364 Medical Surge II; (949) 824-6050
anatomy@uci.edu; http://www.ucihs.uci.edu/anatomy/index.html
Ivan Soltesz, Department Chair

Faculty

Aileen J. Anderson: Mechanisms of neurodegeneration and inflammation after central nervous system injury

Tallie Z. Baram: Developmental neurobiology of excitation and excitotoxicity; CNS mechanisms of stress response

Robert H. Blanks (Emeritus): Vestibular physiology and anatomy

Anne L. Calof: Developmental neurobiology; molecular mechanisms of neurogenesis and programmed cell death

Steven C. Cramer: Mapping and treating neurorecovery in humans

James H. Fallon (Emeritus): Human and molecular brain imaging, growth factors and adult stem cells in injured brain

Mark Fisher: Mechanisms of stroke

Christine M. Gall: Regulation of neuronal gene expression; neurotropic factors

Roland A. Giolli: Experimental neuroanatomy; visual system

Alan L. Goldin: Ion channels and CNS disease

Ranjan Gupta: Peripheral nerve injury

Hans S. Keirstead: Axon and myelin regeneration following spinal cord injury

Herbert P. Killackey: Developmental neuroanatomy; somatosensory system

Leonard M. Kitzes: Auditory system physiology and development

Robert Leonard: Clinical anatomy education

Frances M. Leslie: Effects of drugs of abuse on central nervous system development

David C. Lyon: Anatomy and physiology of visual cortex and thalamus

Diane K. O'Dowd: Regulation of neuronal excitability; development of functional synaptic connections

Charles E. Ribak: Changes in neural circuitry in the epileptic brain

Richard T. Robertson: Developmental neurobiology

Steven S. Schreiber: Mechanisms of neural reorganization in CNS after injury and therapeutic applications

Martin A. Smith: Cellular and molecular mechanisms of synapse formation

Ivan Soltesz: Modulation of CNS inhibition

Oswald Steward: Mechanisms of recovery from injury

John E. Swett (Emeritus): Peripheral nervous system, spinal cord, pain mechanisms

John H. Weiss: Mechanisms of neural degeneration

Fan-Gang Zeng: Auditory prostheses

Research programs in the Department of Anatomy and Neurobiology focus on the neurosciences. Faculty interests range across the broad field of neuroscience research, including cellular and molecular neurobiology, mechanisms of development, experimental neuroanatomy, structure and function of sensory and motor systems, and response to injury and regeneration. The Department maintains facilities for electron microscopy, laser confocal microscopy, and computer-based imaging and informatics. Students performing graduate work in the Department are encouraged to become proficient in multiple areas of neuroscience using interdisciplinary techniques.

The Department offers graduate training in neuroscience under the auspices of the School of Biological Sciences in the Neurobiology track of the combined program in Molecular Biology, Genetics, and Biochemistry (MBGB). The program offers the Ph.D. degree in Biological Sciences. In concert with several other departments, a combined neuroscience core curriculum has been developed which includes course offerings in systems neurobiology, neurophysiology, and cellular, molecular, and developmental neurobiology. These courses may be taken as complete or partial fulfillment of the requirements of the Ph.D. program.

The Department also participates in the Interdepartmental Neuroscience Program. Students who select a focus in Neuroscience and a research advisor in the Department begin following the departmental requirements for the Ph.D. at the beginning of their second year. Students are required to attend departmental seminars and participate in the Department's Journal Club. The dissertation research topic is chosen by the student in consultation with the research advisor. The majority of the third and fourth years are devoted to research. By the end of the third year, students take their advancement-to-candidacy examination by presenting and defending a proposal for specific dissertation research. The normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years.

Course descriptions may be found in the School of Biological Sciences section.

Building D, Room 240, Medical Sciences I; (949) 824-6051
Wen-Hwa Lee, Department Chair

Faculty

Bogi Andersen: Transcriptional regulation in Epithelial tissues

Pierre Baldi: Computation biology, bioinformatics, probabilistic modeling, machine learning

Phang-Lang Chen: Signal transduction in response to DNA damage and tumor genesis

Xing Dai: Signaling and transcriptional control in skin epithelia

Peter Donovan: The mechanisms by which pluripotent stem cells are formed in the embryo and the uses of such stem cells for transplantation therapy of human disease

John P. Fruehauf: Regulatory elements in cancer-related angiogenesis: prognosis and therapeutic targeting

Anand Ganesan: Disorders of pigmentation and melanoma

Peter Kaiser: Cell cycle regulation by ubiquitin

Eva Y.-H. P. Lee: Breast cancer etiology and DNA damage checkpoint control

Wen-Hwa Lee: Molecular cancer genetics, mainly the mechanism of tumor suppressor gene functions, cancer progression and novel therapy

