Early Stage Training in the Neurosciences

描述（由申请人提供）：本申请寻求继续支持我们的培训补助金中的八个职位，“神经科学的早期培训”。这项培训补助金是密歇根大学跨部门神经科学研究生项目中支持候选人前学生的综合计划的核心。一旦学生完成预科培训，他们在93个不同的培训学院之一的实验室进行全职博士研究。大约一半的教师在基础科学部门任职，另一半在临床部门任职。在课堂和实验室，我们的学生接触到研究计划，涵盖广泛的主题，包括发展，系统和分子神经科学。此外，我们的学生接触到基于疾病和转化神经科学研究。该计划的前两年旨在确保所有学生毕业时都是经过广泛培训的神经科学家。在第一年，学生参加密集的实验室课程，为期一年的神经科学原理，人类神经解剖学，研究责任和伦理学课程的跨学科课程，他们进行两次实验室轮换。在第二年，学生选修课程，参加密集的神经科学研讨会课程，完成他们的实验室轮换，并开始博士论文的初步工作。密歇根大学以其招收和培训少数民族学生的历史而自豪。我们描述了我们的成就和招聘和留住代表性不足的少数民族的详细计划。同样，我们提出了详细的计划，以评估我们的计划，并在研究的负责任的行为的指示。在这项培训补助金提供的前四年支持期间，55名被录取的学生中有一半接受了这项培训补助金的支持。这项培训补助金是我们招聘和教育成功的关键

DESCRIPTION (provided by applicant): This application seeks continuation of support for eight positions in our training grant, 'Early Stage Training in the Neurosciences.' This training grant serves as the centerpiece in an integrated plan of support for precandidate students in the Interdepartmental Neuroscience Graduate Program at The University of Michigan. Once students complete pre-candidate training, they perform full-time doctoral research in the laboratory of one of 93 different Training Faculty. Approximately half these faculty hold appointments in basic science departments, and the other half hold appointments in clinical departments. In both the classroom and laboratory, our students are exposed to research programs that cover a broad range of topics, including developmental, systems and molecular neuroscience. In addition, our students are exposed to disease-based and translational neuroscience research. The first two years of this program are designed to ensure that all students graduate as broadly trained neuroscientists. In the first year, students take an intensive lab course, a year-long, interdisciplinary course in the Principles of Neuroscience, human neuroanatomy, a course in research responsibilities and ethics and they perform two laboratory rotations. During the second year, students take elective courses, participate in an intensive neuroscience seminar course, complete their lab rotations and begin the initial work on the doctoral thesis. The University of Michigan is proud of its history of recruiting and training underrepresented minority students. We describe our accomplishments and a detailed plan for recruiting and retaining underrepresented minorities. Similarly, we present detailed plans for the evaluation of our program and for the instruction in the responsible conduct of research. During the first four years of support provided by this training grant, one-half of the 55 students admitted to our program received support from this training grant. This training grant is key to our recruiting and educational success