phd programs for genetics

Human Genetics and Genomics, PhD

School of medicine, ph.d. program.

The Johns Hopkins Human Genetics Training Program provides a training in all aspects of human genetics and genomics relevant to human biology, health and disease. 

Advances in human genetics and genomics continue at an astounding rate and increasingly they are being integrated into medical practice. The Human Genetics Program aims to educate highly motivated and capable students with the knowledge and experimental tools that will enable them to answer important questions at the interface between genetics and medicine. Ultimately, our trainees will be the leaders in delivering the promise of genetics to human health.

The overall objective of the Human Genetics program is to provide our students with a strong foundation in basic science by exposure to a rigorous graduate education in genetics, genomics, molecular biology, cell biology, biochemistry and biostatistics as well as a core of medically-related courses selected to provide knowledge of human biology in health and disease. 

This program is also offered as training for medical students in the combined M.D./Ph.D. program.  Students apply to the combined program at the time of application to the M.D. program. (See section entitled Medical Scientist Training Program).

Research Facilities

Research laboratories are well equipped to carry out sophisticated research in all areas of genetics. The proximity to renown clinical facilities of the Johns Hopkins Hospital, including the Department of Genetic Medicine, and Oncology Center provides faculty and students with access to a wealth of material for study. Computer and library facilities are excellent. Laboratories involved in the Human Genetics Program span Johns Hopkins University; consequently supporting facilities are extensive.

Financial Aid

The program is supported by a training grant from the National Institute of General Medical Sciences. These fellowships, which are restricted to United States citizens and permanent United States residents, cover tuition, health care insurance and a stipend during year one.  Once a student has joined a thesis lab, all financial responsibilities belong to the mentor.   Students are encouraged, however, to apply for fellowships from outside sources (e.g., the National Science Foundation, Fulbright Scholars Program, Howard Hughes Medical Institute) before entering the program.

Applicants for admission should show a strong academic foundation with coursework in biology, chemistry and quantitative analysis.   Applicants are encouraged to have exposure to lab research or to data science.  A bachelor's degree from a qualified college or university will be required for matriculation.  GREs are no longer required.

The Human Genetics site has up-to-date information on “ How to Apply .” For questions not addressed on these pages, please access the contact imformation listed on the program page: Human Genetics and Genomics Training Program | Johns Hopkins Department of Genetic Medicine (hopkinsmedicine.org) .

Program Requirements

The program includes the following required core courses: Advanced Topics in Human Genetics, Evolving Concept of the Gene, Molecular Biology and Genomics, Cell Structure and Dynamics, Computational Bootcamp,  Pathways and Regulation, Genomic Technologies, Rigor and Reproducibility in Research, and Systems, Genes and Mechanisms of Disease. Numerous elective courses are available and are listed under sponsoring departments.

Our trainees must take a minimum of four electives, one of which must provide computational/statistical training.

The HG program requires the “OPTIONS” Career Curriculum offered by the Professional Development and Career Office.  OPTIONS is designed to provide trainees with the skills for career building and the opportunity for career exploration as well as professional development training

Human Genetics trainees also take a two-week course in July at the Jackson Labs in Bar Harbor, Maine entitled "Human and Mammalian Genetics and Genomics: The McKusick Short Course" which covers the waterfront from basic principles to the latest developments in mammalian genetics. The faculty numbers about 50 and consists roughly in thirds of JAX faculty, Hopkins faculty and “guest” faculty comprising outstanding mammalian geneticists from other US universities and around the world.

The courses offered by the faculty of the program are listed below. All courses are open to graduate students from any university program as well as selected undergraduates with permission of the course director.

Trainees must complete three research rotations before deciding on their thesis lab.  They must also participate in the Responsible Conduct of Research sessions offered by the Biomedical Program; starting at year 3, students must attend at least two Research Integrity Colloquium lectures per year. 

Our trainees participate in weekly journal clubs, department seminars, monthly Science & Pizza presentations as well as workshops given twice a year on diversity, identity and culture.

At the end of the second year, trainees take their Doctoral Board Oral Examination.  Annual thesis committee meetings must be held following successful completion of this exam.

Average time for completion is 5.3 years.

Graduates from the Human Genetics program pursue careers in academia, medicine, industry, teaching, government, law, as well the private sector.  Our trainees are encouraged to explore the full spectrum of professional venues in which their training my provide a strong foundation. Driven by curiosity and a desire for excellence, our trainees stand out as leaders in the chosen arenas of professional life. They are supported in the development of their career plans by a program faculty and administration who are dedicated to their success, and by a myriad of support networks across the Johns Hopkins University, many of which are provided by the Professional Development Career Office of the School of Medicine.

Genetics and Genomics Graduate Programs in America

1-25 of 84 results

Stanford University School of Medicine

Stanford, CA •

Stanford University •

Graduate School

• • Rating 5 out of 5   3 reviews

Doctoral Student: I begin in the Fall of 2023--Based on my interview, and pre-classes I have taken this program is amazing. It is very student-centered. ... Read 3 reviews

Stanford University ,

Graduate School ,

STANFORD, CA ,

3 Niche users give it an average review of 5 stars.

Featured Review: Doctoral Student says I begin in the Fall of 2023--Based on my interview, and pre-classes I have taken this program is amazing. It is very student-centered. .

Read 3 reviews.

Yale School of Medicine

New Haven, CT •

Yale University •

• • Rating 4.8 out of 5   5 reviews

Master's Student: So far, the interactions I have had with the administration are all positive. Administrators are very responsive and knowledgeable and helpful. ... Read 5 reviews

Yale University ,

NEW HAVEN, CT ,

5 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says So far, the interactions I have had with the administration are all positive. Administrators are very responsive and knowledgeable and helpful. .

Read 5 reviews.

Harvard Medical School

Boston, MA •

Harvard University •

• • Rating 4.94 out of 5   16 reviews

Other: Harvard is my dream school. Next year I will graduate the Mongolian National University of Medical Sciences. Then I will applying to Harvard Medical School. If I accepted by this school, I will try my best of the best….. ... Read 16 reviews

Harvard University ,

BOSTON, MA ,

16 Niche users give it an average review of 4.9 stars.

Featured Review: Other says Harvard is my dream school. Next year I will graduate the Mongolian National University of Medical Sciences. Then I will applying to Harvard Medical School. If I accepted by this school, I will try... .

Read 16 reviews.

Kenneth P. Dietrich School of Arts and Sciences

University of Pittsburgh •

Graduate School •

PITTSBURGH, PA

Thomas Jefferson University

PHILADELPHIA, PA

• • Rating 4.68 out of 5   71

University of Pittsburgh School of Medicine - Graduate Studies

• • Rating 5 out of 5   1

Duke University School of Medicine

Durham, NC •

Duke University •

• • Rating 4.76 out of 5   17 reviews

Doctoral Student: Professors are incredible, always willing to go the extra mile to help students succeed. Curriculum is designed to prepare students to be successful therapists. This program is truly incredible. ... Read 17 reviews

Duke University ,

DURHAM, NC ,

17 Niche users give it an average review of 4.8 stars.

Featured Review: Doctoral Student says Professors are incredible, always willing to go the extra mile to help students succeed. Curriculum is designed to prepare students to be successful therapists. This program is truly incredible. .

Read 17 reviews.

Vanderbilt University School of Medicine

Nashville, TN •

Vanderbilt University •

• • Rating 5 out of 5   2 reviews

Graduate Student: Vanderbilt University School of Nursing. Loved my experience! Great teachers, easy to access, clear cut goals in class, great clinical experiences. ... Read 2 reviews

Vanderbilt University ,

NASHVILLE, TN ,

2 Niche users give it an average review of 5 stars.

Featured Review: Graduate Student says Vanderbilt University School of Nursing. Loved my experience! Great teachers, easy to access, clear cut goals in class, great clinical experiences. .

Read 2 reviews.

Washington University School of Medicine in St. Louis

St. Louis, MO •

Washington University in St. Louis •

• • Rating 4.73 out of 5   15 reviews

Doctoral Student: So far, my experience had been amazing! The drive and parking are not the best, but the students and staff are very good. ... Read 15 reviews

Washington University in St. Louis ,

ST. LOUIS, MO ,

15 Niche users give it an average review of 4.7 stars.

Featured Review: Doctoral Student says So far, my experience had been amazing! The drive and parking are not the best, but the students and staff are very good. .

Read 15 reviews.

• Find college scholarships

Geisel School of Medicine

Hanover, NH •

Dartmouth College •

Current Doctoral student: Geisel is an incredible school with very passionate faculty who go out of their way to help every student find success, which is extremely rare among medical schools. Whether it be research, residency, or clinicals, I have never encountered a group of individuals so committed by default to students they may not have even met before. The match list speaks for itself; most students depart to their top choice hospitals across the country every year. On top of it all, the Upper Valley is one of the nicest areas to live in the Northeast. It has an abundance of natural beauty, is within a couple of hours of many ski mountains, two hours from Boston, and a lot of growth in the past decade has led to the creation of many cute little locally owned businesses, restaurants, and bars that are frequented by Dartmouth students. I chose Geisel of a number of other schools and have never regretted my decision once. ... Read 3 reviews

Dartmouth College ,

HANOVER, NH ,

Featured Review: Current Doctoral student says Geisel is an incredible school with very passionate faculty who go out of their way to help every student find success, which is extremely rare among medical schools. Whether it be research,... .

Division of Biology and Biological Engineering - California Institute of Technology

Pasadena, CA •

California Institute of Technology •

California Institute of Technology ,

PASADENA, CA ,

Biological Sciences Division - University of Chicago

Chicago, IL •

University of Chicago •

• • Rating 4 out of 5   1 review

Master's Student: So far so good. Nothing out of the ordinary. Professors are knowledgeable. I would say to ensure that you know your interests and work closely with the advisors to pick suitable classes. ... Read 1 review

University of Chicago ,

CHICAGO, IL ,

1 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says So far so good. Nothing out of the ordinary. Professors are knowledgeable. I would say to ensure that you know your interests and work closely with the advisors to pick suitable classes. .

Read 1 reviews.

Dornsife College of Letters, Arts and Sciences

Los Angeles, CA •

University of Southern California •

University of Southern California ,

LOS ANGELES, CA ,

Cornell University College of Agriculture and Life Sciences

Ithaca, NY •

Cornell University •

Cornell University ,

ITHACA, NY ,

University of Michigan Medical School

Ann Arbor, MI •

University of Michigan - Ann Arbor •

Current Doctoral student: University of Michigan Medical School offers an exceptional medical education experience. What is unique about Michigan medical school is the innovative focus they have on their curriculum and culture of continuous improvement. The pre-clinical curriculum is only 12 months, which allows students to start their core clinical rotations in their second year. This affords students the opportunity to gain and improve upon clinical skills early, have more time to do research and cultivate career interests, and builds a foundation of knowledge that makes the students some of the best clinically trained in the country. Not only is the student body full of people with diverse, impressive accomplishments and experiences, but the culture is one where students genuinely value and support each other. ... Read 2 reviews

University of Michigan - Ann Arbor ,

ANN ARBOR, MI ,

Featured Review: Current Doctoral student says University of Michigan Medical School offers an exceptional medical education experience. What is unique about Michigan medical school is the innovative focus they have on their curriculum and... .