Leonid Lerner: Retinal diseases, vitreoretinal surgery, uveitis and ocular inflammation

Ellis R. Levin: The plasma membrane estrogen receptor (ER) and its effects on the biology of estrogen action

Steven Lipkin: Cancer genetics and genomics

Haoping Liu: Signal transduction, cell cycle regulation, hypha development in yeast

Leslie Lock: Mammalian embryonic stem cells in studies of development and human disease

Frank Meyskens: Carcinogenesis and molecular biology of melanoma and chemoprevention of human cancer

Robert K. Moyzis: Human genomics and complex neurogenetic disorders

Masayasu Nomura: RNA polymerase I nucleolus and ribosome synthesis in yeast

Daniele Piomelli: Biochemistry and pharmacology of the endogenous cannabinoids and other lipid signaling systems

Suzanne B. Sandmeyer: Retrovirus-like elements in yeast

Robert E. Steele: Evolution of multicellular animals and their genomes

Leslie Michels Thompson: Molecular/biochemical analysis of skeletal dysplasias and Huntington's disease

Paul Vrana: Genetics, control and evolution of genomic imprinting, growth control and placental development

Douglas C. Wallace: Molecular and mitochondrial medicine and genetics

Kyoko Yokomori: Chromosome structure organization and its role in genome function and stability

Yi-Hong Zhou: Tumor suppression pathways and molecular prognosis of brain tumor

Faculty research interests in the Department of Biological Chemistry are in the structure and function of chromosomes, signal transduction and its role in cell growth and differentiation control, regulation of gene expression (transcription, protein synthesis, and protein localization), and the molecular basis of development. Genome sequencing projects are making it possible for faculty to exploit information learned about gene function in model organisms for understanding human disease processes. Students are exposed to technical expertise in all facets of current research in molecular biochemistry from protein chemistry to genetic engineering and gene mapping. A newly established atomic force microscopy facility is available for structure research. Researchers in the Department are also using old DNA array technology and bioinformatics to understand global changes in gene expression in response to the environment.

The Department offers graduate study under the auspices of the School of Biological Sciences and in conjunction with the program in Molecular Biology, Genetics, and Biochemistry (MBGB), which is described in a previous section. Students admitted into the combined program who select a research advisor in the Department begin thesis research in the second year. Students are required to attend and participate in the departmental research seminars. In addition, students are required to complete three advanced-level graduate courses subsequent to entering the Department's Ph.D. concentration. In the third year, students take the advancement-to-candidacy examination for the Ph.D. degree by presenting and defending a proposal for specific dissertation research. The normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years.

Course descriptions may be found in the School of Biological Sciences section.

10 Faculty Research Facility; (949) 824-8642
http://www.ucihs.uci.edu/som/envtox
Sheldon Greenfield, Acting Department Chair

Faculty

Dean B. Baker: Environmental medicine and clinical toxicology; epidemiology; clinical effects of heavy metals, pesticides, and hazardous waste

Stephen C. Bondy: Neurotoxicology; biochemical changes in membranes resulting from toxic exposures

Jefferson Y. Chan: Chemical pathology of tissue injury with focus on the oxidative stress response in cells exposed to toxic xenobiotics

Derek Dunn-Rankin: Laser and optical diagnostics in practical systems, optical particle sizing; droplet formation and vaporization in high-pressure environments

Chenyang (Sunny) Jiang: Application of molecular techniques to detect human pathogenic bacteria and viruses in aquatic environments; coastal water quality microbiology

Michael T. Kleinman: Uptake and distribution of inhaled toxic materials in the respiratory tract; effects of air pollutants on cardiopulmonary function

Charles E. Lambert: Toxicology of chemicals in the workplace; industry and regulatory toxicology; risk assessment, risk management, and risk communication

Ulrike Luderer: Reproductive and developmental toxicology

Betty H. Olson: Environmental microbiology and water chemistry; public policy issues in environmental toxicology

Kathryn E. Osann: Cancer epidemiology; biostatistics

Robert F. Phalen: Biophysics, aerosol science, and inhalation toxicology; toxicity of mixtures of particles and gases, lung defenses, and particle deposition in airways.

J. Leslie Redpath: Studies on the chemical and physical modification of radiation damage aimed at basic research in carcinogenesis

Ronald C. Shank: Graduate Program Director; Biochemical mechanisms in toxic tissue injury with emphasis on chemical carcinogenesis; application of tools of molecular biology to study cytotoxicity

The Department of Community and Environmental Medicine provides graduate training in environmental toxicology and offers the M.S. and Ph.D. degrees in Environmental Toxicology. The program in Environmental Toxicology provides students with the knowledge and skills necessary and appropriate to teach and/or conduct basic and applied research programs in inhalation/pulmonary toxicology, environmental carcinogenesis, biochemical neurotoxicology, chemical pathology, phototoxicity, toxicology of natural products, and toxicokinetics. NOTE: Please contact the Department office for information regarding admission to the Ph.D. program.

