Congratulations to Catherine E. Costello for her appointment as a William Fairfield Warren Distinguished Professor, which was just announced by President Brown! This is major university honor, recognizing Cathy’s superlative scientific accomplishments and scholarly contributions. This is the first time the professorship has been awarded to a faculty member whose primary appointment is at the medical school. Additional information Professorship.

Congratulations to Dr. Vickery Trinkaus-Randall who was recognized with the GMS Faculty Recognition Award for her years of tireless efforts on behalf on all of the students of GMS.  Dr. Trinkaus-Randall has served as the Director of Graduate Studies for the CMB Program, taking each student under her wing from the date of matriculation to the day of graduation.  In addition, Dr. Trinkaus-Randall has been instrumental in creating the Foundations in Biomedical Sciences curriculum and one of the newest GMS initiatives, the Program in Biomedical Sciences.

Date: Tuesday, June 18, 2013
Time: 4:30-6:30pm
4:30-5:50 pm Panel Discussion, Bakst Auditorium
5:50-6:30 pm Reception, Room L-109
Boston University School of Medicine, Instructional Building
72 East Concord Street

What do you think of when you think of your dream job? For MaryAnn Campion, Director of the Genetic Counseling Program in the Division of Graduate Medical Sciences (GMS), it is leadership, healthcare, and teaching. An active member of the GMS community, she continually influences her students to pursue successful careers in an evolving field while setting an example for her colleagues on various administrative committees with her dedication and warm personality.

What kind of career did you have before coming to BUSM?

Before starting at Boston University, I worked as a prenatal genetic counselor at the Greenwood Genetic Center in South Carolina. My work involved prenatal testing and patients with high-risk pregnancies. I enjoyed my job, but ultimately, I wanted to be the director of a graduate program, where I could continue seeing patients in the clinic, but also begin teaching. A few years ago, GMS wanted to start a genetic counseling program, and a position opened that would allow me to expand into a teaching/director role.

Can you tell me about the genetic counseling program?

The GMS Genetic Counseling program is one of thirty-two programs in the country, and the only program in New England offered on a medical campus. We receive around 150 applications a year and are fortunate to have access to exceptional and dynamic students. Throughout the two year program, students take courses, complete research projects, and train through fieldwork experience so that they have a smooth transition into the workforce. Through surveys and interviews, we are continuously asking current students what is and is not working and asking alumni about their post-grad experience. This open-door policy really allows students to shape the program and influence the curriculum.

Besides director of the Genetic Counseling program, what other roles do you have at BUSM?

Approximately twenty percent of my time is spent at Boston Medical Center working in the OB/GYN department. The other eighty percent is divided between the students, teaching, and my administrative roles. I work primarily with the students in my program, but I have also served as a thesis reader for students in other programs and give lectures for the Mental Health Counseling and Behavioral Medicine program. There are numerous committees that I serve on both within GMS and nationally. Recently, I collaborated on a grant with the School of Public Health that developed a tool for tracking patients’ family histories.

What are the most challenging and the most rewarding parts of your job?

The most challenging job is trying to stay up-to-date with all the advancements in my field. Genetic and genomic medicine is constantly changing. I often feel like I am teaching a “moving target” because a method or concept I explain today may be obsolete by the time my student graduates. When teaching, I focus on telling the students where and how they can find an answer, which will help them more in their careers than simply memorizing facts.

The most rewarding part of my job is definitely the students. They are my extended family. Every morning, I find that I am excited to go to work because I feel that I am making a difference in the lives of my students.

How do you like to spend your time outside of BUSM?

I am so grateful for my family. We have a “live in the moment” perspective, and appreciate the little things that balance out our lives. We enjoy being outdoors, and we do a lot of cycling, running, and camping together. I have two young children, so there is never a dull moment!

Do you have any advice for current students or prospective students?

I am currently working on my doctorate, and I wish I had the following advice when I was working on my Masters: Be present and engaged, and try to not lose sight of what matters most in life. Whether in your studies or personal life, it is important to remember not to sweat the small stuff. This time around, I can truly appreciate my graduate program for what it is, and not just the degree I will receive. Putting aspects of your life into perspective can really help you see the bigger picture.

April 8^th, 10^th, and 11^th @ 11am-2pm:

Stop by our table in the main lobby to learn about sarcoma research and the Sonia Sethi Foundation.

April 10^th:

Go to Andres Café as 5% of all proceeds will be donated to the Sonia Sethi Foundation.

April 11^th @ 11:30am-12:30pm, Baskt Auditorium:

Join us for a presentation by Dr. David D’Adamo, Clinical Director at the Center for Sarcoma and Bone Oncology at Dana-Farber Cancer Institute, to learn more about sarcomas, current research trials, and case studies. A reception is to follow.

http://www.nsf.gov/news/special_reports/gradchallenge/index.jsp

From the NSF site:

Our world is changing faster than ever before–technology is developing at an unprecedented rate and the world faces extraordinary challenges with solutions based in science, technology, engineering, and mathematics (STEM). What is needed to prepare STEM graduate students to meet these modern day challenges? Fundamental changes are also occurring in the career options for STEM professionals. What is necessary to navigate the career pathways of the future?

The Division of Graduate Education at the National Science Foundation challenges STEM graduate students across the nation to submit innovative ideas to prepare them for tomorrow’s opportunities and challenges. Entries are solicited for ideas with the potential to improve graduate education and professional development. Ideas can be directed toward, for example, students, faculty, departments, institutions, professional societies, and/or federal agencies. Make your voice heard on STEM graduate education!

Be sure to include the following elements in your submission:

1. The title of your submission (150 characters or less)
2. The issue in graduate education you wish to address
3. Your solution or idea
4. How your idea will change graduate education

• Who: Currently enrolled STEM graduate students (see additional eligibility criteria)
• What: A 1000 to 1500 word submission responding to this challenge
• Where: Submission made to https://production.skild.com/skild2/NSF-EdChallenge/loginPage.action
• When: Entries must be submitted by 11:59PM Pacific Time on April 15, 2013

Wednesday April 17; 4 – 5:20pm, Keefer auditorium

Pre-registration required. There is no cost to attend the session.

Do you need to submit a research study to the BUMC IRB to be able to move forward with your student research project?  If so, come attend this presentation by Clinical Research Resources Office (CRRO) Director Mary-Tara Roth.  The presentation will provide some basic background on the human subjects research regulations, as well as provide practical advice and specific do’s and don’ts in working with the IRB and completing your IRB application within INSPIR (the online IRB submissions system).  This presentation will focus on typical graduate student research IRB submissions, such as research using existing data and survey studies.