• Sponsored Find Student Loan Options
• Neuroscience and Neurobiology Graduate Programs
• Natural Sciences Graduate Programs

Graduate School of Biomedical Sciences - Tufts University

Tufts University •

Tufts University ,

UCLA College of Letters and Science

University of California - Los Angeles •

• • Rating 3 out of 5   1 review

University of California - Los Angeles ,

1 Niche users give it an average review of 3 stars.

Krieger School of Arts & Sciences

Baltimore, MD •

Johns Hopkins University •

• • Rating 4.53 out of 5   19 reviews

Master's Student: I have yet to enroll for Fall 2023 after receiving my acceptance letter due to a delay in my need-based financial aid from JHU. However the Homewood Campus in Baltimore is beautiful and my Student Advisor, Alexis has been extremely helpful in initiating my enrollment process and answering all of my questions in a timely matter. My intended Advanced Academic Program is the accelerated (2 semester), dual-modality, 40-credit M.S. in Biotechnology, Biodefense concentration. All of the anticipated course subjects are diverse and there's even a customizable core lab course on campus (at least until Summer 2024). I can't wait and I wish you all the best in your search for academic programs or professional certifications. ... Read 19 reviews

Johns Hopkins University ,

BALTIMORE, MD ,

19 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says I have yet to enroll for Fall 2023 after receiving my acceptance letter due to a delay in my need-based financial aid from JHU. However the Homewood Campus in Baltimore is beautiful and my Student... .

Read 19 reviews.

Emory School of Medicine

Atlanta, GA •

Emory University •

• • Rating 4.18 out of 5   11 reviews

Other: The program's strengths include early hands-on clinical exposure, exceptional faculty who are leaders in their fields, and ample research opportunities. The curriculum emphasizes not only medical knowledge but also the human aspects of healthcare. Challenges include a demanding workload and a competitive atmosphere, which can be overwhelming but also drive excellence. Despite these challenges, the experience is enriching, fostering a holistic, patient-centered approach to medicine. The environment at Emory is not only academically challenging but also prepares students to become compassionate and competent healthcare professionals. ... Read 11 reviews

Emory University ,

ATLANTA, GA ,

11 Niche users give it an average review of 4.2 stars.

Featured Review: Other says The program's strengths include early hands-on clinical exposure, exceptional faculty who are leaders in their fields, and ample research opportunities. The curriculum emphasizes not only medical... .

Read 11 reviews.

Wake Forest School of Medicine

Winston-salem, NC •

Wake Forest University •

• • Rating 4.82 out of 5   11 reviews

Master's Student: I am an incoming graduate student, excited to begin my masters in clinical research management! This program is just a few years old, and I am grateful to be a part of some of the first few cohorts to benefit from this specialized learning to gear one to lean and succeed in the clinical research industry. ... Read 11 reviews

Wake Forest University ,

WINSTON-SALEM, NC ,

11 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says I am an incoming graduate student, excited to begin my masters in clinical research management! This program is just a few years old, and I am grateful to be a part of some of the first few cohorts... .

School of Medicine - University of North Carolina at Chapel Hill

Chapel Hill, NC •

University of North Carolina at Chapel Hill •

• • Rating 4.5 out of 5   2 reviews

Graduate Student: UNC is a great school and has a wonderful public health program. Gillings is a very collaborative environment and the faculty are very engaged with students. ... Read 2 reviews

University of North Carolina at Chapel Hill ,

CHAPEL HILL, NC ,

2 Niche users give it an average review of 4.5 stars.

Featured Review: Graduate Student says UNC is a great school and has a wonderful public health program. Gillings is a very collaborative environment and the faculty are very engaged with students. .

University of Florida College of Agricultural and Life Sciences

Gainesville, FL •

University of Florida •

• • Rating 4.67 out of 5   6 reviews

Alum: This is a program intended for people who have a purpose. Many enrolled already work full time and want a higher degree to boost payscale or in the case of teachers, allow them to teach higher education programs or develop new ones. For individuals seeking further education, this can be a great stepping stone, however be advised you need to work and seek your path, it will not be handed to you and there is little guidance without effort. Much of the course work is as described- intended for medical microbiology. Some classes are highly outdated and most geared towards academia not industry. I liked the ability to customize some of the coursework but was disappointed a dreadful career seminar I did not want to take was later removed as a requirement without compensation. I would have happily taken a credit even as an audit to learn. Be advised it can be challenging to develop relationships with professors and standout amongst large numbers of students online. ... Read 6 reviews

Blue checkmark.

University of Florida ,

GAINESVILLE, FL ,

6 Niche users give it an average review of 4.7 stars.

Featured Review: Alum says This is a program intended for people who have a purpose. Many enrolled already work full time and want a higher degree to boost payscale or in the case of teachers, allow them to teach higher... .

Read 6 reviews.

University of Wisconsin School of Medicine and Public Health

Madison, WI •

University of Wisconsin •

Doctoral Student: The best part of being in the Endocrinology and Reproductive Physiology program in UW-Madison’s School of Medicine and Public Health is the community. I love the diversity of endocrinology training my program has, as well as the tight-knit, family-style bonding we do over science. In my cohort alone, we are studying bovine ovarian cycles and luminal breast cancers all the way to diabetes and SSRI effects on bone density. SMPH does a great job of housing unique programs like my own, facilitating collaborations between labs, and providing great goals and standards for all students to learn and achieve together. Although expected with having a large campus and being in diverse fields, the worst part of my academic experience is being spread across campus from my friends. With our busy research schedules, these distances across campus stop us from studying together for classes as often as we should. ... Read 2 reviews

University of Wisconsin ,

MADISON, WI ,

Featured Review: Doctoral Student says The best part of being in the Endocrinology and Reproductive Physiology program in UW-Madison’s School of Medicine and Public Health is the community. I love the diversity of endocrinology training... .

UW College of Agricultural & Life Sciences

Franklin college of arts and sciences.

Athens, GA •

University of Georgia •

• • Rating 5 out of 5   1 review

Current Doctoral student: Overall it is a pretty good program at a school that is really becoming an academic powerhouse. Being at the flagship school of the state helps with certain benefits and great networking opportunities. ... Read 1 review

University of Georgia ,

ATHENS, GA ,

1 Niche users give it an average review of 5 stars.

Featured Review: Current Doctoral student says Overall it is a pretty good program at a school that is really becoming an academic powerhouse. Being at the flagship school of the state helps with certain benefits and great networking... .

Miller School of Medicine

Miami, FL •

University of Miami •

• • Rating 4.67 out of 5   9 reviews

Doctoral Student: It is a vigorous program that trains us to provide the best healthcare to our patients. The training they are making us do reflects the environment we are going to be working in ... Read 9 reviews

University of Miami ,

MIAMI, FL ,

9 Niche users give it an average review of 4.7 stars.

Featured Review: Doctoral Student says It is a vigorous program that trains us to provide the best healthcare to our patients. The training they are making us do reflects the environment we are going to be working in .

Read 9 reviews.

University of Rochester School of Medicine & Dentistry

Rochester, NY •

University of Rochester •

Alum: U of R prepared me exceedingly well for residency in an ultra competitive surgical subspecialty, for which I am eternally grateful. Although I’m now a Board-Certified Plastic Surgeon, my training at U of R with its unique biopsychosocial emphasis has greatly influenced my bedside manner and ability to connect with my patients with empathy and to treat them holistically and not merely as this or that body part upon which to operate. The Double Helix curriculum is particularly strong in Anatomy, Neuroscience, and the Medical Humanities. Both faculty and administration are supportive and do everything in their power to ensure your success. The class is small (slightly over 100 students), and the culture is collegial and not cutthroat. I was able to successfully juggle life as a newly married man and eventual father while in medical school there without feeling or getting overwhelmed. I’ve known about U of R since high school but it’s truly a gem in the rough among the top medical schools! ... Read 5 reviews

University of Rochester ,

ROCHESTER, NY ,

Featured Review: Alum says U of R prepared me exceedingly well for residency in an ultra competitive surgical subspecialty, for which I am eternally grateful. Although I’m now a Board-Certified Plastic Surgeon, my training at... .

College of Arts and Sciences - Case Western Reserve University

Cleveland, OH •

Case Western Reserve University •

Case Western Reserve University ,

CLEVELAND, OH ,

Showing results 1 through 25 of 84

• Working Groups
• Faculty Jobs
• Postdoc & Postgrad jobs

Graduate Program

• Fellowship in Laboratory Genetics and Genomics (LGG)
• Clinical Genetics and Genomics Residency Training Program
• Pathway Programs
• Research Labs
• Office for Strategic Research Development
• Spatial Technology
• Bioinformatics
• Project Submission
• Service Fees
• Centers & Affiliations
• Participate in Our Research
• Post-Doctoral
• Junior Faculty
• 2021 Recipient
• 2020 Recipient
• 2019 Recipient
• Leadership & Contacts
• Genetics Graduate Student Executive Council
• Committee Roster
• Equity and Inclusion Program (EQUIP)
• What is Clinical Genetics
• Our Clinical Team
• Clinics & Making Appointments
• Impacting COVID-19 Outcomes through Genomics (ICOG)
• Special Events

INFORMATION FOR

• Residents & Fellows
• Researchers

Teaching Responsibilities

Additional responsibilities, md/phd studies, admission & financial aid.

The program of study leading to the PhD degree emphasizes a broad approach to the fundamental principles of genetics, development and molecular biology combined with extensive research training. The program is designed to permit close interaction between graduate students, postdoctoral fellows, and faculty, while also encouraging full participation in the larger community of biological scientists at Yale.

The PhD program in Genetics is designed to provide the student with a broad background in general genetics and the opportunity to conduct original research in a specific area of genetics. The Genetics student is expected to acquire a broad understanding of genetics, spanning knowledge of at least three basic areas of genetics, which include molecular, cellular, organismal, and population genetics. Normally this requirement is accomplished through the satisfactory completion of formal courses, many of which cover more than one of these areas. Students are required to pass at least six graduate level courses.

Students enter the Genetic Graduate Program following the completion of their first year of studies within the BBS Program. Normally students entering the Genetics Graduate Program have selected a faculty thesis advisor with an appointment in the Department of Genetics. Advanced graduate study becomes increasingly focused on the successful completion of original research and the preparation of a written dissertation under the direct supervision of a faculty advisor along with the guidance of a thesis committee.

