32 courses with the subject MGS, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
K. Knoop (Summer) – This required course will introduce students to core professional competencies necessary for success in graduate school and beyond. Topics will include, but are not limited to personal and professional growth, mentorship, communication, goal setting, and career development. This course is for MCGSBS PhD and MD-PhD learners.
C. Sussman (Summer) - This course will explore the critical principles of experimental design, rigor, reproducibility, and data management in modern scientific research. Through lectures and case studies, students will master hypothesis formulation, basic statistical considerations, bias reduction techniques, and ethical research practices. Students will examine the reproducibility crisis, open science initiatives, and the importance of data sharing. Lecture topics will provide practical insights into real-world challenges, empowering students to enhance the quality and impact of their own research. By the end of the course, learners will possess the skills to implement rigorous experimental design strategies and contribute to a culture of transparency and excellence in biomedical sciences.
B. Horazdovksy (Summer) – This course provides a comprehensive introduction to statistical methods tailored specifically for graduate students in biomedical sciences, with a focus on their application in research projects within the dynamic environment of Mayo Clinic. Designed to equip students with fundamental statistical skills essential for designing experiments, analyzing data, and drawing valid conclusions, the curriculum covers key concepts and techniques applicable to various aspects of biomedical research. Topics include statistical basics, descriptive statistics, probability distributions, sampling and randomized control, hypothesis testing, regression analysis, and selecting the correct statistical test.
M. Weivoda, M. Schellenberg (Summer) - This course highlights the key concepts in genome structure and function, biomacromolecular structure and function, the central principles governing cell biology, and human physiology. Through lectures, small group discussions, and group assignments, the course builds on foundational concepts of molecular mechanisms. Students will be expected to complete weekly knowledge checks and a final group presentation ensure continuous engagement and assessment of students' grasp of the material. This course is only for MCGSBS PhD and MD-PhD learners. Others learners should enroll in MGS 5031.
M. Schellenberg, M. Weivoda (Summer) – This course provides a survey of the fundamental principles in genome structure and function, biomacromolecular structure and function, and the central principles governing cell biology. Through asynchronous delivery methods, the course provides an overview of the concepts of molecular mechanisms. For this course, students will be expected to complete weekly knowledge checks and exams. This course is intended for masters, certificate, and non-degree candidate learners. PhD students should enroll in MGS 5030.
L. Lujan, P. McLean (Summer) – This course is intended for graduate students across all tracks who have selected their thesis mentor and are beginning their second year. The course will involve two components. The first will be a didactic element that introduces funding mechanisms, grant components, communication skills, rigor and reproducibility, and data analyses. In parallel, students will choose a topic of interest and prepare the specific aims page of an NIH style small grant proposal (F-style training grant). Via a series of weekly roundtable forums discussing the merits and faults of each specific aims page throughout the writing process, the students will learn to craft a coherent and well-reasoned specific aims page of an NIH style grant. Course previously listed as CORE 6050.
J.L. Lujan, P. McLean (Fall) – This course is intended for second-year graduate students across all tracks. The course will involve preparing an NIH style small grant proposal (e.g. 6-12 page F31 format) that will be critiqued by the course directors, the instructors, and by the other students in the class in a “study section” setting. Students will base this proposal on the specific aims page developed during MGS 5050 or will choose a new topic of interest. Via a series of weekly roundtable forums discussing the merits and faults of each proposal throughout the writing process, the students will learn to craft a coherent and well-reasoned grant. Course previously listed as CORE 6051.
During this 10-week fellowship students will attend a weekly SURF seminar, other seminars and journal clubs within Mayo Graduate School and present at an end-of-the year event hosted by their program. Students will receive hands-on research training during the 10-week full-time fellowship.
M. Johnson (Fall, Winter, Spring, Summer) – Laboratory rotation (4 weeks) under supervision of staff. This is used for 4th and 5th rotations only. Requires Academic Affairs Committee approval prior to registration. Available to PhD, MDPhD, and CARE PhD students.
M. Johnson (Summer, Fall, Winter, Spring) – First laboratory rotation under supervision of staff.
TBA (Fall, Winter, Spring, Summer) – PostBac, Master’s, PREP, GREP and other similar lab experiences.
