Neuroscience Graduate Program

Subject abbreviation: NRSC College of Natural and Agricultural Sciences

Khaleel Razak, Ph.D. Director Psychology Bldg.

• (951) 827-5060

Program Office, 1140 Batchelor Hall North

• (951) 827-4716; (800) 735-0717

neuro.ucr.edu

Professors Michael E. Adams, Ph.D. (Molecular, Cell, and Systems Biology, Entomology) Devin Binder, M.D. Ph.D. (Biomedical Sciences) Monica J. Carson, Ph.D. (Biomedical Sciences) Margarita C. Currás-Collazo, Ph.D. (Molecular, Cell, and Systems Biology) Iryna M. Ethell, Ph.D. (Biomedical Sciences) Theodore Garland, Jr., Ph.D. (Biology), Distinguished Professor of Evolution, Ecology, and Organismal Biology Xiaoping Hu, Ph.D. (Bioengineering) Kelly J. Huffman, Ph.D. (Psychology) Ryan Julian, Ph.D. (Chemistry) Marcus Kaul, Ph.D. (Biomedical Sciences) Manuela Martins-Green, Ph.D. (Molecular, Cell, and Systems Biology) Anandasankar Ray, Ph.D. (Molecular, Cell, and Systems Biology) Khaleel Razak, Ph.D. (Psychology) Wendy G. Saltzman, Ph.D. (Biology) Aaron Seitz, Ph.D. (Psychology) B. Glenn Stanley, Ph.D. (Molecular, Cell, and Systems Biology) Seema Tiwari-Woodruff, Ph.D. (Biomedical Sciences) Emma Wilson, Ph.D. (Biomedical Sciences) Raphael Zidovetzki, Ph.D. (Molecular, Cell, and Systems Biology) Natalie Zlebnik, Ph.D. (Biomedical Sciences) Associate Professors Djurdjica Coss, Ph.D. (Biomedical Sciences) Scott N. Currie, Ph.D. (Molecular, Cell, and Systems Biology) Anupama Dahanukar, Ph.D. (Molecular, Cell, and Systems Biology) Nicholas V. DiPatrizo, Ph.D. (Biomedical Sciences) Todd Fiacco, Ph.D. (Molecular, Cell, and Systems Biology) Martin I. Garcia-Castro, Ph.D. (Biomedical Sciences) Peter W. Hickmott, Ph.D. (Psychology) Edward Korzus, Ph.D. (Psychology) Vijayalakshmi Santhakumar, Ph.D. (Molecular, Cell, and Systems Biology) Rachel Wu, Ph.D. (Psychology) Weiwei Zhang, Ph.D. (Psychology) Sika Zheng, Ph.D. (Biomedical Sciences)

Assistant Professors Garret Anderson, Ph.D. (Molecular, Cell, and Systems Biology) Ilana Bennett, Ph.D. (Psychology) Polly Campbell, Ph.D. (Evolution, Ecology, and Organismal Biology) Sihem Cheloufi, Ph.D. (Biochemistry) Jun-Hyeong Cho, Ph.D. (Molecular, Cell, and Systems Biology) Regin Firat, Ph.D. (Sociology) Ysabel Giraldo, Ph.D. (Entomology) Anubhuti Goel, Ph.D. (Psychology) Sachiko Haga-Yamanaka, Ph.D. (Molecular, Cell, and Systems Biology) Timothy Higham, Ph.D (Biology) Kalina Michalska, Ph.D. (Psychology) Jernej Murn, Ph.D. (Biochemistry) Martin Riccomagno, Ph.D. (Molecular, Cell, and Systems Biology) Katherine Stavropoulos, Ph.D. (Graduate School of Education) Christopoulous Vasileios, Ph.D. (Bioengineering) Naoki Yamanaka, Ph.D. (Entomology) Hongdian Yang, Ph.D. (Molecular, Cell, and Systems Biology) Edward Zagha, Ph.D. (Psychology)

** Adjunct Professor Shu-Wei (Richard) Sun, Ph.D.

The multidisciplinary interdepartmental graduate program in Neuroscience offers in- struction and research training leading to the Ph.D. degree in Neuroscience. A Thesis Plan (Plan I) or Non-Thesis Plan (Plan II) M.S. degree in Neuroscience is available under special circumstances, when the work leading to the Ph.D. degree cannot be completed. Whether either of these options is appropriate will be decided by the student’s Guidance Committee typically either at the end of the first year, or at the time of the qualifying examination. See General University requirements for Plan I and Plan II M.S. degrees: graduate.ucr.edu/ programs.