Toxicology involves scientific study of the entry, distribution, biotransformation, and mechanism of action of chemical agents harmful to the body. The program interprets environmental toxicology as the study of the effects and mechanisms of action of hazardous chemicals in food, air, water, and soil, in the home, workplace, and community, and considers experimentally and theoretically such diverse research problems as (1) new scientific approaches to toxicological evaluation of environmental chemicals such as air and water pollutants, food additives, industrial wastes, and agricultural adjuvants; (2) mechanisms of action in chemical carcinogenesis and mutagenesis; (3) the molecular pathology of tissue injury in acute toxicity; and (4) scientific principles involved in extrapolating from laboratory animal data to expected effects on human health in environmental exposures.

Students entering the program have varied backgrounds, including chemistry, biology, and physiology. The curriculum is based on a foundation of basic and health sciences with applications of scientific principles to environmental problems. Formal course work is enriched by a strong commitment to student-professor interaction throughout the program. An important and integral part of the learning process is an early and intensive involvement of the student in ongoing original research projects in environmental toxicology, especially inhalation/pulmonary toxicology, chemical carcinogenesis, biochemical toxicology, chemical pathology, and neurotoxicology.

In addition to meeting the general admission requirements set by the Graduate Division, applicants must be admitted by an Admissions Committee composed of faculty members from the Department of Community and Environmental Medicine. Candidates are selected on the basis of a balanced evaluation of the following criteria: (1) prior scholastic performance, including a consideration of grade point average, course load, nature of courses taken, and college attended; (2) recommendations by professors and others; (3) scores on the Graduate Record Examination; the Subject Test in either Biology or Chemistry is strongly recommended; (4) an interview by the Admissions Committee, when feasible; and (5) experience in undergraduate research. The applicant must have received a bachelor's degree in a biological or physical science, in a premedical curriculum, or have an acceptable equivalent. Applicants with a bachelor's degree in engineering may qualify for admission into the program if they have had sufficient training in biology and chemistry.

Undergraduate preparation of applicants should include six quarter units in general biology, zoology, bacteriology, or anatomy; 12 quarter units in mathematics, including calculus through vector analysis and differential equations; 12 quarter units of chemistry, including four quarter units of organic chemistry; 12 quarter units of physics, including optics; and four quarter units in molecular biology or biochemistry. Outstanding applicants who lack one or two of these prerequisites may be given an opportunity to take the required course(s) either before admission or during the first year in the graduate program; in such circumstances, none of these undergraduate courses may be used to satisfy the program elective or core course requirements. Upper-division or graduate science courses may be considered as substitutes for the above prerequisites by the Admissions Committee.

The graduate core curriculum for the Ph.D. degree includes Environmental Toxicology 201, 206A-B, 207, 298A-B-C, and 16 units from an approved elective pool. This pool consists of Environmental Toxicology 202, 204, 208, 212, 220, 230; Physiology 206A-B; Anatomy 203A-B; Molecular Biology and Biochemistry 203, 204; and Developmental and Cell Biology 231B. Ph.D. students must also fulfill comprehensive examination, qualifying examination, teaching, and research dissertation requirements. The normative time for advancement to candidacy is three years. The normative time for completion of the Ph.D. is five years, and the maximum time permitted is seven years.

Requirements for the M.S. degree may be satisfied in one of two ways. Under Plan I, students complete the core program (including Environmental Toxicology 201, 206A-B, 207, 298A-B-C, and 299A-B-C) and eight units from the approved elective pool with an average grade of B or better, and, under the direction of a faculty advisor, prepare a thesis that is acceptable to the thesis committee. Under Plan II, students complete the core program (Environmental Toxicology 201, 206A-B, 207, 290A-B-C, 298A-B-C, and eight units from the approved elective pool) with an average grade of B or better, prepare a scholarly paper based on individual study in an area of toxicology under the supervision of a faculty member, and satisfactorily pass the written comprehensive examination.

Opportunities for individual training and independent research experience exist in inhalation and pulmonary toxicology, atmospheric chemistry and aerosol science, chemical carcinogenesis, neurochemistry, biochemical toxicology, toxicology of naturally occurring compounds, chemical pathology, environmental microbiology, and environmental chemistry.

Research grants and contracts are available to support qualified doctoral students as research assistants.

