Blueprint for the Millennium

Report of the Committee on
Graduate Education in the Basic Sciences

Vittorio Defendi, MD

May Ellen and Gerald Jay Ritter Professor and Chair, Department of Pathology

Joel Oppenheim, PhD

Associate Professor of Microbiology; Associate Deanfor Graduate Studies; Director of Sackler Institute of Graduate Biomedical Sciences

Members:

Yaron Daniely, BS

Graduate Student, Sackler Institute

Nicholas Gaiano, PhD

Research Assistant in Cell Biology

Alexandra Joyner, PhD

Professor of Cell Biology and Physiology andNeuroscience; Skirball Foundation Professor of Genetics

Hannah Klein, PhD

Professor of Biochemistry

Mary Pao, BS

Graduate Student, Sackler Institute

Mark Rush, PhD

Associate Professor of Biochemistry

James Salzer, MD, PhD

Associate Professor Neurology and Cell Biology

Latasha Wright, BS

Graduate Student, Sackler Institute

Ex-officio:

Richard I. Levin, MD

Professor of Medicine; Associate Dean; Chair, Task Force on Accreditation

Introduction

The graduate programs at the School are organized as the Sackler Institute of Graduate Biomedical Sciences. The Sackler Institute, a division of the Graduate School of Arts and Science of New York University, offers programs in the basic medical sciences leading to the PhD degree and, in coordination with the Medical Scientist Training Program at the School, combined MD/PhD degrees. The Sackler Institute encompasses the basic medical science departments at the School {1} (Biochemistry, Cell Biology, Microbiology, Medical and Molecular Parasitology, Pathology, Pharmacology, and Physiology and Neuroscience) that offer interdisciplinary training programs in cellular and molecular biology, developmental genetics, infectious diseases and basic microbiological mechanisms, molecular oncology and immunology, molecular pharmacology and signal transduction and neuroscience and physiology.

{1}. The Department of Environmental Medicine, a basic science department at the School is not a member of the Sackler Institute. The Department itself is a division of the Graduate School of Arts and Sciences and its course of study leading to the PhD degree is called the "Environmental Health Sciences Program."

Students can perform thesis research in the laboratories of more than 150 distinguished members of the Sackler Institute faculty who have appointments in the basic science departments of the School; this includes the members of the Skirball Institute of Biomolecular Medicine and some members of the Public Health Research Institute {2}. There are currently (1999/2000 academic year) 218 students pursuing a PhD degree: 140 PhD candidates, 55 MD/PhD candidates and 23 MD/PhD candidates in years 1,2 or 6,7 who are not officially enrolled in the Sackler Institute. On an average, 30-40 new students matriculate each year. Students are drawn from a pool of highly-qualified national and international applicants. About 12% of the students are underrepresented minorities, 50% are women and 30% are international students.

{2}. The Public Health Research Institute is a private organization located adjacent to our campus on First Avenue between 26th and 27th Streets. Investigators there who have faculty appointments at the School have adjunct appointments. The Institute will be moving its location to New Jersey in two years and will no longer be affiliated with us.

All PhD students are supported by either assistantships or traineeships, which carry stipends of $22,000 per year (for '99-'00 academic year), in addition to all tuition fees and health insurance costs. Financial support is guaranteed for the entire duration of study as long as the student maintains satisfactory academic standing. The School of Medicine supports all first-year students. In subsequent years, students are supported by program training grants, individual investigator grants, individually obtained graduate awards (i.e. NIH, NSF, Ford Foundation, HHMI, etc.) and/or departmental funds. Students who lose their funding support for any reason during the course of their education are supported by the School. No teaching or laboratory assisting is required for the receipt of financial aid. Low-interest housing loans of $1,500 a year are also available for qualified students, as are interest-free loans for the purchase of personal computers.

Mission Statement
The mission of the graduate programs of the Sackler Institute is to train students to function as independent scientists (whether this be in academic, government or industrial sectors) with a wide breadth of knowledge and skills in the fields of modern molecular and medical biology and to produce leaders who will be positioned at the forefront of basic and applied research in the area of biomedical research. In addition, we expect graduates to be imbued with social and ethical responsibilities in the application of their knowledge.

