OHSU Knight Cancer Institute Research Groups Curriculum Project Doc

• Proposal for the Initiation of a New Instructional Program Leading to the Doctor of Philosophy in Cancer Biology

  Oregon Health & Science University, School of Medicine

• Description of Proposed Program

1. Program Overview

a. Proposed CIP number* (* Note: Contact your Institutional Research Office or Registrar's Office for this number. Final decision of designation will be made by the Chancellor's Office.)

b. Provide a brief overview (approximately 1-2 paragraphs) of the proposed program, including a description of the academic area and a rationale for offering this program at the present time. Please include a description of any related degrees, certificates, or subspecialties (concentrations, areas of special emphasis, etc.) that may be offered now or in the foreseeable future.

Academic Area: The Graduate Program in Cancer Biology is designed to train students for a career in basic and applied cancer research. Modern cancer research is based on a broad range of technical skills including: Molecular Biology, Cell Biology, Genetics, Biochemistry, and Bioinformatics, which the students will learn through course work and extensive laboratory training. Students in this program will receive training in the application of biotechnology to basic and applied cancer research, and to the dissemination of information to the next generation of scientists and the lay public. Training will include exercises designed to develop independent thinking, oral and written presentation skills, data and information analysis, and dissemination of information through teaching. The first-year curriculum, will consist of a series of courses that all students will take, and emphasizes all aspects of cancer biology (cellular, molecular, systems, and disease). Students also participate in laboratory rotations in the first year, using these rotations to help choose a thesis lab. During the first year, students will be advised by faculty members, who guide them through courses, including advanced electives and rotations. At the end of the first year, students will take a comprehensive written exam, which tests students on their grasp of the core curriculum and on their skills in understanding the primary literature. The curriculum is flexible and courses are largely completed in the first year, permitting students to focus on the essence of graduate training, independent research in a mentor's laboratory, as soon as possible. At the beginning of the third year, students take the oral qualifying exam, which allows them to become a Ph.D. candidate. The qualifying exam consists of a written component, which is a thesis proposal in the format of an NRSA grant, and an oral defense. Subsequently, the student chooses a thesis exam committee, who guides their dissertation research. Students are evaluated at several points during their participation in the program, and are subjected to several yearly requirements, including a thesis committee meeting and a talk on their research. Finally, the culmination of a student's graduate career is the assembly of a written Ph.D. thesis and its oral defense. Thus, the proposed program combines rigorous course work with laboratory training and exercises in writing, speaking, and teaching, designed to provide students with the necessary theoretical and practical skills to launch productive careers. Graduating students will be in a position to competitively pursue a wide range of potential careers including: basic and applied research in the academic, biotechnology and pharmaceutical industries, as well as in undergraduate and graduate level teaching and science writing.

Rationale: Cancer death rates have declined about 1 percent per year since 1999, thanks to earlier detection, prevention efforts and better treatments. However, in 2002 cancer surpassed heart disease as the top killer of Americans under 85. An estimated 1.4 million new cancer cases and >550,000 cancer deaths are expected each year in the United States. The good news is that deaths from cancer and heart disease are falling, but improvement has been more dramatic for heart disease. One of the purposes of this new graduate program is to provide a rigorous training environment for future cancer researchers.

c. When will the program be operational, if approved?

Fall 2009.

2. Purpose and Relationship of Proposed Program to the Institution's Mission and Strategic Plan

a. What are the objectives of the program?

The objective of this new Graduate Program is to provide a learning platform that will give the next generation of cancer researchers the knowledge and skills that will allow for more efficient translation of laboratory results into new preventive, diagnostic and therapeutic methods in the prevention and treatment of cancer. The Oregon Cancer Institute is made up of numerous programs centered around cancer prevention and control, hormonal and reproductive malignancies, hematologic malignancies, experimental therapeutics, cancer biology, and complementary medicine, all functioning to foster interdisciplinary interactions between basic and clinical researchers. Students in this program will be exposed to all facets of the Oregon Cancer Center and therefore this new program will help promote interdisciplinary research throughout OHSU.

b. How does the proposed program support the mission and strategic plan of the institution(s)? How does the program contribute to attaining long-term goals and directions of the institution and program?

