UMMS
Graduate School of Biomedical Sciences
Part 1! Organization & academics
GSBS Divisions
Recruitment
Demographics
Growth
Life of a Basic Sciences Graduate Student
Part 2! Outcomes
Completion
Time to completion
Publications
Postdoctoral placement
1
Degree Programs of the
Graduate School of Biomedical Sciences
Graduate School of Biomedical Sciences
Basic & Biomedical
Sciences
Clinical &
Translational Sciences
Umbrella admission
Program-specific admission
Biochemistry & Molecular Pharmacology
Bioinformatics
Cell Biology
Cellular & Molecular Physiology
Cancer Biology
Interdisciplinary Graduate Program
Immunology & Molecular Virology
Molecular Genetics & Microbiology
Neuroscience
MD/PhD
Millennium PhD program
Biomedical Engineering
Clinical & Population Health Research
Masters in Clinical Investigation
School
Divisions
Research
Programs
MD/PhD
Millennium PhD program
Biomedical Engineering
2
Students and faculty of the GSBS
students
faculty
200
113
100
92
30
18
14
lared
Undec
CPHR
IVP
IGP
io
Neuro
Cance
Bioch
Cell B
r Bio
em
s
rmatic
hD
7
3
MD/P
18 15
Bioinfo
70
37 41
31
27
72
57
49
50
0
72
MSCI
55
73
67
63
MGM
Number
157
150
3
BBS student recruitment
Matriculated
Applicants
Number of Students
700
600
500
400
current
academic year
300
200
100
30
0
1997
27
30
1999
32
37
2001
45
47
2003
86
76
2005
75
48
2007
58
65
2009
58
85
55
2011
Year
4
CTS & MD/PhD student recruitment
Matriculated
Applicants
Clinical & Population
Health Research
15
14
10
94
8
87
9
9
7
70
8
65
5
5
4
6
5
43
4
3
4
2
22
2
7
0
2009 2010 2011 2012
12
11
108
11
5
122
13
12
6
131
130
14
Masters program in
Clinical Investigation
MD/PhD
11
11
10
0
1
0
2009 2010 2011 2012
2009 2010 2011 2012
5
Demographics of Student Body
Number of students = 444
Female
Male
56%
44%
6
Demographics of Student Body
Number of students = 444
US citizens
39%
International
61%
7
Graduate School of Biomedical Sciences Student Body
B,./0&C'%&
5%&',&,
5,0&"
(%#'/*?,=%',
F#"C%&
!"#$%&'
50&&".%',
(")*+,$-./0#"
32,/%
B0.6%&.0&
G%7'/*?,=%',
506/0C,&
B:%$0&C
("A#,.=,
(";,2,
5,..,6/7."''.
(")*<%#=
1/%2"*3.4,&2
8%&&"6'067'
9"&&.:4;,&0,
3%),
(")*>"#.":
F/0%
M',/
3440&%0.
?"4,),#"
3&20,&,
?0.'#06'*%@*8%47$A0,
B".'*!0#C0&0 ,
5,#:4,&2
8%4%#,2%
8,40@%#&0,
E,&.,.
!0#C0&0,
50..%7#0
E"&'76=:
(%#'/*8,#%40&,
D"&&"..""
I#0N%&,
F=4,/%$,
G%7'/*8,#%40&,
I#=,&.,.
(")*5"K06%
50..0..0--0
I4,A,$,
H"%#C0,
D"K,.
L%70.0,&,
J4%#02,
I4,.=,
+,),00
Student state of origin
8
Graduate School of Biomedical Sciences Student Body
The student body represents all continents except
Australia and Antarctica
Student continent of origin
9
GSBS Faculty
400
359
324
GSBS Faculty
309
294
300
279
255
230
195
200
177
147
131
100
0
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Year
10
GSBS Programs are supported by robust extramural funding
Total extramural support for 2009 exceeded $240M
$250M
NIH support
total extramural support
$200M
$150M
$100M
$50M
1997
1999
2001
2003
2005
2007
2009
Data source: National Institutes of Health, UMMS Office of Research
11
Growth in research funding and student numbers was fueled by a new
300,000 sq ft research building (Lazare Research Building, est 2001)
12
To continue this expansion and to support our students, we broke ground on
a new translational research and educational building in Sep 2009
new education and research building
will be completed in 2012
existing
Medical school
existing LRB
78 new faculty
13
existing LRB
new
education and research building
existing
Medical school
78 new faculty
14
existing LRB
existing
Medical school
new
education and research building
78 new faculty
15
The Life of a BBS student
16
GSBS Stipend, benefits and fees
• Current annual stipend is $29,000
• Health and Dental benefits are provided and
covered
• All other costs covered by school
• Stipend and fees guaranteed throughout entire
graduate career - students focus on curriculum
and research
• Students have teaching opportunities
17
Base Location
Base Stipend
Worcester
$29,000
Alternate City
Stipend required to
achieve an equivalent
standard of living
Providence
New Haven
Baltimore
Philadelphia
Boulder
Boston
San Diego
Washington D.C
San Francisco
New York
$32,752
$33,243
$34,232
$34,468
$35,081
$36,430
$37,261
$38,909
$46,366
$61,669
Cost of living calculator
http://www.bankrate.com/calculators/savings/
moving-cost-of-living-calculator.aspx
18
!"#$%&'($)&"*+,"-+.#+,/("0#1-$&0"$)"#2&"3/0$."/)-"3$+%&-$./("4.$&).&0"5$6$0$+)"+*"#2&"7434
YEAR 1
S
!"#$
!%##&'%(%)
O
N
D
J
F
M
*"($'%(+#,-&"./01&'1 *"($'%(+#,2$3$4&'1
A
M
!$((,-&"("50
J
J
A
S
O
!"#$%#&'#()%*(+,-*).,-,/%0
N
D
J
F
M
A
M
J
J
A
6'&$34&7&',8#&4&35
9$1$+#'/,:4/&'1
=?@+3'$?
