About the Graduate School

The objective of the graduate program in the School of Biological Sciences is to provide students from diverse scientific backgrounds with an exceptional PhD training that enables them to complete their degrees in approximately 5 years, while producing top-level research and gaining the academic training and the professional development they need to succeed in a diverse range of careers. The curriculum is designed and timed to ensure students get the range of knowledge required to make informed choices about what research to pursue in their PhD, and this broad knowledge that is later augmented by the technical, operational and professional skills they learn through ongoing training and which together equip them to be leaders in either academia or the ever broadening, and rapidly evolving, biomedical work force after graduation.

First Year

Ph.D. students progress rapidly from coursework to laboratory rotations to doctoral research–all within the first year of the program. The program consolidates the core courses into the Fall Term of the first year, culminating in the Integrated Fall Term Exam. During this time, students have no research responsibilities, allowing them to devote their full attention to intensive course instruction and seminars. In the winter and spring of the first year, students perform three six-week laboratory rotations, take a Topics in Biology course, and teach at the Dolan DNA Learning Center.  In May, students select their thesis research mentor and prepare for the qualifying exam, which takes place in late June or early July.  Once students pass their qualifying exam, they focus exclusively on their thesis research.

The first-year core courses of the curriculum are:

Scientific Reasoning and Logic

In this core course students (1) acquire a broad base of knowledge about the biological sciences, (2) emphasize application of the scientific method, and (3) learn to think critically. The modules include gene expression, development, protein structure, neuroscience, and cancer biology. The course culminates with a mock grant study section. View PDF

Scientific Exposition and Ethics

This core course covers the fundamental elements of scientific exposition—writing skills and public speaking—and ethics. The ability to communicate effectively and to appreciate ethical issues in the sciences are essential for biologists.  Students are introduced to non-research scientific careers, such as publishing, writing, and law. View PDF

Specialized Disciplines Courses

A series of core courses providing students with an in-depth consideration of key research areas, focusing on understanding experimental approaches and practical applications.  The courses include Systems Neuroscience, Quantitative Biology, Genetics & Genomics, and Cancer. View PDF

Additional courses of the curriculum are:

Topics in Biology Courses

Intensive one-week courses focused on topics outside the main research areas of the Cold Spring Harbor Laboratory, such as Evolution, Microbial Pathogenesis, Physical Biology of the Cell, and Immunology.

CSHL Elective Postgraduate Courses

The program of postgraduate courses at the Laboratory provides training in interdisciplinary subjects that are either new or so specialized that they are not adequately treated by most universities.

Bootcamps

These are short, intensive courses aimed to get all students to a similar level of proficiency in a defined topic in preparation for the core courses. Current bootcamps cover molecular and cell biology and quantitative biology/programming.

Responsible Conduct of Research Course

This interactive course includes lectures, small group discussion and case studies. Topics for sessions include, Human Subjects and Materials in Clinical Trials, Whistleblower Policies, and the Ethical Use of Animals in Research. Students also hear from CSHL faculty on personal approaches to implementing RCR in their research labs.

Rigor and Reproducibility Course

This course instructs students in methods for enhancing rigor and reproducibility in their own research. CSHL faculty and staff, as well as invited speakers instruct students in data management, experimental design, data analysis and integrity, and discipline-specific measures.

Subsequent Years

After the first year, students focus on laboratory research.  In the second year, students defend their doctoral thesis research proposal.  Advanced instruction continues with the annual Topics in Biology courses and elective postgraduate courses.  Students are awarded the Ph.D. degree after successful completion of their dissertation and defense of their thesis research.

Thesis Proposal and the Thesis Advisory Committee

In January of the second year, students defend a written doctoral thesis research proposal. The proposal includes a clear outline of goals and specific aims and describes the broader scientific context and debate surrounding the proposed research. After successful oral defense of the research proposal, a thesis advisory committee consisting of the research mentor, academic mentor, and the thesis research proposal examining committee is constituted to guide the student with his or her doctoral research.

Dissertation Preparation and Defense

With the approval of the thesis advisory committee, each student prepares a written thesis on his or her original research. To defend the thesis, students present a public seminar and are subsequently examined by the thesis committee and an additional examiner external to the Laboratory. A satisfactory defense and fulfillment of all curricular requirements results in the granting of the Ph.D. degree. The graduate program is designed so that students can complete their doctoral studies in approximately four years. If, at four years, a student and thesis committee agree that more than four and  a half years are required to complete the doctoral program, the student and thesis committee may petition for an extension.

Curriculum at a Glance

The Ph.D. program is committed to the success of its students. To promote a high level of student achievement, the faculty and administration take an active role in mentoring and supporting students.

Two-tier mentoring

A special feature of our program is its two-tier mentoring program. Students select two dedicated faculty mentors to guide them in their graduate studies. The academic mentor monitors the student’s progress and provides advice about laboratory selection or career paths. The thesis research mentor takes on the major mentoring role with respect to the student’s professional development during the course of the thesis research. These two mentors provide the student with advice from different viewpoints both during the course of the thesis research and in the student’s future career.

Tutoring

If students need academic assistance, either at the recommendation of faculty or through their own self-assessment, tutoring is offered at no expense. Likewise, students with undergraduate degrees in non-biological sciences, such as physics, engineering, and mathematics, are encouraged to come to CSHL several weeks before the start of the Fall Term to review their background in molecular biology. Tutors, recommending readings, and other support measures are provided free of charge.

CSHL exposes students to a variety of scientific careers, from traditional academic research careers to non-research careers in science writing, education or administration.  Through informal discussions or targeted career development opportunities, students gain valuable experience that will help them refine and prepare for their future careers.