A qualifying examination is given during the second year of study. This examination consists of a period of directed reading with the faculty followed by the submission of two written proposals and an oral examination. Following the completion of course work and the qualifying examination, the student submits a dissertation prospectus (by the end of the sixth term) and is admitted to candidacy for the PhD degree. There is no language requirement.

The completed research is presented in the form of a written dissertation and a formal seminar. Typically four to six years are required in total to complete work for the PhD degree.

An important aspect of graduate training in genetics is the acquisition of communication and teaching skills. Students participate in presentation seminars and are asked to serve as teaching assistants during two terms (or the equivalent). Teaching duties normally involve assisting in discussion sections, seminar groups or laboratories, and grading, and do not require more than 10 hours per week. Teaching activities are drawn from a diverse menu of lecture, laboratory, and seminar courses given at the undergraduate, graduate, and medical school level. Students are not expected to teach during their first year.

Exchange of information with colleagues is an essential component of scientific life. The Genetics Department hosts a Genetics Journal Club as well as a weekly seminar series. Advanced graduate students present the results of their research to members of the Department in a Research in Progress series each year.

The annual departmental retreat consists of a weekend program of informal research talks, poster sessions, and discussions. This provides an outstanding opportunity to keep up-to-date with the diverse research underway in the department and to participate in vigorous scientific discussions. In addition to these intradepartmental activities, there are many additional seminar programs in which outside speakers from the U.S. and abroad present their work to the Yale scientific community. Students have the opportunity to meet with these guests as well as to select and host seminar speakers. Students are also encouraged to travel to scientific meetings and to present their research.

The breadth of the Program, the flexible nature of its graduate studies, and the increasing recognition of the importance of genetics and development in medicine make this Program ideal for MD/PhD students who wish to pursue a career combining basic and clinical research. Interested students should contact:

Kayla McKay, Registrar, MD/PhD Program Yale School of Medicine 367 Cedar St. New Haven, CT 06510-8046 Tel. 203.785.4403

All the resources for genetic and molecular biology research are available at the University. Major items include the Biomedical Computing Unit, nucleotide and peptide synthesis and sequencing, high throughput microarray technology for functional genomic and proteomic analysis, and facilities for electron microscopy, laser scanning, confocal microscopy, and transgenic mouse and hybridoma construction.

Research laboratories are located throughout the Yale University campus. The Departments of Cell Biology, Genetics, Immunobiology, Microbial Pathogenesis, Neurobiology, Pathology and a portion of Molecular Biophysics & Biochemistry are located in the School of Medicine, while the Molecular, Cellular & Developmental Biology Department, Computational Biology & Bioinformatics, Ecology and Evolutionary Biology, and the balance of Molecular Biophysics & Biochemistry are in the Science Hill area of Yale College.

Research in the biological and biomedical sciences has become increasingly integrated between Yale’s campuses and departments. Research laboratories are located both in the School of Medicine and in the Science Hill area of Yale College. The Molecular Biophysics & Biochemistry Department, as well as interdepartmental programs in Neurobiology and Computational Biology and Bioinformatics, have branches in both campuses. The School of Medicine and Science Hill are within walking and bicycling-distance, and a free shuttle bus operates daily to provide transportation between these sites.

Three newly constructed buildings and renovated spaces have added state-of-the-art facilities to the Yale campus. The Boyer Center for Molecular Medicine at the School of Medicine helps bring together both basic and clinical scientists in areas such as molecular genetics, molecular oncology and development, and molecular neurobiology. The new Anlyan Center for Medical Research and Education houses laboratory space, the new Magnetic Resonance Research Center, the Section of Bioimaging sciences, modern teaching facilities and new animal care facilities. The Nancy Lee and Perry R. Bass Center for Molecular and Structural Biology provides a state-of-the-art teaching and research facility that brings together researchers from throughout the University to study gene expression and protein structure. This four-story structure on Science Hill is linked via bridges to the Sterling Chemistry Laboratory and the Josiah Willard Gibbs Research Laboratory. The Yale Center for Genome Analysis (YCGA) is a state-of-the-art DNA Sequencing Center Launched in 2010 on Yale's West Campus to provide a centralized facility for services, equipment and expertise required for carrying out large-scale sequence analysis studies. Yale has allocated entire building to YCGA with over 7000 sq. ft. of custom-designed laboratory and office space equipped with all modern amenities.

Admission to the Department of Genetics graduate program is through an interest-based track, usually the Molecular Cell Biology, Genetics & Development Track (MCGD) in the Combined Program in the Biological and Biomedical Sciences (BBS) . Appropriate preparation for graduate study in Genetics includes a bachelor’s degree in the natural sciences including course work in biology, chemistry, and mathematics. Almost all successful applicants have undergraduate or postgraduate research experience and have completed courses in genetics, biochemistry, or molecular and cell biology.

Approximately 25 new students enter the Molecular Cell Biology, Genetics and Development Track (MCGD) Track each year. Admission is competitive and is based on evaluation by an admissions committee of academic performance, potential, and letters of recommendation. The top applicants are invited to New Haven at the program's expense for a day of introduction and interviews to assist in the admissions decision.

Students accepted into our graduate program receive a full tuition scholarship including health coverage and a yearly allotment for travel to scientific meetings. All students also receive a stipend for living expenses for the duration of their graduate studies. In most cases, tuition and stipend funds are from predoctoral training grants awarded to Yale by the National Institutes of Health.

Financial aid from international students is extremely competitive and is arranged on an individual basis. International applicants are strongly urged to apply for scholarships or funding from their government or other agencies. Prospective students should submit a completed application form (download application forms), transcripts, graduate records exam scores, and letters of recommendation to the Office of Graduate Admissions by that date. International applicants are also required to submit scores on the Test of English as a Foreign Language (TOEFL). Applications and further information may be obtained by contacting the following office:

Office of Graduate Admissions Yale University PO Box 208323 New Haven, CT 06520-8323 USA

Important Documents

• Graduate Student Handbook
• Genetics PhD Milestones & Deadlines
• Individual Career Development Plan Form
• Qualifying Committee Form
• 1st Thesis Committee Meeting Form
• 2nd+ Thesis Committee Mtg Form
• Genetics Advising Guidelines

Join the Stanford Genetics Ph.D. Program!

The Genetics Department 2021 cohort escape to Tahoe for  a weekend of skiing, snowshoeing and hanging out together.

Looking to apply in the future?

The Stanford Genetics department is always interested in training up-and-coming scientists from all backgrounds. Whether you are thinking about applying to the Ph.D. program in the future, currently in school, or taking some time after college before applying, there are some general tips for beginning your scientific training at every stage:

Gain research experience

Getting into a lab for hands-on experience is the best way to know whether you enjoy working as a research scientist. Previous research experience is one of the top things that admissions committees look for in Ph.D. applicants. As research is a core component of a Ph.D., a strong record helps to demonstrate that the applicant is committed to this type of work and ready for a research-intensive Ph.D. program.

If you are an undergraduate student looking for research experience, one option is to reach out to faculty and see if you can work in their lab for a semester. Many labs don't advertise openings, but would be happy to take on interested students! Some colleges even offer credits or payment for this work.

In the event that your college or university does not offer many research opportunities on campus, there are many summer programs available (such as the  Stanford Summer Research Program ), post-baccalaureate programs, and master’s programs in sciences. Other successful Ph.D. applicants gain this experience after college by working 1-3 years as a technician in a research laboratory.

Complete science coursework 

While there are no specific required classes, it is helpful to have a transcript that reflects your interest in science. Most successful Ph.D. applicants will have a strong record of science coursework (such as genetics, chemistry, physics, biology, computer science, statistics, etc). 

It is not necessary to have completed coursework in the specific field you are applying to (such as completing Genetics courses prior to applying to this department). However, completing field-specific courses can help to demonstrate a strong interest and commitment to that field, which is beneficial in the application process.

If you are unable to complete science coursework, a strong research record can compensate. Alternatively, many successful Ph.D. applicants have leveraged their non-traditional academic record by describing why it is relevant to their new field of interest, and giving examples of the unique perspectives their background will provide.

Get to know faculty

A lot of faculty enjoy engaging with students through the coursework they teach, in addition to serving as research mentors. Get to know your professors through attending office hours, participating in class discussions, or through research experiences in the laboratories. Many professors have a strong commitment to education and mentoring, and are more than happy to answer questions from students. They often provide invaluable personalized advice about careers in academia, Ph.D. programs that would be especially good fits, help navigating the application process, and more.

Stanford (and most other Ph.D. programs) requires three letters of recommendation, so getting to know faculty well helps them to write fantastic personal letters on your behalf.

Gain speaking and presentation experience

Sharing results is a critical component of science! Not only can presentations provide an opportunity for feedback from colleagues, they help you get more comfortable talking about your work with different audiences. Look for conferences, poster sessions, symposiums, and other forums to share your research.

People interested in a Ph.D. in the Genetics Department apply through the Stanford Biosciences program , which has more information and frequently asked questions. Below, we will highlight just a few components that are of particular interest to the Genetics Department.     Application Deadline :  Tuesday, December 5, 2023 at 11:59:59 pm (PST) .   Late applications will not be accepted. Please consider applying for a Knight-Hennessey Scholarship . Deadline is October 11, 2023 at 1:00pm  (PST).

We believe everyone should have the equal opportunity to apply to Stanford Genetics. There is a Graduate fee waiver program for financially eligible individuals.

The Genetics Department recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

The Genetics Department   welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. The review process is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, prior research experience, and admissions essays to understand how an applicant’s life experiences have shaped their past and potential contributions to their field and how they might enrich the learning community at Stanford

The key to selecting a successful graduate program is identifying the right research environment for you. In  to ensure the Stanford Genetics program is the appropriate Home Program within Stanford Biosciences for you, we recommend ensuring that your scientific interests align with those of the department and our faculty. Take the time to explore what ongoing projects are taking place across our department, and feel free to reach out to faculty or graduate students to ask additional questions.

If Genetics is your top choice of department, be sure to list it first on your application to the Bioscience program. While the application allows you to list  two Home Programs, each Home Program makes independent admissions decisions. Many Home Programs will look at the applicants that list them as first choice, and only go to the applicants who listed them second after those initial decisions.

While your application should generally reflect the experiences mentioned above (such as research experience and strong letters of recommendation), here are a few other aspects the Genetics admission committee looks for:

Statement of purpose       * This is a great opportunity for us to get to know you better. Be sure to highlight any experiences or challenges you faced along your scientific journey. This is also an opportunity to address anything unique about your application.       * What are the experiences and perspectives that you will bring to our community?       * What are your research interests? Specifically, address the research you have conducted and how your interests are aligned with the Stanford Genetics department and/or the Genetics faculty.

