Since its founding in 1973, DBBS has been the vanguard of interdisciplinary biosciences training. As such, one of the hallmarks of DBBS students and faculty is a passionate drive for discovery and the advancement of scientific knowledge across a collective of disciplines. Our students, scholars, and faculty are people who are curious, thoughtful, and engaged with the world around them as they make connections and discoveries that have significant impact on our understanding of human health and disease both in the lab and in real-world applications.

We take a holistic approach to our admissions process and take the entirety of your application into consideration, not just one or two parts. Applications are reviewed by their respective program Admissions Committees, which are comprised of faculty members with active research labs. Committee members assess each completed application, taking into account the applicant’s coursework, grades, test scores, and letters of recommendation, and essay responses. While each program has its own unique assessment of scientific understanding based on their discipline, overall, Admissions Committees are looking for applicants with significant research experience, academic ability, and a maturity and sophisticated understanding of your chosen research discipline.

Competitive candidates will possess:

  • An average of 12 months of laboratory research experience (can be cumulative)
  • A GPA of 3.0 – 4.0 (US scale)
  • Rigorous STEM coursework in their chosen discipline
  • Three (3) strong letters of recommendation
  • Demonstration of scientific sophistication, research methodologies, creativity, independence, determination and perseverance through responses to essay questions on the application​

TIP: A candidate that can demonstrate a passion for and sophisticated understanding of science in their essay responses is going to be given more credence than one that is technically accurate but can’t explain or elucidate why they are interested in their particular project or how it connects to larger and broader research questions. Can you explain the how and why of what you did and why it matters? That’s what will make you stand out as a candidate.

Research experience

At the heart of the application is the research experience. Successful applicants generally have at least one year of research experience at the time of application. Research experience should begin by the sophomore or junior year.

Working in the lab or field setting helps students gain an understanding of the principles of research as well as the environment in which the research takes place. Students learn the techniques of research while absorbing the cultural environment and usually know very quickly whether or not they like the culture of laboratory, or “bench”, science. By starting this process early, students who love research have time to build upon their skills and knowledge. Those who do not like the research setting have time to find another setting or even change majors.

Many schools offer their own funded research programs or participate in programs funded by McNair, Howard Hughes Medical Institute, NIH, or NSF. If your school does not offer research programs, students may want to spend summers in a research program at another school or with a biotechnology company. Several summer research experiences are available at Washington University. These include the Summer Research Programs for students who are interested in careers in biomedical research.

The Admissions Committees will be looking for research experiences in which a student’s level of independence can grow as their scientific skills develop and in which their native curiosity can be expressed. Ideally, the applicant would have research experience related to the program discipline for which the applicant is applying.

TIP: Students often have more than one research experience. It is important to remain in contact with previous research mentors, so they may provide letters of recommendation later.

Courses and GPA
Choosing courses

General requirements include several courses in biology, general and organic chemistry (3-6 semesters), calculus, and physics (1 to 2 semesters each). In programs such as Biochemistry, Biophysics & Structural Biology or Computational & Systems Biology, a background in physics or computer science is extremely useful. Students earning degrees in fields such as chemistry, physics, mathematics, computer science, or engineering and who have an interest in the intersection of their own discipline and biology and biomedical science are also encouraged to apply to our programs.


DBBS does not set minimum grade point average (GPA) requirements for applicants. We ask that GPAs be reported for each school attended on a 4.0 scale. Applicants are also required to submit an unofficial transcript from each college/university attended. The committee reviews these transcripts, taking into consideration the range of courses taken, overall course load, and grades in specific courses. Successful applicants usually have GPAs in both science and non-science courses in the range of 3.2 – 4.0.

Letters of recommendation

Applicants are required to submit three (3) letters of recommendation. Letters should be from faculty, research mentors (including principal investigators), or supervisors; letters should not come from peers. Letters from research mentors are most important. If an applicant has had multiple research experiences, it is important to get letters from more than one mentor, including the current mentor.

Occasionally, students begin their latest research experience in August or September before completing an application a few months later. In this instance, the faculty member may not feel he/she has had enough time to assess the student’s ability. The student can make note of this on the application form. The admissions committee may request a letter from that mentor in the spring.

Letters of recommendation should focus on the student’s ability to reason scientifically. Examples of initiative, motivation, and determination are helpful to the committee.

TIP: When asking for letters of recommendation, provide your recommenders with a copy of your resume, a transcript, and a description of why you are interested in pursuing a career in scientific research.


Interviews serve a dual purpose of selection and recruiting. The first purpose can cause anxiety for applicants. However, by being granted an interview, you should carry confidence into your interviews that you are among an elite group that we think will benefit from our training programs and also contribute a lot to our community. Unfortunately, we can make only enough offers for us to meet our promise to fund every student’s stipend, so we must turn away worthy applicants each year. Some applicants must be wait listed until we are sure that class size will not exceed our budget.  Waitlisted applicants are valued and are typically among our top students! With regard to recruiting, keep in mind that you should ask tough questions about the environment, the outcomes of graduates, student satisfaction, and our educational programs. Interviews are a two-way street! If a particular faculty interviewer doesn’t know an answer, they should be able to point you to those who do know. 

Your interview ideally will be a mutually enlightening exchange of knowledge. You can prepare for interviews by looking up faculty profiles. It’s always good form to ask questions about your interviewer’s research. Prepare a list of questions. You can be expected to be asked about your intellectual role in your research, about your interest in WashU faculty, and about your leadership and problem solving skills. Be prepared with examples from your background.  It’s OK to use examples outside of the lab; we want the whole ‘you’ in our training programs. Expect gently critical questions about your research. Prepare a story about your graduate research interest based on your passions; don’t worry that anyone will hold you to it. Practice your interview with a classmate or mentor.

Everyone has strengths they can play to and weaknesses they want to minimize. If you are introverted, use your superior listening skills. Summarize your interviewer’s points. Ask questions to show that you’ve heard.  Prepare and practice to help overcome your introversion. Practice sustaining eye contact, maintaining control of the situation, and take care not to appear aloof.  Use bathroom breaks and free times to recharge.  If you are extroverted, you are likely to appear confident, which is good, but also allow the interviewer their turn to take the lead. Perhaps start with a question, and take care not to interrupt.  Resist the temptation to fill conversation gaps, and use the time to consider questions. Be concise in your answers; talking points may help. 

Congratulations on beginning your career of exploration.  Good luck!  You got this!!