:($'4&@$1
9$1$+#'/
YEAR 2
;6$.4$)<$#,4/#"%5/,=%5%14>
C+3%+#0,D,C%3$
A,B+<,9"4+4&"31
C%3$,D,=%5%14
A,B+<,9"4+4&"31
"#$%#&'#()2)567,6(8
567,6(825,7#
1(#2%*#/3/
B+<,9"4+4&"3
1(#2%*#/3/
4*#/3/
:,6;3<837-)=>6&376%3+7
4*#/3/)9#7%+(
B+<,E#&3'&.+(,F3@$14&5+4"#
*$34"#&35
:,6;3<837-)=>6&376%3+7)?+&&3%%##
64%?$34,*$34"#1
G+'%(40,=?@&1"#
YEAR 4, 5, 6 YEAR 4, 5,
(September thr ough August )
YEAR
YEAR3 3!"#$%#&'#()%*(+,-*).,-,/%0
S S OO NN DD
JJ
F F MM AA
MM
J
82,-#-)1,-,'"
%2 (years 3 – 6; the average total timeline is 6 years)
1*#/2/)3#/#4(5*)!%*#)46#(4-#)%+%47)%2&#728#)2/)9):#4(/0
<2//#(%4%2+8
<#=#8/#
J
A
6
A3.<B.1CDE
1*#/2/)(#/#4(5*)>+&$7#%#?)
;(2%28-
Disse@?2%/
rtation
D(47
<#=#8/#
Defense
1*#/2/)G#8%+(
!"#$%#&'()*$+,-.#/'.0"
1*#/2/)3#/#4(5*).?62/+(:)>+&&2%%##
1,-,'" %2)34+#-0" 5)6077#..,,
1*#/2/)<2//#(%4%2+8)@F4&284%2+8)>+&&2%%##
19
Typical 1st & 2nd
year
Biomedical
Sciences Student
Commitment
9 am
11 am
Classroom
Lab
7 pm
Study
midnight
20
1st year students
1st year students are admitted to umbrella program
(Basic Biomedical Sciences)
While many of you have identified areas of interest, you are free to
select any area or program within your division for lab rotations and
coursework.
21
The goals of year 1
Develop your understanding of the Scientific Method
through classroom and laboratory studies
Select the research laboratory that best matches your
interests.
22
The Core Curriculum
Is a year-long course outlining the fundamentals
and tools of contemporary molecular biology
•! Block 1 - The Biochemistry & Molecular
Biophysics of the cell
•! Block 2 - Molecular Genetics
•! Block 3 - Cell Biology
•! Responsible Conduct of Science
•! Scientific Writing
http://www.umassmed.edu/bbs/academics/courses_core.aspx
23
There are two components to the scientific
content of the core curriculum:
Lectures
provide the informational foundation
RAPS (reading, analysis & problem solving)
illustrate the principles of scientific
enquiry
24
The first week of Block 1 of the Core Curriculum
Fri 9/7
Lecture 1 Chemical Forces, Molecular Interactions and Reversible Reactions
Forces of attraction (ionic, van der Waal’s, H-bonding); the chemical bond; the
properties of water; hydrophobic interactions; structures in solution. Reaction
order and rates; law of mass action; equilibrium thermodynamics; pH, oxidation/
reduction; enzymes as biological catalysts; transition state theory.
Dan Bolon, Biochemistry & Molecular Pharmacology
Mon 9/10
Lecture 2 Protein Structure
Structural hierarchy: primary, secondary, tertiary, quaternary. Determinants of
protein folding; structural motifs.
Mary Munson, Biochemistry & Molecular Pharmacology
Tues 9/11
RAPS 1 Paper discussion: Chemical Forces, Molecular Interactions, and Reversible
Reactions
Dan Bolon*, David Lambright, Francesca Massi, Steve Miller, Celia Schiffer
Wed 9/12
Lecture 3 Protein Chemistry
Protein separation: size, charge, solubility, binding affinity. Analysis of protein
domain structure and ligand-induced conformational changes by limited
proteolysis. Circular dichroism.
Mary Munson, Biochemistry & Molecular Pharmacology
Thurs 9/13
RAPS 2 Paper discussion: Protein structure.