Optional short essay: Describe an unsolved biological problem      * This is a chance for us again to see what you are interested in and how you would approach tackling a scientific problem of your choice.       * It does not need to be related to your own research experiences, but can be a good place to demonstrate how your research interests align with those of the department.

Be sure to submit all of your application materials on time. If anything is going to be late, reach out as soon as possible. This includes your three letters of recommendation, so be sure your recommenders know when and how to submit their letters on your behalf.

Interviewing

All applicants who are offered an interview will be welcomed to come to the Stanford campus for four days in early March. Flights, accommodations, and meals are all provided by Stanford. These recruits will spend time engaging in faculty and student talks, interviewing with faculty, getting to know current students (especially their student host) and other members of the recruitment class. There is also time devoted to walking around the medical and undergraduate campus, touring housing options, meals with faculty and students, and spending the final day in the broader Bay Area.

A few recommendations for recruits at the interview stage:       * First and foremost, be yourself! We are very excited to get to meet you and want to make sure this is an environment and community in which you can thrive as a graduate student.       * This is also your chance to interview us. Come with any questions you have about specific research projects, the research environment, program details, the broader Stanford Biosciences community, and/or other opportunities outside of research such as volunteering, teaching, outreach, etc.       * Be able to discuss the significance of your research, and engage with the faculty about their research.       * Demonstrate fluency with disciplinary jargon and ease in discussing technical details.      *Highlight how your research interests align with the Genetics Department and faculty.       * While not required or expected, feel free to send a follow up email to any faculty members with whom you had an especially good conversation.

Third years gather at the beach during the annual department retreat in Monterey

Students having fun at a Stanford footbal game. GO CARDINALS!

Ph.D. in Genetics and Genomics

General info.

• Faculty working with students: 100
• Students: 64
• Students receiving Financial Aid: 100%
• Part time study available: No
• Application terms: Fall
• Application deadline: November 30

Website:  http://upg.duke.edu

Program Description

The program provides a unified curriculum of study in genetics and genomics leading to the Ph.D. Areas of specialization include population and evolutionary genetics, microbial and viral genetics, human and mammalian genetics, developmental genetics, epigenomics, and plant genetics. This is an interdisciplinary program with faculty drawn from several departments (Biochemistry, Biology, Cell Biology, Chemistry, Molecular Genetics and Microbiology, Immunology, Neurobiology, Pathology and Pharmacology and Cancer Biology) as well as from the Institute of Molecular Physiology.

• Genetics and Genomics: PhD Admissions and Enrollment Statistics
• Genetics and Genomics: PhD Completion Rate Statistics
• Genetics and Genomics: PhD Time to Degree Statistics
• Genetics and Genomics: PhD Career Outcomes Statistics

Application Information

Application Terms Available:  Fall

Application Deadline:  November 30

Graduate School Application Requirements See the Application Instructions page for important details about each Graduate School requirement.

• Transcripts: Unofficial transcripts required with application submission; official transcripts required upon admission
• Letters of Recommendation: 3 Required
• Statement of Purpose: Required
• Résumé: Required
• GRE Scores: GRE General (Optional)
• English Language Exam: TOEFL, IELTS, or Duolingo English Test required* for applicants whose first language is not English *test waiver may apply for some applicants
• GPA: Undergraduate GPA calculated on 4.0 scale required

Department-Specific Application Requirements (submitted through online application)

Writing Sample None required

Additional Components Optional Video Essay: How would a Duke PhD training experience help you achieve your academic and professional goals? Max video length 2 minutes; record externally and provide URL in application.

We strongly encourage you to review additional department-specific application guidance from the program to which you are applying: Departmental Application Guidance

List of Graduate School Programs and Degrees

• Skip to Content
• Catalog Home
• Genetics, Ph.D.

Graduate training in genetics emphasizes study and research leading to a Ph.D. degree in genetics. 

The goal of the genetics graduate training program is to train the next generation of professional geneticists. This includes selecting the most promising university graduates for admission to the program and training those students in the methods and logic of genetic analysis. Such analyses are increasingly important in contemporary biological and biomedical research. The curriculum includes:

• coursework on the principles of genetics and on the methods of genetic and genomic analyses, and
• original research in a specialized area, which culminates in the writing and defense of a doctoral thesis. 

The genetics graduate program is supported by the oldest and one of the largest NIH-funded genetics training grants in the country. 

The strength of genetics research at Wisconsin derives in large part from the Laboratory of Genetics, but state-of-the-art genetics research is conducted in many campus departments and centers. Mentoring faculty of the genetics Ph.D. program includes over 80 mentors selected from 22 campus departments and schools based on the strength of their scholarly genetics research. A key feature of the mentors is that they conduct genetic research, using any number of tools, and can therefore provide students with a solid foundation of genetic knowledge and experiences. The genetics research pursued on campus provides an exceptional community.

Genetics Ph.D. students choose one of the mentoring faculty as the graduate thesis advisor and mentor. Genetics graduate students spend time during the first semester of graduate school rotating in the laboratories of three or four faculty mentors, selected by the student. Following rotations, a graduate thesis advisor is chosen by mutual consent of both student and mentor. Students are expected to acquire a broad and fundamental knowledge of genetics during their coursework, after which they conduct independent scholarly research based on individual interests and under the guidance and mentoring of the thesis advisor. Formal coursework requirements are modest, and independent study that includes original research is of paramount importance in the program. Students choose an individualized thesis advisory committee that approves formal coursework and provides scientific and career development advice throughout a student's graduate career.

Laboratory of Genetics

The Laboratory of Genetics is the oldest and one of the finest centers of genetics in the nation. It is highly regarded for its research contributions in the areas of  disease genetics ,  cell biology , neurogenetics ,  developmental genetics ,  gene expression ,  genomics ,  evolutionary and population genetics , and  computational biology . The laboratory consists of two departments: Genetics, in the College of Agricultural and Life Sciences; and Medical Genetics, in the School of Medicine and Public Health. Although administratively distinct, these two departments function as one at both the faculty and student levels.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

Ph.D. students in genetics choose to attend Wisconsin because of their commitment to the discipline of genetics and because of Wisconsin's strength in that area. For admission to graduate study in genetics, the student should have earned a grade average of B or better and completed a B.S. or B.A. degree in a recognized college or university. There are no specific requirements in supporting fields, but students are encouraged to acquire adequate background in mathematics, physics, and biology. There is no formal language requirement for the Ph.D. in genetics.  Undergraduate research experience is also strongly recommended in order to be competitive.

Admission to the genetics Ph.D. program is highly competitive. A committee of the Laboratory of Genetics reviews applications each fall, invites meritorious applicants for personal interviews each January and February, and accepts approximately 15 percent of total applications received. An application for admission consists of:

• a personal statement that discusses the reasons for pursuing a genetics Ph.D.,
• an  transcript of undergraduate college or university coursework,
• three or more letters of recommendation,
• a report, if appropriate, of scores received on either the TOEFL or IELTS exams of English language proficiency, and
• any other information or documentation that would help the admissions committee evaluate an applicant's potential for success in graduate study.

The application deadline is December 1 . 

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

The  Genetics Training Program is supported by an NIH Training Grant. Domestic students receive 1–2 years of funding, typically their first year and second or third  year. We encourage students to apply for fellowships. Other funding sources include professors research grants and university fellowships. The Genetics Training Program nominates competitive applicants for fellowships including the Advanced Opportunity Fellowships and Wisconsin Distinguished Graduate Fellowships . Funding includes a stipend, health care benefits, and tuition costs. Students must be making satisfactory progress towards their degree.

Prospective students should see the program website for funding information.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

MODE OF INSTRUCTION

Mode of instruction definitions.

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

CURRICULAR REQUIREMENTS

Required courses.

GENETICS/​MD GENET  707 Genetics of Development and GENETICS/​MD GENET  708 Methods and Logic in Genetic Analysis are taken by the first and second years together; GENETICS/​MD GENET  707 is offered one year and GENETICS/​MD GENET  708 the next.

Permission must be obtained to register from the cancer biology department.

Students wishing to take a course outside of Genetics course offerings may petition the Graduate Program Committee.

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate work from other institutions.

For well-prepared advanced students, the program may accept prior graduate coursework from other institutions toward the minimum graduate degree credit and minimum graduate coursework (50%) requirement. The minimum graduate residence credit requirement can be satisfied only with courses taken as a graduate student at UW–Madison. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.

UW–Madison Undergraduate

For well-prepared advanced students, the program may decide to accept up to 7 credits numbered 300 or above completed at UW–Madison toward fulfillment of minimum degree and minor credit requirements. This work would not be allowed to count toward the 50% graduate coursework minimum unless taken at the 700 level or above. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.

UW–Madison University Special

The program may decide to accept up to 15 University Special student credits as fulfillment of the minimum graduate residence, graduate degree, or minor credit requirements on occasion as an exception (on a case-by-case basis).

UW–Madison coursework taken as a University Special student would not be allowed to count toward the 50% graduate coursework minimum unless taken at the 700 level or above. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.

The Graduate School regularly reviews the record of any student who earned grades of BC, C, D, F, or Incomplete in a graduate course (300 or above), or grade of U in research credits. This review could result in academic probation with a hold on future enrollment or in being suspended from the Graduate School.

ADVISOR / COMMITTEE

When students have identified a major professor and joined their lab, that professor will assume the duties of their advisor. At that time students will form a Ph.D. Advisory Committee consisting of three to five faculty members (ultimately it must be five) three of whom must be Genetics trainers, including two members of the Laboratory of Genetics faculty, and one minor advisor, if needed. One member must also be from a different department (all 5 cannot be Genetics faculty members). The Ph.D. Advisory Committee should be established no later than the end of the second semester. Under normal circumstances, the committee membership will remain in effect for the entire tenure of the student’s graduate career.

The Ph.D. Advisory Committee will advise the student with regard to major and minor requirements. It will also act as their Prelim B Examination Committee and as the Final Oral Ph.D. Examination Committee. After the advisor, this committee is the primary monitoring instrument to assure satisfactory progress toward degree. The Ph.D. Advisory Committee will meet with the student at least once per year. During these annual meetings anticipated timelines for progress of the thesis project will be discussed and concrete guidance will be given about completing the thesis. The student will complete an annual committee meeting form each year during the meeting. The annual meeting will address the assessment of the student’s progress and outline any suggestions or recommendations, in addition to verifying the discussion of the student’s  Individualized Development Plan .

CREDITS PER TERM ALLOWED

Time constraints.

Doctoral degree students who have been absent for ten or more consecutive years lose all credits that they have earned before their absence. Individual programs may count the coursework students completed prior to their absence for meeting program requirements; that coursework may not count toward Graduate School credit requirements.

