phd in neuroscience research

• Utility Menu

b0ef3187ea463adad22d47f87e991d7c

• Division of Medical Sciences
• Harvard Graduate School of Arts and Sciences
• Harvard Medical School

Welcome to PiN

Meet Our Students

Meet Our Faculty

Inclusion & Belonging

Meet the Leadership Team

John assad program director, chinfei chen associate director, susan jackson administrator.

Hooked on Neuroscience

My role is to empower

Repairing DNA Damage in Neurons

Researchers discover a mechanism used by neurons to repair damage that occurs during neuronal activity. PiN student  Daniel Gilliam  is co-first author of paper appearing in Nature .... Read more about Repairing DNA Damage in Neurons

Neuroscience, PhD

School of medicine.

The Department of Neuroscience offers an interdisciplinary program designed to train doctoral students for independent research and teaching in neuroscience. It is the goal of the program to ensure that candidates for the Ph.D. and M.D./Ph.D. degrees obtain a background covering molecular, cellular, systems, and cognitive approaches to neuroscience, as well as receive training that brings them to the forefront of research in their particular area of interest. A series of core courses in neuroscience, along with advanced electives, seminar series, laboratory rotations, and original independent dissertation research, form the Neuroscience Graduate Training Program.

Students enter the program from different backgrounds and the laboratories in which they elect to work cover different disciplines; therefore, the program is tailored to fit the needs of individual students. The academic year at the Johns Hopkins University School of Medicine is divided into four quarters plus a summer semester. Courses are designed so that students have ample time to become involved in laboratory rotations. These laboratory rotations expose the student to a variety of current research techniques in neuroscience and provide an opportunity for the student to select a laboratory in which to conduct dissertation research. Scheduling of the three rotations is adjusted to make the most convenient schedule for each student. The rotations are usually completed by the end of the first full year in the program. Most students begin their thesis research at the beginning of their second year.

For more information, please visit The Solomon H. Snyder Department of Neuroscience webpage: http://neuroscience.jhu.edu.

Financial Aid

The program provides tuition remission plus a stipend at or above the National Institutes of Health Predoctoral level for all students. All entering and first-year students are encouraged to apply for individual fellowships such as those sponsored by the National Science Foundation and the Howard Hughes Medical Institute.

Vivien Thomas PhD Scholars at JHU The  Vivien Thomas Scholars Initiative (VTSI)  is a new endowed fellowship program at Johns Hopkins for PhD students in STEM fields. It provides full tuition, stipend, and benefits while also providing targeted mentoring, networking, community, and professional development opportunities. Students who have attended a historically black college and university ( HBCU ) or other minority serving institution (MSI) for undergraduate study are eligible to apply. More information about the VTSI program is available at this link:  https://provost.jhu.edu/about/vivien-thomas-scholars-initiative/ . To be considered for the VTSI, all application and supplementary materials must be received by  December 1st .

Admission Requirements

We use a holistic approach to evaluating applicants and look forward to reading your application. We are most enthusiastic about applicants who have taken full advantage of the opportunities available at their undergraduate institution and through other summer or postbac experiences. Our class size is typically ~18 students per year.

Applicants are expected to have received a B.S. or B.A. prior to enrolling in the graduate program. Laboratory research experience prior to enrollment is also desirable. If you have research experience, please describe your research in your Statement of Interest and Career Objectives and indicate the number of months engaged in full-time and part-time research on your CV. Students who do well in our program typically have a strong academic foundation in areas of biological or physical sciences. Some of the courses that prepare students well include general biology, neuroscience, mathematics through calculus, general physics, general chemistry, organic chemistry, statistics, engineering, or computer science.

NOTE: The Neuroscience Program DOES NOT require GRE scores. 

Program Requirements

A year-long core course provides an integrated overview of molecular and cellular neuroscience, neuroanatomy and systems, and cognitive neuroscience. This course is aimed at providing Neuroscience graduate students with a foundation for posing meaningful questions in their area of interest.  During the first two years, students are required to take 6 graduate level core courses that provide rigorous training in principles of neuroscience research. In addition, students in the first year attend research symposia and complete lab rotations to introduce them to research. Students in the program are also required to participate in core program activities such as seminars, journal clubs, a quantitative analysis boot camp, career development courses and various program events. In addition, each student selects advanced electives offered by members of the Neuroscience Training Program or other departments at the Medical School.