Dan Bolon, Bill Royer, Steve Miller, Mary Munson*, Celia Schiffer
Fri 9/14
Lecture 4 Enzyme kinetics
Ligand binding. Enzyme kinetics. Measurement of reaction rates. Enzyme
inhibition.
Tony Carruthers, Biochemistry & Molecular Pharmacology
25
The first week of Block II of the Core Curriculum
Wed. Nov. 7th DNA replication
Directionality and Initiation Problem; enzymes and factors involved; processivity;
Okazaki fragments; completion of ends (telomeres); rolling circles; segregation of
replicated DNA. Nick Rhind, BMP
Thurs, Nov. 8th
RAPS 1 Replication
Raghuraman et al., Replication Dynamics of the Yeast Genome. Science, 2001, 294:
115-121
Fri. Nov. 9th Transposition/chromosome structure
Prokaryotic and eukaryotic transposons (P-elements, line elements, alu). Discuss
human repetitive DNA issues. Job Dekker, PGFE
Mon. Nov. 12th Veterans Day
Tues. Nov. 13th
RAPS 2 Transposons
A Transposon-Mediated Gene Trap Technique Approach Identifies Developmentally
Regulated Genes in Zebrafish (2004). Koichi Kawakami, Hisashi Takeda, Noriko
Kawakami, Makoto Kobayashi, Naoto Matsuda, and Masayoshi Mishina.
Devevlopmental Cell 7: 33–144.
Wed. Nov. 14th DNA repair
Mismatch correction, mechanisms of DNA damage and repair. Repair deficient
diseases. Mike Volkert, MGM
Thurs. Nov. 15th
RAPS 3 DNA Repair
Wiederhold et al. 2004 AP Endonuclease-Independent DNA Base Excision Repair in
Human Cells. Mol. Cell 15:209–220.
26
The first 2 weeks of Block III of the Core Curriculum
26 Jan, Fri
The Cell and Its Compartments I
Introduction to cell biology, organelles, optical principles, fundamentals of light microscopy,
antibodies as tools in cell biology, immunofluorescence microscopy, live cell imaging. Elizabeth
Luna, CB
29 Jan, Mon
The Cell and Its Compartments II
Fundamentals of electron microscopy, cell fractionation, cell lysis, organelle centrifugation,
immunoaffinity isolation, compartmentalization within membranes. Elizabeth Luna, CB
31 Jan, Wed
Nuclear Structure and Genome Organization
Overview of nuclear and chromosome structure in relation to genome organization; interphase
territories; nuclear compartments, the spatial arrangement of DNA and RNA metabolism;
heterochromatin; nuclear matrix and “non-coding” conserved DNA. Jeanne Lawrence, CB
1 Feb, Fri
In Class RAPS 1
Problem Set Review
5 Feb, Mon
Protein Transport and Import
Signal sequences; mitochondrial import; peroxisome import and disease.
Reid Gilmore, BMP
7 Feb, Wed
Protein Translocation across the ER; Protein Folding in the ER
Protein translocation mechanisms; protein folding and quality control.
Reid Gilmore, BMP
9 Feb, Fri
GSBS Invited Applicant Program - NO CLASS
27
Laboratory Rotations - the
keystone of graduate study
Translation of foundational information and
principles of scientific enquiry to the lab setting
You select faculty whose research programs are
of interest to you.
You select two half-rotations per semester.
http://www.umassmed.edu/gsbs/rotations.cfm
http://www.umassmed.edu/bbs/academics/rotations.aspx
28
Laboratory Rotations
Why do you select more than one lab rotation? How do you
select a rotation lab? What do you look for?
1) Cultivate your research interests
2) Space and resource availability
3) Availability of thesis research opportunities and resources
plus willingness to support you in thesis research.
4) Lab environment (social/scientific/physical)
5) PI availability/recognition.
http://www.umassmed.edu/bbs/academics/rotations.aspx
http://escholarship.umassmed.edu/gsbs/
29
UMMS Research Facilities
•! UMMS supports a number of core facilities that have
become necessary tools in contemporary
molecular, biomedical research. These cutting-edge
research facilities are available to all faculty, staff and
students for use in their research.
•! If the student’s lab has expertise in the use of these
facilities, the student may be trained by their lab
colleagues.
•! If the facility represents new technology to the lab,
the student may be trained by the facility’s staff.
•! In either case, the student becomes expert in the
specific technology and its application to their
research problem.
30
UMMS Research Facilities
Animal Medicine
State-of-the-art animal facilities and animal care and veterinary services.
Behavioral Sciences Research Core
Methodological and statistical consultation for scientists studying human behavior.
Digital Imaging Facility
High resolution multi-mode digital microscopic imaging and image analysis.
Electron Microscopy Facility
State of the art transmission and scanning electron microscopy
Flow Cytometry
State of the art flow sorting machines.
Genomic Core Facility
GeneChip and custom microarray analysis
Nucleic Acid Facility
DNA core facility; automated fluorescent DNA sequencing
Proteomic Mass Spectrometry Lab
State-of-the-art instrumentation to characterize proteins and small molecules
Tissue Culture Facility
Cell culture support services.