GRADUATE COURSES IN ENVIRONMENTAL TOXICOLOGY

201 Principles of Toxicology (4) S. Problem solving to demonstrate principles of toxicology; quantitative dose-response relationship; toxicant-target (receptor) interaction emphasizing interspecies differences in Ah receptor and dioxins; complete in vivo metabolism of xenobiotics by mammalian systems; integration of organ responses to toxic agents.

202 Environmental Toxicology (4) F. Analysis of real problems involving toxic chemicals and the human food, air, and water supplies, occupational exposures, and life styles. Formal problems will be considered by small groups of students and discussed by the class. Prerequisite: Environmental Toxicology 201.

204 Neurotoxicology (4) F, odd years. The effects of various harmful chemicals upon nervous system function. Emphasis given to the molecular events underlying neurological damage and to the relation of such processes to basic mechanisms of neurobiology.

206A-B Target Organ Toxicity (6-6) F, W. Analysis of responses occurring in twelve organ systems of humans exposed to environmental chemicals at toxic levels; distinctive cellular and tissue structure and physiological function; toxicological responses discussed in terms of phenomena, mechanisms of action, and methods of study.

207 Experimental Design and Interpretation of Toxicology Studies (2) W. Introduction to methods of structuring toxicology experiments and analyzing data including experimental design, data distributions, sample sizes, hypothesis testing, linear regression, analysis of variance, multiple comparison testing, and non-parametric tests.

208A-B Introduction to Biostatistics (4-4). Provides those interested in conducting and interpreting clinical policy, public health, and/or health services research with the skills needed to apply statistical methods to the biomedical sciences. Emphasis placed on applications in the clinical and health policy research literature.

212 Inhalation Toxicology (4) S, odd years. The principles and practice of laboratory inhalation toxicology. Topics include aerosols, gases, respiratory tract structure and function, lung defenses, aerosol deposition exposure techniques, characterization of exposure atmospheres, experimental designs, animal models, and regulations and guidelines.

220 Industrial Toxicology (4) S. Analysis of responsibilities toxicologists have in industry, including product safety, generating material safety data sheets, animal testing, ecotoxicological testing, risk/hazard communication, and assisting industrial hygienists and occupational physicians; emphasis on interdisciplinary nature of industrial toxicology and communication skills. Prerequisites: Environmental Toxicology 206A-B.

221 Toxicology in Pharmaceutical and Medical Devices (4). Examines the role of toxicology in evaluating the safety of medical devices and pharmaceuticals within the various regulatory schemes in the U.S. and E.U. Emphasis placed on preclinical toxicity testing programs. Prerequisites: Environmental Toxicology 201 and 206A-B, or consent of instructor.

290 Independent Study in Environmental Toxicology (4) F, W, S. With consent from a faculty member who will supervise the program, a student may receive credit for individual study in some area of toxicology, culminating in the completion of a scholarly paper on the subject. May be repeated for credit as the topics vary.

297 Advanced Topics in Occupational Toxicology (2) F, W, S. Discussions with clinical and research faculty in environmental toxicology and occupational medicine on current toxicology problems in the workplace and critical review of current publications in the field. Journal club/seminar format.

298A-B-C Environmental Toxicology Seminar (2) F, W, S. Presentation and discussion of current research problems and issues by students, postdoctoral fellows, faculty, and guests, covering the broad research and policy areas of environmental toxicology. Open to Environmental Toxicology graduate students only.

299 Research Problems (1 to 12) F, W, S. Research work for the M.S. thesis or Ph.D. dissertation.

Irvine Hall, Room 224; (949) 824-7401
Hoda Anton-Culver, Department Chair

Faculty

Hoda Anton-Culver: Genetic and cancer epidemiology; community research; development of information systems facilitating the exchange of human cancer genetics information and resources

Scott M. Bartell (Joint): Environmental and occupational epidemiology; probabilistic models and statistical methods for environmental epidemiology, exposure assessment, risk assessment, and decision analysis

Wendy R. Brewster: Clinical reproductive epidemiology: population-based investigations to determine risk factors for the development of multiple primary reproductive tract malignancies

Dwight Culver: Environmental epidemiology; environmental exposure to chemical and physical agents

Ralph Delfino: Environmental epidemiology; effects of community air pollutants on respiratory health and disease, especially asthmas and cardiovascular disease

Catherine Diamond: Clinical epidemiology and infectious diseases; antiretroviral therapy and AIDS-related NHL; HIV, AIDS, Kaposi's sarcoma, Herpes, American Indian, Youth, risky behavior, lipids

Rufus D. Edwards: Environmental epidemiology; effects of air pollution, particles, VOC, developing world changes, greenhouse gas, European cities, Expolis project