OHSU's fundamental purpose is to improve the health and well being of people in Oregon and beyond. As part of its multifaceted public mission, OHSU strives for excellence in education, research and scholarship, clinical practice and community service. This program will directly promote all of these missions by preparing young scientists for careers in cancer research. In addition, while in training these same students will be actively engaged in their own research projects in one of the many laboratories currently conducting cancer research in the interdisciplinary programs provided by the Oregon Cancer Institute and/or affiliated Departments at OHSU.

c. How does the proposed program meet the needs of Oregon and enhance the state's capacity to respond effectively to social, economic, and environmental challenges and opportunities?

Cancer is the leading cause of death among Oregonians. On an average day in 2005, 54 Oregonians were diagnosed with cancer, and 20 Oregonians died from it (Oregon State Cancer Registry, OSCaR). The good news is that deaths from cancer are falling, owing to earlier detection, prevention efforts and better treatments. The best new strategies for diagnosis, treatment and control of cancer will come from identifying and understanding the molecular defects present in cancer cells. This Program will help train the next generation of Cancer Biology researchers.

3. Course of Study

a. Briefly describe proposed curriculum. (List is fine.)

i. Slash courses (i.e., 400/500-level) should be listed as such.

ii. Include course numbers, titles, credit hours.

First Year Curriculum:

Fall Term

CONJ 661, Structure & Function of Biological Molecules, 3 credits.

CONJ 662, Genetic Mechanisms, 3 credits

CONJ 650, Practice & Ethics of Science, 2 credits

CONJ 601, Research Rotation, 6 credits

CONJ 605, PMCB Literature Club, 2 credits

Winter Term

CONJ 663, Bioregulation, 3 credits

CONJ 664, Molecular Cell Biology, 3 credits

PCB 606, Cancer Biology Journal Club, 2 credits

CONJ 601, Research Rotation, 8 credits

Spring Term

CONJ 665, Development, Differentiation, & Cancer, 3 credits

CONJ 667*, Organ Systems, 3 credits

CONJ 668*, Molecular Biophysics & Experimental Bioinformatics, 3 credits

PCB 606, Cancer Biology Journal Club, 2 credits

CONJ 601, Research Rotation, 8 credits

*Students select one of the two courses and have until the end of the second year to complete the last course.

Summer Term

CONJ 608A, PMCB Comprehensive Exam, 8 credits

PCB 601, Research Rotation, 8 credits

Second Year Curriculum:

CELL 616 Cancer Biology, 4 credits

CONJ 608B, PMCB Qualifying Exam

PCB 601, Research

Third Year Through Graduation

Students are admitted to candidacy for the Ph.D. degree upon successful completion of a qualifying examination consisting of an oral presentation and defense of a research proposal. The progress of students' research and the general quality of their graduate education are maintained by continuous interaction among the student, the dissertation advisor, and a dissertation advisory committee. The dissertation is based upon original research work carried out in the dissertation advisor's laboratory. Students will also attend and participate in the OHSU Cancer Center Seminars and Journal Clubs. Continue Dissertation Research – under the direction of thesis advisor and thesis advisory committee. Have annual Dissertation Advisory Committee Meetings. Complete Dissertation Research and Write Dissertation. Dissertation Defense - consists of a public seminar followed immediately by a question-and-answer session with the Dissertation Committee. This session is also public but only members of the dissertation committee are allowed to test and ask questions of the student.

b. Describe new courses. Include proposed course numbers, titles, credit hours, and course descriptions.

PCB 606: Program in Cancer Biology Journal Club.

PCB 601: Program in Cancer Biology Research.

c. Provide a discussion of any nontraditional learning modes to be utilized in the new courses, including, but not limited to: (1) the role of technology, and (2) the use of career development activities such as practica or internships.

• Matt 13:06, 19 September 2008 (EDT):Rosie can you add a few sentences about the integration of clinical issues with the papers under this section?

d. What specific learning outcomes will be achieved by students who complete this course of study?

The Program in Cancer Biology is designed to train students for a career in basic and applied cancer research, as well as in related careers associated with the application of information through biotechnology and the dissemination of information to the next generation of scientists and to the lay public. Modern cancer research is based on a broad range of technical skills, including Molecular Biology, Cell Biology, Genetics, Biochemistry, and Bioinformatics, which the students will learn through course work and laboratory training. Training will extend to exercises designed to develop independent thinking, skills in oral and written presentation, analysis of data and information, and dissemination of information through teaching. Thus, the proposed program combines rigorous course work with laboratory training and exercises in writing, speaking, and teaching, designed collectively to provide students with the necessary theoretical and practical skills to launch productive careers. Students will be trained to be in a position to pursue an increasingly wide range of available careers, including academic research, undergraduate teaching, science writing, and basic and applied science in the biotechnology and pharmaceutical industry.