Transgenic Animal Modeling Core
Produces genetically-altered mice
X-Ray Crystallography Facility
Centralized facilities for research, advanced teaching, and comprehensive data processing.
http://www.umassmed.edu/research/core.aspx
31
High throughput biology core
Gene Silencing Core
State-of-the-art siRNA/shRNA repository and performs genome-wide screens of loss
of function.
Proteomic/Protein Fractionation Core
Preparation and analysis of samples to determine how individual proteins change in
different cell types or diseases.
Microaarray core
Allows researchers to survey the expression of thousands of genes at one time and
to compare multiple samples/conditions.
Sequencing and Synthesis Core
Synthesize custom oligonucleotides and peptides and thus build, modify or analyze
any of thousands of genes of interest.
Deep Sequencing Core
State-of-the-art sequencing facility providing quantitative analysis of gene
expression.
Chemical Biology Screening Core
Diversity oriented small molecule synthesis, functional screening, target
identification and molecular imaging.
Bioinformatics Core
Computing resources to analyze and interpret information generated by the
preceding technologies.
32
Graduate School of Biomedical Sciences
Lab Rotation Evaluation
STUDENT NAME:
LAB ROTATION MENTOR
Research Term (click on gray box to activate
Year (click on gray box to activate
pull-down)
pull-down)
COURSE NUMBER
CLASS NUMBER
850
PROGRAM (click on gray box to
activate pull-down)
(GSBS office use only)
Did the student meet lab rotation research report requirements via an oral or written presentation?
(
Evaluation
)
Oral
( ) Written
Unacceptable
Requires
Meets expectations
significantly more
(good)
effort
Exceeds
expectations
(outstanding)
Experimental Design
Bench Work
Analytical Skills
Work Ethic
Lab Meeting Participation
Background Knowledge
Notebook
Overall Evaluation
Final Grade
( ) FAIL
( ) MARGINAL
( ) PASS
Lab Rotation Mentor Comments (click on gray box below to enter the text field; use continuation pages if necessary)
!!!!!
List student publications (if any ; use continuation pages if necessary)
!!!!!
!!!!!
Lab Rotation Mentor Signature (if this form is e-mailed by the Thesis Research mentor a
signature is unnecessary
Date
33
Advanced Topics
Specific to the GSBS program offering the course
Expand on the foundational material of the core curriculum
Molecular Evolution
Molecular Biophysics, RNA biology
Cancer Medicine and Therapeutics, Cancer Biology
Cytoskeleton & Disease, Mammalian Development & Stem Cells
Infection & Immune Response, Molecular & Cellular Immunology
DNA Repair & Genome Stability, Developmental Biology
Molecular Genetics of Bacteria, Advanced Topics in Molecular Biology
Intro to Neuroscience, Neurogenesis & Neurodegeneration
http://www.umassmed.edu/bbs/academics/courses_core.aspx
34
!"#$%&'($)&"*+,"-+.#+,/("0#1-$&0"$)"#2&"3/0$."/)-"3$+%&-$./("4.$&).&0"5$6$0$+)"+*"#2&"7434
YEAR 1
S
!"#$
!%##&'%(%)
O
N
D
J
F
M
*"($'%(+#,-&"./01&'1 *"($'%(+#,2$3$4&'1
A
M
!$((,-&"("50
J
J
A
S
O
!"#$%#&'#()%*(+,-*).,-,/%0
N
D
J
F
M
A
M
J
J
A
6'&$34&7&',8#&4&35
9$1$+#'/,:4/&'1
=?@+3'$?
:($'4&@$1
9$1$+#'/
YEAR 2
;6$.4$)<$#,4/#"%5/,=%5%14>
C+3%+#0,D,C%3$
A,B+<,9"4+4&"31
C%3$,D,=%5%14
A,B+<,9"4+4&"31
"#$%#&'#()2)567,6(8
567,6(825,7#
1(#2%*#/3/
B+<,9"4+4&"3
1(#2%*#/3/
4*#/3/
:,6;3<837-)=>6&376%3+7
4*#/3/)9#7%+(
B+<,E#&3'&.+(,F3@$14&5+4"#
*$34"#&35
:,6;3<837-)=>6&376%3+7)?+&&3%%##
64%?$34,*$34"#1
G+'%(40,=?@&1"#
YEAR 4, 5, 6 YEAR 4, 5,
(September thr ough August )
YEAR
YEAR3 3!"#$%#&'#()%*(+,-*).,-,/%0
S S OO NN DD
JJ
F F MM AA
MM
J
82,-#-)1,-,'"
%2 (years 3 – 6; the average total timeline is 6 years)
1*#/2/)3#/#4(5*)!%*#)46#(4-#)%+%47)%2&#728#)2/)9):#4(/0
<2//#(%4%2+8
<#=#8/#
J
A
6
A3.<B.1CDE
1*#/2/)(#/#4(5*)>+&$7#%#?)