A candidate for a doctoral degree who fails to take the final oral examination and deposit the dissertation within five years after passing the preliminary examination may by require to take another preliminary examination and to be admitted to candidacy a second time.

grievances and appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Dean of Students Office (for all students to seek grievance assistance and support)
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

College of Agricultural and Life Sciences: Grievance Policy  

In the College of Agricultural and Life Sciences (CALS), any student who feels unfairly treated by a member of the CALS faculty or staff has the right to complain about the treatment and to receive a prompt hearing. Some complaints may arise from misunderstandings or communication breakdowns and be easily resolved; others may require formal action. Complaints may concern any matter of perceived unfairness.

To ensure a prompt and fair hearing of any complaint, and to protect the rights of both the person complaining and the person at whom the complaint is directed, the following procedures are used in the College of Agricultural and Life Sciences. Any student, undergraduate or graduate, may use these procedures, except employees whose complaints are covered under other campus policies.

• The student should first talk with the person at whom the complaint is directed. Most issues can be settled at this level. Others may be resolved by established departmental procedures.
• If the complaint involves an academic department in CALS the student should proceed in accordance with item 3 below.
• If the grievance involves a unit in CALS that is not an academic department, the student should proceed in accordance with item 4 below.
• If informal mediation fails, the student can submit the grievance in writing to the grievance advisor within 10 working days of the date the student is informed of the failure of the mediation attempt by the grievance advisor. The grievance advisor will provide a copy to the person at whom the grievance is directed.
• The grievance advisor will refer the complaint to a department committee that will obtain a written response from the person at whom the complaint is directed, providing a copy to the student. Either party may request a hearing before the committee. The grievance advisor will provide both parties a written decision within 20 working days from the date of receipt of the written complaint.
• If the grievance involves the department chairperson, the grievance advisor or a member of the grievance committee, these persons may not participate in the review.
• If not satisfied with departmental action, either party has 10 working days from the date of notification of the departmental committee action to file a written appeal to the CALS Equity and Diversity Committee. A subcommittee of this committee will make a preliminary judgement as to whether the case merits further investigation and review. If the subcommittee unanimously determines that the case does not merit further investigation and review, its decision is final. If one or more members of the subcommittee determine that the case does merit further investigation and review, the subcommittee will investigate and seek to resolve the dispute through mediation. If this mediation attempt fails, the subcommittee will bring the case to the full committee. The committee may seek additional information from the parties or hold a hearing. The committee will present a written recommendation to the dean who will provide a final decision within 20 working days of receipt of the committee recommendation.
• If the alleged unfair treatment occurs in a CALS unit that is not an academic department, the student should, within 120 calendar days of the alleged incident, take his/her grievance directly to the Associate Dean of Academic Affairs. The dean will attempt to resolve the problem informally within 10 working days of receiving the complaint. If this mediation attempt does not succeed the student may file a written complaint with the dean who will refer it to the CALS Equity and Diversity Committee. The committee will seek a written response from the person at whom the complaint is directed, subsequently following other steps delineated in item 3d above.

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

• Demonstrate a broad understanding in the principles of genetics and heredity in all organisms. They will develop particular expertise in at least one of the broad subject areas of the doctoral program.
• Demonstrate a broad understanding of major current and past theories, research findings and methodologies and techniques in genetics, with particular expertise in their area of concentration, both orally and in writing.
• Develop critical thinking skills. They will retrieve and examine scientific literature, evaluate evidence for and again hypotheses, identify knowledge gaps, strengths and weaknesses in existing literature, synthesize knowledge, develop conclusions, and formulate plans for moving the current state of knowledge forward.
• Develop and complete original research that advances a specific field of study within one of the broad areas subject areas in genetics.
• Retrieve, evaluate and interpret professional peer-reviewed literature and use this information to develop theoretical frameworks, testable hypotheses, and predictions for their own research projects.
• Design research projects that are feasible, based on well-designed and internally controlled experiments, and address important unsolved problems in genetic or biomedical research.
• Conduct independent research, critically evaluate and interpret the resulting data, and, based on that analysis, design future experiments that advance the state of the field.
• Write, edit, and assemble manuscripts resulting from their independent research and submit these for publication in peer-reviewed professional journals.
• Communicate effectively to diverse audiences in writing, through oral presentations, and during formal and informal discussions.
• Write clear and concise research articles for publication in professional journals.
• Present at scientific conferences and in both formal and informal seminars.
• Master methods of communicating and interacting effectively with professional colleagues, and will prepare successful applications for research grant support.
• Articulate their research and its significance both formally and informally to diverse audiences.
• Give and receive feedback on communication skills both orally and in writing.
• Be provided with opportunities to engage in public outreach and education.
• Effectively teach the principles of genetics and the methods used in contemporary genetic research.
• Receive in-class educational training by serving as teaching assistants for at least one semester of an undergraduate genetics course.
• Be provided with opportunities to mentor other students (for example, undergraduate students) in a laboratory research setting. Interested students will have opportunities to perform outreach activities in which they educate school-age students or individuals from other fields on the principles of modern genetics.
• Be provided with diverse training that will prepare them for a range of flexible and sustainable careers in, for example, academia, industry, government, science policy, administration, commerce, journalism, law, education and community outreach.
• Develop broadly applicable skills in critical thinking and problem solving.
• Be provided with opportunities for teamwork, written and oral communication skills and collaborations.
• Receive training in professional ethics and the responsible conduct of science.
• Be trained to use scientific rigor when designing experiments, collecting and analyzing data, and interpreting and reporting results.
• Discuss and formulate opinions on the many situations that working scientists encounter involving professional ethics and conflicts of interest.
• Receive training in laws, regulation, permits and licenses, occupational health, safety standards and best practices, will demonstrate understanding of such and adhere to compliance.

Pelegri, Francisco (Chair); Chang, Qiang; Drummond-Barbosa, Daniela; Gasch, Audrey; Hittinger, Chris; Ikeda, Aki;  Masson, Patrick; Payseur, Bret; Perna, Nicole; Pool, John; Prolla, Tom; Schwartz, David; Skop, Ahna; Wassarman, David;  Yin, Jerry

ASSISTANT PROFESSORS

Brunkard, Jake; Richardson, Claire; Schrodi, Steven; Sharp, Nathaniel; Werling, Donna

• Requirements
• Professional Development
• Learning Outcomes

Contact Information

Genetics College of Agricultural and Life Sciences genetics.wisc.edu

Nicole Perna, Director of Graduate Studies [email protected]

Martha Reck, Graduate Program Manager [email protected]

Graduate Program Handbook View Here

Graduate School grad.wisc.edu

• /​pdf/​
• Explore Graduate Opportunities
• Explore UW-​Madison's Undergraduate Opportunities
• Accounting and Information Systems
• African American Studies
• African Cultural Studies
• Agricultural and Applied Economics
• Agricultural and Life Sciences -​ College-​Wide
• Animal and Dairy Sciences
• Anthropology
• Art History
• Asian Languages and Cultures
• Atmospheric and Oceanic Sciences
• Bacteriology
• Biochemistry
• Biological Systems Engineering
• Biomedical Engineering
• Biostatistics and Medical Informatics
• Business -​ School-​Wide
• Cell and Regenerative Biology
• Chemical and Biological Engineering
• Chicana/​o and Latina/​o Studies
• Civil and Environmental Engineering
• Civil Society &​ Community Studies
• Classical and Ancient Near Eastern Studies
• Communication Arts
• Communication Sciences and Disorders
• Community and Environmental Sociology
• Computer Sciences
• Counseling Psychology
• Curriculum and Instruction
• Educational Leadership and Policy Analysis
• Educational Policy Studies
• Educational Psychology
• Electrical and Computer Engineering
• Engineering -​ College-​Wide
• Food Science
• Forest and Wildlife Ecology
• French and Italian
• Gaylord Nelson Institute for Environmental Studies
• Gender and Women's Studies
• Genetics, Doctoral Minor
• Genetics, M.S.
• German, Nordic, and Slavic
• Graduate -​ School-​Wide
• Horticulture
• Human Ecology -​ School-​Wide
• Industrial and Systems Engineering
• Information School
• Institute for Clinical and Translational Research
• Institute for Regional and International Studies
• Integrative Biology
• Journalism and Mass Communication
• Kinesiology
• La Follette School of Public Affairs
• Language Institute
• Language Sciences
• Law -​ School-​Wide
• Life Sciences Communication
• Management and Human Resources
• Materials Science and Engineering
• Mathematics
• Mead Witter School of Music
• Mechanical Engineering
• Medical Physics
• Medicine and Public Health -​ School-​Wide
• Nuclear Engineering and Engineering Physics
• Nursing -​ School-​Wide
• Nutritional Sciences
• Operations and Information Management
• Pharmacy -​ School-​Wide
• Planning and Landscape Architecture
• Plant Pathology
• Political Science
• Population Health Sciences
• Real Estate and Urban Land Economics
• Rehabilitation Psychology and Special Education
• Religious Studies
• Risk and Insurance
• Sandra Rosenbaum School of Social Work
• Soil Science
• Spanish and Portuguese
• Veterinary Medicine -​ School-​Wide
• Nondegree/​Visiting Student Guide
• Pharmacy Guide
• School of Medicine and Public Health Guide
• Undergraduate Guide
• Veterinary Guide

Best Global Universities for Molecular Biology and Genetics

The best universities for molecular biology and genetics have shown strength in producing research on a variety of topics associated with basic and applied genetics, as well as cell functionality. Students may study topics including basic and applied genetics, mechanisms of mutagenesis, clinical genetics, patterns of inheritance, and molecular genetics. These are the world's top universities for molecular biology and genetics. Read the methodology »

To unlock more data and access tools to help you get into your dream school, sign up for the  U.S. News College Compass !

Here are the best global universities for molecular biology and genetics

Harvard university, massachusetts institute of technology (mit), stanford university, university of california san francisco, university of washington seattle, university of pennsylvania, johns hopkins university, university of california san diego, cornell university, university of cambridge.