Administration of the Program

The Associate Dean for Graduate Studies, Dr. Joel Oppenheim, administers the Sackler Institute. He is assisted by the Associate Director, Dr. Mark Rush, who is responsible for all curricular issues. The Sackler Institute is staffed by a full-time administrator, who is responsible for all record keeping and daily operations issues. The office is responsible for all facets of dissemination of information, recruiting, creation and processing of applications. The administrator is assisted by two full-time project coordinators. An applications coordinator is shared with the School's admissions office, and is responsible for processing all information requests and filed applications. All major policies of the Sackler Institute are proposed and carried out by the Graduate Advisors Committee, which is composed of one representative from each of the graduate programs, the director and associate director, and the president of the graduate student council. This committee meets twice a month and deals with such issues as: graduate faculty appointments and requirements; selection of students for admission into the graduate programs, organization of new courses, organization of interview days for prospective students, etc. All major policy decisions must ultimately be approved by the Sackler Institute steering committee, which meets once or twice a year. The steering committee is composed of the dean, vice dean, the director and associate director of the Sackler Institute, director of the Skirball Institute, and the chairs of all of the basic science departments. The Sackler Institute's office staff is responsible for implementing all policies and sends updated reports to the graduate advisors committee, the steering committee, and the Graduate School of Arts and Science of the University. The associate dean for graduate studies also meets every month with the dean of the School to discuss all issues relating to the graduate program.

Program Requirements and Student Monitoring
The general requirements for the PhD degree include: 1) completion of 36 units of graduate coursework with an grade average of B or better, 2) passing of the qualifying examination, 3) generation of a research project defined by the student and the mentor with oversight by a thesis committee, and 4) a successful thesis defense. Graduate students spend their first year taking courses and carrying out rotations in selected laboratories. Students choose their area of research and thesis advisors by the end of the first year, when a research committee, composed of the research sponsor and three additional faculty members, is created. This committee monitors the student's research progress throughout his/her career through bi-annual meetings. It is the responsibility of this committee to ensure student progress is satisfactory to mediate any problems that arise between a student and her/his thesis advisor, and to submit bi-annual progress reports to the Sackler Institute's office for inclusion in the student's permanent file. The research committee also serves as the student's qualifying examination committee and along with an outside reader, the thesis committee.

The qualifying exam is given at the end of the second academic year, after all basic coursework has been completed. The examination consists of two parts: The first part is a comprehensive written examination and the second part is a written NIH-style research proposal based upon the dissertation research project that the student must defend orally. The 10 to 15-page proposal is expected to reflect experiments that a student can accomplish during a three-year period. For each experiment proposed the student must discuss difficulties, possible outcomes and their interpretations. The committee reads the proposal within 2-3 weeks of receipt and a decision is made to proceed to the oral defense. The oral portion of the qualifying exam consists of a twenty-minute presentation and a question/answer period to assess the depth of knowledge of the student in the area of the proposal and their ability to analyze a problem or issue. In addition, the student is questioned in more depth in the area related to the thesis project.

After completion of the dissertation research (usually within 5-6 years), the student's research committee determines the student is ready to write his/her thesis. The completed dissertation must then be presented publicly and defended in front of the thesis committee. After successful defense of the thesis and the completion of all recommended corrections, the dissertation must be deposited with the university before the PhD degree is officially conferred.

Application and Selection Process
When applying for admission to the Sackler Institute students have the option of either applying directly to individual training programs or to an "Open Program." This latter option allows students the opportunity of performing research rotations during their first academic year in any laboratory of a member of the graduate faculty in the Sackler Institute, regardless of their departmental or program affiliation. Students then select a thesis advisor and program affiliation by the end of their first academic year. This is accomplished with the help of a graduate advisory committee, exposure to all research possibilities through a series of faculty seminars and participation in elective courses in the various disciplines.

Only full-time students are admitted into the Sackler Institute. Applicants for admission must have at least a bachelor's degree, or its equivalent, from a college or university of recognized standing, and have a strong background in the biological, chemical and physical sciences. Applications by prospective predoctoral students are first evaluated by an admissions committee appointed by the graduate advisors committee. Initial screening is based upon the credentials of the student, including the strength of the undergraduate training, performance in coursework, letters of recommendation, relevant research experience and GRE scores. After the initial screening, selected candidates are invited to the School for an interview. Interviews are conducted by four faculty members from the program, each of whom writes a brief evaluation. The admissions committee then meets and recommends either acceptance or rejection of candidates based upon their credentials and performance during the interviews. Final acceptance is dependent on the approval of the graduate advisors committee.