;(2%28-
Disse@?2%/
rtation
D(47
<#=#8/#
Defense
1*#/2/)G#8%+(
!"#$%#&'()*$+,-.#/'.0"
1*#/2/)3#/#4(5*).?62/+(:)>+&&2%%##
1,-,'" %2)34+#-0" 5)6077#..,,
1*#/2/)<2//#(%4%2+8)@F4&284%2+8)>+&&2%%##
35
By completion, most students have:
1) Published several research papers in
high impact journals
2) Attended several national meetings
3) Written competitive fellowship applications
4)!Presented their findings locally and at national
meetings
5)!Competed nationally for postdoctoral and
industrial positions
36
Graduate school: the movie
There is a series of documentaries tracking a group
My protests to the contrary are met with polite
disbelief and occasional tears. I wish I had an
instructive videotape instead of more Kleenex.
of British schoolchildren every seven years, that began
when they were all at age seven with a film called
Seven-up, and has now passed age 35. The films were
made with an explicit assumption that social class and
innate character, properties already apparent in a
seven-year old, would be the defining characteristics of
the adult’s life. While this assumption turned out to be
partly true, the films also showed clearly how much of
character seems to be determined by stage of life: in
many ways, the 28-year olds were more similar to one
another than they were to themselves at 21.
Despite all that, most of the students stay in the lab,
and then most hit the crucial transition that comes
some time in year four. It often follows a scientific
result, especially the kind of scientific result that
represents a ticket to freedom. Many students can
remember the exact gel or assay that made them realize
that they would, in fact, get a thesis, if they could just
follow this up and get things done. The later this result
comes, the more bitter the student, understandably, but
afterwards things change again. Like first love, the first
blush of enthusiasm never quite returns, but a different
kind of determination appears, and things get done.
This is the key element of the documentary, the part to
show all the students undergoing anxiety or slumps. If
you can see yourself here, eventually, it will all work
out. You will graduate, and then the choices will be
yours.
Fortunately, the anxiety of the first year dissolves with
choosing a thesis lab, and immersion into lab work.
This period is the honeymoon of graduate school,
characterized by enthusiasm for science, the lab, and
the future for about a year. Then, problems. First, with
the exception of those students who worked as
technicians for a few years, it is rare to see a graduate
student who is ready for full immersion into the life of
the lab. The diversity of undergraduate life fades into
endless days doing the same thing in the same place.
Second, nothing goes as quickly as planned, and plans
to solve development or protein folding by one’s
qualifying exam suddenly look as naive as they
actually were. Third, internal motivation flags.
Undergraduates are constantly being given feedback
grades, evaluations, and the like and even the most
self-motivated use that information to keep themselves
on schedule. It doesn’t happen in graduate school, and
the long, slow, business of making progress in the lab
becomes tiring.
These films have come to mind recently while thinking
about the progress of students through graduate school,
which has come to seem remarkably consistent to me.
The sad thing is that much of the process is traumatic
to the student, yet completely predictable and
expected. What is needed is a documentary for
incoming graduate students, tracking some previous
graduate class with interviews about once a year.
Most undergraduates who decide to go into science do
so with only a minimal idea of what graduate school is
like, let alone what the whole career path will be. The
first shock comes when they arrive at a new place and
suddenly find themselves surrounded by other students
with similar interests and equal talent. On the one
hand, it’s stimulating. On the other hand, a student who
was really one of a kind in college becomes one of a
group, and even the ones from high- powered
institutions find their classmates daunting. By the
middle of the year, student after student has come to
me expressing doubts about their abilities and
performance. Each is sure that no other member of
their class is concerned.
In theory, students should be able to see their own
futures by looking at the students older than
themselves. In practice, it’s impossible for the student
to imagine that those older students were ever like he
is now. So I need a volunteer graduate school class for
the documentary. I also need a photographer with a
video camera. The film is called: First Year Up. It has a
low budget, since the target audience is limited. And
this documentary will not solve all graduate school
problems, since knowing what will happen does not
necessarily prevent it from happening to you. But
knowing that these stages are normal should relieve
some anxiety. To volunteer, please call my agent.
Thus follows: the slump. A time comes when the
student has been in graduate school for as long as he
can remember, and yet will still be in graduate school
for as long as he can foresee. Disillusionment with the
process, the project, and the advisor are inevitable.
This period is accompanied by discreet inquiries to
medical schools and patent law firms. Again, each
student is convinced that he is alone. I wonder why
they talk to me instead of to each other.
Cori Bargmann
Department of Anatomy, University of California, San
Francisco, USA
© Current Biology 1995, Vol 5 No 7, pp 695
37
!"#$%&'($)&"*+,"-+.#+,/("0#1-$&0"$)"#2&"3/0$."/)-"3$+%&-$./("4.$&).&0"5$6$0$+)"+*"#2&"7434
YEAR 1
S
!"#$%&"
'%%()&*+
O
YEAR 2
,!%-"%./%01"203#*214#*#+"5
N
D
J
F
M
A
M
J
S
A
O
!"#$%#&'#()%*(+,-*).,-,/%0
N
D
J
F
M
A
M
J
J
A
!"#$%&'(
!"#$%&'()*
!"#$%
J
!"#$%$&'#$("
!"#$%&'(&) !"#"$%$%&'()(*+%,-."
