Thursday, November 21, 2024
11/21/2024
The Interdisciplinary Program in Neurosciences (IPN) at Georgetown University (GU) is a broad-based, non- departmental PhD program in Neuroscience. Established in 1994 and supported by the NIH from 2001 through 2023, the IPN’s primary goal is to develop “Stewards of the Discipline” by training students in the scholarly pursuit of research in integrative neuroscience. The 33 core training faculty and 14 supporting faculty in this application are drawn from nine clinical and basic science departments on the Medical Center and Main Campus, co-located in Washington, DC. IPN faculty span a breadth of inquiry; core faculty are split evenly between cellular/molecular, systems, and cognitive sciences. IPN students are very successful, those appointed to this JSPTPN published an average of 4.8 papers with 2 as first author from their thesis training. Students average 5.6 years to conferral of the PhD. Institutional support covers recruitment, program retreats, bridge funds for thesis students and faculty. T32 funds are requested to support pre-thesis training for eight students (4 slots each for the 1st and 2nd years), while GU provides matching support of eight students in those years. Participating core faculty has increased from 25 previously to 33 due to recent recruitments of faculty into the Departments of Psychology, Neuroscience, Pharmacology & Physiology, and Biology expanding the faculty and facilities available. A new initiative of the Medical Center called “25 x 2025” plans to bring six new faculty this year to expand on cross- disciplinary research with a focus on neuroscience and prioritizing recruitment of faculty from underrepresented minority groups (URM). Five new T32s, in addition to two others, are available to support pre-thesis students to provide more extensive training in specialized areas that fit students’ interests. The IPN consists of 40-50 thesis and pre-thesis students. Aggressive recruitment of applicants from URM groups have been successful (29% of students in the IPN and 66% of those appointed to the JSPTPN); this continues to be a top priority. Training includes broad-based didactic coursework with increased emphasis on quantitative aspects and scientific rigor. Training in quantitative critical thinking includes expansion of required coursework, additional coursework tailored to the student’s area of research, new electives focused on Matlab and python programming for scientists, and more broadly ongoing assessment of data analytic methods in seminars and journal clubs. Trainees participate in intensive laboratory research, seminars, professional meetings, journal clubs, and training in essential professional skills (writing manuscripts and grants, mentorship, teaching, oral presentations, career choices, and ethical considerations. Students are very active in governance of the IPN. Opportunities to explore career options are developed throughout the graduate career, particularly with the establishment of a new graduate Office of Career Strategy and Professional Development. Upon graduation, over 70% of IPN students pursue post- doctoral research training; 25% of those who graduated since 2006 have earned tenure track faculty positions. About 15% go into careers related to science policy and administration in the nation’s capital area and the NIH.
HHS’ Tracking Accountability in Government Grants System (TAGGS) website provides access to detailed descriptions of grants, loans, aggregated direct payments and other types of financial assistance awarded by the HHS Operating Divisions (OPDIVs) and the Office of the Secretary Staff Divisions (STAFFDIVs).