Chad P. Garner: Biostatistics; theoretical and statistical methods for studying genetic and environmental determinants of common, complex human traits

Daniel L. Gillen (Joint): Biostatistics; survival analysis, longitudinal data analysis, clinical trials, sequential testing, and epidemiologic methods

Steven M. Lipkin (Joint): Genetic epidemiology; DNA mismatch repair (MMR) defects

Alberto Manetta (Emeritus): Clinical and reproductive epidemiology; cervix cancer disease prevention

Christine E. McLaren: Biostatistics; analysis of hereditary hemochromatosis

Susan L. Neuhausen: Genetic and cancer epidemiology; identification of genetic causes and/or susceptibility to common diseases, especially cancers

David S. Timberlake (Joint): Genetic epidemiology: genetic basis for the use and misuse of licit and illicit substances and the study of genetic predisposition to behavioral disorders, such as antisocial personality disorder

Jun Wu (Joint): Environmental epidemiology: air pollution exposure assessment and air pollution epidemiology

Jason A. Zell (Joint): Cancer epidemiology and prevention; focus on gastrointestinal cancers (colon, rectum, and pancreas)

Argyros Ziogas: Biostatistics; development of statistical methodology of doing family studies related to genetic (family-based) data, ascertainment bias, and gene-environment and gene-gene interactions related to cancer etiology

The Department of Epidemiology in the School of Medicine participates with the School of Social Ecology in offering a concentration in Epidemiology and Public Health, within the Ph.D. degree in Social Ecology. Prospective students who are interested in this concentration should apply to the Ph.D. degree program in Social Ecology. Additional information is available in the School of Social Ecology section of the Catalogue and from the Department of Epidemiology at (949) 824-7401.

Epidemiology as a discipline is concerned with determining the distribution, causation, and control of disease across time and space in human populations. The mission of the Department of Epidemiology is to study the etiology (genetic and environmental) and control of diseases that impose a significant public health burden. This is accomplished through the Department's excellent faculty, strong research portfolio, outstanding resources, and well-developed training and educational programs.

GRADUATE COURSES IN EPIDEMIOLOGY

201 Cancer Epidemiology (4). Concentrates on understanding how epidemiology plays a role in the search for cancer etiology, prevention, control, and treatment; gives an overview of cancer research with an appreciation of the multidisciplinary nature of the field. Prerequisites: Epidemiology 203; graduate standing or consent of instructor. Same as Environmental Health, Science, and Policy E250/Public Health PH201.

202 Genetic Epidemiology (4). Concentrates on the role of genetic factors in the etiology of disease in human populations with an objective of disease control and prevention, and the role of interactions of genetic factors and environmental exposures in the occurrence of disease. Prerequisites: Epidemiology 203; graduate standing or consent of instructor. Same as Environmental Health, Science, and Policy E251/Public Health PH202.

203 Environmental Health Sciences III: Epidemiology (4). Presents descriptive and experimental approaches to the recognition of the causal association of disease in the general population, as these approaches apply to populations using different student designs and models from the literature. Prerequisite: graduate standing or consent of instructor. Same as Environmental Health, Science, and Policy E226/Public Health PH203.

204 Environmental Health Sciences V: Biostatistics (4). Designed to help students develop an appreciation for the statistician's view of the research process, emphasizing biomedical research. Instills an understanding of how statistical models are used to yield insights about the data that form evidence-based understanding of the world around us. Prerequisite: graduate standing or consent of instructor. Same as Environmental Health, Science, and Policy E227/Public Health PH204.

205 Environmental Epidemiology (4). Concentrates on epidemiological approaches to the assessment of community environmental hazards; issues involved in environmental exposure estimation; interdisciplinary approaches to environmental epidemiology, including the use of biomarkers of exposures and susceptibility; epidemiological studies within the context of risk assessment. Prerequisite: graduate standing or consent of instructor.

244 Toxic Chemicals in the Environment (4). Industrial ecology of toxicants and their impacts on environmental quality and human health. Explores theoretical basis of toxicity thresholds and regulatory issues. Uses classic and contemporary research articles to understand the legacy of traditional toxicants, and to identify emerging threats. Prerequisite: graduate standing or consent of instructor. Same as Public Health PH276.

264 Environmental Health Sciences I: Introduction to Environmental Health Science (4). Convergence of agents (chemical, physical, biological, or psychosocial) in the environment can emerge as diseases influenced by social, political, and economic factors, allowing them to become rooted in society. How these agents from various spheres come together and impact human health. Prerequisite: graduate standing or consent of instructor. Same as Environmental Health, Science, and Policy E224/Public Health PH264.

