Molecular Genetics of Basic Cell Function

项目摘要/摘要 拟议的计划将每年支持5名博士前实习生在跨学科跨部门的培训 培训计划，以前只专注于微生物学，并已进入NIGMS资助的第46个年头。基座 生物医学研究生院遗传学和分子微生物学研究生课程 在塔夫茨大学，受训人员将继续从强大的博士前博士生和 这些项目中的医学博士研究生。我们的计划将支持学员的第二和第三年为基础 他们致力于深入的遗传学培训，这从他们的论文研究和杰出的 学术和研究成果记录。这一扩大的项目侧重于基因分析 细菌、病毒、真菌、果蝇和高等真核生物作为了解基本方面的手段 对细胞生长和分化的研究，将跨学科转移到学生研究的中心。它强调了 正式基因方法的智力严谨性，同时坚持基因实验的推论应该是 在生化-分子水平上进行了测试。我们的21名教员来自六个不同的系，组成了一个 杰出科学家的核心，他们的标志是致力于有意义的指导。他们带来了 在一系列实验系统中扩展学生论文研究机会的广度和深度 和分子遗传技术。除了他们出色的研究记录外，他们还带来了出色的成绩 指导博士前学生的记录；他们之前的实习生中有90%是生物医学工作人员。 为了加强学生在这一科学领域的体验和支持，我们提供了独特的多学科 共同指导模式，也建立了对合作研究的理解，对当代至关重要 生物医学研究，并利用我们文科、理科和工程学的优势互补 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。学生的 通过设计的几项职业发展和准备活动进一步加强学习 专门针对这一群体，例如我们的EDGE计划，向学生介绍，为他们的职业生涯做好准备 生物技术行业，并推出使用我们目前的NIGMS T32的补充。这些经历 依赖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，以及职业探索的行业实习。我们所有的培训背后都是我们研究生院的 持续的使命是通过旨在加强培训的方法和经验实现职业卓越 研究的严谨性和可重复性实践，以及对多样性、公平性和包容性的坚定承诺。 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，我们的计划将继续 改善我们在促进生物医学劳动力多样性、公平性和包容性方面的记录：我们的承诺 过去两年，来自代表性不足群体的学生比例急剧上升，这表明 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%).