Major Changes in the Graduate Program Since the Last Self-Study

There have been a number of significant changes in the graduate program at the School since the last institutional self-study. These will be highlighted briefly and addressed in the following paragraphs.

· The creation of the position of Associate Dean for Graduate Studies: In 1994, in recognition of the importance of graduate education at the School, the position of director of the Sackler Institute was elevated to associate dean status. Along with this title, a dedicated physical space in the dean's office was created along with a staff 3.5 FTE and a sufficient budget to carry out all the duties of the program.

· A change in the organization of graduate programs from departmental to interdisciplinary: As previously stated, the Sackler Institute now offers interdisciplinary training programs in cellular and molecular biology, developmental genetics, infectious diseases and basic microbiological mechanisms, molecular oncology and immunology, molecular pharmacology and signal transduction and neuroscience and physiology. Faculty for each program is selected on the basis of individual research interests irrespective of departmental affiliations. Program faculty must be approved to train graduate students by the Graduate School of Arts and Sciences have sufficient funding to support students, have dedicated research space and actively participate in all aspects of the graduate education process. Programs are individually administered and have their own requirements and must also abide by the rules and regulations of the university and the Sackler Institute.

· The creation of a more flexible graduate education structure: Since 1996, students applying for admission to the Sackler Institute have the option of either applying directly to individual training programs or entering an "Open Program." This exposure to many research possibilities is enhanced through a series of faculty seminars, and participation in elective courses in the various disciplines.

· The creation of new graduate programs and the restructuring of already existing programs: Our graduate programs are constantly under review to best meet our Mission Statement. Such review has resulted in the creation of a new training program in developmental genetics and the significant restructuring of programs in molecular pharmacology and signal transduction and neurosciences and physiology. These modifications have allowed us to obtain new NIH training grants in developmental genetics and molecular pharmacology and to accrue additional slots in our MSTP and cellular and molecular biology grants.

· The reevaluation and continual reorganization of the graduate curriculum: Our graduate curriculum has been dramatically modified to the needs of today's students. This includes the creation of new core courses in Cellular and Molecular Biology, Developmental Genetics, Neurosciences, and additional electives in Molecular Oncology, Molecular Pathogenesis and Structural Biology.

· The organization of an aggressive recruitment campaign to significantly increase the number and quality of graduate applicants: Since 1994, a national effort has been launched to increase the number, quality and diversity of our applicant pool. This multi-faceted program has included: direct recruitment at colleges and universities; creation of relationships with a number of local and regional institutions; attendance at the NIH programs and conferences intended to stimulate underrepresented minority awareness of scientific career opportunities for potential trainees; presentation of workshops on the graduate education process and research opportunities throughout the country; involvement in national organizations interested in expanding the pool and pipeline of both minority and majority students to graduate school; and the offering of summer programs for both students and faculty from around the country to spend time at the School.

· The improvement in student life and student representation issues: In recognition of their importance to the School community, many quality-of-life issues have been addressed. These include the creation and support of a graduate student council to deal with graduate student issues. Graduate student representatives are now included in major School committees and in the admissions, recruitment and curriculum committees of the Sackler Institute. Adequate medical center housing is now available. Affordable health insurance and services are available to graduate students and their families. Career fairs have been organized to assist with planning for graduation. A student travel fund was established to support student participation at local and national scientific meetings. Finally, a graduate student lounge was established for comfort and collegiality.

· The creation of a postdoctoral program: In recognition of the increasingly important role postdoctoral fellows and associates play in the life of a major research institution, the dean's office of the School has created a postdoctoral program specifically to address the needs of this population. Under the auspices of the Sackler Institute, the goal of the program is to improve the quality of life and the educational experience for these scientists. A dedicated office has been established to assist fellows in such areas as employment opportunities, mentoring and organization of appropriate seminars. Through a series of innovative programs we also hope to broaden the fellows' scientific background and extend their potential for performing high-quality research in a nurturing environment. We are well aware the postdoctoral years represent an important transitional (and anxious) period in the life of a young scientist. Through the development of the postdoctoral program we are endeavoring to help in this transition and make it a more fruitful experience. The committee noted that, as with the graduate students, affordable housing was a necessary component of this development effort.