265 Environmental Health Sciences II: Advanced Environmental Health Science (4). Explores the complex relationships among exposure processes and adverse health effects of environmental toxins focusing on specific chemicals, sources, transport media, exposure pathways, and human behaviors. Techniques of environmental sampling for exposure assessment are discussed. Prerequisite: graduate standing or consent of instructor. Same as Environmental Health, Science, and Policy E225/Public Health PH265.

270 Human Exposure to Environmental Contaminants (4). Introduces founders of conceptual thought that environmental contaminants can impact health. Theory and principles of exposure assessment, the continuum from emissions of a contaminant into the environment to evidence of health effects in a population. Same as Environmental Health, Science, and Policy E248/Public Health PH270.

275 Special Topics in Epidemiology (4). Presents various topics and latest research in the broad field of epidemiology. Prerequisite: graduate standing or consent of instructor. May be repeated for credit as topics vary.

290 Introduction to Biostatistics and Epidemiology for Medical Fellows (4). Designed to prepare medical fellows and other physicians for rotations in research programs. Understanding of basic biostatistics and study design, and interdependencies between the two. Application of principles in evaluation of medical literature for guidance on patient care and public health policy. Prerequisites: medical degree and consent of instructor. Same as Environmental Health, Science, and Policy E229.

298 Directed Study in Epidemiology (2 to 4). Prerequisite: graduate standing or consent of instructor. Satisfactory/Unsatisfactory only. May be repeated for credit.

299 Independent Study in Epidemiology (2 to 8). Prerequisite: graduate standing or consent of instructor. May be repeated for credit.

City Tower, Suite 800, UC Irvine Medical Center; (714) 456-5789
Ann P. Walker, Graduate Program Director

Faculty

James Bartley: Genetic metabolic diseases

Maureen Bocian: Heterogeneity and variability in genetic diseases; characterization of new syndromes; neurofibromatosis; skeletal dysplasias

José A. Camacho: Genetic metabolic diseases

Pamela Flodman: Genetic epidemiology; human genome informatics; genetic counseling and risk perception

Kathryn Steinhaus French: Prenatal genetic diagnosis

John Jay Gargus: Genetic metabolic diseases; molecular genetics of cell membrane disorders

Taosheng Huang: Genetics of cardiovascular malformations; Holt-Oram syndrome

Virginia Kimonis: Characterization of disorders due to mutations in VCP and related myopathies associated with Paget disease of bone and dementia; natural history of Prader Willi and early onset morbid obesity syndrome; genotype-phenotype correlation in craniosynostosis

Steven Lipkin: Molecular genetics of colon cancer; clinical cancer genetics

Robert Moyzis: Chromosome structure and gene expression; human telomere and centromere organization and function

Vincent Procaccio: Mitochondrial and molecular medicine

Roxanne Ruzicka: Prenatal genetic diagnosis; risk assessment and counseling for hereditary cancers

Moyra Smith: Gene linkage and mapping in neurogenetic disorders including autism; mutation analysis and genotype-phenotype correlation in tuberous sclerosis

M. Anne Spence: Genetic epidemiology, quantitative genetics; linkage and mapping

Ann P. Walker: Genetic counseling in hereditary cancer and late-onset diseases; genetics education; genetics services delivery; ethical, cultural, and public policy issues in genetics

Douglas Wallace: Mitochondrial genetics, evolutionary biology and metabolic disease

Michael V. Zaragoza: Genetics of cardiomyopathies in humans and mice

The Division of Genetics and Metabolism in the School of Medicine's Department of Pediatrics offers a Master of Science degree program in Genetic Counseling. Most graduates of the program join academic or hospital-based genetics teams providing clinical services, teaching, and research. Others work for local, state, or federal genetics programs, for commercial genetics laboratories, on genetic research studies, or in education. The graduate program is fully accredited by the American Board of Genetic Counseling.

Division faculty and staff are engaged in teaching, research, and patient service. Clinical activities center on diagnostic evaluation, management, and genetic counseling for genetic disorders, including birth defects, developmentally disabling conditions, and hereditary cancers. Faculty research interests include gene mapping and linkage analysis using molecular and quantitative methods; characterization and management of malformation and chromosomal syndromes; counseling for late-onset genetic conditions—including familial cancers and neurogenetic disorders; factors causing chromosome abnormalities and congenital malformations; cancer genetics and cytogenetics; psychosocial and cultural issues associated with genetic conditions, birth defects, prenatal diagnosis, genetic screening and testing, and genetic services delivery; and ethical and public policy issues in genetics.

