Molecular Genetics of Basic Cell Function

项目总结/摘要 拟议的计划将支持五个博士前学员每年在一个跨学科的跨部门 培训计划，以前只专注于微生物学，并在其第46年的资金从NIGMS。基于 生物医学研究生院遗传学和分子微生物学研究生课程 科学在塔夫茨大学，学员将继续从博士前博士和 这些项目中的MD-PhD学生。我们的计划将支持学员在他们的第二和第三年的基础上 对他们的承诺，深入遗传学培训证明了他们的论文研究，并对优秀的 学术和研究成就的记录。这个扩展的计划侧重于遗传分析， 细菌、病毒、真菌、果蝇和高等真核生物作为理解基本方面的手段 细胞生长和分化，移动跨学科的学生研究的中心。它强调 他强调了正式遗传学方法的严谨性，同时坚持从遗传学实验中推导出的结论应该 在生化分子水平上进行测试。我们的21名教师来自六个不同的部门，并形成一个 杰出科学家的核心，他们的特点是致力于有意义的指导。他们带来 扩展的广度和深度，为学生论文研究的机会，在一系列的实验系统 和分子遗传技术。除了他们强大的研究记录，他们带来了一个突出的轨道， 指导博士前学生的记录;他们以前的学员的90%是生物医学劳动力的成员。 为了加强学生的经验和支持在这个科学的广度，我们提供了一个独特的多学科 共同导师模式，也建立了对当代重要的合作研究的理解 生物医学研究，并利用我们的艺术，科学和工程互补优势 校园、我们的兽医学院和我们在杰克逊实验室的遗传学项目。学生 通过设计的若干职业发展和准备活动，进一步加强学习 专门为这一群体，如我们的EDGE计划，介绍学生，准备他们的职业生涯， 生物技术行业，并推出了使用补充我们目前的NIGMS T32。这些经验 依靠有针对性的职业咨询基础设施，包括个人发展计划，职业发展 研讨会和行业实习，以探索职业生涯。我们所有的培训都是基于我们研究生院的 持续的职业卓越培训使命，通过旨在加强 研究的严谨性和可重复性的做法，以及对多样性，公平性和包容性的深刻承诺。 在过去的20年里，有12%的博士毕业生属于代表性不足的群体，我们的项目仍在继续。 改善我们在生物医学劳动力中促进多样性，公平性和包容性的记录：我们的承诺 在过去两年中，来自代表性不足群体的学生比例急剧上升， 学年（38%）。

Project Summary/Abstract The proposed program will support five predoctoral trainees per year in an interdisciplinary interdepartmental training program, previously focused solely on Microbiology and in its 46th year of funding from NIGMS. Based in the Graduate Programs in Genetics and Molecular Microbiology at the Graduate School of Biomedical Sciences at Tufts University, trainees will continue to be selected from the strong pool of predoctoral PhD and MD-PhD students in these programs. Our program will support trainees in their second and third years based on their commitment to in-depth genetics training as evidenced by their thesis research, and on outstanding records of academic and research achievement. This expanded program focuses on genetic analysis across bacteria, viruses, fungi, Drosophila, and higher eukaryotes as a means of understanding fundamental aspects of cellular growth and differentiation, moving interdisciplinarity to the center of student research. It stresses the intellectual rigor of the formal genetic approach while insisting that deductions from genetic experiments be tested at the biochemical-molecular level. Our faculty of 21 are drawn from six different departments and form a core of exceptional scientists whose hallmark is their commitment to meaningful mentorship. They bring extended breadth and depth to opportunities for student thesis research across a range of experimental systems and molecular genetic techniques. In addition to their strong research records, they bring an outstanding track record of mentoring predoctoral students; 90% of their prior trainees are members of the biomedical workforce. To strengthen student experience and support across this scientific breadth, we offer a unique multidisciplinary co-mentorship model that also builds the understanding of collaborative research essential for contemporary biomedical research and takes advantage of complementary strengths at our Arts, Sciences and Engineering campus, our School of Veterinary Medicine and our Genetics program at the Jackson Laboratory. Students’ learning is further enhanced through several career development and preparedness activities designed specifically for this cohort, such as our EDGE program that introduces students to, prepares them for careers in the biotechnology industry, and launched using a supplement to our current NIGMS T32. These experiences rely on targeted career advising infrastructure, including an Individual Development Plan, career development workshops, and industry internships for career exploration. Underlying all our training is our graduate school’s ongoing mission of training to career excellence through methods and experiences designed to reinforce research rigor and reproducibility practices, alongside a deep commitment to diversity, equity, and inclusion. With 12% of PhD graduates in the past 20 years members of underrepresented groups, our program continues to improve our record of promoting diversity, equity, and inclusion in the biomedical workforce: our commitment is signaled by a steep rise in the percentage of students from underrepresented groups entering in the past two academic years (38%).