See the full rankings

• Clear Filters

• # 1 in Best Universities for Molecular Biology and Genetics
• # 1 in Best Global Universities

Founded in 1636, Harvard University is the oldest higher education institution in the U.S. The bulk of Harvard's... Read More

• # 2 in Best Universities for Molecular Biology and Genetics
• # 2 in Best Global Universities

Massachusetts Institute of Technology, founded in 1861, is located in Cambridge, Massachusetts, near Boston. Around... Read More

• # 3 in Best Universities for Molecular Biology and Genetics
• # 3 in Best Global Universities

Stanford University was founded in 1885 and is located in California’s Bay Area, around 30 miles south of San Francisco... Read More

• # 4 in Best Universities for Molecular Biology and Genetics
• # 16 in Best Global Universities  (tie)

The University of California—San Francisco is a public institution that was founded in 1864. The health sciences-focused... Read More

• # 5 in Best Universities for Molecular Biology and Genetics
• # 6 in Best Global Universities

The University of Washington is a public institution that was founded in 1861. The school's oldest and largest campus in... Read More

• # 6 in Best Universities for Molecular Biology and Genetics
• # 15 in Best Global Universities

The University of Pennsylvania, also known as Penn, was founded in 1740. The private, Ivy League institution is located... Read More

• # 7 in Best Universities for Molecular Biology and Genetics
• # 10 in Best Global Universities

Johns Hopkins University is a private institution that was founded in 1876. The school has campuses located in and... Read More

• # 8 in Best Universities for Molecular Biology and Genetics
• # 20 in Best Global Universities

The University of California—San Diego is a public institution that was established in 1960. It is located in the La... Read More

• # 9 in Best Universities for Molecular Biology and Genetics
• # 21 in Best Global Universities

Cornell University is a private institution that was founded in 1865. The Ivy League school is located in Ithaca, New... Read More

• # 10 in Best Universities for Molecular Biology and Genetics
• # 8 in Best Global Universities

The University of Cambridge, located around 60 miles north of London, traces its history back to 1209. Around 19,000... Read More

• Recommendations
• Notifications
• My Favorites

Favorites, recommendations, and notifications are only available for UCLA Graduate Students at this time.

Access features exclusively for UCLA students and staff.

As a student, you can:

• Add funding awards to your favorites list
• Get notified of upcoming deadlines and events
• Receive personalized recommendations for funding awards

 We're Sorry

You've signed in with a UCLA undergraduate student account.

UCLA Graduate Programs

Graduate Program: Human Genetics

UCLA's Graduate Program in Human Genetics offers the following degree(s):

Doctor of Philosophy (Ph.D.)

Masters available on Doctoral track

With questions not answered here or on the program’s site (above), please contact the program directly.

Human Genetics Graduate Program at UCLA Human Genetics Graduate Program at UCLA 6506 Gonda Center Box 957088 Los Angeles, CA 90095-7088

Visit the Human Genetics Department’s faculty roster

COURSE DESCRIPTIONS

Visit the registrar's site for the Human Genetics Department’s course descriptions

• Admission Requirements
• Program Statistics

(310) 206-0920

[email protected]

MAJOR CODE: HUMAN GENETICS

Genetics, Molecular and Cellular Biology

Integrated training across fundamental biomedical areas.

GMCB Program Guide

The Genetics, Molecular and Cellular Biology Program (GMCB) offers strong interdisciplinary training across a spectrum of fundamental biomedical areas, including classical and molecular genetics; structural & chemical Biology; and cell & developmental biology.

The GMCB program participates fully in the MS in Biomedical Research .

Our faculty of over 100 offer research opportunities applying these fundamentals to a wide range of disease areas, such as cancer, cardiovascular biology, musculoskeletal disorders, and eye disease.

Opportunities to train at different sites

GMCB offers students a unique mix of training sites. Many of our faculty are located on the Health Science Campus of Tufts University in downtown Boston. However, GMCB includes faculty on the Tufts Medford Campus in the College of Arts & Sciences and the School of Engineering as well as at the Cummings School of Veterinary Medicine in Grafton, MA.

Our students also have the opportunity to train at The Jackson Laboratory in Bar Harbor, Maine through the Mammalian Genetics at JAX track

Students can also train at MaineHealth Research Institute in Scarborough, Maine.

GMCB Admissions

Students seeking admission to the  Genetics, Molecular & Cellular Biology program apply to the Graduate School of Biomedical Sciences.

Most successful applicants have had significant research experience and completed courses in biology and related sciences in college.

Students interested in the Mammalian Genetics at JAX track must select this track when they apply.

GMCB Curriculum

Our curriculum is grounded in the fundamentals of genetics and molecular biology and cell biology. Students acquire a firm grounding in fundamentals while obtaining the knowledge to attack contemporary biomedical problems in these areas.

Students conduct three laboratory rotations and begin their thesis research by the end of May of their first year.

Students benefit from an interactive faculty, experienced in mentoring and are also advised by a thesis committee expert in their area of research.

Seminar-based Courses

GMCB students enjoy a robust seminar program with speakers from laboratories across the world.

Our students also receive training and mentoring in presenting their research and have opportunities to present their data in beginning in their first year.

Journal clubs supplement the learning experience and help students become familiar with reading the research literature.

Meet Our Students

Our students come from across the US and the world and are pursuing a wide range of thesis projects.

GMCB Students

Student Publications

Publication of research is a key part of training and our students publish their work in excellent journals.

GMCB Student Publications

Program Outcomes

Over 93% of our students complete an advanced degree and go on to pursue a wide range of careers.

GMCB Graduation Stats and Career Outcomes

Phil Hinds, PhD Program Director

Hannah Hanemann Program Coordinator

Administrative Office M&V 501 Phone: 617-636-0393

Boston University Academics

Boston University

• Campus Life
• Schools & Colleges
• Degree Programs
• Search Academics

PhD in Genetics & Genomics

For contact information, please visit the Graduate Program in Genetics & Genomics website .

The Graduate Program in Genetics & Genomics aims to teach our students not only how to apply the approaches of hypothesis-testing genetics and hypothesis-generating genomics to biomedical research, but also how to function as active members of the scientific community who can clearly communicate ideas, critically evaluate biomedical research, and mentor others in scientific scholarship.

Learning Outcomes

The doctoral programs in Graduate Medical Sciences at BU Chobanian & Avedisian School of Medicine are designed to train scholars to be leaders in their respective fields of biomedical research. Trainees become fluent in their areas of specialization, as well as develop competencies that provide the foundation for lifelong learning and practice in their chosen field. Trainees will demonstrate and apply the professional and scientific skills necessary to benefit society. The program objectives are delineated below.

By graduation, a Genetics & Genomics PhD student will:

• Generate an original body of work in the biomedical sciences that reflects critical thinking and independent thought.
• Demonstrate competencies in advanced research skills and critical thinking.
• Develop the ability to communicate both through writing and orally within their chosen field of expertise, with specialists and non-experts.
• Demonstrate a commitment to professional development and continued learning in their chosen field.

Toward this end, we have designed a complementary set of degree requirements to meet these goals consisting of traditional coursework, journal clubs, seminar series, and a research proposal–based qualifying examination for PhD students. The coursework will be completed during the first two years of study. Students matriculate in September of their first year as Program in Biomedical Sciences (PiBS) PhD students, and they choose their degree-granting program at the end of their first year. The academic program requirements below reflect the combined program of study.

Please see the general description of the MD/PhD program for combined degree requirements.

Course Requirements

• GMS FC 708 Professional Development Skills
• GMS FC 711 Foundations in Biomedical Sciences I: Protein Structure, Catalysis, and Interactions
• GMS FC 712 Foundations in Biomedical Sciences II: Structure and Function of the Genome
• GMS FC 713 Foundations in Biomedical Sciences III: Architecture and Dynamics of the Cell
• GMS FC 714 Foundations in Biomedical Sciences IV: Mechanisms of Cell Communication
• GMS FC 715 Foundations in Biomedical Sciences V: Translational Genetics and Genomics or  GMS MM 710 Stem Cells and Regenerative Medicine
• GMS FC 721 Statistical Reasoning for the Basic Biomedical Sciences
• GMS FC 764 Professional Presentation Skills
• GMS GC 716 Social, Cultural, and Ethical Issues in Genetics, ENG BF 752 Legal and Ethical Issues of Science and Technology,  or GMS GE 706 Deconstructing Systemic Bias: Where Biology Ends and Bias Begins
• GMS GE 701 Principles of Genetics and Genomics
• GMS GE 703 Genetics and Genomics Colloquium I
• GMS GE 704 Genetics and Genomics Colloquium II
• 4 elective credits

For MD/PhD Candidates:

• GMS GC 716 Social, Cultural, and Ethical Issues in Genetics, ENG BF 752 Legal and Ethical Issues of Science and Technology, or GMS GE 706 Deconstructing Systemic Bias: Where Biology Ends and Bias Begins

See Courses for detailed descriptions.

Laboratory Rotations

Our PhD candidates participate in a minimum of three laboratory rotations to ensure exposure to a variety of scientific approaches. These rotations will last 10 weeks each, with one during the fall semester and two during the spring semester. The rotations are organized during the first year of study while the students are PiBS students and before they officially join the Graduate Program in Genetics & Genomics. PiBS students begin their first year of studies in the fall semester and join their degree-granting program at the end of the spring of their first year. Due to time constraints, MD/PhD students will have the option of joining a dissertation laboratory after two rotations. The academic and research components of the program together typically take 5–6 years of full-time academic study to complete for PhD students, and 4–5 years for dual degree MD/PhD students.

Teaching Requirement

Upon successful completion of the core courses, PhD students serve as teaching assistants (TAs) for one of the program’s courses. The TAs will lead discussion and review sections as well as support exam and homework grading. The TA assignments will be made according to academic performance in the courses in question and with student input. Acting as a TA for one course will satisfy the teaching requirement for the PhD degree, but further teaching opportunities will be available for students who are interested in developing these skills.

The Qualifying Process

Successful completion of the coursework and rotations during the first two years of graduate study will prepare the PhD students to advance to PhD candidacy through the qualifying process. This process depends on the following sequence of events:

• Completion of all required core and elective courses with a passing grade (A to B– average for all courses, with the exception of 900-level courses [research credits], which are graded on a Pass/Fail scale).
• Skilled preparation of a 5–10-page, written, grant-style dissertation proposal based on the dissertation research. This portion of the qualifying process will satisfy the written qualification requirement of Graduate Medical Sciences.
• Expert performance in an oral examination based on the written proposal. This forum will test the student’s ability to think critically about the area of their dissertation research and about biological problems in general. The examining panel will also be free to explore outside topics in order to assess the student’s knowledge of genetics and genomics broadly. The examining panel will be chosen by the student and dissertation advisor based on related areas of expertise to the proposed dissertation research. The panel will be composed of five faculty members, three members who must be faculty of the Graduate Program in Genetics & Genomics and two additional members who are faculty members at Boston University but outside the program. The examining panel will be required to adhere to the written guidelines of the Qualifying Examination Format Committee to ensure equitable administration of the exam.

Dissertation Research

Upon advancing to PhD candidacy, graduate students will focus on their dissertation research. This research will be conducted under the supervision of their chosen graduate advisor. The student will be responsible for conducting a rigorous, in-depth program of investigation into an area of research that is within the scope of their graduate advisor’s expertise and interests. The student’s progress will be assessed continuously by the graduate advisor and annually by a Dissertation Advisory Committee. This committee will be composed of the student’s advisor and at least four other faculty members with a minimum of two faculty members from the Graduate Program in Genetics & Genomics and one division faculty member from an outside program. The Dissertation Advisory Committee will serve to provide outside perspectives on the research program.