Seminar Program

The Neuroscience Training Program conducts several seminar series to ensure that students are exposed to recent work by researchers from across the country and the world as well as by Hopkins faculty and fellows. Graduate trainees participate actively in these series throughout their training, including inviting and hosting three speakers each year. A weekly lecture is given by an outstanding researcher in some field of neuroscience. Seminars are selected so that an overall balance of subject matter is covered yearly. Students are given an opportunity to meet with each speaker for questions and discussion. Weekly lunchtime talks are presented on current literature by graduate students and postdoctoral fellows. Since an ability to communicate scientific work clearly is essential, graduate students receive close guidance in preparing and evaluating their journal club presentations. Once a month, the faculty, postdoctoral fellows, and students from one laboratory present and discuss the ongoing research in that laboratory. This provides an informal setting to discuss research being conducted in the laboratories of the Neuroscience Training Program and gives advanced graduate students and postdoctoral fellows a forum for presenting their work.

Requirements for the PhD Degree

A minimum residency of two academic years is required. During the course of graduate study, the student must successfully complete the required course requirements. An oral examination, conducted as prescribed by the Doctor of Philosophy Board, must be completed by the end of the second year. The student must then conduct original research and describe this research in a written thesis dissertation, which must be approved by the students Thesis Committee and the Doctor of Philosophy Board.

Training Facilities

The Training Program is centered in the Department of Neuroscience. The Training Program utilizes laboratory facilities located in the Department of Neuroscience plus several other basic and clinical departments closely associated with the Neuroscience Department. All of these laboratories are within a short distance of each other. Modern state of the art facilities for research in molecular biology, neurophysiology, pharmacology, biochemistry, cell biology, and morphology are available. The Mind/Brain Institute, located on the Homewood Campus of the University, is a group of laboratories devoted to the investigation of the neural mechanisms of higher mental function and particularly to the mechanisms of perception. All of the disciplines required to address these questions are represented in the Institute. These include neurophysiology, psychology, theoretical neurobiology, neuroanatomy, and cognitive science. All of the faculty in the Mind/Brain Institute are members of the Neuroscience Graduate Program.

Combined M.D./Ph.D. Program

A subset of the current predoctoral trainees in the Neuroscience Program are candidates for both Ph.D. and M.D. degrees. Applications for admission to the combined program are considered by the M.D./Ph.D. Committee of the School of Medicine. Application forms for the School of Medicine contain a section requesting information relevant to graduate study. Applicants interested in the combined M.D./Ph.D. program should complete this section also, and indicate specifically their interest in the “Neuroscience Training Program”. If application to the combined M.D./Ph.D. program proves unsuccessful and the applicant wishes to be considered for graduate studies, they must notify the Admissions Office of the Neuroscience Training Program by separate letter.

• Student/Faculty Portal
• Learning Hub (Brightspace)
• Continuous Professional Development

Neuroscience

Neuroscience track.

program completion rate

job placement rate

Guaranteed 5-year internal fellowship

includes full tuition, stipend and benefits

Advances in technology allow us to see and study the brain like never before, providing a panoramic view of the inner workings of the mind and how it works. By understanding the basis of learning, memory and other fundamental brain functions, researchers are at the cusp of a major paradigm shift in the way we treat, cure and even prevent nervous system disorders.

The Neuroscience Track within the Ph.D. Program at Mayo Clinic Graduate School of Biomedical Science brings together nearly 60 basic neuroscientists and clinician-scientists as faculty — each of whom have wide-ranging expertise and truly multidisciplinary research interests — to provide you with a unique educational experience.

Students in the Neuroscience track can freely choose from labs at the Mayo Clinic campuses in Jacksonville, Florida; Rochester, Minnesota; or Phoenix/Scottsdale, Arizona. This provides unparalleled instruction from top neuroscientists in subjects as diverse as neurodegeneration, neuroregeneration, biochemistry, cell and molecular biology, genetics, imaging, behavior, neuropathology, virology, pharmacology, stem cells and transplantation, deep brain stimulation, and clinical studies.

Ongoing research in this program includes:

• Alzheimer's disease
• Parkinson's disease
• Amyotrophic lateral sclerosis
• Multiple sclerosis
• Spinal cord injury and repair
• Neural regeneration
• Non-Alzheimer's disease dementias
• Neurogenetics
• Neuro-oncology
• Neuroengineering
• Neuroimaging
• Neuroinflammation

The Neuroscience Track places a significant emphasis on laboratory-based research training. Laboratory research is complemented with both core and track-specific courses, as well as advanced courses on current topics in neuroscience. These are taught in a tutorial format with small groups of faculty and students discussing cutting-edge research in areas such as neural development, neural aging, neurogenetics, addiction and electrophysiology.

