Biomedical Sciences Graduate Program

Subject abbreviation: BMSC Division of Biomedical Sciences

Seema Tiwari-Woodruff, Ph.D., Program Director Milton Hamblin, Ph.D Masters Degree and Post-Bac Program Director BMSC Graduate Student Affairs Office 2676 SOM ED 1

• (951) 827-4540;

medschool.ucr.edu/graduate

Professors Michael E. Adams, Ph.D. (Entomology) Bahman Anvari, Ph.D. (Bioengineering) Peter Atkinson, Ph.D. (Entomology) Monica J. Carson, Ph.D. (Biomedical Sciences) Djurdjica Coss, Ph.D. (Biomedical Sciences) Margarita C. Curras-Collazo, Ph.D. (Cell Biology and Neuroscience ) Anupama Dahanukar Ph.D. (Entomology) Adler Dillman, Ph.D. (Nematology) Nicholas DiPatrizio, Ph.D. (Biomedical Sciences) David A. Eastmond, Ph.D. (Cell Biology and Neuroscience) lryna Ethell, Ph.D. (Biomedical Sciences) Martin I. Garcia-Castro, Ph.D. (Biomedical Sciences Ted Garland, Ph.D. (Biology) Adam Godzik, Ph.D. (Biomedical Sciences) Richard Hooley, Ph.D. (Chemistry) Kelly Huffman, Ph.D. (Psychology) Marcus Kaul, Ph.D. (Neuroscience) Karine Le Roch, Ph.D. (Cell Biology and Neuroscience) Jiayu Liao, Ph.D. (Bioengineering) Huinan Liu, Ph.D. (Bioengineering) Xuan Liu, M.D., Ph.D. (Biochemistry) David Lo, M.D., Ph.D. (Biomedical Sciences) Morris Maduro, Ph.D. (Biology) Ernest Martinez, Ph.D. (Biochemistry) Manuela M. Martins-Green, Ph.D. (Cell Biology and Neuroscience) Declan McCole, Ph.D. (Biomedical Sciences) Meera G. Nair, Ph.D. (Biomedical Sciences) Scott Pegan, Ph.D. (Biomedical Sciences) Morris Maduro, Ph.D. (Molecular Cell & Systems Bio) Andre Obenaus, Ph.D. (Biomedical Sciences) Anandasankar Ray, Ph.D. (Molecular Cell & Systems Bio) Maurizio Pellecchia, Ph.D. (Biomedical Sciences) Michael C. Pirrung, Ph.D. (Chemistry) Khaleel Razak, Ph.D. (Psychology) Victor Rodgers, Ph.D. (Bioengineering) Wendy Saltzman, Ph.D. (Biology) B. Glenn Stanley, PhD (Psychology) Frances M. Sladek, Ph.D. (Cell Biology and Neuroscience) Viji Santhakumar, Ph.D. (Neuroscience) Seema K. Tiwari-Woodruff, Ph.D. (Biomedical Sciences) Yinsheng Wang, Ph.D. (Chemistry) Emma Wilson, Ph.D. (Biomedical Sciences) Sika Zheng, Ph.D. (Biomedical Sciences) Changcheng Zhou, Ph.D. (Biomedical Sciences)