M. Johnson (Summer, Fall, Winter, Spring) – First CARE PhD laboratory rotation. The CARE PhD rotation provides an opportunity for students to interact with research faculty in their area of interest. This rotation experience should help CARE Ph.D. students confirm their mentor as well as identify ideal faculty for their thesis advisory committee. Only faculty with full graduate faculty privileges are eligible to host a student lab rotation and be chosen as a thesis mentor. Each CARE Ph.D. student must complete two lab rotations in two different laboratories (one credit each) for a total of two credits. A third rotation may be completed but is considered optional.
M. Johnson (Summer, Fall, Winter, Spring) – Second CARE PhD laboratory rotation. The CARE PhD rotation provides an opportunity for students to interact with research faculty in their area of interest. This rotation experience should help CARE PhD students confirm their mentor as well as identify ideal faculty for their thesis advisory committee. Only faculty with full graduate faculty privileges are eligible to host a student lab rotation and be chosen as a thesis mentor. Each CARE Ph.D. student must complete two lab rotations in two different laboratories (one credit each) for a total of two credits. A third rotation may be completed but is considered optional.
M. Johnson (Summer, Fall, Winter, Spring) – Second laboratory rotation (6 weeks) under supervision of staff.
M. Johnson (Summer, Fall, Winter, Spring) – Third laboratory rotation (6 weeks) under supervision of staff.
M. Walther-Antonio (993: Fall, Winter, Spring) – This course will teach about leadership principles for biomedical scientists, including communication styles, resilience, and emotional intelligence. Students will be expected to demonstrate an understanding of these topics and apply course concepts to complex case studies as well as their own personal circumstances. The course is intended for PhD students in biomedical sciences, but is open to all students.
M. Walther-Antonio (993: Fall, Winter, Spring) – This course will expand upon the principles taught in MGS 5109 Foundations in Leadership for Biomedical Scientists course. Students will be required to participate in group discussions and individual coaching sessions that build on the topics taught. The course is intended for PhD students in biomedical sciences, specifically those admitted to the LeaP program.
M. Walther-Antonio (993: Fall, Winter, Spring) – In this course, students will construct a project proposal, either independently or in a small group. Students will learn about the important components of project proposals through didactic course lectures. The course is intended for PhD students in biomedical sciences, specifically those admitted to the LeaP program.
M. Walther-Antonio (993: Fall, Winter, Spring) – In this course, students will construct a project proposal, either independently or in a small group. Students will learn about the important components of project proposals through didactic course lectures. The course is intended for PhD students in biomedical sciences, specifically those admitted to the LeaP program.
M. Walther-Antonio (993: Fall, Winter, Spring) - In this course, students will continue to put their leadership skills into practice. Students will continue experiential opportunities from MGS 5130. Leadership experiences will be shared with other LeaP cohorts for collaboration opportunities. As leaders, students will learn to manage a team and delegate tasks. Students will relate their leadership experience to their personal areas for growth and goals around leadership skill development. The course is intended for PhD students in biomedical sciences, specifically those admitted to the LeaP program.
J. Ross (Fall, Winter, Spring, Summer) – Career Development Internships (CDIs) are opportunities for upper-level PhD students to spend 80 or more hours as interns in the areas described within the MCGSBS Career and Professional Development Framework. CDIs allow MCGSBS students to explore possible interests, network with professionals, and develop an understanding of career options. The goal of the CDI program is to provide learners with hands-on experiences in diverse career environments both internally and externally to assist with making informed career path decisions. Prerequisites: Completion of oral and written qualifying examinations. Completion of appropriate CDI paperwork. Course director approval required for registration.
D. Holmes (Fall, Spring) This course will introduce basic principles for managing projects in a perspective that is meaningful to learners working towards their professional independence and as future leaders in academia, industry, and/or Government. The course will begin with discussions on the fundamentals of Project Management to include methods for developing design concepts, defining programmatic and technical requirements, identifying risk, and creating technology development schedules. The course will also introduce students to techniques for building and maintaining formal and informal partnerships and collaborations. In the remaining portion of the course, students will draw upon earlier topics for discussions on vital skills to enable successful project execution. Concepts and learning materials will be generalized to meet the needs of many different learners with many different career goals. Examples or case studies may includes basic science, translational research, clinical research, and engineering project execution.