While the student is conducting dissertation research, they are expected to actively participate in program seminar series, lab meetings, and other research activities of their dissertation lab. It should be noted that the Boston University Genome Science Institute hosts seminars, including talks from prominent scientists from other institutions as well as talks from scientists with overlapping interests to the program here at BU. Students also have the opportunity to interact more privately with visiting seminar speakers through organized student lunch forums. Students and post-docs also participate in a Research in Progress series of seminars that gives trainees an opportunity to share their research and to learn more about the science going on in the Genetics & Genomics community of Boston University. Furthermore, students will be expected to complete the certificate program in “The Responsible Conduct of Research” that is currently available to the Chobanian & Avedisian School of Medicine  through a series of four 2-hour workshops.

Although the period of dissertation research will not be limited in maximal duration, it is the job of the Dissertation Advisory Committee to facilitate expeditious progress toward the PhD degree. Once the research has developed into several chapters of publication quality work, the advisory committee will ask the student to begin compiling their written dissertation, and a date for the Graduate Medical Sciences public seminar and formal dissertation defense will be scheduled. The public seminar will be delivered to a general audience of Graduate Medical Sciences faculty, students, and researchers. Later that day, the public seminar will be followed by a formal dissertation defense, which will occur behind closed doors in the presence of the Dissertation Advisory Committee. This committee will evaluate the student’s dissertation defense and written dissertation for satisfactory completion of the degree requirements.

Related Bulletin Pages

• Graduate Medical Sciences Courses
• Abbreviations and Symbols

Beyond the Bulletin

• Graduate Program in Genetics and Genomics
• Program in Biomedical Sciences
• The Vesalius Certificate
• Anatomy & Neurobiology
• Behavioral Neuroscience
• Biochemistry
• MD/PhD in Bioinformatics
• Biomedical Forensic Sciences
• Biomedical Research Technologies
• Biomedical Sciences (PiBS)
• Clinical Research
• Forensic Anthropology
• Genetic Counseling
• Genetics & Genomics
• Health Care Emergency Management
• Health Professions Education
• Medical Anthropology & Cross-Cultural Practice
• Medical Sciences
• Mental Health Counseling & Behavioral Medicine Program
• Microbiology
• Molecular & Translational Medicine
• Neuroscience
• Nutrition & Metabolism
• Oral Biology
• Oral Health Sciences
• Pathology & Laboratory Medicine
• Pharmacology & Experimental Therapeutics
• Physician Assistant
• Physiology or Biophysics
• Departments
• BU Medical Campus Library
• Graduate Medical Sciences Student Organization (GMSSO)

Terms of Use

Note that this information may change at any time. Read the full terms of use .

related websites

• Graduate Medical Sciences

Accreditation

Boston University is accredited by the New England Commission of Higher Education (NECHE).

• © Copyright
• Mobile Version

Skip to content

PhD Training Program

The program in Genetics and Development provides a broad, solid education in genetics and animal development, with rigorous training in critical thinking and experimental design. Genetics is central to all of biology and the training program is guided by the principle that understanding the genetic control of development and physiology is a fundamental goal of biomedical research.

We offer training in a diverse range of research areas that include the regulation of gene expression, cell differentiation, and growth control, the molecular genetics of embryogenesis, cell patterning and

organogenesis, the genetics and pathogenesis of inherited disease, the molecular genetics of cancer, molecular physiology, stem cell biology, the genetics of recombination and linkage analysis and human genetics and genomics, biological modeling of human diseases, and the development of targeted therapeutics as part of Columbia's Precision Medicine Initiative.  Model organisms from yeast to mouse complement studies of human genetics and development.  Forty five faculty from nine different departments make up the training faculty providing an interdisciplinary yet collegial group of mentors all making use of genetic approaches in their research.  This faculty is dedicated to the highest standards of graduate education.

Research training begins with rotations through three research laboratories in the first year, after which each student chooses a laboratory for thesis research. One rotation may be arranged outside the department, and the Thesis Lab may be chosen from any department in the University. At the end of the second year and beginning of the third, students complete a two-part Qualifying Examination based on a research project. Students are closely supervised at all stages of their training, and have access to faculty advice through their thesis advisor, Qualifying Examination Committee and Thesis Research Advisory Committee, or TRAC. A Training Committee oversees the program and the progress of all students. After rotations and all required  courses  an M.A. degree is awarded, and an M.Phil. degree is awarded after completion of the Qualifying Examination. Training is completed with the successful defense of a thesis, usually 4-6 years from entry into the program.

Genetics PhD

Interested in earning a genetics phd.

Our goal is to prepare highly selected students for productive research careers in genetics. Because of the central role played by genetics in all biological processes and the vastly expanding applications of genetics to virtually every aspect of modern society we believe that it is as important for our students to develop a broad perspective as it is for them to become experts in a specific area. A broad perspective is indispensable for the formulation of long-term career goals as well as for productive collaborations that have become such an integral part of modern research. While developing a broad base through appropriate courses, first-year students participate in eight-week research rotations in faculty laboratories of their choice. These rotations provide the basis for selecting the area of genetics in which the student will become an expert. Seminar courses occurring each semester focus on current topics in genetics and molecular biology and are presented by investigators within and outside of Emory. We also believe that strong presentation and communication skills are critical to becoming a top-notch scientist. As such, GMB students present periodic progress reports on their own research to the assembled Program. In summary, the GMB graduate program strives to educate and train tomorrow's top geneticists today.

The Student Experience

To provide the basis for advanced research, introductory courses covering both prokaryotic and eukaryotic systems are taken in the first year. First-year students obtain practical research training by participating in eight-week rotations in the investigators' laboratories of their choice. These rotations provide the basis for selecting dissertation topics and mentors. After completing the first year, students tailor their curriculum from a large list of specialized courses in genetics and molecular biology, as well as other areas of current biological sciences. All courses emphasize critical thinking, constructive literature evaluation, and presentation skills. Seminar courses occurring each semester focus on current topics in genetics and molecular biology and are presented by investigators within and outside of Emory. Students also present their findings in research-in-progress meetings, which are attended by their peers and the faculty. Student invited speakers, small group teaching experiences, and training in the ethical conduct of research round out the overall list of activities that occur as students conduct research and prepare their dissertation.

Research Opportunities

Research interests of the faculty vary in topic, approach and model organism. This interdepartmental graduate program derives its faculty from eight different departments including those from the departments of Biology, Biochemistry, Cell Biology, Human Genetics, Microbiology & Immunology, Pathology & Laboratory Medicine, Pharmacology, and the Winship Cancer Institute. More on Research Opportunities...

Training Opportunities

The graduate program in Genetics and Molecular Biology (GMB) at Emory University offers an exciting broad based training in the fields of genetics and molecular biology and their related disciplines of biochemistry, bioinformatics, cell biology, developmental biology and statistics. Research interests of the faculty vary in topic, approach and model organism. This interdepartmental graduate program derives its faculty from ten different departments including those from the departments of Human Genetics, Biology, Biochemistry, Cell Biology, Microbiology & Immunology, Pathology & Laboratory Medicine, Pharmacology, and the Winship Cancer Institute. A wide range of research opportunities in bacterial, viral, human and eukaryotic model system genetics enable students to specialize in their area of interest while obtaining an essential foundation in genetics. Areas of emphasis listed below are supported by state-of-the-art research facilities.

Research programs of the faculty fall into six major areas:

• Regulation of Gene Expression
• Development and Differentiation
• Cancer Genetics and Biology
• Human and Medical Genetics
• Bioinformatics and Comparative Genomics
• Genome Structure, Replication, Recombination And Repair

College of Biological Sciences

Department of Microbiology and Molecular Genetics

The Department of Microbiology and Molecular Genetics is committed to excellence in research, teaching and mentoring, and increasing the diversity of our faculty and student bodies. Our enduring research mission is to address central questions in biology using innovative, interdisciplinary experimental approaches in microbial and non-microbial systems. MMG is dedicated to continuing curricular development and effective instruction of courses in microbiology, molecular genetics and general biology to undergraduate majors and non-majors to successfully prepare them for future academic and professional pursuits. Our program is designed to empower students to recognize and solve basic and applied microbiological problems relevant to human health and animal health, agriculture, industry, and the environment. The faculty is also committed to excellence in graduate training and postdoctoral mentoring through teaching, research, and career development activities. Through collaboration and outreach, MMG strives to disseminate new knowledge to other professionals, stakeholders, policy makers and the public.

Undergraduate Programs

Graduate programs.

CBS Graduate Groups

Faculty in the department participate in one or more of the college’s eight interdisciplinary graduate groups, which range widely in topic, opportunity and faculty expertise, and offer graduate students an immersive, highly collaborative graduate experience. 

Micah Hysong (he/him) wins National Science Foundation (NSF) Graduate Research Fellowship Program Award

By Jonathon Cornett

Micah Hysong (he/him), Genetics & Molecular Biology graduate student in Laura Raffield’s Lab (UNC Genetics), received the National Science Foundation (NSF) Graduate Research Fellowship Program Award. This fellowship will pay for the remainder of his PhD and offer exciting opportunities. He got this fellowship based on both his research proposal “Leveraging Multi-omic data from Individuals with African Ancestry to Improve Polygenic Risk Score Accuracy and Portability Across Ancestry Groups” and his demonstrated commitment to advancing justice, equity, and belonging.

College of Biological Sciences

Cultivating inclusive environments: uc davis deij leader fellowship projects in action.

Diverse projects drive equity and inclusion in academic pursuits

• by Evan White
• April 30, 2024

The UC Davis College of Biological Sciences champions Diversity, Equity, Inclusion, and Justice (DEIJ) through the Graduate Student DEIJ Leader Fellowship program. Now in its second year, the program empowers enterprising graduate students committed to enhancing DEIJ within the CBS community by supporting projects aimed at fostering a more inclusive academic environment. 

“The second consecutive cohort of DEIJ Fellows has maintained the outstanding caliber of commitment, innovation and collaboration that gives this program its impact,” said Ted Powers, executive associate dean of academic affairs, and the leadership liaison to the college’s committee for diversity, equity, inclusion and justice. “As always, I am very proud of the accomplishments of CBS graduate students in the DEIJ space. Each of this year’s fellows has done great work on projects that will help the college foster and support a culture of inclusivity and belonging.”

Among this year’s distinguished recipients of the DEIJ Leader Fellowship are Tess Leathers, Maribel Anguiano, Elijah Kofke, Hee Jin Chung, Devin Romines, Darien Satterfield, Selin Gümüşderelioğlu, and Tracie Hayes. Their projects cover a diverse range of initiatives, from making academia more accessible for early scientists to planning ethical and inclusive fieldwork.

Leathers, a fourth-year Ph.D. candidate, aims to alleviate financial burdens for early-stage graduate students and inspire elementary students from underrepresented backgrounds to pursue STEM. Anguiano, a neuroscience Ph.D. candidate, focuses on making STEM graduate programs more accessible through shareable information.

