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Individuals from backgrounds historically underrepresented in the sciences (African Americans, Native Americans, Hispanic Americans, Pacific Islanders and Native Hawaiians) are especially encouraged to apply. We also encourage women, those with disabilities and those from low income, first generation college backgrounds to apply. All level of undergraduates are eligible and participants do not have to have prior research experience. All applicants must be a U.S. citizen or permanent resident studying at a U.S. undergraduate program. The dates of the program will be May 29, 2018- August 4, 2018 for the summer and a one year academic year commitment to travel to a conference, conduct research at your home institution and participate in a second summer that is also funded at Washington University or another research intensive university. Participation in a course titled, “Neuroscience Futures” will be required during the academic year via Skype if at a non-St. Louis institution and in person once per week. 

Satisfactory Academic Progress

All students in the Ph.D. program are expected to satisfy the academic performance requirements of the Graduate School of Arts and Sciences, which can be found in The Graduate School Bulletin’s General Requirements section. In addition, there are specific DBBS satisfactory academic performance requirements before and after passing the qualifying examination.

Before the Qualifying Exam

Before passing the qualifying examination, satisfactory academic progress is achieved by timely completion of required course work with satisfactory grades (overall B average), successful laboratory rotations (based on mentor evaluation at the end of the rotation) and timely completion of the qualifying examination (as defined by individual program guidelines).

Except in cases of extreme underperformance warranting immediate dismissal, students failing to make satisfactory academic progress will be placed on academic probation as outlined in the Academic Probation and Dismissal section (below). In the case of failure of the qualifying examination, the student will be placed on academic probation for a period of up to three months.  The program committee will provide the student with feedback on the deficiencies in their performance, and a timeline for the administration of the second examination.  Failure of the examination a second time could result in immediate dismissal by the steering committee.  In certain cases, a student who fails the qualifying exam may petition the committee for the awarding of a masters degree.

After the Qualifying Exam

After passing the qualifying examination, satisfactory progress is maintained by completing the following steps in a timely manner.

  • Establish a thesis committee and successfully present a thesis proposal.
    In some programs, a successful thesis proposal is a part of the qualifying examination. In cases where it is not, satisfactory academic progress requires that the student assemble a thesis committee and present a thesis proposal by the deadline specified in the program guidelines. A student not completing a thesis proposal by the date specified by the relevant program guidelines or by no later than the fifth semester of graduate study will be given notice that they are on academic probation and could be dismissed if the proposal is not completed within three months.
  • Maintain a thesis committee that meets the requirements of the program guidelines.
    The thesis advisory committee composition must be in accordance with the requirements of the specific PhD program.  At a bare minimum, the advisory committee must consist of four eligible Washington University faculty(s). At least four committee members must be present at the thesis proposal and update meetings.  If a member of the thesis committee resigns, the student must identify a new member within three months of face academic probation.  The thesis examination committee consists of a minimum of five faculty(s), in accordance with the requirements of the PhD program.
  • Review research progress with the thesis committee regularly.
    Students are required to meet and provide progress reports to their thesis committee at least once per year or more frequently if the program or the committee so recommends. The chairman of the committee will document the student's progress to the program coordinator, using the thesis committee report form ( Failure to meet as directed by the program or thesis committee will result in academic probation. 
  • Make acceptable progress toward completion of the thesis.
    Both the thesis committee and the thesis mentor must be satisfied that the student is progressing toward the completion of an acceptable thesis. If the thesis committee and mentor agree that a student is not meeting the expectations for progress for degree completion, the student will be placed on academic probation. Any disagreements between the thesis committee and the mentor should be resolved by the program steering committee. If the steering committee is unable to resolve the differences, the Program and Student Affairs Committee shall have final jurisdiction.
  • Complete the requirements for the Ph.D. degree by the end of the seventh year of graduate study.
    Students will be notified in writing at the beginning of the seventh year of graduate study that they must complete and defend an acceptable thesis by the end of the seventh year. The student and the mentor may petition for extension of this time limit. The petition must be approved by the steering committee and the Associate Dean for Graduate Education before being forwarded to the Dean of the Graduate School for consideration.  If the petition is denied or the student is unable is otherwise unable to complete the PhD requirements, the student will be dismissed from the program at the end of the seventh year.

Academic Probation and Dismissal.  Review the Graduate School of Arts & Sciences Policy on Probation and Dismissal for Academic Reasons.

