PROGRAM APPLICATION AND ACCEPTANCE:

When will I hear if my application has been accepted?
Since the application deadline is July 1, you will be notified in mid-to-late August. Your appointment to the training grant or one-year fellowship would start September 1, 2025.

Can I apply if I am not a U.S. citizen?

Yes! There are one-year University fellowships available for those who are not U.S. citizens.

INTRADEPARTMENTAL ROTATIONS

I did not rotate in the lab of my secondary mentor. Is this OK?

We don’t require rotations in the lab of your secondary mentor.
The intra-departmental rotations are meant to inform the selection of your primary mentor. You should spend time (at least two 4-week rotations) in faculty labs in your graduate program before selecting a primary mentor. Time spent in an NU faculty lab in the summer preceding fall quarter of your 1st year counts as a rotation. During this time, you should attend lab group meetings, read papers and grant applications written by the faculty member, and learn about their approaches and methods. Some graduate programs offer longer rotations in which 1st year students work on small scale projects. The goal is for you to find a mentor and research group who are a good “fit” for you in terms of communication style, team dynamics, resources, and energy level.

The required lab immersion with your secondary mentor is different. This rotation should take place in alignment with the needs of your dissertation research project, often in your 3rd year of graduate school. Your secondary mentor needs to be in a complementary discipline.

ONE-PAGE STATEMENT OF INTEREST

What should I include in my one-page statement?

You need to submit a statement regarding your commitment to the training program, discussing what coursework you plan to take. We want to know about you, and what you plan to bring to the program, as well as what you want to get out of it. You must be eager to learn; you do not need to be a straight-A student to qualify for this program. We want to ensure that you will be engaged with the program and are really interested in this specific kind of training.

ONE-PAGE RESEARCH PROJECT DESCRIPTION

Should I include preliminary data in my one-page research project description?

Your research description is an opportunity to present your big ideas and explain why they are important. Preliminary data is not necessary since you only have one page. We are interested in learning about your research plans at a high level. Provide some background, rationale, and goals, and potential impact . This portion of the application summarizes your thesis project. (Note: we understand that your project will continue to evolve over the course of your training). Please be sure to outline the approaches that you will take to incorporate both chemical and biological models and methods.

TRANSCRIPTS

Do I need to submit an official transcript?

No. Transcripts do not need to be official but we do need both your undergraduate and graduate transcripts.

COURSEWORK

What if I haven’t taken CHEM416 before applying?

That’s OK. This course is offered annually in Spring Quarter, and you can enroll for spring quarter 2026.

GRE SCORES

I didn’t take the GRE because the program I applied to didn’t require it. Is that OK?

Answer: GRE scores are not a requirement. You can still apply. We assess applicants holistically, based on their record of achievement, drive and interest. We are strongly interested in applications from candidates from all demographic backgrounds.

PRIMARY AND SECONDARY MENTORS

How should I choose a secondary mentor?

Thinking about a secondary mentor can be an obstacle for some people; and it does not need to be! A second mentor is not like having a second boss. Your secondary mentor is someone you can go to for advice, or to brainstorm when you’ve hit a roadblock.
In your secondary mentor’s lab, you will learn new techniques and methods, and learn to collaborate with researchers in a complementary discipline. Having a secondary mentor, especially on your thesis committee, is another person in your corner who can help you navigate grad school!

What if one of my faculty preceptors is not on the list and would like to be a preceptor?

That faculty member would need to email Sheila Judge expressing his/her/their interest in becoming a preceptor in the program and send her their NIH biosketch, current and pending support, and information regarding their participation in a mentor training course/program. The program directors and program leadership committee will then review the materials to determine if this faculty member’s interests, training, and experience are aligned with the mission of the CLP Training Program. Typically, program preceptors work at the intersection of chemistry and biology to address biomedical research problems.

What if my chosen preceptor does not work at the interface of chemistry and biology?

The criteria to become a preceptor in this program requires:
• Evidence of research (ongoing or emerging) that integrates chemical and biological approaches
• History of transdisciplinary collaboration (ongoing or emerging)
• Track record of student training (and/or adequate support and mentor training for early career faculty)
• Sufficient grant or institutional support (for junior faculty) to ensure ongoing support for trainee research projects.

Would it be ok to choose a research professor as my secondary advisor?

No. Secondary mentors must be tenure-track faculty who will sit on your thesis committee. Their role is not only to provide technical insight and training, but also to provide guidance in your development as an independent researcher.

Is it acceptable if I choose preceptors from the same department (e.g., both from biomedical engineering)?

No. Having preceptors from the same department does not serve the purpose of providing interdisciplinary training across chemistry and life sciences as they will approach problem-solving from a similar perspective.

PROGRAM BENEFITS

What is the benefit of having a training cohort?

Our program is designed to enhance collaboration through meaningful relationships, both professional and social. Developing a cohesive cohort helps students build their network, learn about the vast career resources available to them, and practice communicating science to different audiences.

One of most impactful activities the training program provides is a series of science communication workshops, taught by an expert facilitator, who creates a fun, safe, and judgement-free atmosphere for students to discuss their scientific research. This includes exercises to describe research in 3 minutes, down to 2 minutes, and finally in 6 words!

One example of the cohort’s collaborative efforts is their role in providing feedback to fellow trainees in the run-up to their Qualifying Exam presentation (quals), such as slide content and design, presentation pacing, and opportunities for improvement.
The cohort also provides a social network for trainees, outside of their home lab, with other students who are interested in transdisciplinary science. This network aids in finding a job after graduation and building a network of trusted colleagues and friends.