The goal of this program is to prepare students for careers in research, teaching, industry, and scientific administration. The program is aimed at providing high-quality graduate training for students who come from a variety of undergraduate backgrounds, but share a commitment and an intense interest in ner- vous system research. Students are expected to learn the fundamentals of neuroscience, starting with the required core sequence, become knowledgeable concerning a range of research methods as taught in neuroscience laboratories and demonstrate capability in original research. Graduate student training reflects the research competence and special- ties of the faculty. That is, the specific research training received by a graduate student is the responsibility of the major professor/mentor in whose laboratory the student carries out the research projects leading to the degree. Students benefit from an interdisciplinary training approach, tailored by the major advisor but enriched by the readily available expertise and laboratory facilities of program faculty with backgrounds ranging from chemis- try to psychology.

Current UCR Neuroscience faculty have major appointments in several different departments but have a considerable degree of common interest in research problems and techniques. Furthermore, the three chief levels of analysis at which nervous systems are currently studied (molecular/cellular, systems, and behavioral) are more or less evenly represented by the interests and expertise of the faculty. Some faculty, as may be expected, carry out research programs that combine two or more of these levels of analysis. These levels of analysis, which characterize the faculty’s research, indi- cate the breadth of integrated neuroscience at UCR but do not represent “fields of emphasis” in which students are to be trained.

Areas that faculty investigate include the following:

• Glial-Neuronal Interactions

• Physiological actions of ion channel toxins

• Modulation of ion channels by neurotrans- mitters and hormones

• Auditory processing

• Synaptic transmission and neural plasticity in mammalian nervous systems

• Signal transduction in excitable cells

• Sensory and perceptual processes

• Molecular biology of ion channel structure and function

• Receptor–channel interactions

• Function of ligand-gated ion channels in neurons

• Influence of specific receptor proteins on function

• Synaptic and non-synaptic mechanisms in neuroendocrine systems

• Plasticity in adult central nervous system

• Regulation of genes specifying neuronal connections in developing and mature nervous systems

• Molecular mechanisms that trigger dendritic spine formation Areas involving behaviors and diseases include the following:

• Roles of glial cells in neurological disease

• Neural control of eating, locomotory, and social behaviors

• Neuroendocrine regulation of innate and social behaviors

• Neural basis of language and reading

• Neural networks controlling locomotion in the spinal cord and brainstem

• Auditory function in Fragile X Syndrome and age-related hearing loss

• Neurolinguistics

• Individual differences in cortical anatomy and relation to behavior

• Learning and memory

• Mechanisms of neuronal death in Alzhei- mer’s disease, stroke, and other disorders

Admission Applicants must meet the general admissions requirements of the Riverside Division of the Academic Senate and the UCR Graduate Council as set forth in the Graduate Studies section of this catalog, including completion of an undergraduate degree (B.S. or B.A.). They should have an adequate background in biological, behavioral and physical sciences; ideally including courses in the following or equivalent areas: General Biology, Genetics, General Chemistry, Biochemistry, Organic Chemistry, Physics, Calculus, and Statistics. Additionally, at least 20 quarter-units of courses distributed among the following areas are required, although applicants may be admitted with limited course work deficiencies and required to make up deficiencies as specified by the admissions committee: Biochemistry; Cell Biology; Molecular Biology; Physiology; Neuroimmunology, Animal Behavior; Learning and Memory; Perception; Computer Science; and Neuroscience, Neurobiology, or Physiological Psychology, with laboratory.

Course Work Core requirements include:

• 1. NRSC 200A/PSYC 200A (Cell/Molecular

Neuroscience)

NRSC 200B/PSYC 200B (Systems Neuroscience)

NRSC 200C/PSYC 200C (Behavioral Neuroscience)

• 2. Two elective courses selected by the

student in consultation with the major pro- fessor and/or guidance committee. Elective choices are flexible and meant to enhance and strengthen the student’s expertise in the research area of interest and with attention given to ultimate career goals. Given the interdisciplinary nature of Neu- roscience, courses may be chosen from any program or department. Graduate courses are preferred; undergraduate courses may be used only with approval of the Graduate Advisor (or Program Director). Elective courses should be substantial, although unit requirements are flexible. A course in statistics relevant to the area of research is strongly recommended.

• 3. During each quarter in academic residence

every student enrolls and participates in the Colloquium in Neuroscience (NRSC 287/PSYC 287), and, until passing the oral qualifying examination, every student enrolls in two seminars, Special Topics in Neuroscience (NRSC 289, 2 units), during each year of academic residence. One seminar (NRSC 289) per year is required after the qualifying examination is passed.

• 4. After completing the course requirements

and no later than the ninth quarter in residence, the student is given a two-part qualifying examination, one written and one oral.

• 5. Regardless of whether financial support

comes from fellowships or research assis- tantships, etc., students must be teaching assistants for at least two quarters in Neuroscience or related-area courses, such as those taught by their mentors.

• 6. Within three months of advancement

to candidacy, the student must submit a written dissertation proposal to the dissertation committee for comments and approval. Before the dissertation is given final approval, the student must pres- ent a public lecture on the dissertation research to faculty and students in the program. Following the public lecture, the student meets with the dissertation com- mittee for an oral defense in accordance with the regulations of the Graduate Division.

Normative Time to Degree 16 quarters