Students who do not meet performance expectations in coursework, qualifying examination, teaching1, research, thesis committee meetings or other scholarly activities will be subject to academic probation and possible dismissal from the program.  Students may be dismissed immediately for extreme academic underperformance, but in most cases, they will be placed on academic probation and given the opportunity to remediate the deficiencies.  The period of an academic probation will normally be 3 months, though in some instances (such as poor performance in courses or an exceptionally poor qualifying examination) the academic probationary period may be of a shorter duration.  Individuals placed on academic probation will receive a letter from the program committee informing them of the imposition of academic probation.  The letter will establish the criteria necessary to return to good academic standing. At the end of the three-month probationary period, the program will inform the student in writing that have either been (1) returned to good standing, or (2) placed on a second consecutive academic probation, or (3) dismissed from the program. A second consecutive academic probation must be accompanied by a new letter identifying the steps required to return to good standing. While the purpose of the academic probationary period is to provide the student with time to improve, the decision of the program at the end of an academic probationary period could involve immediate notification of dismissal. At the end of a second continuous academic probation, the student will be either returned to good standing or dismissed. A third academic probation will be allowed only if it is does not immediately follow a second probation. A fourth academic probation will not be allowed. A student whose performance would result in a fourth academic probation will be dismissed immediately. A leave of absence cannot be used by a student to delay or nullify the consequences of a third consecutive or fourth academic probation.

Individuals on academic probation will continue to receive a stipend unless the student is failing to meet the basic expectations of their position, (including failure to carry our lab duties, MTE duties, compliance requirements or thesis committee meetings); in those cases, the individual will be given a two week notice prior to the suspension of the stipend.  All other benefits (access to Student Health, library and research facilities, etc.) will continue for the duration of the probationary period.

The Associate Dean for Graduate Education reviews all recommendations for dismissal before they are forwarded to the Dean of the Graduate School.  If the student disagrees with the steering committee's recommendation, a written petition may be submitted to the Associate Dean for Graduate Education.


1Complete a one-semester Mentored Teaching Experience (MTE) and a minimum of three qualifying workshops.  students lead discussions and/or problem-solving sessions, prepare and deliver one or more lectures as part of the regular lecture schedule, and/or provide regular instruction in a laboratory environment. MTE will invlove student lead discussions and/or problem-solving sessions, preparation and delivery of one or more lectures as part of the regular lecture schedule, and/or regular instruction in a laboratory environment.

DGSP Academic Progress
BioEntrepreneurship Core (BEC)

The BEC is open to all WashU affiliates (students, postdocs, staff, faculty) who share an interest in the interface between biomedical research and entrepreneurship. We organize events intended to educate the community about entrepreneurial principles, forge connections between researchers and local entrepreneurs/businesses, and raise awareness about resources available to startups. Many BEC-sponsored activities also provide information for those considering alternative career paths outside of academia. Above all, the BEC seeks to foster a spirit of innovation at the university that inspires researchers to pursue opportunities for their discoveries beyond the lab. If you've ever wondered what it takes to bring biomedical research from the bench to the bedside or what kinds of opportunities are available to you in the dynamic biotechnology landscape, we would love to see you at one of our events. For more information please visit or contact

Organizations & Campus Groups- Open to All
How do I calculate my GPA since it is not on a 4.0 scale?

You will need to convert the GPA a 4.0 scale. To convert:

GPA/max. score X 4 = reported score to us (rounded to the nearest 0.1)
For example:
          On a 100 point scale: 92/100 = .92 X 4 = 3.7
          On a 5 point scale: 3.9/5 = 0.78 X 4 = 3.1
Calculate the GPA for each school attended on a 4.0 scale.  To convert:

GPA/max. score X 4 = reported score to us (rounded to the nearest 0.1)

For example:
          On a 100 point scale: 92/100 = .92 X 4 = 3.7
          On a 5 point scale: 3.9/5 = 0.78 X 4 = 3.1

PhD Application Instructions
Section II - Alzheimer's
Section Leaders: Joy Snider, MD, PhD, Associate Professor, Neurology & Nupur Ghoshal, MD, PhD, Assistant Professor, Neurology​





Sept 26

FLTC 213

John C. Morris, MD
Harvey A. & Dorismae Hacker
Friedman Professor of Neurology
Professor, Pathology & Immunology
Director, Center for Aging
Director, Memory & Aging Project
Director, Alzheimer’s Disease Research Center