In addition to regular coursework, you’re provided with institutional support for travel to advanced courses at such institutions as Cold Spring Harbor and the Marine Biology Lab. In your first year of the program, you’ll also have the opportunity to attend the annual Society for Neuroscience meeting (SfN).

• Introductory neuroscience and core curriculum courses
• Lab rotations
• Comprehensive written qualifying examination
• Critical thinking, presentation skills, and scientific writing courses
• Selection of thesis lab
• Oral qualifying exam to determine advancement to candidacy
• Completion of advanced neuroscience courses
• Formation of thesis advisory committee
• Laboratory research
• Works-in-progress presentation (annual)
• Thesis committee meetings (biannual)
• Elective courses in advanced neuroscience topics

Knowing the vast extent of research occurring across all three campuses, and the fact that I am now a contributing member of this community, is very exciting and gives me great pride. The impact that the investigators and their teams have had on the understanding and treatment of the world's most devastating diseases, is inspiring. The diversity of the Mayo research network removes limitations on the questions we can ask as scientists and the means to answer those questions.

Ben Rabichow Ph.D. student, Neuroscience Track

Neuroscience is a burgeoning field that not all institutions have the resources to pursue. Mayo Clinic has a stronger translational facility than you see at other research institutions, and there’s so much potential to be able to work firsthand with patient samples.

Francis Shue Ph.D. student, Neuroscience Track

My PhD training at Mayo Clinic will definitely benefit my long-term career goal of becoming a physician-scientist. The close collaborations between clinic and lab have taught me how to define specific questions from clinical observation and then design experiments to investigate and answer those questions. I have no doubt that I’ll be well prepared to conduct translational studies after the rigorous training at Mayo Clinic.

Lingxiao Wang Ph.D. student, Neuroscience Track

Recent thesis topics

• “Blood and Brain Metabolic Signatures of Depression, Schizophrenia, and Alcohol Use Disorder,” Daniel Lindberg, Ph.D. (Mentor: Doo-Sup Choi, Ph.D.)
• “Targeting the Thrombin Receptor to Enhance Lipid Production and Repair in the CNS,” Erin M. Triplet, Ph.D. (Mentor: Isobel A. Scarisbrick, Ph.D.)
• “Neural Basis of Chronic and Binge Alcohol Exposure and Impulsive Behaviors,” Phillip Starski, Ph.D. (Mentor: Doo-Sup Choi, Ph.D.)
• “Neuroplasticity of Respiratory Motor Control following Spinal Cord Injury," Sabhya Rana, Ph.D. (Mentors: Carlos Mantilla, M.D. Ph.D. and Gary C. Sieck, Ph.D.)
• “Microglial Responses to Damaged Myelin and the Consequences of Demyelination,” Miranda Standiford, Ph.D. (Mentor: Charles L. Howe, Ph.D.)
• “Pathobiology of Clusterin in Alzheimer's Disease,” Aleksandra Wojtas, Ph.D. (Mentor: John Fryer, Ph.D.)
• “Development and Application of Genome Engineering Tools to Investigate Rapid Stress Signaling in Vertebrates Using the Zebrafish Model,” Han Lee, Ph.D. (Mentor: Karl Clark, Ph.D.)
• “Investigating the Effects of Deep Brain Stimulation on Functional and Effective Connectivity in Humans Using Functional Magnetic Resonance Imaging,” William Gibson, Ph.D. (Mentor: Kendall Lee, M.D., Ph.D.)
• “The Role of miR-7 in Regulation of Energy Homeostasis,” Hyejin Yoon, Ph.D. (Mentor: Jungsu Kim, Ph.D.)
• “Model Systems of the C9ORF72 Hexanucleotide Repeat Expansion Mimic Disease Features of Frontotemporal Dementia and Amyotrophic Lateral Sclerosis,” Jeannie Chew, Ph.D. (Mentor: Leonard Petrucelli, Ph.D.)
• “Genetics of Alzheimer's Disease in At-Risk Populations,” Aurelie N’Songo, Ph.D. (Mentor: Nilufer Taner, M.D., Ph.D.)
• “Engineering a Regeneration Permissive Environment Allowing for Recovery After Complete Spinal Cord Transection,” Jeffrey Hakim, Ph.D. (Mentor: Anthony Windebank, M.D.)
• “The Role of Cannabinoid Signaling in Zebrafish Stress Responses,” Randall Krug III, Ph.D. (Mentor: Karl Clark, Ph.D.)
• “Preclinical and Clinical Implications of Adenosine and Glutamate Signaling in Alcohol Use Disorder,” David Hinton, Ph.D. (Mentor: Doo-Sup Choi, Ph.D.)
• “Synergy and Convergence of Pathways Controlling Axon Outgrowth and Neural Regeneration in the Spinal Cord,” Lucas Calstrom, Ph.D. (Mentor: John Henley, Ph.D., M.S.)
• “Astrocytic Glutamate Dysregulation in Neuron-Glia Interactions in Alcoholism and Psychiatric Disorders,” Jennifer Ayers-Ringler, Ph.D. (Mentor: Doo-Sup Choi, Ph.D.)
• “ The Neuropathology of Frontotemporal Dementia and Amyotrophic Lateral Sclerosis with a C9ORF72 Hexanucleotide Repeat,” Kevin Bieniek, Ph.D. (Mentor: Dennis Dickson, M.D.)
• “ Investigation of Neuropathological Identified Cerebral Microinfarcts and their Effects on Magnetic Resonance Imaging,” Mekala Raman, Ph.D. (Mentor: Kejal Kantarci, M.D.)

