Title and Description Page
Childhood and College 1
Family background. Parents. Brother. Childhood interests and experiences. Early schooling. Influential teacher. Parental expectations. Attending junior and high school in Rochester, Minnesota. First research experience while in high school working in Peter Dyck’s laboratory at the Mayo Clinic. High school awards in science. Early interest in science. Learns how to study at Carleton College in Minnesota. College experiences. Has a defining moment in a developmental biology course taught by Ross Shoger. Decision to pursue science rather than medicine. College jobs. Extracurricular activities.
Graduate School and Postdoctoral Work 27
Attends graduate school at University of California, Berkeley. Works in Peter Duesberg’s laboratory. Doctoral experience. Meets future wife. Postdoctoral research on developmental molecular biology in William Taylor’s laboratory at Vanderbilt University. Wife’s career. Decision to do a second postdoctoral fellowship in Thomas Jessell’s laboratory at Columbia University. Jessell’s lab.
The Salk Institute for Biological Studies 48
Research in molecular neurobiology on gene regulation of motor neuron development. Accepts a position at the Salk Institute for Biological Studies. Setting up lab. Funding history. Current research on gene combinations for regulation of motor neurons in spinal cord development. Wider context of work. Process of conducting scientific research. Patents. Pew Scholars Program in the Biomedical Sciences. Role of the scientist in educating the public about science. Administrative duties. Duties to professional community. Lab management style.
The Scientific Life 79
Balancing family and career. Typical workday. Percentage of women as graduate students and principal investigators. Funding scientific research. More on educating the public about science. Politics and science. Tenure at the Salk Institute for Biological Studies. Professional and personal goals.