The first-year course Scientific Exposition and Ethics invites a number of professionals to speak about their scientific careers outside of the lab.  Guest lecturers have included authors of popular science books, columnists for major newspapers and magazines, policy advocates, and lawyers for the Innocence Project, among many others.

The third-year course Career and Skills Development exposes students to the varied careers available for bioscience Ph.D.s, allows them to develop their Individual Development Plan, and conduct informational interviews. As part of the course, students are made aware of experiential learning opportunities.

Students gain teaching experience as part of the first-year curriculum. Students work with educators at CSHL’s DNA Learning Center, helping with course development and teaching laboratory classes.

CSHL’s extensive Meetings & Courses Program, available to all students at no cost, allows students to hear the latest research in a wide variety of scientific fields and to meet scientists from around the world.  Students may be invited to attend select Banbury Meetings at CSHL, giving them access to leaders in scientific research, ethics and policy.

The Bioscience Enterprise Club (BEC) provides information for students  interested in non-academic scientific careers through an extensive series of seminars and workshops. The topics cover a wide range of non-academic and non-research careers, from  biotechnology and intellectual property to scientific publishing, non-profit administration, and venture capitalism.  BEC also works with local biotechnology start-up companies to offer on-campus recruiting interviews.

The Career Development Program (CDP) provides students with information about careers in academia, including the job search and transitioning to an independent position. The CDP hosts workshops on preparing for a chalk talk, an integral part of the academic job search, and “Getting to Know Your Faculty,” a series in which CSHL faculty members share stories of their careers and highlight their philosophies toward identifying interesting scientific questions, lab management, work-life balance, and what it takes to be successful.

Women in Science and Engineering (WiSE) is a network of scientists building a more supportive, collaborative, and equal scientific community for all. We provide a platform for professional development and empowerment through mentorship, career planning, and educational opportunities tailored toward issues disproportionally affecting women. WiSE is open to all members of the CSHL community.

Diversity Initiative for the Advancement of STEM (DIAS) aims to support, empower, and advocate for underrepresented (UR) scientists, in particular scientists from historically marginalized racial/ethnic groups (Black/African-American, Hispanic/LatinX, American Indian/Native American/Alaska Native, and Native Hawaiian/Pacific Islander) as well as LGBTQIA scientists. They do this by raising awareness of issues that disproportionately affect these groups, hosting on-campus seminars by prominent UR speakers, and conducting outreach activities to nearby community colleges. DIAS is open to all members of the CSHL community.

These affinity groups work closely with the Office of Diversity, Equity, & Inclusive (DEI).

Cold Spring Harbor Laboratory School of Biological Sciences is accredited by the New England Commission of Higher Education (formerly the Commission on Institutions of Higher Education of the New England Association of Schools and Colleges, Inc.).

Accreditation of an institution of higher education by the Commission indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a peer review process. An accredited college or university is one which has available the necessary resources to achieve its stated purposes through appropriate educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future. Institutional integrity is also addressed through accreditation.

Accreditation by the Commission is not partial but applies to the institution as a whole. As such, it is not a guarantee of every course or program offered, or the competence of individual graduates. Rather, it provides reasonable assurance about the quality of opportunities available to students who attend the institution.

Inquiries regarding the accreditation status by the Commission should be directed to the administrative staff of the institution. Individuals also may contact:

New England Commission of Higher Education
3 Burlington Woods Drive, Suite 100, Burlington, MA 01803-4514
781-425-7785
E-Mail: [email protected]

Cold Spring Harbor Laboratory School of Biological Sciences does not discriminate on the basis of race, color, creed, religion, sex, pregnancy status, national origin, mental or physical disability, age, veteran or military status, familial status, sexual orientation, gender identity or expression, genetic information, sexual and reproductive health decision making, status as a victim of domestic violence, sex offenses or stalking, or any other characteristic protected by law in administration of its admissions and educational policies, or any school-administered programs.

Title IX Compliance and New York State Article 129-B

Cold Spring Harbor Laboratory complies with applicable state and federal statues, including Title IX of the federal Education Amendments of 1972, which prohibits discrimination on the basis of sex in any education program or activity receiving federal assistance, including NIH research funding. Sexual assault and sexual harassment are forms of sex discrimination prohibited by Title IX. The Laboratory encourages victims and witnesses of sexual misconduct to report such incidents in accordance with the Title IX Policy And Procedures For Allegations Of Sex Discrimination, Sex-Based Harassment, And Retaliation (pdf).

• Student Bill of Rights
• Rights of reporting individuals (pdf)
• CSHL Student Code of Conduct policy (pdf)
• 2023 Campus Climate survey results (pdf)
• Incident Report Form
• Title IX employee training (pdf)

Brochures and Publications

• Nine facts about sexual assault and Title IX (pdf)
• Sexual harassment is against the law (pdf)
• Sexual Misconduct: What you need to know (pdf)

Graduate School executive committee

Zachary Lippman, Chair
Arka Banerjee
Camila dos Santos
Rebecca Leshan
W. Richard McCombie
David Spector
Lloyd Trotman
CSHL School of Biological Sciences Student Rep
Stony Brook University Student Rep
Monn Monn Myat (Secretary)

Graduate School External Advisory Committee

Keith Yamamoto, Chair, University of California, San Francisco
Victor Corces, Emory University
Barbara Meyer, University of California, Berkeley
Jodi Nunnari, University of California, Davis
Joanna Wysocka, Stanford University