Benefits of DRB 330 participation
- Our DRB Community brings researchers and scholars together from across the Harvard campuses and affiliated hospitals in a synergistic and supportive way that can help you better handle experimental, intellectual and personal challenges during your time in graduate school and in the laboratory.
- The transition to graduate school presents a unique and special time in your scientific training where you have the flexibility to learn about and explore a broad range of contemporary research topics and methods without long-term commitment.
- DRB 330qc was developed with these aims in mind, allowing both tool-box and cohort building through informative interactive class sessions, including student led mini-project pitch presentations and an end-of-course party with the DRB community.
- Our newly reformatted 2-week course block covers a larger expanse of topics, and pairs many DRB/SCRB faculty to highlight the ability and benefits of working collaboratively across model systems to answer complex questions in stem cell and developmental biology to advance our understanding and treatment of developmental or acquired human disorders and diseases.
- DRB 330qc is a great way to interact informally with DRB/SCRB faculty who may later serve on your PQE, DAC and thesis committees, as well as meet peers and potential collaborators from other graduate class groups throughout Harvard.
True Stories from DRB 330
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I changed my third rotation and ultimately ended up joining the lab of a DRB 330 faculty member I wouldn’t have otherwise considered.
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DRB 330 solidified my rotation choices.
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I made friends with the students in the course and they have remained some of my closest friends throughout grad school.
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The reviews, techniques and background covered in DRB 330 helped greatly with my PQE prep and beyond.
Course Class Structure
Each of the 10 classes consists of an introductory lecture to the model, process or organ system of the day, followed by hands-on interactive laboratory session designed to let you experience firsthand the experimental techniques used to answer questions in that particular field, often from the point of view of two collaborating laboratories.
The course is always fun, interactive and you’ll learn the ins and outs of a lot of new-to-you techniques in a low-stress environment. More importantly, it is a great way to get to know the other DRB/SCRB faculty and trainees for future collaborations of your own.
Do note, while this course is a DRB program requirement, DRB330qc is open to anyone with an interest in experimental model systems and research areas utilized in DRB/SCRB-affiliated laboratories at Harvard.
Example of Typical Course Schedule
Monday, January 6th , 2020 – January 17th , 2020, 10 – 4 pm
Location: Varies by lab
| Date | Faculty & Affiliation | Topic |
| 1/6 | Trista North, Children's Hospital & Mara Laslo, Harvard | Introduction to Developmental Biology |
| 1/7 | Olivier Pourquie, HMS Genetics and BWH | Understanding musculo-skeletal axis development using chicken embryos and human iPSC models |
| 1/8 | Jeff Macklis, Harvard Stem Cell and Regenerative Biology & The Allen Institute | Development and regeneration in the mammalian central nervous system: Cortical-“projection neuron” molecular development, diversity, and regeneration |
| 1/9 | Jessica Whited, Harvard Stem Cell and Regenerative Biology |
Techniques for studying axolotl limb regeneration |
| 1/10 | Trista North and Wolfram Goessling, Children's Hospital, DFCI, & Brigham and Women's Hospital |
Zebrafish organogenesis – the hematovascular and hepatobiliary systems |
| 1/13 | Eric Greer, Children's Hospital |
Epigenetic regulation in C. elegans and D. discoideum |
| 1/14 | Ya-Chieh Hsu, Harvard Stem Cell and Regenerative Biology | Mammalian skin and hair follicle regeneration |
| 1/15 | Kristin White, Massachusetts General Hospital | Drosophila as a model system for examining neural stem cell fate decisions |
| 1/16 | April Craft and Jenna Galloway, Children's Hospital & MGH | Development and regeneration of the musculoskeletal system |
| 1/16 | Annual New Year's Party | Jubilation, Fellowship, and Celebration |
| 1/17 | Students | Student Presenation Showcase |
Q&A
1. Is this required for DRB Membership?
Yes, to be a DRB degree candidate you are required to take DRB330 and CB207; while not required, it is also highly recommended for DRB affiliates as selection for career development awards and oral presentations generally reflects trainee participation.
2. There’s class on Saturday?
Yes, there is 1 Saturday class: Profs. North and Goessling shut down their labs to make the equipment fully available for the Bootcamp class.
4. I’ll have to miss a day of DRB 330, can I still participate?
Talk to us: Trista.north@childrens.harvard.edu or Mara_Laslo@hms.harvard.edu.
5. What is the DRB Annual New Year’s Party?
An active member of the DRB Program, either student or faculty, hosts DRB 330 students, together with DRB faculty and trainees for a fun-filled social get together to kick off the new year and celebrate with you, our newest cohort of DRB students.
6. What do we have to do in the course?
Grading is Sat/Unsat based. We expect you to attend each session and actively participate. The course will culminate in a wrap-up session in which we will ask you to give a short (5 min/ 5 slide) presentation of your ideas for a “next-step” project based upon a particular lab or technique of your choice from the course.
Additional Questions?
Contact: Trista North, Course Director at Trista.north@childrens.harvard.edu