!"#$%&#'('
!"#$%&#'('
O
N
D
J
)&#'('*+#,%-"
F
M
A
M
!"#$%
)&#'('
YEAR 4, 5,
(September
thr ough./01(23(,4*5607(,0%(-,
August )
YEAR
5,
6
YEAR3, 4,
39:#;%#7<#"*%&"-/4&*=/4/'%>
S
!"#$$%&$
'()%*#)%(&
J
J
6
A
./01(23(,4*5607(,0%(-,*8-77(%%##
82,-#-)1,-,'" %2 (years 3 – 6; the average total timeline is 6 years)
!"#"$$%#"&'()'*
!"#$%&'
!""#$%&'"()%'*+" !"#$%&'"()*'
()*)+,-./*-".
,%(""(-
Disse rtation
Defense
!"#$%&'(")
!"#$%#&'()*$+,-.#/'.0"
1,-,'" %2)34+#-0" 5)6077#..,,
after Bargmann, 1995
38
UMMS
Graduate School of Biomedical Sciences
Part 1! Organization & academics
GSBS Divisions
Recruitment
Demographics
Growth
Life of a Basic Sciences Graduate Student
Part 2! Outcomes
Completion
Time to completion
Publications
Postdoctoral placement
1
Program completion
494 Graduates
60
40
20
0
1984
1988
1992
1996
2000
2004
2008
2
Time to completion
mean Time to Completion
5 year Moving Window
8
Years
7
6
5
4
1984
1989
1994
1999
2004
2009
Time to completion is not affected by program selection
3
PhD Completion Project
Pfizer Inc & Ford Foundation
1992-1993 through 2003-2004
6,925 Life Sciences Students
4
cohort size 10-year completion rates
National
GSBS
80
% of incoming class
70
60
50
40
30
20
10
0
small
medium
large
5
private vs public 10-year completion rates
National
GSBS
80
% of incoming class
70
60
50
40
30
20
10
0
private
public
6
GSBS detailed completion story
16 students in an incoming class of 65 do not complete their doctoral studies
2
4
1
2%
9
6%
4%
13%
49
76%
Complete
Do not complete Core Curriculum
Do not complete Qualifying Examination
Leave with MS
Leave for other post-qualifying
7
GSBS detailed non-completion story
16 students in an incoming class of 65 do not complete their doctoral studies
Past 10 years
% of incoming class
20
15
2008
2009
2010
15%
14%
6%
8
6
10
4
4
4
3
5
1
1
2
1
0
Core
curriculum
Qualifying
Examination
Masters
degree
1-2
1
1
Other, postqualifying
reasons
8
STUDENT MENTORING
•
•
•
•
•
•
•
•
Each student has a graduate advisor
Each core lecture has a followup, faculty-led
mentoring class 2-3 days later
Core lectures have weekly, student-led mentoring
classes
Students review previous problem sets and exams
with student mentors
Each faculty member holds office hours
Rotation mentors advise students
Student academic guidance services
Student counseling services
9
National Cumulative Continuing, Completion & Attrition Rates
Continuing
Completion
Attrition
% of incoming class
100
80
60
40
20
0
3
4
5
6
7
8
9
10
Year
10
GSBS Cumulative Continuing, Completion & Attrition Rates
Continuing
Complete
Attrition
% of incoming class
100
80
60
40
20
0
3
4
5
6
7
8
9
10
Year
11
12
ram
y
alit
Qu
ts
nt
me
Job
Pla
ce
Pro
Re gram
qu
ire
me
n
m
ulu
rri
c
10
Pro
g
40
Cu
ion
tat
pu
25
Pe
sup er gr
po oup
rt
ily
61
Re
Fin
Su ancia
pp
or l
t
30
Fam
g
rin
60
nto
ion
cat
40
Me
80
Lo
Fac
Re ulty
pu
tat
ion
% of respondents
60
Fin
Su ancia
pp
or l
t
% of respondents
Reasons for Selection of School
55
50
41
34
24
20
11
8
0
13
Factors Contributing to Completion
100
82
57
42
28
20
0
14
hip
al
40
am
ur
60
G
su uara
for ppo ntee
d
4-5 rt
ye
ars
G
Su uara
> ppo ntee
6 y rt
d
ea for
rs
20
RA
ow
s
Re
Fin ceiv
Su anc ed
pp ial
or
t
100
Ex
tr
Fe
ll
60
Un
iv
Re
Gu ceiv
M ara ed
Su ulti-y ntee
pp ea d
or r
t
% of respondents
80
TA
% of respondents
Financial Support
96
77
58
40
16
0
15
Primary forms of non-loan Financial Support
80
66
56
45
36
20
0
16
Effect of funding source on length of program
TAs
% of respondents
100
RAs
100
88
80
80
60
60
40
40
20
20
64
25
8
s
or
Sh
ng
ten
ns
the
ten
Le
Le
Sh
ng
or
the
s
0
ns
0
17
Student publications (1,718 total)
Student body research publications each year
Research articles published by the graduating class
160
Number of papers
140
120
100
80
60
40
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Year
18
Student publications can be reviewed at
http://escholarship.umassmed.edu/gsbs_sp/
This site contains 1,718 of our publications and is up to date for
2008. Our 2009 & 2010 publications have yet to be fully
uploaded.
