Credits/Class Meetings:
5 semester hours/three 1.5 hour meetings per week for
a total of approximately 37 classes.
Prerequisite Background:
Undergraduate courses in Developmental Biology, Molecular
Genetics and Neuroscience are recommended but not required.
Suggested Background Reading:
Fundamental
Neuroscience, Zigmond et al.,; Principles of Neuroscience, Kandel and Schwartz.
Suitability for 1st
Year Students: Recommended
for 1st year students.
Course Description: This
course will cover the cellular and molecular principles underlying
the construction of a functioning nervous system. The
course will begin with overviews of neurogenesis, neural patterning
and axon guidance, and an introduction to neuroembryology.
Subsequent classes will focus on neural induction, patterning
of the neuraxis, stem cell biology, growth factors/cytokines
and relevant signaling mechanisms, neurogenesis and gliogenesis,
forebrain development, neuronal cell death, axon guidance
mechanisms, synapse assembly and neural circuit formation.
Throughout the course, insights gained from both vertebrate
and invertebrate model systems will be discussed.
Grading will be based on
participation in course director-facilitated Student Synopsis
and Discussion classes
and Student Study Sections,
as well as on a written Grant Proposal.
There are eight Student Synopsis and Discussion classes
interspersed with faculty lectures. During these classes,
students are expected to summarize the main points of the
preceding two or three lectures, as well as present and discuss
key papers in these areas. Each student in the class
will be required to write an original grant proposal on a
topic in Developmental Neuroscience. There will be two
Student Study Sections during the semester. At
these study sections, students will critique their classmates’
grant proposals. After each study section, students
will have the opportunity to revise their grant proposal based
on the recommendations of their peers. The final revision
of the grant proposal will be turned in on the last day of
class in lieu of a final exam and will be graded by the course
directors.
Systems Neuroscience
Course Leaders:
Dr. Jose Luis Pena
Dr. Adam Kohn
Dr. Odelia Schwartz
Credits/Class Meetings:
5 credits/three 1.5 hour meetings per week for a total
of approximately 30 class sessions
Prerequisite Background:
You must have completed and passed the Cellular and Molecular Neuroscience course (special cases should contact course leaders).
Suggested Background Reading:
Principles of Neural Science (Kandel, Schwartz & Jessell, Eds.), The Cognitive Neurosciences III (Gazzaniga, Ed.), Theoretical Neuroscience (Dayan & Abbott, Eds.).
Suitability for 1st Year
Students: Suitable
for 1st year students.
Course Description:
Scope:
The course will explore how complex neural systems integrate afferent information and direct efferent outflow. The overall goal will be to explore higher order functions, such as the structure and function of neural systems underlying sensation and movement, learning and memory at the sensory and motor levels, as well as higher-level cognitive processes including object perception and attention. At every stage we will build on a firm understanding of the underlying physiology and anatomical structure. Principal areas of interest will be on hierarchical neural systems, the plasticity of neural networks, serial and parallel neural processing, cognition and computational modeling.
Format: The course will be divided into four modules: 1) Principles of neural systems, 2) Neural bases of sensation 3) Neural bases of behavior and 4) Higher order functions and cognition. Each module will contain an initial series of didactic lectures introducing key facts and concepts, as well as class participation sessions focused on pre-assigned questions and relevant research papers. Techniques will be illustrated by demonstration.
Grading: The grade will be based on class participation and a term paper in the form of a grant proposal. The midterm exam will involve critiquing classmates’ grant proposals.
Neuroanatomy: Basic and Applied
Course Leader:
Dr. Diana Pettit
Credits/Class Meetings:
A short course offered at the beginning of each Spring semester,
2 semester hours, 18 sessions including 4 laboratory sessions
and a practical exam.
Prerequisite Background:
An undergraduate course in Neuroscience is recommended but
not required.
Suggested Background Reading:
Martin, J.H., Neuroanatomy Text and Atlas, Appleton and Lange,
1996
Suitability for 1st Year
Students: Recommended
for 1st Year Students
Course Description:
Basic and applied neuroanatomy is a hands-on interactive course designed to acquaint the student with central nervous system neuroanatomy. "Applied" in this course means research applications rather than clinical, although clinical questions are used for learning purposes. Brain function will be divided into systems such as motor control, sensory processing, and learning and memory. Each system and the associated brain structures will be introduced with a didactic lecture followed by identification of the involved structures from student brain dissections. Practical techniques including the use of microscopes, anatomic tracers, and drawing programs will be discussed and demonstrated.
The course will consist of 2 lectures and a practical lab each week. The grade will be based on two practical exams where students will identify anatomical structures and respond to essay questions.
Student Advisory Committees
Student advisory committees
consist of faculty members that play a central role in graduate
student training.
Initially, the committees aid students in their selection
of courses and laboratory rotations.
Later, as Thesis Advisory Committees, they evaluate
the laboratory work that constitutes the research component
of the PhD degree.
The regular meetings of these committees and the
filing of written reports of their content with the Departmental
Chairman and the Neuroscience Graduate Education Committee
are departmental requirements for the PhD degree.
Temporary
Advisory Committee.
A Temporary Student Advisory Committee will be formed for
students upon admission to the Einstein Graduate Division.
The Temporary Student Advisory Committee will meet with
the student at the beginning and end of the first semester
to discuss course selections, provide advice on laboratory
research rotations and review both academic and research
progress.
Thesis
Advisory Committee. By the end of the first year, students
who declare the Neuroscience Department must select a PhD
thesis advisor. The
chairman of the Department of Neuroscience must approve
this choice. At that time, a Thesis Advisory Committee
must be constructed by the student in consultation with
his/her thesis advisor.
The Thesis Student Advisory Committee usually consists
of four members, including the thesis advisor.