4. Recruitment and Admission Requirements

a. Is the proposed program intended primarily to provide another program option to students who are already being attracted to the institution, or is it anticipated that the proposed program will draw students who would not otherwise come to the institution?

The intent of this program is to provide existing students with a more focused curriculum of study, which is designed to facilitate both course work and research activities in cancer research. In addition, it is the intent of this program to attract new students to OHSU. This program is designed to provide specific training in cancer biology. This is a unique aspect of this program, and will attract new students with specific interests in cancer. Thus, one advantage of this program is that a specific course of study in cancer biology is currently not available at other universities on the west coast.

b. Are any requirements for admission to the program being proposed that are in addition to admission to the institution? If so, what are they?

No new admission requirements.

c. Will any enrollment limitation be imposed? If so, please indicate the specific limitation and its rationale. How will students be selected if there are enrollment limitations?

Because this new program will only admit students who are already part of the PMCB program and have completed the first two years of course work, there will be no limitations on admission to the Program.

5. Accreditation of the Program

a. If applicable, identify any accrediting body or professional society that has established standards in the area in which the proposed program lies.

N/A

b. If applicable, does the proposed program meet professional accreditation standards? If it does not, in what particular area(s) does it appear to be deficient? What steps would be required to qualify the program for accreditation? By what date is it anticipated that the program will be fully accredited?

N/A

c. If the proposed program is a graduate program in which the institution offers an undergraduate program, is the undergraduate program accredited? If not, what would be required to qualify it for accreditation? If accreditation is a goal, what steps are being taken to achieve accreditation?

No undergraduate program.

Need

6. Evidence of Need

a. What evidence does the institution have of need for the program? Please be explicit. (Needs assessment information may be presented in the form of survey data; summaries of focus groups or interviews; documented requests for the program from students, faculty, external constituents, etc.)

• Matt 17:35, 3 September 2008 (EDT): A survey form will be handed out at the OCI Retreat on Sep. 15th. OK with you Maureen?

b. Identify statewide and institutional service-area employment needs the proposed program would assist in filling. Is there evidence of regional or national need for additional qualified individuals such as the proposed program would produce? If yes, please specify.

c. What are the numbers and characteristics of students to be served? What is the estimated number of graduates of the proposed program over the next five years? On what information are these projections based?

d. Are there any other compelling reasons for offering the program?

e. Identify any special interest in the program on the part of local or state groups (e.g., business, industry, agriculture, professional groups).

f. Discuss considerations given to making the complete program available for part-time, evening, weekend, and/or placebound students.

Outcomes

7. Program Evaluation

a. How will the institution determine the extent to which the academic program meets the objectives (section 2a) previously outlined? (Identify specific post-approval monitoring procedures and outcome indicators to be used.)

b. How will the collected information be used to improve teaching and programs to enhance student learning?

8. Assessment of Student Learning

a. What methods will be used to assess student learning? How will student learning assessment be embedded in the curriculum?

b. What specific methods or approaches will be used to assess graduate (completer) outcomes?

c. Is a licensure examination associated with this field of study?

Integration of Efforts

9. Similar Programs in the State

a. List all other closely related OUS programs.

None

b. In what way, if any, will resources of other institutions (another OUS institution or institutions, community college, and/or private college/university) be shared in the proposed program? How will the program be complementary to, or cooperate with, an existing program or programs?

c. Is there any projected impact on other institutions in terms of student enrollment and/or faculty workload?

Resources

10. Faculty

a. Identify program faculty, briefly describing each faculty member's expertise/specialization. Separate regular core faculty from faculty from other departments and adjuncts. Collect current vitae for all faculty, to be made available to reviewers upon request.

Grover Bagby MD; The Bagby Lab is interested in the molecular mechanisms responsible for Fanconi Anemia and Leukemogenesis.

Eric Barklis PhD; The Barklis lab focuses on the assembly and replication of viruses, such as retroviruses, flaviviruses, and hantaviruses, using molecular genetic, biochemical, and biophysical techniques.

Michael Chapman PhD; The Chapman lab is interested in viral-host interactions, underpinning the development of vectors for in vivo gene therapy vectors. Enzyme structural dynamics and mechanisms. Computational methods for improving structures derived from biophysical data.

Jan Christian PhD; Teh Christian lab is interested in the molecular Basis of Vertebrate Embryonic Patterning and specifically in BMP signaling.