Student Doctoral theses can be viewed and
downloaded from
http://escholarship.umassmed.edu/gsbs_diss/
This site hold > 449 theses that are freely available and fully
searchable by all who are interested. Since creating this site in
2006, more than 55,000 full text downloads have been made.
19
Graduate publication record
7.00
6.3
5.25
3.50
3.2
1.75
0.5
0
Number of
papers per
graduate
time to
completion
Papers
per year
data from last 5 years
20
GSBS Graduates
2004-present
21
POSTGRADUATE PLACEMENT - ACADEMIC INSTITUTIONS
INSTITUTION
Albert Einstein Institute, Yeschiva University
AMDA International (NGO) Okayama, Japan
ArQule Biomedical Institute
Assumption College
Baylor College of Medicine
Beirne B. Carter Center for Immunology Research
Beth Israel Deaconess Medical Center
Beth Israel Deaconess Meeical Center, HMS
Boston Biomedical Research Institute
Boston Children's Hospital
Boston College
Boston Medical Center
Boston University School of Medicine
Brigham & Women's Hospital
Brigham and Women's Hospital
Brigham and Women's Hospital
Brigham and Women's Hospital
Brigham and Women's Hospital
Brown University
Buck Institute for Age Research
Burnham Institute
POSITION
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Adjunct Professor
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Post Doc Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Intern
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Physician
Intern
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Cal Tech
Postdoctoral Fellow
Children's Hospital - Division of Neuroscience
Children's Hospital - Intellectual Property Office
Postdoctoral Fellow
Licensing Associate
College of the Holy Cross
Postdoctoral Fellow
Colorado State
Postdoctoral Fellow
Columbia University
Postdoctoral Fellow
Cornell Medical School
Postdoctoral Fellow
Cornell University
Postdoctoral Fellow
Dana Farber Cancer Institute
Postdoctoral Fellow
Dana Farber Cancer Institute
Postdoctoral Fellow
Dana Farber Cancer Institute
Postdoctoral Fellow
Dana Farber Cancer Institute
Postdoctoral Fellow
Dana Farber Cancer Institute
Postdoctoral Fellow
Dartmouth Medical School
Postdoctoral Fellow
Datmouth College
Researcher
Duke University
Postdoctoral Fellow
Duke University Medical Center
Postdoctoral Fellow
Emory University School of Medicine
Postdoctoral Fellow
Eunice Kennedy Shriver Center
Postdoctoral Fellow
Fred Hutchinson Cancer Research Center
Postdoctoral Fellow
Fred Hutchinson Research Center
Postdoctoral Fellow
Genome Institute of the Novartis Research Foundation
Postdoctoral Fellow
Gerd Miesenbock University of Oxford
Postdoctoral Fellow
Gladstone Institute of Virology and Immunology
Postdoctoral Fellow
22
Harvard Medical School
Postdoctoral Fellow
Harvard Medical School
Postdoctoral Fellow
Harvard Medical School
Postdoctoral Fellow
Harvard Medical School
Postdoctoral Fellow
Harvard Medical School
Postdoctoral Fellow
Harvard Medical School
Resident
Harvard Medical School
Postdoctoral Fellow
Harvard Medical School
Postdoctoral Fellow
Harvard Medical School
Postdoctoral Fellow
Harvard Medical School
Postdoctoral Fellow
Harvard Medical School
Postdoctoral Fellow
Harvard Medical School
Postdoctoral Fellow
Harvard Medical School
Postdoctoral Fellow
Harvard Medical School - McLean Hospital; Pain Group
Postdoctoral Fellow
Harvard Medical School - New England Primate Center
!"#$"#%&'(%)*"+&,*-..+/0#)1-"2&3&4.2(567
Postdoctoral Fellow
Harvard Medical School/Children's Hospital
Postdoctoral Fellow
Harvard Medical School/Mass General Hospital
Postdoctoral Fellow
Harvard University
Postdoctoral Fellow
Hospital of the University of Pennsylvania
Resident
Howard Hughes Medical Institute
Postdoctoral Fellow
Institut for Biochemistry, Zurich, Switzerland
Postdoctoral Fellow
Janelia Farms, HHMI
Postdoctoral Fellow
Johns Hopkins
Postdoctoral Fellow
Joslin Diabetes Center
Postdoctoral Fellow
Joslin Diabetes Center
Postdoctoral Fellow
Joslin Diabetes Center
Postdoctoral Fellow
Joslin Diabetes Center
Postdoctoral Fellow
La Jolla Institute for Allergy and Immunology
Postdoctoral Fellow
MA General Hospital - Harvard Medical School
Postdoctoral Fellow
MA General Hospital - Harvard Medical School
Postdoctoral Fellow
MA General Hospital - Harvard Medical School
Postdoctoral Fellow
MA General Hospital - Harvard Medical School
Postdoctoral Fellow
MA General Hospital - Harvard Medical School
Postdoctoral Fellow
MA General Hospital - Harvard Medical School
Postdoctoral Fellow
Massachusetts General Hospital
Postdoctoral Fellow
Massachusetts Institute of Technology
Massachusetts Institute of Technology
Massachusetts Institute of Technology
Massachusetts Institute of Technology
Massachusetts Institute of Technology
Massachusetts Institute of Technology
Massachusetts Institute of Technology
Massachusetts Institute of Technology
Massachusetts Institute of Technology, Whitehead Institute
Massachusetts Institute of Technology, Whitehead Institute
Massachusetts Institute of Technology, Whitehead Institute
Massachusetts Institute of Technology, Whitehead Institute
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Massachusetts Institute of Technology, Whitehead Institute
Postdoctoral Fellow
Postdoctoral Fellow
23
Mayo Medical Center
McLean Hospital, Harvard Medical School
Medical University of South Carolina
Misericordia University
Mount Sinai Hospital
Mount Sinai Hospital
MSKCC/c/o Joan Massague
NASA - Ames Research Center
New York University
New York University Medical Center
New York University Medical College
New York University School of Medicine
NIH
NIH - Vaccine Research Center
NIH NINDS - Neurodegeneration and Aging Unit
NIH, NINDS
Northwestern University
Novartis Institutes for Biomedical Research Inc.