Introduction to Alzheimer’s Disease

Patient Visit

​Sept 28

FLTC 213

John Cirrito, PhD
Associate Professor, Neurology

Anne Fagan, PhD
Professor, Neurology

Abeta and tau metabolism/fluid biomarkers in Alzheimer’s Disease

​Oct 3

FLTC 213


Beau Ances, MD PhD MSc
Associate Professor, Neurology

Imaging in dementia

Oct 5

FLTC 213

Gregory Day, MD MSc FRCPC
Instructor, Neurology
Clinical Director, The Anti-NMDA Receptor Encephalitis Foundation

Autoimmune Encephalopathies

Patient Visit

Oct 10

FLTC 213

Timothy Miller, MD PhD
David Clayson Professor of Neurology

RNA targeted therapeutic strategies for dementia

Oct 11

FLTC 213

Nupur Ghoshal, MD PhD
Assistant Professor, Neurology
Non AD de​mentias

Oct 12





Oct 19

FLTC 213

Brendan Lucey, MD
Assistant Professor, Neurology

Sleep science and dementias

Oct 24

FLTC 213


Wrap up discussion & lunch

Pathobiology of Human Disease States Course
Funding and Features

The stipend for the 2018 program is $5000 and is quite ample to sustain you while in St. Louis. The Pipeline activities include seminars, individualized career counseling, workshops on applying to Ph.D. programs, social activities and much more. The information below will guide you through the application process. We recommend that you complete all of the components of your application as early as possible to ensure all materials are received prior to the deadline.

  • ​Two paid summers and one academic year of intensive, independent neuroscience research
  • Summer participation in the “Teen Brain” Course
  • Mentoring by faculty, near-peers, and other program advisors
  • Preparation for graduate school application
  • GRE preparation
  • Travel to two scientific conferences each year
  • Professional and career development activities and counseling
  • Social and collegial activities​​
National Institute of Health