· The creation of an active program to inform both graduate students and postdoctoral fellows about career options and placement: Bi-annually the Sackler Institute organizes and runs the largest career day fair in the New York City area. The title of the program is "What Can You Be With a PhD?" Speakers from academia, business, industry, and government discuss with attendees the opportunities that are available to them in a variety of fields. There were 16 speakers and more than 400 attendees at the 1999 program.

Results of These Changes

· A significant increase in applicants: Through all the above initiatives there has been a significant increase in the number of students applying to our graduate programs. From a relatively flat base of an average of 270 applicants per year during 1990-1994, there has been an increase of more than 250% in total applicants, 400% US applicants and 1000% minority applicants. (See below.)

· Achieving a more diverse student population: Through the above initiatives there has been a significant increase in the number of underrepresented minorities both applying and matriculating to graduate programs at the School during the past five years.

·We compete nationally for the top PhD and MD/PhD candidates: We successfully compete for students that are also accepted at Chicago, Columbia, Cornell, University of Pennsylvania, Rockefeller, Washington University, Yale, UCSF, etc.

· We have received national recognition for our programs and students: When reviewed, our graduate programs are consistently ranked in the top 10-15% nationally. Our students have applied for and received individual awards from such prestigious sources as the American Society for Microbiology, Ford Foundation, the Glaxo Wellcome Foundation, NIH and NSF.

Impact of the Graduate Program on the Education of Medical Students

The impact of our graduate program on the education of medical students is strongly positive. Graduate students interact in the laboratory with medical students involved in research projects, such as those students who are part of the Honors Program, and they also are used extensively for tutoring medical students with major academic problems in basic science courses. Since approximately 75-80 % of our medical students become involved in a research laboratory at some period during their education, the influence of our graduate program on the medical student population is significant. In addition, the presence of a robust graduate program ensures that medical students have access to an almost overwhelming number of seminars dealing with the most up to date results of both basic and clinical research. Moreover, faculty resources devoted to undergraduate medical education have not been adversely affected by the presence of the graduate program, and graduate teaching does not compete for either space or time with medical school teaching.

The involvement of our graduate faculty in the School's coursework is limited. Twenty years ago, essentially all graduate students participated actively in medical school courses. They often took courses for credit in Biochemistry, Cell Biology, Genetics, Immunology, and Microbiology, and in some cases Physiology, Pharmacology, and Parasitology. More rarely, they would aid faculty in teaching laboratory sessions. At this time, very few of our students take core medical school courses for credit, and even fewer are involved in laboratory teaching. There are two major reasons for this change:

· the intense development of our graduate program over the last ten years has made available a wide spectrum of new, specifically graduate-student oriented courses, that are entirely separate from the medical school curriculum; and,

· the medical school curriculum is becoming more and more oriented to the needs of physicians, so that the overwhelming majority of our graduate students feel that these courses are too clinically oriented.

With the current trends in medical and graduate school education (emphasis on clinical correlation for medical students and on strict, focused basic science for graduate students) there is every indication that none of our graduate students will be taking core medical school courses within five years. A transition to this state is actually in progress, in the sense that some graduate students take courses (particularly Molecular Genetics and Biochemistry, Cell Biology, and Microbiology) in which all of the small group teaching, examinations and much of the course material is oriented specifically to them. Presently, they also attend a select group of lectures that are part of School courses. As a group these graduate students represent a very small part of the total class, but by attending some lectures along with medical students, they relieve greatly the effort that would be required of teaching faculty if they had to present the material separately.

Recommendations

· Create a graduate program endowment fund, which could be used for the establishment of new graduate programs, student support and a possible housing supplement.

· Search for ways to speed up the time to degree by standardizing milestones for graduate education (to include a set time scale for preliminary examinations, annual research meetings, thesis committee meetings, etc.) that should be published and made available to all students and faculty.

· Create more opportunities for graduate students to be involved in teaching (a skill needed in the marketplace).

· Ensure a continued supply of on-campus, low-cost housing for students.

· Track all of our graduates formally (this project is already underway).

· Create new graduate programs (suggestions include informatics, genetics and functional genomics, structural biology, and molecular neurosciences).

· Expand advanced course offerings.

· Re-evaluate certain graduate student policies that require graduate students to be published in order to receive their degree; or that afford only senior level graduate students (third year or later) financial support from Sackler to attend scientific meetings.

Blueprint for the Millennium

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