Graduate School Programs 

The faculty members of the Department of Developmental and Regenerative Biology play an integral part in the Multidisciplinary Training Areas at Mount Sinai. They participate in classroom instruction, serve as preceptors and advisors for Ph.D. candidates, and participate in the administration of the training programs. A brief typical scenario of a graduate student's progression through a training program in our Department is offered below. Most often the student joins the Developmental and Stem Cell Biology (DSCB) training area

Upon entry into MSSM's Graduate Training Program the student and his/her First Year Faculty Advisor survey the training areas and faculty research interests to find programs that are of keen interest to the student. Short (1-3-month) laboratory rotations are set up with the two or three top choices so that the student can work within the chosen research teams and experience the dynamics of the research life there. By the end of the first year these rotations are completed and a choice of preceptor is made. During the first year of the program the student also is immersed in Core Curriculum courses (Biomedical Sciences, Biostatistics, Journal Clubs and Seminars), as detailed in the Graduate School Handbook under Curriculum. By the end of the first year the student has decided upon a dissertation topic, begun his dissertation research, integrated into laboratory life, and mastered the basic course work that will form the foundation for further specialized courses and independent studies. The second year takes the student deep into specialized topics that are often offered as modular courses, enabling the student to choose from a wide array of topics. See the Graduate School Handbook for the typical schedule for a student. 

During the second year and no later than the end of the fifth semester, the student must pass an oral qualifying examination administered by a faculty committee that tests the student's general fund of knowledge in the biological sciences. By the third year the student takes a Thesis Proposal Examination, which has two parts: a written thesis proposal and an oral defense of the proposal. The written proposal outlines the background and significance of the proposed research, the methods to be employed, and the preliminary data that the student has already garnered. Thus it is in the format of a National Institutes of Health research grant application. 

Usually by the end of the fifth year, the student completes the dissertation research, prepares and defends a Thesis before a committee, and then in a public seminar.

Postdoctoral Fellowships 

The Department of Developmental and Regenerative Biology fosters an environment in which postdoctoral research fellows are trained and mentored by a specific faculty member or, more rarely, group of collaborating faculty members. The training is geared toward enhancing the research experience of the advanced trainees in a supervised relationship, with the goal of preparing them for a more independent position. Postdoctoral fellows focus on their research projects and also attend departmental seminars and participate in the departmental Work-in-Progress series, offering them a chance to present their ongoing work to the entire department on an annual basis. Postdoctoral fellows that train in Department of Developmental and Regenerative Biology labs go on to a variety of independent positions in academia, industry, scientific publishing and other areas. 

Additional Information 

Office of Postdoctoral Affairs's Web Site