Associate Professors Qi Chen, M.D. Ph.D. (Biomedical Sciences) Jun-Hyeong Cho, Ph.D. (Molecular, Cell and Systems Biology) Scott N. Currie, Ph.D. (Cell Biology and Neuroscience) Todd A. Fiacco, Ph.D. (Cell Biology and Neuroscience) Xuecai Ge, Ph.D. (Biomedical Sciences) Weifeng Gu, Ph.D. (Molecular Cell & Systems Bio) Rong Hai, Ph.D. (Microbiology & Plant Path) Milton Hamblin, Ph.D. (Biomedical Sciences) Peter W. Hickmott, Ph.D. (Psychology) Ansel Hsiao, Ph.D. (Microbiology) Ted Karginov, Ph.D. (Cell Biology and Neuroscience) Edward Korzus, Ph.D. (Psychology) Sean O’Leary, Ph.D. (Biochemistry) Hyle Park, Ph.D. (Bioengineering) Martin Riccomagno, Ph.D. (Molecular Cell & Systems Bio) Rachel Wu, Ph.D. (Psychology) Samantha Ying, Ph.D. (Environmental Scienc- es) Edward Zagha, M.D., Ph.D. (Psychology) Assistant Professors Kandis Leslie Abdul-Asiz, Ph.D. (Chemical and Environmental Engineering) Sihem Cheloufi, Ph.D. (Biochemistry) Rong Hai, Ph.D. (Plant Pathology & Microbiology) Erica Heinrich, Ph.D. (Biomedical Sciences) Jean-Pyo Lee (Stroke/Stem Cells) Jernej Murn, Ph.D. (Biochemistry) Juliet Morrison, Ph.D. (Microbiology & Plan Path) Joy Xiang (RNA Biology) Hongdian Yang, Ph.D. (Molecular, Cell and Systems Biology) Natalie Zlebnik, Ph.D. (Biomedical Sciences)

Professor in Residence Devin Binder, M.D., Ph.D. (Biomedical Sciences)

The multidisciplinary interdepartmental grad- uate program in Biomedical Sciences offers graduate instruction leading to a M.S degree, a Ph.D. degree or a combined M.D.-Ph.D. degree.

The aim of the graduate program is to provide students with training that crosses traditional boundaries between scientific disciplines and allows them to address modern biomedical research questions. The objective is to train scientists who have a broad knowledge of basic medical sciences, a high degree of expertise in an area of specialization, and effective teaching skills for a medical school or university environment.

The need for scientists who understand the interrelationships of various areas of medi- cal science is readily apparent. For example, it is clearly advantageous for a scientist studying diabetes to understand the dis- ease in depth. This requires a fundamental understanding of endocrinology (hormone secretion and action), cell biology (cell types that produce insulin and upon which insulin acts), biochemistry (insulin-receptor interactions, biochemical pathways regulated by insulin), genetics (hereditary factors in the development of diabetes), immunology (autoimmune mechanisms in diabetes), anatomy (microvascular pathology) and environmental exposures. There is a growing need for scientists who can communicate among disciplines so that very effective research collaborations can be developed.

Cell Biology/Physiology research areas include function of Epigenetics, RNA splicing, and transcription factors in development, disease, and in the promotion of regenera- tion; fluid and electrolyte pathophysiology; molecular genetics of human cell response to environmental carcinogens; factors controlling lymphocyte differentiation; mechanisms of action of cytotoxic lymphokines; physiologi- cal aspects of host-parasite interaction; host defense mechanisms in infectious disease; mucosal immunity and molecular approaches to vaccine development; hypoxia, cardiovascu- lar and metabolic disease.

Endocrinology/Pharmacology research areas include molecular mechanisms of obesity; fertility and reproductive biology; endocan- nabinoids; regulation of eating behavior; molecular mechanisms for carcinogenesis (glioblastoma, breast and prostate cancer); drug development.

Neurosciences research areas includes studies of the hypothalamic control of homeostatic and sexual function; molecular mechanisms of neurodevelopment, neuroinflammation, neuronal death and neurodegeneration, and gut-brain interactions with emphasis on the following diseases: Alzheimer’s disease, Par- kinson’s disease, Autism, Fragile X/intellectual disability, multiple sclerosis, epilepsy, traumat- ic brain injury, stroke and pathogen-induced encephalitis.