Novartis Institutes for Biomedical Research Inc.
Princeton
Saint Vincent Hospital
Samuel Lunenfeld Research Institute, Toronto, Ontario
,"58.#%&09#5-"2&'(%)*"+&:(7("#*-&;57<=9=(
Stanford University
Stanford University
Tufts University
Umass Medical Center
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
Physician
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Resident
Resident
Postdoctoral Fellow
BFSB Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Intern
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Research Assistant
Clinical Fellow in Gastroenterology
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Assistant Professor
Assistant Professor
Postdoctoral Fellow
Postdoctoral Fellow
24
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
UMASS Medical School
Umass Memorial
UMASS Office of Technology Management
University of California Los Angeles
University of California Los Angeles
@5)$(#7)=A&.8&B"+)8.#5)"&,"5&C#"5*)7*.
University of California, Berkeley
University of California, Davis
University of California, Irvine
University of California, Irvine
University of California, San Francisco
University of Cincinnati Medical Schoo
University of Connecticut
@5)$(#7)=A&.8&C+.#)%"&B.++(1(&.8&'(%)*)5(
University of Hawaii
University of Hawaii
University of Memphis
University of New Mexico
University of Noth Carolina Cahpel Hill Medical School
University of Oregon
University of Pennsylvania School of Medicine
University of Pittsburg
University of Texas San Antonio
University of Texas Southwestern Medical Center
University of Virginia
University of Washington
University of Washington
University of Washington
University of Washington
Washington University School of Medicine
Worcester Polytechnic Institute
Yale University School of Medicine
Yale University School of Medicine
Yale University School of Medicine
Yale University School of Medicine
Yale University School of Medicine
Yale University School of Medicine
Yale University School of Medicine
Yale University School of Medicine
Yale University School of Medicine
NUMBER OF PLACEMENTS
Postdoctoral Fellow
Postdoctoral Fellow
>77)7="5=&?#.8(77.#
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Physician
Licensing Associate
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Resident
Postdoctoral Fellow
Faculty Urogynecologist
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Visiting Assistant Professor
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Resident
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
Postdoctoral Fellow
1
25
TABLE 5 POSTGRADUATE PLACEMENT - NONACADEMIC
INSTITUTION
Antigenics, Inc, Lexington, MA
Antigenics, Inc, Lexington, MA
Biomodels, LLC
Boston Museum of Science
Cooper and Dunham, LLP
Eli Lilly and Company, Indianapolis, IN
Gilead Colorado, Inc.
Global Biologics Supply Chain, (Div. of Johnson and Johnson) Malvern, PA
Indiana State Police Department, Lovell, IN
Leica Microsystems, PA
Pfizer
Mass Biologic Labs
Mass Biologic Labs
MedImmune - Gaithersburg, MD
Phylonix Pharmaceuticals, Cambridge, MA
Rockefeller University Press, New York, NY
TEI Biosciences Inc.
United States Army
Wachusett Regional High School
Wyeth Pharmaceuticals
Wyeth Pharmaceuticals
Xpogen, Inc, Cambridge, MA
NUMBER OF PLACEMENTS
POSITION
Senior SAS Programmer
Postdoctoral Fellow
Scientist
Educator/Intern
Scientific Advisor - Patent Prosecution
Postdoctoral Fellow
Clinical Research Scientist
Senior Scientist
Forensic Scientist
Postdoctoral Fellow
Scientist
Scientist
Licensing Associate
Scientist I
Development Neurobiologist
Science Writer/News Editor
Product Development Scientist
Research Analyst
Science Teacher
Postdoctoral Fellow
Postdoctoral Fellow
Director of Research
22
26