The thesis advisor cannot function as the Chairperson
of this Committee. The role of the Thesis Advisory Committee
is to monitor completion of Departmental course requirements,
approve the student's readiness for the Qualifying Examination
and advise the student during execution of the PhD research
and the writing of the PhD thesis.
Scheduling
and Documentation of Thesis Advisory Committee Meetings.
It is the responsibility of each student to schedule
one meeting of his or her Thesis Advisory Committee every
six months. A synopsis of the meeting and any recommendations by the committee
will be written by the chairperson of the Committee and
distributed to the student and members of the Committee. The Committee reports will be included
in the student's academic file and copies will also be distributed
to the Chairman of the Department of Neuroscience and the
Chairperson of the Neuroscience Graduate Education Committee.
At least twice a year, the Graduate Education Committee
will convene to review these reports and the actions of
the Thesis Advisory Committees. The regular meeting of Advisory Committees
and the filing of the corresponding written reports are
Departmental requirements for the PhD degree.
Ex-Officio
Members. The chairman of the Department of Neuroscience and the Chairman
of the Neuroscience Graduate Education Committee are ex-officio
members of all Thesis Advisory Committees and may elect
to attend any Thesis Advisory Committee meeting.
Qualifying
Exam
All graduate students are expected to take and pass the qualifying exam by the end of the Spring term of their second year (third year for MSTP students). By this time it is expected that students will have completed the majority (but not necessarily all) of Foundation and Department required courses. In exceptional cases, a student may defer the exam for one year with approval of the Program Director. Typical reasons may include academic gaps (courses needed for the exam), illness, or a change in laboratory.
The exam will consist of a written proposal submitted to the examining committee, followed by an oral defense of that proposal. It should focus on the student’s thesis work and cover the research questions underlying his/her work.
FORMAT
The proposal is expected to conform to NIH NRSA guidelines whereby a specific hypothesis is tested by experimental Specific Aims.
Abstract: This should be a succinct summary (250-word limit) of the proposal.
Specific Aims: These should be developed through discussions with the mentor about the overarching hypotheses, and the likely directions and outcomes of the proposed thesis research.
“Independent” Specific Aim: One of the Aims (or set of experiments) should be d eveloped independently of the mentor. The mentor will likely comment on this Aim, but it should not be something proposed to the student directly by the mentor. While this Aim may be speculative, it should be grounded in the literature with a clear hypothesis to test. This independent Specific Aim/experiment must be indicated by an asterisk (*) within the proposal. The student is encouraged to be creative when formulating this Aim and is not required to complete the proposed experiments.
Background and Significance: This should be used to define the underlying questions to be examined in the proposal. Briefly state the experimental question and what is currently known. When well written, this section should clearly convey the novelty of the proposed project.
Preliminary Data: There is no requirement for preliminary data.
Research (Experimental) Design and Methods: This section should give a short rationale for each Aim, describe the experimental approach, anticipated results, and relevant experimental procedures and techniques, and should specify the anticipated experimental results and how they will be analyzed and interpreted. Potential caveats of the proposed approach as well as alternate approaches should be considered.
Bibliography or Reference List: This should be comprehensive, but concise.
The proposal should be double spaced and a maximum of 12 pages (not including references). It should have 1-inch margins and be in Times New Roman or Arial 11-12 pt. The oral examination usually lasts 90 minutes with a short oral presentation by the student followed by questions from the committee.
Workshop : During the first half of the spring semester, an optional “Nuts and Bolts” workshop will be provided that is focused around the proposal format, tips in proposal writing, and advice on preparation for the examination.
Submitting the proposal: Each student submits the written proposal to his/her Committee members on or before the designated submission date. Late submissions are not allowed unless first approved by the exam committee chair.
QUALIFYING EXAM COMMITTEE
The committee will consist of 4 faculty members, with a department representative to the larger Parent committee (who will function as committee chair), and 3 additional faculty suggested by the student. During the Spring Semester, students should submit a list of four to eight faculty who would be appropriate Exam Committee members. The Parent Steering Committee will attempt to include as many of the student’s proposed committee members as possible.
Role of the Mentor: The mentor is not a member of the Exam Committee, nor is the mentor present at the exam. While the proposal should be the independent work of the student, the mentor should discuss the Aims and research strategy with the student. The mentor may read the proposal to identify weak points. However, the mentor may not write the proposal for the student. Students are encouraged to seek input from the PI, department faculty, as well as fellow students. These colleagues represent a valuable resource that should be utilized.
GRADING
Following the exam, the Committee will register a vote for: PASS WITH HONORS, PASS, P OSTPONED DECISION (usually requiring revision of the written proposal), or FAIL. A majority vote of 3-1 is needed for PASS or HONORS. In the event of a 2-2 vote, with 2 Committee members voting FAIL, the grade for the exam will be FAIL. Should a student receive a FAIL grade, they will be allowed to retake the exam.
Appeal of Examining Committee’s Decision: If a student wishes to appeal the decision of the Committee, it will be considered by the Parent Qualifying Exam Committee. This request must be made in writing to the Director of the Graduate Division, who will schedule a meeting with the Parent Committee. The appeal will either be denied or the student will be allowed to repeat the examination with a new Exam Committee.
Additional information about the Qualifying Exam can be found at http://www.einstein.yu.edu/uploadedFiles/PHD/Qual_Exam_Guide.pdf and http://www.einstein.yu.edu/phd/index.asp?graduate-division-forms or by consulting with the Department of Neuroscience representatives to the Parent Committee, Drs. John Hebert, Scott Nawy, and Diana Pettit.
The
faculty and students of the Department of Neuroscience are
investigating a wide range of nervous system operations in
the developing and mature organism. Organizational levels
range from molecules and neurons to neural systems and cognitive
functions.