During the six to eight academic quarters of the program, students complete a sequence of core courses covering medical, quantitative, biochemical, molecular, and cancer genetics; teratology, embryology, and development; cytogenetics; counseling theory and application; research methods; ethical issues; and community resources. All courses are taught by Division faculty specifically for students in the program. Experiential professional training occurs concurrently with formal course work in a variety of clinics at UC Irvine Medical Center and satellite facilities, in the prenatal diagnosis program, in the cytogenetics and molecular genetics laboratories, and in various community agencies. Students participate in these and other divisional and departmental professional and educational activities such as lectures, seminars, journal club, Pediatrics and Obstetrics and Oncology Grand Rounds, cytogenetics conferences, and various research, counseling, and patient management conferences throughout the program. While not required, some students choose to arrange optional clinical rotations at other academic, private, or commercial genetics units.

Degree requirements include a minimum of 75 quarter units, completion of a research thesis that should be publishable, and demonstration of appropriate professional skills in genetic counseling. The program director serves as faculty advisor to students. Teaching and supervision of professional experiential training are shared by all Division faculty and staff, who frequently review student progress. In the second year, development of professional skills can be individualized according to the trainee's needs and interests. Successful completion of the program fulfills the curricular and clinical training requirements for eligibility to sit for examination by the American Board of Genetic Counseling.

Recommended undergraduate preparation includes course work in the biological and behavioral sciences—particularly in genetics, biochemistry, molecular biology, psychology, and human development. Course work in statistics is desirable. Fluency in Spanish or a Southeast Asian language confers a considerable advantage. Extracurricular or employment experiences that provide evidence of the student's maturity, interpersonal skills, and promise as a genetic counselor figure prominently in the admissions decision. References should speak to these qualities as well as to the academic qualifications of the applicant. The GRE General Test and Writing Assessment are required. Subject Test scores in any area will also be considered if they are available. Since there is no GRE code for the Department of Pediatrics, applicants should use the UCI institution code: R4859.

Applications are accepted for the fall quarter only and must be complete by February 1. Because of keen competition for places in the program, a two-stage admissions process is employed. Following initial review of applications by the faculty admissions committee, approximately one-fifth of applicants are invited for interviews, which are usually conducted during March and April. If invited, it is greatly to the candidate's

advantage to have an on-site interview, although in difficult circumstances it may be possible to arrange an out-of-town interview with a program graduate or a traveling faculty member. Any candidate planning to be in the Southern California area in March or April is encouraged to inquire in advance regarding the likelihood of an interview. Final selection from the interviewed candidates occurs in late April or early May. Five or six students are usually admitted each year.

GRADUATE COURSES IN PEDIATRICS GENETICS

200A Introduction to Medical Genetics and Cytogenetics (4) F. Lecture, three hours. Covers current concepts regarding mitosis, meiosis, the cell cycle, and chromosome ultrastructure and function. Clinical disorders caused by chromosomal aneuploidy, duplication, and deletion, and principles of Mendelian, chromosomal, and multifactorial and nontraditional inheritance are presented and illustrated.

200B Genetic Screening, Prenatal Development, and Human Teratology (4) W. Lecture, three hours. Principles and techniques of prenatal, neonatal, and carrier screening. Infertility, pregnancy, and delivery. Normal and abnormal prenatal growth and development. Reproductive and fetal effects of drugs, radiation, infections, and other environmental factors. Prerequisite: Pediatrics Genetics 200A.

200C Human Genetic Disorders (4) S. Lecture, three hours. Inheritance, diagnosis, natural history, management, and counseling considerations for commonly encountered genetic diseases, birth defects, and dysmorphic syndromes. Prerequisites: Pediatrics Genetics 200A and 200B.

200D Disorders Due to Inborn Errors of Metabolism (4) F (even years). Lecture, three hours. Aspects of biochemistry and metabolism are reviewed with special emphasis on genetic abnormalities which lead to inborn errors of metabolism. Diagnostic procedures, heterozygote detection, treatment, counseling issues, and prenatal diagnosis are reviewed. Prerequisite: Pediatrics Genetics 200A or consent of instructor.

200E Molecular Genetics (4) S. Lecture, three hours. The derivation of different types of DNA probes and DNA libraries, restriction endonuclease polymorphisms, assignment of genes to chromosomes, and genetic linkage. Particular emphasis is placed on the use of recombinant DNA technologies and genetic linkage analysis for diagnosis of human genetic disease. Prerequisite: Pediatrics Genetics 200A, 200D, or consent of instructor.

200F Quantitative Genetics (2) S. Lecture, one and a half hours. Quantitative aspects of human genetics, including population studies, segregation analysis, linkage, mapping, and genetic risk determination. Corequisite or prerequisite: Pediatrics Genetics 200A.

