Predoctoral Training in Intergrative Neuroscience

描述(由申请人提供)：乔治城大学的神经科学跨学科课程(IPN)是一个基础广泛、跨学科、非院系的课程，旨在获得神经科学博士学位。该项目成立于1994年，培训学生在从细胞到完整的行为有机体的综合神经科学研究方面的学术追求。32名核心培训教师和20名辅助教师来自主校区和医学中心的14个临床和基础科学系；他们的调查范围广泛，从神经递质受体和信号转导，到行为和人类疾病。研究领域包括1)神经损伤、变性和可塑性；2)突触调节和信号转导；4)自闭症、癫痫、精神分裂症、痴呆和成瘾的神经基础；以及5)辅助感觉处理、记忆和语言的端脑神经网络。学生接受一系列方法的培训，包括分子、遗传、神经生理学、认知测试、计算和成像技术。培训助学金基金支持预备培训(头两年有8个名额)；研究助学金和个人奖学金支持论文研究。该项目招收40-50名毕业论文和预科学生。积极招聘人数偏低的种族和族裔申请者仍然是当务之急。培训环境促进了教职员工和受训者之间的互动、全方位的研究。超过40%的核心培训教师都在研究大楼附近，拥有最先进的核心设施以及定制设计的实验室和办公空间。教师高度合作；鼓励学生寻求教师之间的共同指导，具有相互联系的兴趣和互补的方法。所有核心培训教师都有研究资助和设备齐全的设施来培训博士后和博士后。最近，药理学、心理学和神经科学系招聘了几名神经科学教员，扩大了培训计划可用的设备、设施和教员专业知识。培训计划包括基础广泛的教学课程，以及培训教师实验室的轮换。受训人员参加一系列研讨会、国家专业会议、期刊俱乐部、密集的实验室研究，以及几项基本专业技能(写作和审稿、资助法、指导、教学、解决冲突、职业选择、口头陈述)及其伦理层面的培训。在本科和中学一级获得实践教学经验的机会很多，并受到鼓励。

DESCRIPTION (provided by applicant): The Interdisciplinary Program in Neurosciences (IPN) at Georgetown University is a broad-based, transdisciplinary, non-departmental program leading to a Ph.D. in Neuroscience. The program, established in 1994, trains students in the scholarly pursuit of research in integrative neuroscience, from the cell to the intact behaving organism. The 32 core training faculty and 20 supporting faculty are drawn from 14 clinical and basic science departments on the Main Campus and Medical Center; they span a breadth of inquiry, ranging from neurotransmitter receptors and signal transduction, to behavior and human disease. Areas of research strengths include 1) neural injury, degeneration, and plasticity; 2) synaptic modulation and signal transduction; 4) neural substrates of autism, epilepsy, schizophrenia, dementias, and addiction; and 5) telencephalic neural networks subserving sensory processing, memory and language. Students gain training in a range of approaches, including molecular, genetic, neurophysiological, cognitive testing, computational and imaging techniques. Training Grant funds support prethesis training (8 slots during the first 2 years); research grants and individual fellowships support thesis research. The program enrolls 40-50 thesis and prethesis students. Aggressive recruitment of underrepresented racial and ethnic applicants continues to be a top priority. The training environment fosters interactive, pandisciplinary research of both faculty and trainees. Over 40% of the core training faculty are in close proximity in the Research Building, with state-of-the-art core facilities and custom designed laboratory and office space. Faculty are highly collaborative; students are encouraged to seek co-mentorship between faculty with interfacing interests and complementary approaches. All core training faculty have research grant support and fully equipped facilities for training pre-and postdoctoral students. The recent recruitment of several neuroscience faculty into the Departments of Pharmacology, Psychology and Neuroscience, has expanded the equipment, facilities and faculty expertise available to the training program. The training program includes broad-based didactic coursework, as well as rotations in laboratories of the training faculty. The trainees participate in a seminar series, national professional meetings, journal clubs, intensive laboratory research, and training in several essential professional skills (writing and reviewing manuscripts, grantsmanship, mentorship, teaching, conflict resolution, career choices, oral presentations) and their ethical dimensions. Opportunities for gaining practical teaching experience at the undergraduate and secondary school levels are abundant and encouraged.