Brian Druker MD; The Druker lab research interests include activated tyrosine kinases with an emphasis on signal transduction and cellular transformation.

Caroline Enns PhD; Protein trafficking within the cell-targeting membrane proteins in the biosynthetic and endocytic pathways. Trafficking and function of the protein implicated in hemochromatosis.

Mike Forte PhD; The Forte lab is investigating the role of mitochondria in the overall regulation of cellular calcium, and how neuronal connections are formed.

Bernard A Fox PhD; Our laboratory’s current focus is on understanding the tumor-induced suppressive mechanisms that blunt the efficacy of immunotherapy and developing approaches to overcome these mechanisms.

William H. Fleming MD, PhD; The Flemming Lab is interested in the functional relationship between hematopoiesis and blood vessel formation.

Dick Goodman MD, PhD; The major focus of the Goodman lab is to determine how extracellular and intracellular signals are integrated to control the onset and level of gene expression.

Markus Grompe MD; The Grompe lab has a general interest in therapy for genetic disease using both cell transplantation and gene transfer methodologies. There are two major working groups in the lab, one with a focus on the liver and pancreas, the other with an emphasis on Fanconi anemia.

Michael C. Heinrich; The Heinrich lab is interested in the development of novel tyrosine kinase inhibitors for treatment of human cancers.

Maureen Hoatlin PhD; The Hoatlin Lab is interested in understanding how cells maintain genomic stability and Fanconi Anemia.

Peter Hurlin PhD; The Hurlin laboratory is interested in elucidating fundamental mechanisms that regulate cell proliferation, particularly in the context of skeletal development. A major focus of the lab is the Myc family of oncogenic transcription factors.

Soren Impey PhD; The Impey lab utilizes functional genomic approaches to characterize the transcriptional and epigenetic networks that regulate stem cell self-renewal and neural differentiation.

Bruce Magun PhD; The Magun lab is interested in the cellular mechanisms of inflammatory signaling cascades that control the responses to environmental toxic agents.

Mihail Iordanov PhD; The Iordanov lab is interested in the mechanisms of cell survival and programmed cell death (apoptosis) in specific cell types.

Molly F. Kulesz-Martin PhD; The Kulesz-Martin lab is interested in molecular mechanisms that balance cell proliferation, differentiation and apoptosis with cellular transformation and malignant progression

Peter Kurre MD; The Kurre Lab focuses on developing novel strategies for the safe and effective modification of hematopoietic stem cells to treat benign and malignant disease.

Mike Liskay PhD; The Liskay lab is interested in the genetic and molecular mechanisms responsible for DNA mismatch repair, which corrects DNA mismatches and senses DNA damage.

Stephen Lloyd PhD; The Lloyd lab is interested in the molecular mechanisms involved in DNA repair processes and high fidelity DNA replication.

Charlie Lopez MD PhD THe Lopez lab is interested in the cellular and molecular mechanisms of tumor cell response to therapy.

Rich Maurer PhD; The Maurer lab is interested in the intracellular signaling pathways which carry information to the nucleus as well as the nuclear events which mediate changes in pituitary hormone gene expression.

Robb Moses MD; The Moses lab is interested in DNA crosslink repair, and is particularly focused on how chromatin remodeling and the Fanconi Anemia pathway meidate crosslink repair.

Amanda McCullough PhD; The McCullough laboratory is focused on the biochemical mechanisms of DNA base excision repair systems and the regulation and roles of DNA repair in cellular responses to environmental stress.

Susan Olson PhD; The Olson lab is interested in better understanding of specific chromosome regions and chromosome abnormalities, in particular, their structure, origin, segregation, stability, contribution to fetal development and survival, and impact on clinical genetics, including cancer.

Richard Press MD PhD; The Press lab is interested in the tumorigenic signaling pathways of the myb oncoprotein, and prevalent genetic alterations in common diseases.

Charlie Roberts PhD; The Roberts lab is focused on the molecular mechanisms involved in the transcriptional regulation of the IGF-I receptor gene, in particular the roles of the WT1 and p53 tumor suppressors and their functional relationship to the action of general transcription factors such as Sp1.

Peter Rotwein MD; The Rotwein laboratory studies regulation and actions of the insulin-like growth factors (IGFs), peptides critical for normal embryonic and post-natal growth in mammals and other species, and important for controlling aging and senescence.