Admission Applicants should have completed an un- dergraduate degree in one of the physical or biological sciences and must submit scores from the GRE General Test (verbal and quan- titative). (GRE requirement not applicable to UCR Biomedical Sciences students applying for the M.D.–Ph.D.) Courses required for admission include one year each of general chemis- try, organic chemistry, physics, and calculus and at least two years of biological sciences. Preferred upper-division courses in biology include vertebrate or human anatomy and physiology, embryology, genetics, cell biology, microbiology, immunology, and neurosciences.

The aim of the graduate program in Biomed- ical Sciences is to train Ph.D. scientists in a specific area of research specialization who also have enough general knowledge in the basic medical sciences to apply their research expertise to unraveling the basis of disease. This approach includes understanding not only pathogenic manifestations of disease but also the normal physiologic state. To accom- plish this, the student completes a core and elective curriculum, the latter tailored to the student’s research interests. Core requirements include:

• 1. BMSC 229: Foundations of Translational

Research

• 2. BMSC 232, 233, 234 and 235: Foundations

of Medicine Series

• 3. BMSC 260A, BMSC 260B, BMSC 260C: Topics

in Biomedical Research. The entire 3 quarter series is required in the second year of graduate education.

• 4. BMSC 261: Methods in Biomedical Research.

Enrollment required all 3 quarters of the first year of graduate education.

• 5. BMSC 252: General seminar in Biomedical

Sciences (enrollment required each quarter)

• 6. BMSC 254: Graduate seminar in Biomedical

Sciences (enrollment required each quarter)

• 7. BMSC 302: (one-quarter requirement, not

required of M.D.–Ph.D. students)

Under normal circumstances, each student should complete core course work require- ments 1-4 during the first year of studies.

At the end of the student’s first full year of residence, the advisory committee for each student evaluates the progress of the student and recommends to the faculty whether the student should continue in the program.

In addition, prior to advancement to candidacy and at the beginning of each academic year, the student presents a written summary of the research progress and plans to the adviso- ry committee. Continuation in the program depends on the advisory committee’s positive evaluation of the student’s research progress.

Written and Oral Qualifying Examinations Prior to advancement to candidacy, students must complete both parts of a qualifying ex- amination. Part I consists of the preparation of a research proposal, to be written in the form of a grant proposal, including literature review, description of methods and experimental plans for the dissertation. This proposal should outline the research progress of the student to date and delineate the planned dissertation research aims and objectives. The written qualifying exam is administered by the research advisor. Part I is usually completed in the spring quarter of year 2 and no later than the fall quarter of year 3 of a student’s graduate training. Part II consists of an oral comprehensive examination administered by a committee of five faculty members, at least one of whom is from outside the program. The student’s research advisor does not serve on the oral qualifying committee. The oral com- prehensive examination includes examination of the student’s knowledge and understanding of material covered in the core courses and in the student’s area of specialization. Part II must be completed no later than the end of year 3 of the student’s graduate training.

Oral Qualifying Exam Modality The Oral Qualifying Exam must be conducted and completed In-Person. Students are expect- ed to present on campus with all committee members physically present. If the student is unavailable due to sickness or emergency cir- cumstances, they will be required to resched- ule the exam. Exceptions:

To reduce the chances of rescheduling the oral exam due to committee member availabil- ity, an exception will be granted to permit one committee member (including the chair- person) to participate remotely (via secured video conferencing). The remaining members and the student must attend in-person. This exception will only be granted for faculty members unable to physically be present, due to personal/family sickness or emergency travel.

If the chairperson is remote, one of the in-person committee membres will assist with the tasks of the chairperson.

Research Project, Dissertation and Final Oral Examination After successful completion of the qualifying exams and advancement to candidacy, the stu- dent completes the research project, submits a written dissertation, and defends the disserta- tion in a final oral examination.

Final Defense Modality The Final Defense must be conducted and completed In-Person on campus. Students are expected to present on campus with all committee members physically present. If the student is unavailable due to sickness or emergency circumstances, they will be required to reschedule the exam.