Damien Abreu - Molecular Genetics and Genomics

Ehiole Akhirome - Developmental, Regenerative & Stem Cell Biology

Michael Bern - Immunology

Katherine Conen - Neurosciences

Jennifer Davis - Molecular Cell Biology

Vivek Durai - Immunology

Trent Evans - Molecular Cell Biology

Gary Grajales-Reyes - Immunology

Amy Herbert - Developmental, Regenerative & Stem Cell Biology

Sarah Kaufman - Neurosciences

Andrew Kraft - Neurosciences

Mariah (Lawler) Hoye - Biochemistry

Vivian Lee Developmental, Regenerative & Stem Cell Biology

Cheryl Leyns - Molecular Cell Biology

Dov Lerman-Sinkoff - Biomedical Engineering

Lucy Li - Molecular Microbiology & Microbial Pathogenesis

Stephen Linderman - Biomedical Engineering

Cates Mallaney - Human & Statistical Genetics

Hannah Miller - Immunology

Anish Mitra - Neurosciences

Patrick Olson - Molecular Microbiology & Microbial Pathogenesis

Eugene Park - Immunology

Chelsea Parker Harp - Immunology

Caitlin Purman - Molecular Genetics & Genomics

Michelle Robinette - Immunology

Emilie Russler-Germain - Immunology

Alexandra Russo​ - Neurosciences

Gregory Schimizzi - Molecular Cell Biology

Sarah Smith - Neurosciences

Benjamin Solomon - Immunology

Avik Som - Biomedical Engineering

Calvin Stephens - Molecular Genetics and Genomics

Manouela Valtcheva - Neurosciences

Samantha (Bayer) Van Hove - Molecular Cell Biology

External Fellowship Awardees
National Science Foundation

David Anderson - Immunology

Prachi Gopal Bagadia - Immunology

David Baranger - Neurosciences

Kirsten Brenner - Molecular Genetics and Genomics

Melissa Marie Budelier - Biochemistry

Amy Kate Clippinger - Neurosciences

Rebecca Lynn CunninghamDevelopmental, Regenerative & Stem Cell Biology​

Lisa Drewry - Molecular Microbiology and Microbial Pathogenesis

Vincent FasanelloEvolution, Ecology and Population Biology

Alexis Shontae Fennoy - Molecular Genetics & Genomics

Katherine Geist - Evolution, Ecology and Population Biology

Anshu Priyanthi Gounder - Molecular Microbiology and Microbial Pathogenesis

Percy Griffin - Molecular Cell Biology​

Sarem Seifu Hailemariam - Molecular Cell Biology

Katherine Heisey - Neurosciences

Cynthia  Holland - Plant and Microbial Biosciences

John Hoyer - Computational and Systems Biology

Jeremy Huynh - Molecular Microbiology and Microbial Pathogenesis

Britney Johnson - Biochemistry

Eric Keen - Molecular Microbiology and Microbial Pathogenesis

Zuzana Kocsisova - Molecular Genetics and Genomics

Nathan D. Kopp - Human and Statistical Genetics

Allyson Leigh Mayer - Developmental, Regenerative and Stem Cell Biology

Lisa McLellanMolecular Microbiology and Microbial Pathogenesis

Elizabeth Mueller - Molecular Microbiology and Microbial Pathogenesis

Natalie Omattage - Molecular Microbiology and Microbial Pathogenesis

Anne RobinsonBiochemistry, Biophysics, and Structural Biology​

Luis Sandoval - Molecular Genetics and Genomics

Stephanie Schultz - Neurosciences

Jennette ShootsPlant and Microbial Biosciences

Matthew Singh - Neurosciences

Allison Soung - Neurosciences

Melanie Anne Sparks - Biochemistry

Cassondra Leigh Vernier - Evolution, Ecology and Population Biology

Matheus Victor - Neurosciences

James Weagley - Molecular Genetics and Genomics

Marshall WedgerEvolution, Ecology and Population Biology

Rachel Wong - Immunology

Sara Wright​ - Evolution, Ecology and Population Biology

Anne Zimmerman - Plant and Microbial Biosciences​

External Fellowship Awardees
William H. Danforth Fellowship in Plant Sciences

​Jordan Brock - Evolution, Ecology and Population Biology

Ryan Calcutt - Plant and Microbial Biosciences

David Goad - Evolution, Ecology and Population Biology

Cynthia  Holland - Plant and Microbial Biosciences

Anne Phillips - Plant and Microbial Biosciences

Samantha Powers - Plant and Microbial Biosciences

Angela Schlegel - Plant and Microbial Biosciences

Jennette Shoots - Plant and Microbial Biosciences

Dilys Vela - Evolution, Ecology and Population Biology

Kristen Wendt - Molecular Genetics and Genomics

Benjamin Wolf​ - Plant and Microbial Biosciences

External Fellowship Awardees
Sigma Fellowship

​Nicole Fazio - Computational and Molecular Biophysics

McKenna Feltes - Biochemistry, Biophysics, and Structural Biology

Mariah Hoye​ - Biochemistry

Joshua Rackers​ - Computational and Molecular Biophysics

External Fellowship Awardees
Howard Hughes Medical Institute Gilliam Award
James Allen - Molecular Genetics & Genomics

Tien-Phat Huynh​ - Neurosciences
External Fellowship Awardees
Canadian Institutes of Health Research Award

Runjun Kumar​ - Computational and Systems Biology​

External Fellowship Awardees
American Heart Association

Drew Hagan - Developmental, Regenerative and Stem Cell Biology

Andrew Kraft - Neurosciences

Joshua Siegel​ - Neurosciences​

External Fellowship Awardees
Schneiderman Fellowship

Ross McKinney​ - Neurosciences​

External Fellowship Awardees
Philip and Sima Needleman Student Fellowship

​Joseph Burclaff - Developmental, Regenerative and Stem Cell Biology

Amy Herbert - Developmental, Regenerative and Stem Cell Biology

Scott Karney-Grobe - Developmental, Regenerative and Stem Cell Biology

Marcus Mahar​ - Developmental, Regenerative and Stem Cell Biology

External Fellowship Awardees
Spencer T. and Ann W. Olin Fellowship for Women in Graduate Study

​Anne Robinson - Biochemistry, Biophysics, and Structural Biology

Allyson Mayer - Developmental, Regenerative and Stem Cell Biology

Lisa McLellan - Molecular Microbiology and Microbial Pathogenesis

Angela Schlegel - Plant and Microbial Biosciences

Alexandra Scott​ - Molecular Genetics and Genomics

External Fellowship Awardees
United States Department of Agriculture

​Elizabeth Frick​ - Plant and Microbial Biosciences

External Fellowship Awardees
US Army

Brian Wadugu​ - Molecular Cell Biology

External Fellowship Awardees
Monsanto Excellence Fund for Graduate Fellowships in Life Sciences

