USC-Buck Geroscience Training in the Biology of Aging

摘要 这是南加州大学巴克老年科学培训计划在衰老生物学T32方面的续签申请 培训补助金，自2016年5月1日起首次资助。培训项目是独一无二的合作项目 南加州大学伦纳德·戴维斯老年学学院(USC)和Buck的合资企业 老龄化研究所(Buck)。2014年，在一家真正的合资企业中，我们创建了第一个专门的 美国衰老生物学博士项目。学生们在这两个机构都要学习课程，其中许多是面对面的，但也有 以完全互动的在线形式进行，并进行第一年的实验。在两个校区轮换，然后选择 导师和实验室。在南加州大学还是在巴克。当我们的T32资助的第四年即将结束时，我们很高兴 报告说，我们年轻的博士生项目由41名博士生组成。 虽然我们第一次进入该项目是在2014年，但我们已经毕业了7名博士生和 预计另有6-7人在当前授权期结束时毕业并获得博士学位--平均时间 完成学位的时间为5年。13名博士后实习生和6名博士后实习生 由我们的T32拨款支持。我们老年生物学项目的目标如下：1)培养博士前 以及博士后研究人员，他们将成为衰老生物学领域的领导者。我们的培训包括 生物化学、分子生物学、分子遗传学、生理学、神经生物学、计算生物学 免疫学和病理学；2)使学生和博士后研究员成为该理论的专家 生物研究的一个特定领域的方法和方法，而且还使它们能够将方法和方法 来自其他学科的老龄化研究前沿领域的方法；3)为我们的学生和后 博士生，训练有素，熟悉多数论的理论、方法和数据 老龄化学科对于处理人口老龄化引起的国家问题至关重要(例如 易患新冠肺炎等病毒性疾病或预后较差)，以及确保个人 健康长寿：4)为博士后和博士后学员提供有组织的课程和研究 经验，这些经验使我们能够掌握知识、方法、分析方法和理论 老年科学；5)为博士后和博士后实习生提供结构化的接触，使他们能够 了解其他相关老年学学科的知识、方法和理论 (社会学、心理学、公共政策、老年法学、老年经济学等)通过预定的活动，如 每周一次的老年多学科研究座谈会和课程，如GERO 592-“多学科” 对当前老年学研究的看法“；6)发展可证明的研究能力， 强调道德、负责任的研究行为和通过以下方式提高再生性的方法 与导师一起参与研究项目，开发独立的研究项目。穿过 这些培养目标，我们期待我们的学员成为下一代老龄科研人员的带头人。

Abstract This is a renewal application for the USC-Buck Geroscience Training Program in the Biology of Aging T32 Training Grant which was first funded as of May 1st, 2016. The training program is an unique cooperative venture of the University of Southern California's Leonard Davis School of Gerontology (USC) and the Buck Institute for Research on Aging (Buck). In 2014, in a truly joint venture, we created the very first dedicated Biology of Aging Ph.D. program in the USA. Students take courses at both institutions, many in person but also in a fully interactive on-line format and undertake first-year lab. rotations at both campuses before selecting a mentor and lab. at USC or the Buck. As we come to the end of the fourth year of our T32 grant we are pleased to report that our young PhD program is comprised of a current PhD student body of 41 PhD candidates. Although our inaugural admission to the program was in 2014, we have already graduated 7 PhD students and expect another 6-7 to graduate with their doctoral degrees by the end of the current grant period – average time to degree completion is 5 years. Thirteen predoctoral trainees and six postdoctoral trainees have been supported by our T32 grant. The goals of our Biology of Aging program are as follows: 1) To train pre-doctoral and post-doctoral researchers who will become leaders in the biology of aging field. Our training encompasses biochemistry, molecular biology, molecular genetics, physiology, neurobiology, computational biology, immunology, and pathology; 2) To enable students and post-doctoral fellows to become experts in the theory and methods of one specific area of biological research, but also enable them to incorporate methods and approaches from other disciplines of cutting-edge areas of aging research; 3) To provide our students and post- doctoral fellows with training which incorporates familiarity with the theory, methods, and data of the multiple aging disciplines that are essential to dealing with national issues arising from the aging of the population (e.g. susceptibility to, or poor outcomes from, viral diseases such as COVID-19) as well as insuring individuals a long, healthy life: 4) To provide predoctoral and postdoctoral trainees with structured curriculum and research experiences that lead to mastery of the knowledge, methods, analytic approaches, and theory of the gerosciences; 5) To provide both predoctoral and postdoctoral trainees structured exposures that allow them to gain understanding of the knowledge, methods, and theory of other relevant gerontological disciplines (sociology, psychology, public policy, elder-law, elder-economics, etc.) through scheduled activities such as the weekly Multidisciplinary Research Colloquium in Aging, and courses, such as GERO 592 – “Multidisciplinary Perspectives on Current Research in Gerontology.”; 6) To develop demonstrable research competence, emphasizing ethics, the responsible conduct of research, and methods for enhancing reproducibility through participation in research projects with mentors and development of independent research projects. Through these training goals, we expect our trainees to become leaders in the next generation of aging researchers.