Exceptions:

To reduce the chances of rescheduling the final defense due to committee member avail- ability, an exception will be granted to permit one committee member (including the chair- person) to participate remotely (via secured video conferencing). The remaining members and the student must attend in-person. This exception will only be granted for faculty members unable to physically be present, due to personal/family sickness or emergency travel.

If the chairperson is remote, one of the in-person committee membres will assist with the tasks of the chairperson.

Students can request remote/virtual partici- pation of family members and guests for the final exam. The defnese session will need to be scheduled in a video enabled room; it's the responsibility of the student to make the proper arrangements.

Modality exceptions may be granted by Graduate Advisor only in special cases. A formal petition will need to be submitted and approved by the graduate advisor.

Committee Members nominated from outside the UC Academic Senate must have qualifi- cations comporable to a UC Academic Senate member and submit a letter of intention and CV. In addition, strong academic justification for the inclusion on the committee must be provided by the Graduate Advisor.

Normative Time to Degree 15 quarters

Admission The combined degree is offered to students ad- mitted to the medical school and to exceptional students from other four-year LCME-accredited medical schools. Normally, a student completes the first two years of medical school, and then spends approximately three years in the Ph.D. part of the program before completing the M.D. degree. However, the track is also offered to students who have completed the M.D. degree. UCR Biomedical Sciences students may apply for admission concurrently with their applica- tions to the medical school or any time after acceptance to the medical school. For these students only, the MCAT is accepted in lieu of the GRE.

Students from other medical schools should apply in the fall of their sophomore or senior year. Applications from sophomores must be accompanied by official permission for an appropriate leave of absence. The GRE require- ment is the same as for regular Ph.D. students.

The Biomedical Sciences Graduate Group offers an M.S. degree. Students may directly apply to the M.S. degree program with a rolling admissions deadline. Students in the Ph.D. degree program may also complete the M.S. program if the student’s advisory committee decides the master’s degree is an appropriate alternative to the Ph.D. degree anytime after the first year of graduate education. In both situations a Plan I (Thesis) or Plan II (Compre- hensive Examination) M.S. degree is available. The decision of completing a Plan I or II M.S. degree is to be decided in consultation with the student and the student’s Guidance Com- mittee. The Guidance Committee and Individ- ual Development Plan (IDP) will be formed at the time of enrollment.

Professional Development Two quarters of BMSC 254 are required. Additional specific professional development courses will be determined in consultation with the student’s Guidance Committee.

Course Work Core requirements:

• 1. Two quarters of BMSC 252

• 2. Two quarters of BMSC 254

• 3. BMSC 299 (minimum of 8 Units

Directed Research)

• 4. Two quarters selected from any

category in the following list:

• i) BMSC 222 - Special Topics

• ii) BMSC 223

• iii) MDCL 231, 232, 233, 234, 235

• iv) BMSC 260A, B, C

• v) Designated Emphasis - Cell Molecular

and Behavioral Neuroscience Courses (CBNS 106, CBNS 116, CBNS 120, CBNS 125, CBNS 126, CBNS 127, CBNS 129, PSYC 112, PSYC 117, PSYC 203B, PSYC 207C, PSYC 208)

• vi) Designated Emphasis - Inflammation

and Infectious Disease Courses BMSC 223E, BMSC 236, MCBL 124, MCBL 202, MCBL 221)

• vii) Designated Emphasis - Mechanisms

of Gene Expression and Regulation Studies Courses (BPSC 148, BPSC 234, CMDB 201, CMDB 203, CS 234, CS 238, EEOB 214, EEOB 216, ENTX 204, GEN 203, GEN 241, BEN 242, GEN 206, GEN 220, MCBL 221, STAT 100A).

A total of 36 units are required with normative time to degree 6 quarters. Teaching experience may be required based on consultation with the student’s guidance committee.

All Biomedical Sciences courses are listed and described under Biomedical Sciences.

Further information regarding graduate studies in Biomedical Sciences may be obtained from medschool.ucr.edu/graduate.