Laboratory rotations. Incoming neuroscience graduate students are strongly encouraged to begin research projects as soon as possible. Although many students enter with research interests and a preference for a research adviser, these preferences are often modified during the course of the graduate career. To assist students in making these decisions, new graduate students rotate through three laboratories during the first year. The purpose of these rotations is to offer a relaxed intellectual atmosphere in which students can be introduced to experimental neuroscience research, exposed to a laboratory environment, and become familiar with various experimental techniques and philosophies. The rotations also help students identify a laboratory in which the dissertation research can be performed with a supervisor. Rotations with faculty members outside the institute are encouraged.

Dissertation research. During the second year, students generally identify a dissertation topic in consultation with the dissertation committee, a group consisting of the Ph.D. supervisor, several neuroscience faculty members, and one faculty member from another department. The interdisciplinary approach to graduate research is sufficiently flexible that the research supervisor need not be a neuroscience faculty member. For example, a faculty member in the Institute of Molecular Biology might be the mentor for a molecular neurobiology graduate student, or a student interested in the cell biology of neurons might have a faculty member from the cell biology program as a primary adviser. Many other possibilities can be facilitated through the various research institutes and programs at the university. The research adviser may even be affiliated with another university such as the Oregon Health Sciences University in Portland. Such interdisciplinary research programs are strongly encouraged. Regardless of the affiliation of the mentor, students must continue to meet with the dissertation committee no less than once each year to keep committee members informed of the progress of the dissertation research.

The final, written dissertation is defended in an oral presentation open to all members of the university.

Course Work

In keeping with the institute's expressed policy of allowing students to begin their research as soon as they enter the program, the graduate program in requires a minimum amount of course work. New students complete a set of core courses as arranged with their interim advisory committee. Separate sets of core courses are provided for students primarily interested in Cell & Systems Neuroscience or Cellular & Developmental Biology.  Other specialized core course requirements may be developed in consultation with the Interim Advisory Committee.  The core courses expose graduate students to basic principles using primary literature and highlighting research areas, ideas, and techniques. An undergraduate level neurobiology course is also available for students who feel their background in neuroscience is limited.  Many other graduate level courses in neuroscience and development, including developmental neurobiology, neurochemistry, neuroethology, and neuroendocrinology, typically are offered every other year.

Teaching

Each graduate student in the institute is expected to be a graduate teaching fellow for one academic year in an undergraduate- or graduate- level course in the student's home department. This requirement usually is completed during the first year.  Courses taught depend on the student's needs and those of the academic department with which the student is affiliated.

Comprehensive Examinations

To determine the depth of a student's knowledge of neuroscience or developmental biology, a two-part comprehensive examination is administered to all graduate students during the first and second year. The first part consists of a set of written quarterly examinations based on literature provided in advance. Students select from a variety of exam topics offered each quarter.  The second portion of the examination asks the student to prepare a written research proposal and defend it orally. Successful completion of the comprehensive examination allows the student to be advanced to candidacy for the Ph.D. degree.

Seminars and Journal Clubs

In addition to courses, students have ample opportunity to attend laboratory meetings, journal clubs, seminars, and symposia related to their interests. Most laboratories have regular meetings, which are often open to other members of the institute. Several informal neuroscience and developmental biology journal clubs meet weekly and are conducted and attended by institute faculty members, students, and outside speakers. The purpose of these meetings is to evaluate and discuss primary research papers of topical interest. Graduate students frequently lead discussions at these journal clubs, which have evolved into an important and invaluable component of the training programs in neuroscience and developmental biology. During the academic year, the institute sponsors a weekly seminar series by distinguished lecturers visiting the University of Oregon.

 In keeping with the unique interactive research atmosphere at the University of Oregon, neuroscience graduate students also are encouraged to participate in journal clubs, meetings, and seminars offered by other research groups at the university, particularly those held in cognitive neuroscience, molecular biology, genetics, and cell and developmental biology. Strong and mutually satisfying research collaborations have often emerged from these interdisciplinary interactions. 

Neuroscience Retreat

Neuroscience personnel, including faculty members, postdoctoral associates, graduate students, and technical staff members, are invited to attend the institute's annual retreat, held each fall in a scenic setting. The purpose of this gathering is to present recent research accomplishments and to outline future research directions. In addition, the retreat provides an informal forum to encourage and facilitate scientific interactions and discussion among institute personnel, often leading to long-term scientific collaborations. The retreat also introduces incoming graduate students to the diversity of neuroscience research in the institute and often provides advanced graduate students with the first opportunity to present results to peers and colleagues.