISORS, AND TEACHERS Permission is automatically granted to include your paper(s) or portions of your paper(s) in your

thesis; please pay special attention to the implications paragraph below. The Copyright

Subcommittee of the Joint Board/Council Committees on Publications approved the following:

Copyright permission for published and submitted material from theses and dissertations ACS

extends blanket permission to students to include in their theses and dissertations their own articles,

or portions thereof, that have been published in ACS journals or submitted to ACS journals for

publication, provided that the ACS copyright credit line is noted on the appropriate page(s).

Publishing implications of electronic publication of theses and dissertation material Students and

their mentors should be aware that posting of theses and dissertation material on the Web prior to

submission of material from that thesis or dissertation to an ACS journal may affect publication in

that journal. Whether Web posting is considered prior publication may be evaluated on a case-by-

case basis by the journal's editor. If an ACS journal editor considers Web posting to be "prior

publication", the paper will not be accepted for publication in that journal. If you intend to submit

your unpublished paper to ACS for publication, check with the appropriate editor prior to posting

your manuscript electronically.

If your paper has not yet been published by ACS, we have no objection to your including the text or

portions of the text in your thesis/dissertation in print and microfilm formats; please note,

however, that electronic distribution or Web posting of the unpublished paper as part of your thesis in

electronic formats might jeopardize publication of your paper by ACS. Please print the following

credit line on the first page of your article: "Reproduced (or 'Reproduced in part') with permission

from [JOURNAL NAME], in press (or 'submitted for publication'). Unpublished work copyright

[CURRENT YEAR] American Chemical Society." Include appropriate information.

If your paper has already been published by ACS and you want to include the text or portions of the

text in your thesis/dissertation in print or microfilm formats, please print the ACS copyright credit

line on the first page of your article: "Reproduced (or 'Reproduced in part') with permission from

[FULL REFERENCE CITATION.] Copyright [YEAR] American Chemical Society." Include

appropriate information.

Note: If you plan to submit your thesis to UMI or to another dissertation distributor, you should not

include the unpublished ACS paper in your thesis if the thesis will be disseminated electronically,

until ACS has published your paper. After publication of the paper by ACS, you may release the

entire thesis (not the individual ACS article by itself) for electronic dissemination; ACS's copyright

credit line should be printed on the first page of the ACS paper.

Summary: The inclusion of your ACS unpublished or published manuscript is permitted in your

thesis in print and microfilm formats. If ACS has published your paper you may include the

manuscript in your thesis on an intranet that is not publicly available. Your ACS article cannot be

posted electronically on a publicly available medium, such as but not limited to, electronic archives,

Internet, intranet, library server, etc. The only material from your paper that can be posted on a public

electronic medium is the article abstract, figures, and tables and you may link to the article's DOI.

Questions? Please contact the ACS Publications Division Copyright Office at [email protected] or

at 202-872-4368.

August 1998, March 2003, October 2003


44

STSI KL2 Handbook Approved by:

James R. Williamson, PhD ________________________________

Dean, Graduate Studies

Kellogg School of Science and Technology

Scripps Research Institute

Director, of Education, STSI

Eric Topol, MD _________________________________

Chief Academic Officer Scripps Health

Director, Scripps Translational Science Institute

Professor of Genomics, The Scripps Research Institute

Senior Consultant, Cardiovascular Diseases, Scripps Clinic

Laura Nicholson, MD, PhD _________________________________

Co-Director of Education

Scripps Translational Science Institute

KL2 Scholars Program

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