​Manishi Pandey - Computational and Systems Biology

Chad Schaber - Molecular Microbiology and Microbial Pathogenesis

Henry Schreiber IV - Molecular Genetics and Genomics

Jennifer Soll - Molecular Genetics and Genomics

Erica Thomas - Plant and Microbial Biosciences

Maxwell Zimmerman​ - Computational and Molecular Biophysics

External Fellowship Awardees
Howard Hughes Medical Institute International Fellowship

​Abigael Cheruiyot​ - Molecular Cell Biology

External Fellowship Awardees
Gary K. Ackers Fellowship

Drake Jensen - ​Computational and Molecular Biophysics

Brittany Smith​ - Computational and Molecular Biophysics

External Fellowship Awardees
Chancellor Fellows

​Alexis Fennoy - Molecular Genetics and Genomics

Britney Johnson - Biochemistry

Elvin Lauron - Molecular Microbiology and Microbial Pathogenesis

Juvenal Lopez - Molecular Microbiology and Microbial Pathogenesis

Joseph Mosqueda - Molecular Genetics and Genomics

Elisa Murray - Biochemistry

Wayne Warner​ - Molecular Cell Biology

External Fellowship Awardees
American Society for Microbiologists

​Elvin Lauron​ - Molecular Microbiology & Microbial Pathogenesis

External Fellowship Awardees
Autism Science Foundation

Nathan Kopp​ - Human & Statistical Genetics

External Fellowship Awardees
Agency for Science, Technology, and Research
Nicholas Ho - Computational & Systems Biology
External Fellowship Awardees
Mentored Teaching Experience (MTE)

Basic MTE: All DBBS students are required to have a Mentored Teaching Experience (MTE) for at least one-semester, documented by registering for Mentored Teaching Experience (Dept. L41, LSG 600, Section # program dependent, Credit=0).  This is typically completed during the second year of graduate training.

The mentored teaching experience (MTE) will involve one of the following:
  • lead discussions and/or problem-solving sessions
  • prepare and deliver one or more lectures as part of the regular lecture schedule
  • provide regular instruction in a laboratory environment
The primary focus of the course is development of instructional skills, which includes live classroom practice and regular meetings between graduate students and instructors of the courses (course masters) to discuss:
  • the teaching approach 
  • evaluation of their performance
  • discussion of other matters 
As part of DBBS MTE training, students are required to:
  • Attend the University’s Orientation for the Mentored Teaching Experience.
  • Read the Graduate School's Mentored Teaching Experience Handbook (received at orientation).
  • Complete three 90-minute workshops, each covering a different topic, offered by the WUSTL Teaching Center-- The Teaching Center's Basic Mentored Teaching Experience-Training Workshops will introduce graduate students to effective pedagogical methods.  A new topic will be offered each month, September-November and February-April.  IT IS RECOMMENDED THAT STUDENTS START ATTENDING WORKSHOPS PRIOR TO OR DURING THE SEMESTERS OF THE MTE.  THE STUDENT WILL NOT RECEIVE A GRADE UNTIL PARTICIPATION OF 3 WORKSHOPS HAS BEEN RECORDED.
  • Register for LGS 600 Mentored Teaching Experience in WebSTAC.
  • Meet the expectations of the course master for the MTE.
  • Complete a written evaluation of the MTE. 
Students will receive a satisfactory/unsatisfactory grade at the conclusion of their MTE only when the following has been completed:
  • Participation in a minimum of 3 different workshops
  • Mentored Teaching Experience evaluation (by the student)
  • Course master evaluation (submitted to DBBS) 
Students who receive an unsatisfactory grade for any reason will be required to complete a second MTE.


Advanced MTE: The communication of one's scientific knowledge and findings within one's field is a critical skill for all scientists.  To foster this skill, all DBBS students must complete the Advanced MTE by engaging in a minimum of 4 scientific presentations.  Presentations may include oral and poster presentations at scientific meetings and program retreats before faculty, postdocs, graduate students, and others in the field.  The following will not count towards this requirement: lab meetings, journal clubs, thesis committee meetings, the thesis examination, presentations to undergraduates or a non-academic audience.


Students will be required to certify their Basic and Advanced MTE on the Teaching Requirements form, which is submitted to the Graduate School prior to the thesis examination.


