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Overview MCDB Program EE Program MD/PhD Program |
A complete listing of graduate courses is available, but this is an outline for which courses are commonly taken by all MCDB graduate students. Current Topics in Molecular, Cell and Developmental Biology: A Modular Core Course The Core course is presented each year and is a requirement for all first year students. The course is valued at 6 credits per term (12 credits total) and is presented as 4 lectures (1.5 hours) each week for two terms. The subject matter in this course is organized into several well–defined modules. Each module is presented assuming undergraduate knowledge of the area and aims at taking the students beyond the standard undergraduate texts and into the current literature of molecular, cell and developmental biology. This course is intense and focused. Advanced undergraduate students, as well as students from other graduate programs, are welcome to audit or take for credit any of the desired modules. Students who perform poorly in some modules (perhaps due to inadequate undergraduate preparation) may be requested to repeat the appropriate modules in the following year. Alternatively, the student may be given a teaching assignment in a course within that area of weakness. In this way, all of our students will be well-versed in the breadth of topics encompassed by the MCDB graduate program, and will achieve the highest-quality education possible. The modular Core course is taught by a relatively large number of research–active faculty, each teaching in their area of expertise. Where possible or necessary, research experts from the Pittsburgh Campus and beyond are invited to participate by giving special lectures. To avoid overlap, lack of continuity, omission of important areas of study, and variable evaluation, two or three faculty members serve as coordinators to oversee all aspects of the course. At least one of the coordinators should also be a member (or recent member) of the MCDB Curriculum Committee. The coordinators meet with the presenters of each of the modules to discuss specific subject matter, and attend all lectures so as to assess the level of education and content. They also help in devising problem questions and evaluating students. Suggestions and criticisms continually feed back to the coordinators who incorporate the information into the design of subsequent modules. Module content and the modules themselves are expected to evolve as the disciplines of molecular, cell and developmental biology progress. This year's students can download this year's syllabus in Adobe PDF format. Graduate Seminar Course (BS 2450) This course is taken by all first year MCDB students for two terms (one credit each). Students read and present current research articles guided by two faculty members. The goal is to teach the student critically to evaluate the research of other scientists and to communicate both the research and this evaluation in an oral presentation. A writing component is incorporated to aid students in developing skills in scientific writing. Whenever possible, the topics discussed in the Graduate Seminar Course are coordinated with those discussed in the Core course. Special Topics Seminar Courses Each year the MCDB Program offers four 1–credit advanced topics courses, each meeting for two hours once a week for eight weeks. The topics are in the areas of Cell Biology, Development, Biochemistry and Molecular Biology, and Genetics. Special topics courses focus on particular areas of interest. The classes are not taught in a lecture format, but in a more interactive style with students participating throughout. Topics are planned at least one year in advance so that there are always two years of special topics organized at any one time. Topics are not repeated in consecutive years, but may be in subsequent years. The division of the topics is somewhat artificial and therefore many special topics may be of value to students with a broad spectrum of interests. Students are required to take a minimum of four advanced topics courses in at least two different areas between their second year and the time of graduation, with at least two in the second year. Some students may choose to take all four courses in the second year, but it is strongly recommended that all students take at least one (preferably more) beyond their second year. Each advanced topics course is directed by one or two research–active faculty, in their area of expertise; this may include faculty from other departments. Grades are assigned based on the level and quality of participation by the student. Special topics course assignments are made either in response to requests from faculty or by special request from the Curriculum Committee. In this course (Biosc 2050), students present their research (proposed projects, recent data, and experimental problems) to faculty, students and postdocs. Presentations of about 50 minutes are informal (generally without slides) with each student presenting at least once a year. Questions, comments, criticisms and suggestions from the audience are encouraged. A list of speakers, including postdocs is circulated in advance. |
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