Kofke, Romines, and Gümüşderelioğlu are committed to raising awareness about non-academic career paths, supporting LGBTQ+ undergraduate STEM students, and ensuring lasting progress in DEI efforts through various innovative projects. Satterfield's project centers on planning inclusive and ethical fieldwork, while Hayes and Chung seek to improve the culture and support systems within their graduate groups through a comprehensive climate survey.

These dynamic projects exemplify the dedication of CBS graduate students to advancing DEIJ principles and fostering a more inclusive scientific community. This year’s fellows program will culminate in an open-house event highlighting their achievements on Monday, May 13 in Walker Hall Gibeling Conference Room from 2:00-5:00pm. The event is open to the public and free to attend. RSVP here .

Meet the 2023-24 Graduate DEIJ Leader Fellows

Maribel Anguiano

Neuroscience Project Title: Making STEM graduate programs more accessible through shareable information

I am a Ph.D. candidate studying the molecular makeup of circuits involved in reward-seeking and social behaviors. Being a first-generation Mexican American and the first in my family to attend college, I have experienced the value of programs that increase diversity, equity, inclusion and justice in science fields. I am committed to helping the next generation of diverse scientists thrive as they enhance the progression of scientific discovery. As a graduate student I am involved in the Neuroscience Initiative to Enhance Diversity (NIED), Graduate Student and Postdoctoral SACNAS Chapter (GSPD SACNAS) and have organized and run programs that aim to introduce undergraduate students from historically marginalized communities to different careers in STEM. These full day workshops consist of graduate student panels, lab tours, and research presentations. My project aims to create a template that graduate students and programs can use when starting their own workshops. I hope that the creation of this guide will lead to more graduate programs sharing their research and experience with undergraduate students from underrepresented backgrounds. 

Selin Gümüşderelioğlu

Biochemistry, Molecular, Cellular and Developmental Biology  Project Title: Recording keeping for lasting progress in DEI: (BMCDB) Diversity, Equity, Inclusion Committee (DEIC) Handbook

I am a fifth year Ph.D. candidate who is passionate about basic cell biology research, and about teaching, mentoring and community building. I have been involved in the BMCDB DEIC for the past four years and I am currently serving as one of the co-chairs of the committee. As a CBS DEIJ fellow, I am putting together a BMCDB DEIC handbook that will contain: 1) information on the DEI resources available on campus, 2) a list of committee guidelines indicating how long each member and lead is expected to serve, and what their roles and responsibilities are, and 3) a guide on how each event associated with the committee was organized, including information on funding and advertising, and a feedback section on the elements that worked and those with room for improvement. This handbook will ensure continuation of the BMCDB DEIC and be a resource for the general CBS community. By setting expectations, providing guidelines, and keeping well documented records, we can add to the value of the work accomplished and aim for long-lasting progress in DEI.

Tracie Hayes

Population Biology Project Title: Climate Survey for the Population Biology Graduate Group

I am a fifth-year graduate student studying the ecology of organisms that rely on ephemeral resources, and I do most of my work with burying beetles along the California coast. I am interested in DEI efforts because I believe increasing and retaining historically marginalized groups in the life sciences is crucial to the success and growth of evolution and ecology as disciplines. For my project, I am developing and circulating an anonymous climate survey to my graduate group to identify issues we want to address in our community, and identify what is working within the community. I love my graduate group and I want to continue to improve the culture concerning mentor-mentee relationships, student belonging, DEIJ initiatives and graduate funding. With the results of this climate survey and in collaboration with our Student Diversity Committee, I hope to prioritize student needs in conversations and make plans to address those that are not being met. 

Hee Jin Chung

Animal Behavior Project Title: Diagnostic Climate Survey within the Animal Behavior Graduate Group

I am a fourth-year Ph.D. candidate, and the co-chair of the Diversity, Equity, and Inclusion committee of the Animal Behavior Graduate Group. I study topics surrounding urban behavioral ecology, human-animal interactions, and animal welfare through the study system of domestic cats ( Felis catus ). I believe that scientists should contribute personally and intentionally to creating a more equitable and accessible scientific community. Our DEI committee holds monthly journal clubs, and plans to collaborate with The Ethogram , the official science communication blog of our graduate group, for outreach events. My 2023-24 project for the DEIJ Leader Fellowship focused on creating and distributing a climate survey for our graduate group, to get a better idea of the experiences of the current students. The climate survey will help us explore which circumstances within the graduate group may be most vulnerable to microaggressions and antagonistic interactions, and make attainable changes in recruitment and retention of students in the program.

Elijah Kofke

Biochemistry, Molecular, Cellular and Developmental Biology Project Title: Alumni Panel to Raise Visibility of Non-Academic Career Paths

I am a third-year graduate student, and I study how cells make decisions under stress. My exposure to DEI work came initially from my work as an academic researcher in my hometown of Boston, as well as from my passion for the performing arts, which often express deep rooted cultural inequalities. I am very involved in the graduate student community on campus, and serve as a DEI committee chair, help organize events for prospective students, and help run BMCDB’s monthly happy hour. With this DEIJ fellowship, I will plan BMCDB’s annual Spring Showcase, where I am responsible for putting together a panel of alumni from non-academic career paths. In addition to addressing a prior lack of visibility for these career paths with the event itself, I hope to organize a toolkit to help others create similar panels with minimal barriers, creating more opportunities for other students to start dialogues centered on their own passions.

Tess Leathers

Biochemistry, Molecular, Cellular and Developmental Biology Project Title: Making academia more accessible for early scientists

I’m a fourth year Ph.D. candidate studying embryonic development in the Rogers lab, and I’m passionate about making academia a place where all feel welcome. My project takes two approaches to make academia more accessible for scientists from historically underserved backgrounds. My first approach is to support early-stage graduate students in securing funding, as the financial burden of graduate school can be a huge obstacle. To do this, I organized a workshop in which former awardees gave feedback to over a dozen graduate students applying to the National Science Foundation Graduate Research Fellowship Program. The second approach is working with Prairie Elementary, a majority Hispanic student-serving school, to provide science activities for eight fourth- and fifth-grade classrooms. We started each session by sharing about our journey to become a scientist before leading a fun hands-on lesson and answering students’ questions. This event helped demystify academia for elementary students and showed them that they belong in STEM. Overall, I hope this project will help foster community and create opportunities for young scientists to grow their support network.

Devin Romines

Integrative Genetics and Genomics  Project Title: oSTEM Graduate Panel Series

I am a third-year Ph.D. student working in the Sundaresan Lab studying plant development. Seeing professors and people just like me making it in academia gave me the confidence that being a professor was something I could pursue. As a result, I want to make sure that I help those who come after me feel like they belong. Many undergraduate students in STEM are not fully aware of how applying for graduate school works. Showcasing this to underrepresented students, like LGBTQ+ students, can help them see that it is an attainable goal. As a DEIJ Leader Fellow, I plan to work with the graduate committee of Out in Science, Technology, Engineering, and Mathematics (oSTEM) at UC Davis to create a monthly panel/speaker series about preparing for, applying to, and selecting between graduate school programs. This series would allow graduate students to engage with undergraduates and share their journeys through graduate school. The goal of this project is not only to provide LGBTQ+ undergraduate STEM students with valuable information and connections, but also to provide CBS graduate students with outreach and speaking opportunities to share their knowledge and experience.

Darien Satterfield

Population Biology Project Title: Planning Ethical, Inclusive, and Culturally Aware Field Work

I am a fifth-year Ph.D. candidate studying the functional morphology of coral reef fish. As a fellow, my goal is to broaden the available training on how to lead field work that is inclusive and ethical by outlining necessary steps from the project design stages, all the way through visiting a remote area and then completing the project. Too often research happens exclusively within the bubble of academia, which can disadvantage underrepresented groups resulting in a lack of diverse perspectives, backgrounds, and skill sets. When designing field work, researchers have a chance to contribute to the dismantling of the barriers to science many from underserved groups face. By creating safe and welcoming field work policies, extending research opportunities to a broader network of scientists and community members, and listening to the traditional knowledge and values that surround our study system, our science becomes more informed, efficient, and impactful. The workshop I am creating will include lessons learned from those who have led successful field work collaborations and a blueprint for planning field work that is inclusive. 

Primary Category

Secondary categories.

Commencement

Hayes Phillips Awards Program

• Thursday, May 16, 3:30 p.m. Lecture by Shawn Kaeppler, PhD, Borlaug Hall
• Friday, May 17, 9:30 a.m. Awards Ceremony, Cargill Building

The Department of Agronomy and Plant Genetics has announced the recipients of its annual Hayes Phillips and Distinguished Alumni awards . Hayes Phillips awardee Hannah Stoll and alumni awardees Roberto Tuberosa and Tabare Abadie will be honored during an awards ceremony on May 17.

This year’s annual awards program will be held over two days—Thursday and Friday, May 16 and 17— and will include an awards ceremony, as well as a tribute to Professor Ron Phillips, who died last fall. All past recipients of the Hayes Phillips Award have been invited to attend.

The Hayes Phillips Award is named after two distinguished faculty members in the department: H. K. Hayes, a faculty member from 1915 to 1952, and Ronald L. Phillips, a faculty member from 1968 to 2010. Each year, the award is given to an APG graduate student who has excelled in academics, research, teaching, leadership, and service.

The event will begin with a lecture by University of Wisconsin-Madison Professor Shawn Kaeppler on May 16 at 3:30 p.m. in 335 Borlaug Hall. Kaeppler, who received his doctorate in Plant Genetics and Breeding from the University of Minnesota, will also give a tribute to Professor Phillips. A reception and catered dinner will follow in the Land O’ Lakes Collaboration Center in Borlaug Hall.

The May 17 activities will begin at 8 a.m. with a coffee and speed mentoring program with current students and alumni in the atrium of the Cargill Building. The awards ceremony will begin at 9:30 a.m. in 105 Cargill and the public is invited to attend.

Quick Links

• Impact publication
• Artemisia Leadership Initiative
• Contact the web manager

277 Coffey Hall 1420 Eckles Ave. St. Paul, MN 55108 612-624-1234

• About CFANS
• Departments
• College Leadership
• Honors & Awards
• CFANS Market
• The CFANS Difference
• Majors & Minors
• Campus Life
• Scholarships & Aid
• Undergraduate Programs & Services
• Graduate Programs & Services
• Study Abroad
• Careers & Internships
• Land-Grant Legacy Scholars
• About Research at CFANS
• Research & Outreach Centers
• Academic Centers & Cooperatives
• Services for Business & Government
• Minnesota Agricultural Experiment Station
• Adult & Professional Education
• K-12 Programs
• Services for the Public
• Bell Museum
• Minnesota Landscape Arboretum
• MAST International