Predoctoral Training in Basic Neuroscience

描述（由申请人提供）：本申请要求资金继续我们的综合基础神经科学培训计划在匹兹堡大学和卡内基梅隆大学。该培训补助金（T32 NS 07433）目前已进入第14个资助年度，成功地招募和培养了神经科学领域的高质量博士预科生。需要资金支持匹兹堡大学神经科学中心和认知神经基础中心（匹兹堡大学和卡内基梅隆大学的联合中心）的8名第一年或第二年的研究生;这8名学生代表了这些项目中合格学员的前20-25%。本申请中所述的计划主要侧重于在一个大型实验室进行研究培训。 和多样化的神经科学培训教师。学生开始实验室研究后立即进入程序，并通过至少两个实验室，每个学期，在他们的第一年轮换。培训教师由匹兹堡大学和卡内基梅隆大学的77个学院组成，提供神经科学方面的专业知识，从细胞和分子到发育到系统到感知和认知，学生们都接触到神经科学的广度。除了研究，学生采取一系列的两个密集的一个学期的核心课程在基础神经科学，至少三个选修课程在神经科学或相关领域，在统计学课程，在拨款写作课程，以及各种研讨会和期刊俱乐部。受训人员还积极参加一系列专业发展讲习班，这些讲习班提供书面和口头交流、获得工作和赠款、教学和管理研究实验室等“生存技能”的明确培训。负责任的科学行为培训是专业发展讲习班、核心课程和实验室培训的一个组成部分。鼓励学生考虑广泛的就业机会，在其中锻炼他们的研究技能，并举行研讨会，让他们熟悉就业内外的传统学术研究型大学。我们建立了坚实的结构来指导学员并监控他们在整个计划中的进展。学生通过一系列的里程碑，包括第一年的重印考试，第二年的研究评估，并在第三年的补助金提案为基础的综合考试，然后提交论文提案，并进展到全职论文研究。每个学生都有一个咨询委员会，通过这些里程碑看到他们，并协助他们的指导。数据显示，我们招募优秀的学员，并为他们提供优质的培训。

DESCRIPTION (provided by applicant): This application requests funds to continue our integrated basic neuroscience training program at the University of Pittsburgh and Carnegie Mellon University. This training grant (T32 NS07433), currently in its 14th year of funding, has been successful in recruiting and training high quality predoctoral students in neuroscience. Funds are requested to support 8 graduate students in their first or second year in the Center for Neuroscience at the University of Pittsburgh and the Center for the Neural Basis of Cognition, which is a joint center of the University of Pittsburgh and Carnegie Mellon University; these 8 students represent the top 20-25% of eligible trainees in these programs. The program described in this application focuses primarily on research training in the laboratories of a large and diverse neuroscience training faculty. Students begin laboratory research immediately upon entering the program, and rotate through at least two laboratories, for one terms each, in their first year. The training faculty, consisting of 77 faculties from the University of Pittsburgh and Carnegie Mellon University, provides expertise in neuroscience ranging from cellular and molecular to developmental to systems to perception and cognition, and students are exposed to this breadth of neuroscience. In addition to research, students take a series of two intensive one-term core courses in basic neuroscience, at least three elective courses in neuroscience or related areas, a course in statistics, a course in grant writing, and a variety of seminars and journal clubs. Trainees also participate actively in a series of professional development workshops that provide explicit training in such "survival skills" as written and oral communication, obtaining jobs and grants, teaching, and managing a research lab. Training in the responsible scientific conduct is an integral part of the professional development workshops, the core curriculum, and laboratory training. Students are encouraged to consider a wide range of employment opportunities within which to exercise their skills in research, and seminars are held to permit them to become familiar with employment both within and outside of traditional academic research universities. A solid structure is in place to mentor the trainees and monitor their progress through the program. Students pass through a series of milestones, including the first-year Reprint Exam, a second-year research evaluation, and a grant proposal-based comprehensive exam in the third year, prior to submitting a thesis proposal and progressing to full-time thesis research. Each student has an advising committee to see them through these milestones and assist with their mentoring. Data are presented to document that we recruit outstanding trainees and provide them with excellent training.