200G Hereditary Cancer Counseling (4) W (odd years). Lecture, three hours. Issues in genetic counseling for cancer. Cancer biology; genetic mechanisms and environmental influences in carcinogenesis; tumor pathology; cancer gene mapping; epidemiology. Features natural history, diagnosis, prevention, surveillance, and management of heredity cancers. Psychosocial, ethical, legal aspects of cancer risk assessment. Prerequisites: Pediatrics Genetics 200A, 200B.

200H Genetic Counseling Research Design (4) S. Seminar, three hours. Quantitative and qualitative methods for genetic counseling research. Reference management; statistic: sample size, power, and data analysis; reliability and validity; surveys, questionnaires, interviews, and focus groups; quality of life and genetic epidemiology research; designing a research protocol; IRB issues; grant writing.

200L Cytogenetics Laboratory (4) F. Laboratory, 10 hours/week. A practicum introducing methods of specimen collection, short-term lymphocyte and bone marrow culture, long-term fibroblast and amniocyte culture, harvesting and slide preparation, chromosome staining, microphotography, and darkroom techniques. Microscopic chromosome analysis, photographic karyotyping, and the appropriate use of cytogenetic nomenclature are emphasized. Open only to Genetic Counseling students.

201A Introduction to Genetic Counseling (4) F. Through directed readings, observing patient evaluations, role-playing, and conducting intake interviews, students are introduced to the process of diagnosis, management, and counseling for genetic disease. Psychosocial issues, interviewing techniques, pedigree construction, clinical photography, and various other skills are addressed. Open only to Genetic Counseling students.

201B Clinical Rotation I (4) W. Tutorial and fieldwork. Provides extensive supervised experience in history taking, interviewing, and psychosocial assessment in the clinical genetics setting. Students independently perform telephone, office, and home-visit intake interviews, participate in counseling, and present cases at patient management conferences. Open only to Genetic Counseling students.

201C Clinical Rotation II (4) S. Tutorial and fieldwork. Provides further supervised experience in genetic counseling, case management, clinic administration and organization, and the use of community resources. Emphasis is on sharpening counseling skills and on developing a professional identity and code of ethics. Open only to Genetic Counseling students.

201D Prenatal Diagnosis Counseling (4) F. Tutorial and fieldwork. A practicum with extensive supervised experience in prenatal diagnosis counseling which provides the student with the opportunity to conduct genetic counseling sessions semi-independently and to further develop clinical skills. Open only to Genetic Counseling students. Prerequisites: Pediatrics Genetics 200A, 200B, and 200C.

202A Counseling in Human Genetics: Theory and Methods (3) S. Lecture and discussion, two hours. Theoretical approaches, counseling models and methods, and bio-psychosocial assessment strategies are examined in the context of genetic counseling. Contract-setting, working alliance, the use of self and evaluation methods. Beginning counseling and peer supervision skills are practiced in class. Open only to Genetic Counseling students.

202B Community Resources (2) F. Seminar and activity, two hours. Lectures, guest speakers, and community visits acquaint the genetic counselor with public and private health care and funding agencies, parent support and advocacy groups, and other resources available to assist individuals and families confronted with genetic disorders, developmental disabilities, and birth defects. Open only to Genetic Counseling students.

202C Ethical Issues in Human Genetics (2) S (odd years). Lecture and discussion, two hours. Explores major social, legal, and ethical issues in genetic counseling including those arising in genetic screening, prenatal diagnosis, informed consent, privacy and confidentiality, rights of the disabled, new genetic and reproductive technologies, treatment, and access to services. Prerequisite: consent of instructor.

203A Counseling in Human Genetics: Putting Thought to Practice (4) F. Seminar, three hours. Builds upon the skills learned in previous courses emphasizing advanced counseling methods such as listening, empathy, and collaboration. The counselor's own self-awareness, ethical behaviors, and limits are explored. Individual, team, and group exercises are performed. Prerequisite: Pediatrics Genetics 202A. Open only to Genetic Counseling students.

204A, B, C Professional Skills Development (4, 4, 4) F, W, S. Hones and augments existing competencies in genetic counseling through ongoing clinical experiences. Students develop skills in use of computers for genetics applications, provision of community and professional education, and clinic administration. Further experience in genetics laboratories or specialty clinics may be elected by students. Open only to Genetic Counseling students.

295 Master's Thesis Research and Writing (4 to 8) F, W, S. Tutorial. Under the supervision of one or more faculty members, the student designs and conducts a research project or completes a case report. A problem in the cytogenetics, biochemical, clinical, psychosocial, or behavioral areas of medical genetics may be investigated. Prerequisite: consent of instructor.