Rosie Sears PhD; The Sears lab is studying cellular signaling pathways involved in the generation of human cancer. In general, disruption of these pathways alters the ability of a cell to control its proliferation as well as the initiation of programmed cell death.

Bill Skach MD; Research in the Skach laboratory is centered around the mechanism by which proteins translocate across, fold into and assemble within the endoplasmic reticulum membrane, and the mechanism by which disease related mutations disrupt protein folding, alert quality control machinery and direct protein degradation via the ubiquitin-proteasome pathway.

Sarah Smolik PhD; The Smolik laboratory uses Drosophila melanogaster to study chromatin modification and its affects on transcription and the cell cycle checkpoints.

Tom Soderling PhD; The Soderling lab focuses on protein kinases (CaMKs) activated by binding Ca2+/CaM. The lab studies the regulatory properties of these CaMKs and their targets (substrates) in brain cells.

Scott Stadler PhD; The Stadler lab is analyzing how Hox genes mediate the patterning of specific tissues and structures in the mammalian embryo. Using gene targeting in mice, mutations in developmental genes are produced and characterized to discern the mechanism(s) of gene function required for normal growth and development.

Phil Stork MD; The Stork lab is interested in the molecular and biochemical mechanisms of how hormones and growth factors convey signals from the outside of a cell to the nucleus to induce cellular responses.

Mathew Thayer PhD; The Thayer Lab uses somatic cell and molecular genetic approaches to identify and characterize genetic alterations found in tumor cells that induce abnormal cellular phenotypes. The long-term goal of these studies is to define the molecular mechanisms responsible for chromosomal instability, one of the most common types of genetic instabilities found in cancer cells.

Gary Thomas PhD; The Thomas lab studies the cellular machinery that directs the sorting of membrane proteins between secretory pathway compartments and examines how this machinery controls cellular homeostasis and disease.

Mitch Turker PhD; The Turker is interested in the mechanisms of abnormal gene inactivation and the relevance of these events to cancer and aging.

Marcel Wehrli PhD; The Wehrli lab is interested in cell communication and the role of Wnt signaling in Cancer.

Missy Wong PhD; The Wong lab My laboratory is interested elucidating the molecular mechanisms that regulate epithelial proliferation and differentiation, and have focused on the Wnt/ß-catenin signaling pathway.

b. Estimate the number, rank, and background of new faculty members who would need to be added to initiate the proposed program in each of the first four years of the proposed program's operation (assuming the program develops as anticipated). What commitment does the institution make to meeting these needs?

None

c. Estimate the number and type of support staff needed in each of the first four years of the program.

One Administrative Assistant would be needed during the first four years of this program.

11. Reference Sources

a. Describe the adequacy of student and faculty access to library and department resources (including, but not limited to, printed media, electronically published materials, videotapes, motion pictures, CD-ROM and online databases, and sound files) that are relevant to the proposed program (e.g., if there is a recommended list of materials issued by the American Library Association or some other responsible group, indicate to what extent access to such holdings meets the requirements of the recommended list).

b. How much, if any, additional financial support will be required to bring access to such reference materials to an appropriate level? How does the institution plan to acquire these needed resources?

12. Facilities, Equipment, and Technology

a. What unique resources (in terms of buildings, laboratories, computer hardware/software, Internet or other online access, distributed-education capability, special equipment, and/or other materials) are necessary to the offering of a quality program in the field?

b. What resources for facilities, equipment, and technology, beyond those now on hand, are necessary to offer this program? Be specific. How does the institution propose that these additional resources will be provided?

14. Budgetary Impact

a. On the “Budget Outline” sheet (available on the Forms and Guidelines Web site), please indicate the estimated cost of the program for the first four years of its operation (one page for each year). The “Budget Outline Instructions” form is available on the Forms and Guidelines Web site, as well.

b. If federal or other grant funds are required to launch the program, describe the status of the grant application process and the likelihood of receiving such funding. What does the institution propose to do with the program upon termination of the grant(s)?

c. If the program will be implemented in such a way as to have little or minimal budgetary impact, please provide a narrative that outlines how resources are being allocated/reallocated in order that the resource demands of the new program are being met. For example, describe what new activities will cost and whether they will be financed or staffed by shifting of assignments within the budgetary unit or reallocation of resources within the institution. Specifically state which resources will be moved and how this will affect those programs losing resources. Will the allocation of going-level budget funds in support of the program have an adverse impact on any other institutional programs? If so, which program(s) and in what ways?