R. Chapla, A. Windebank (Summer) This graduate level course is an interactive seminar designed to introduce students to the concepts of 3D bioprinting, a broadly applicable and useful tool that they may be interested in implementing in their research. This course will address the role of 3D printing in current translational research fields. Examples may include tissue engineering for regenerative medicine, development of personalized pharmaceutics, and the design of customized implants, patient-specific surgical modeling, and other tools. Other topics will include the history of 3D printing and bioprinting, basics of biomaterials and 3D printable bioinks, comparisons of 3D printing methods, and introductions to the different 3D printing capabilities within Mayo Clinic. Students will apply their new knowledge to evaluate and discuss applications of 3D printing in current literature through a structured Translational Literature Discussion and Review journal club discussions and through designing and proposing 3D printing projects to address an existing clinical need.
M. Walther-Antonio, M. Carrasquillo (Fall, Winter) – A sense of belonging to the scientific community provides increased wellbeing, fulfilment, and partnership, ultimately leading to the learner’s success. This course will provide the opportunity for students to volunteer within the Mayo Clinic surrounding communities across all campuses. Students will engage in local volunteering activities available through the Mayo Clinic CARES platform as well as participating in classroom activities that cover topics such as collaboration, interpersonal skills, ethics and values, leadership, and community engagement. The course will be conducted over 2 quarters, culminating in the presentation of the students’ gained experiences. Students are required to attend scheduled class sessions and participate in at least 4 hours of volunteering per month.
R. Sharp (Summer, Winter) – This course aims to provide instruction on the responsible conduct of research (RCR) and is an NIH requirement. The course is designed to provide learners with key fundamental principles and best practices surrounding RCR and to set the tone for future generations of researchers. MGS 6000 will be delivered in a blended format of online and face-to-face discussions (as conditions allow). The course consists of 10 key topics delivered in 10 didactic style lectures. For each lecture/topic there will be a short quiz and online discussion post that will be required. Topics include research misconduct, responsible data management, public responsibilities with scientists, scientific authorship and publication, peer review, ethical use of animal research and human research, mentor/mentee responsibilities, and research collaboration with industry. Course previously listed as CORE 6000.
R. Sharp (Winter, Summer) – The NIH requires Responsible Conduct of Research (RCR) instruction at least once during each career stage, and at a frequency of no less than once every four years. The RCR Refresher Course consists of eight hours of instruction within MGS 6000. Ph.D. and M.D-Ph.D. students will be notified by MCGSBS when they are required to take the refresher course. Course previously listed as CORE 6001.
C. Sussman (Fall) – This course will focus on key concepts in scientific rigor and reproducibility. MGS 6010 curriculum will be delivered in an asynchronous format.
TBA (Fall, Winter, Spring, Summer) – For MCGSBS Master’s students only. Register during the quarter of which the thesis protocol is approved. May be taken only once for credit. Register with program director as course director.
TBA (Fall, Winter, Spring, Summer) – This culminating course is required for all students in the Professional Master’s Program and serves as the final academic milestone of the degree. Students will complete a scholarly capstone project that demonstrates mastery of their chosen track and area of interest. Projects may take the form of a critical review article, original research manuscript, case study, or another approved scholarly product suitable for presentation or publication. Students must register for MGS 6400 during their final quarter in the program. The course may only be taken once for credit. Students must register with the Program Director for their track as the course director.
K. Myers (Summer, Fall, Winter, Spring) – For Research Master’s Program Student’s only. Graduate research for Master’s students under supervision of staff. 4 cr/qtr – minimum. 4 qtrs/16 cr. required. Must register every term beyond 16 cr. minimum until cleared to defend.
K. Myers (Summer, Fall, Winter, Spring) - Graduate research for Ph.D. students under supervision of staff. 3 cr/qtr – 8 qtrs (minimum 24 credits required). Must register every term beyond 24 cr. minimum until cleared to defend.
This course is for documentation of transfer credits. Students cannot directly register for this course. Please refer to the Credit Conversion, Transfer, Waiver, and Substitution Policy and Procedure to determine if you are eligible for transfer credits.
Source: Mayo Clinic College of Medicine and Science's catalog, linked per course · table learning_unit · CourseShelf publish 61
