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Curriculum
The Program in Structural Biology trains students to study the structural basis of biological processes using a variety of different technologies. Members of the faculty employ X-ray crystallography, electron microscopy, mass spectrometry, nuclear magnetic resonance, magnetic resonance imaging, and computational methods, as well as deductive reasoning based on biochemistry and genetics. As a result, our faculty address structure at a variety of levels: molecular, cellular and even organismal. Whereas X-ray crystallography and NMR are capable of revealing the structure of a protein in atomic detail, mass spectroscopy can identify members of a macromolecular complex, electron microscopy can define the organization of proteins within the complex, computational methods can identify a likely surface for protein-protein interactions, and MRI can reveal the morphological effects of genetic defects in a developing embryo.Coursework: The first goal of our training program is to familiarize students with the structure/function relationships of a wide variety of macromolecules such as proteins and nucleic acids. The fundamentals are covered in a two-semester course taken by all graduate students at NYU entitled "Foundations in Cell and Molecular Biology". A perspective relevant to students of structural biology is taught through an introductory course entitled "Principles of Structural Biology". This is followed by an advanced course, "Advanced Techniques in Structural Biology", which will provide students with an in-depth understanding of the theory and methodologies needed to conduct thesis research in structural biology. These courses are supplemented with a regular journal club to discuss important new structures from the literature as well as ongoing research in structural biology at NYU. In addition, one-on-one tutorials with individual faculty members provide an opportunity for in-depth investigation of selected topics.
Research rotations: Students are introduced to laboratory research by completing three or four 12-week research rotations during the first year. These rotations offer an opportunity to gain research experience and sample opportunities for thesis research; students are therefore encouraged to choose diverse projects employing a variety of methodologies. For students in the Graduate Partnership Program, two rotations are done at the NIH during the summers before and after the first year and these students are expected to choose one of these labs for their thesis research.
Mentoring: A variety of faculty members provide supervision and guidance to students during their tenure in the program. During the first year, each student chooses a Faculty Mentor who is independent from research rotation advisors. This faculty mentor represents an important resource in choosing courses, in providing objective advice about laboratories for research rotations, and more generally in making the adjustment to graduate school. In addition, the Program Directors regularly meet with each student to review their progress. Once a laboratory is chosen for thesis research, an Advisory Committee is selected in consultation with the thesis advisor and Program Directors. For students in the Graduate Partnership Program, this committee is centered around a Mentor Pair consisting of the thesis advisor and a co-advisor from the opposite campus, who may have a collaborative relationship with the thesis research laboratory. Two additional faculty with relevant scientific interests are selected from either campus and the committee initially assembles to administer the preliminary exam. Thereafter, this committee meets yearly to supervise the progress of the thesis research and its members replace the first year faculty mentor in providing advice and support throughout the period of thesis research.