Additional Teaching Opportunities: Division students interested in a teaching career may seek additional professional development through the Department of Biology’s Second Mentoring Teaching Experience Fellowship Program.   Students who pursue this additional professional development will be hired as part-time lecturers by the department.  The Chair of the Department of Biology can provide students with more information about this program.  Students may also gain additional teaching experience through the Teaching Center's Teaching Citation Program.  Students wishing to participate in either of these opportunities must obtain the approval of their thesis mentor and their Program Director.  (MSTP students will also need approval of the MSTP).

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DGSP Degree Requirements
Section I - Immunotherapy

Section Leader:  Todd A. Fehniger, M.D., Ph.D., Associate Professor of Medicine, Divistion of Oncology, Section:  Bone Marrow Transplant





Aug 29

FLTC 213

Todd Fehniger, MD PhD
Associate Professor of Medicine, Division of Oncology, Section: Bone Ma​rrow Transplant​

Intro to the Markey Pathway & Course

Intro to Immunology

Concepts (Immunology Bootcamp)

Adoptive Natural Killer Cell Therapy

​Aug 31

FLTC 213

Rizwan Romee, MD
Assistant Professor, Oncology
BMT & Leukemia
Clinical Director, Haploidentical Transplant Program

Hematopoietic stem cell transplantation

Patient Visit

​Sept 5

FLTC 213



John DiPersio, MD PhD
Virginia E. and Samuel J Golman Endowed Professorship of Medicine, Pathology & Immunology

Professor, Pediatrics & Pathology
Chief, Division of Oncology

Deputy Director, Siteman Cancer Center

Multispecific immune targeting agents for cancer therapy

Patient Visit

Sept 7

FLTC 213

Gavin Dunn, MD PhD
Assistant Professor, Neurological Surgery, Pathology & Immunology
Center for Human Immunology & Immunotherapy Programs

Personalizing T cell immunotherapy for brain cancer and checkpoint blockade

Challenges of personalized medicine clinical trials

Sept 12






Lobby, CAM




BJH Apheresis Center, Cell Processing Lab, SCC Biological Therapy Core, and Clinical BMT unit

Follow the NK and Stem Cells!

(Note: 2 hours!)

​Sept 14

FLTC 213

David DeNardo, PhD
Associate Professor, Medicine
Division of Oncology
CCE Institute

Andrea Wang-Gillam, MD PhD
Associate Professor, Medicine
Division of Oncology
Section: Medical Oncology

Tumor microenvironment impact on the immune response

Sept 19

FLTC 213

Amanda Cashen, MD
Associate Professor, Medicine
Division of Oncology
Section: Bone Marrow Transplant

Chimeric antigen receptor modified T cells for cancer immunotherapy

Patient Visit

Sept 21

FLTC 213



Wrap up discussion & lunch

Pathobiology of Human Disease States Course
Required - Division Sponsored
  • Coursework: Depending on the program, coursework typically requires from two to five semesters; usually consisting of four to seven courses in areas fundamental to the student’s Program. The typical student takes two or three courses in the first semester of graduate study and one or two courses in each of the next two or three semesters; most often completing by the end of the second year.
  • Mentored Teaching Experience: Students are required to do one MTE for the duration of one academic semester (Fall or Spring). In most cases the MTE takes place during their second year when the students are just starting in their newly chosen thesis lab. Sometimes students ask or are asked to do a ‘Second' MTE. This requires PI/Mentor approval.
  • Qualifying Examination: In their first through third years and at different times of the academic year (depends on the program) students are preparing for their Qualifying Exam. Two examples: 1) Microbiology students begin studying for their qualifying exam (preliminary exam) one year in advance (January of their first year). They meet as a group and study one day each week for an entire year. 2) Neurosciences students are not expected to do any lab work during an 8 week exam period schedule, May-June, at the end of their first year. Check with your Program Director or Program Student Coordinator for more information.
American Heart Association Predoctoral Fellowship

Two year awards providing stipend and money towards health insurance and project support. Can receive a third year of funding but must reapply for competitive review. Applicants must be a U.S. citizen, permanent resident, exchange visitor (J-1), temporary worker in a specialty occupation (H-1B), NAFTA professionals (TN), temporary worker with extraordinary abilities in the sciences (O-1) or student visa (F-1). Must pass qualifying or comprehensive exam prior to activation of the award. The deadline is November 1st.
For more information go to:

Nationally Competitive Fellowships
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