Your future

The Neuroscience Track has graduated more than 100 students, all of whom have gone on to successful careers in diverse areas such as academia, the pharmaceutical industry, scientific publishing and intellectual property. Our students and faculty publish at the highest levels and our scientific endeavors have made — and continue to make — a very real impact at the bench and in the clinic.

Meet the director

Welcome to neuroscience at Mayo Clinic, where we offer training for graduate students in a broad range of basic science, translational, and clinical laboratories conducting cutting-edge research with a focus on translating research findings into treatments for disorders of the nervous system.

The Neuroscience Track delivers a unique, interdisciplinary, educational experience with vibrant student populations at Mayo Clinic's campuses in Rochester, Minnesota; Scottsdale, Arizona; and Jacksonville, Florida.

Owen Ross, Ph.D. Neuroscience Track Director Associate Professor of Neuroscience Phone: 904-953-6280 Email:  [email protected] See research interests

Browse a list of Neuroscience Track faculty members

• PhD Programs

Mount Sinai's 11th Annual Brain Awareness Fair

The friedman brain institute celebrates its 15th anniversary.

Join us for a special research symposium that will recognize our extraordinary contributions to brain science.

Research Areas

Learn more about our diverse range of research areas that focus on the most prevalent challenges in brain and nervous system.

The Friedman Brain Institute Provides New Insights into Schizophrenia

Outlining the extensive schizophrenia research happening on our campus.

Mission Statement on Diversity, Equity, and Inclusion

The Department of Neuroscience commitment to anti-racism and bias.

PhD in Neuroscience

The graduate school of biomedical sciences, 1 gustave l. levy place, new york, ny 10029-6574.

• Register for an Info Session
• Apply for Admission

For application specific questions:

Admissions office, new york, ny 10029, phd programs, explore this section.

• Laboratories
• Supportive Climate: Report Misconduct

Conquering brain diseases holds the greatest potential for changing the world. As a student in the Neuroscience PhD program at the Graduate School of Biomedical Sciences at the Icahn School of Medicine at Mount Sinai, you will be part of a team driving innovative, life-changing scientific discoveries. Students choose our Neuroscience PhD Program to train with our world-renowned faculty in a highly collaborative and supportive environment that fosters scientific discovery in basic and clinical research within the Mount Sinai Health System .

By exploiting many different model systems – from flies, worms and fish, to mice, rats and monkeys, to the human brain itself – our students gain unprecedented insight into normal brain function, mechanisms of brain disease, and the design of targeted therapeutic strategies. You will have autonomy in pursuing your training objectives at Mount Sinai while receiving focused support and resources from compassionate faculty.

Meet the Director

George w huntley, phd.

For more than 30 years, Dr. George W. Huntley has been a prominent neuroscience researcher and student advocate at the Graduate School. He is one of the foremost leaders on synaptic circuit development and plasticity.

Explore Neurosciences at Icahn Mount Sinai

We are shaping tomorrow, sloan research fellowship awarded to icahn neuroscience professor, read dr. wu’s story, memory stability and flexibility across the lifetime:, learn more about dr. denise cai's research, professor makes breakthrough in social isolation research, see dr. morishita’s research, spotlighting emotional learning research at icahn mount sinai, watch dr. daniela schiller’s story, researchers identify genes that increase risk of schizophrenia, learn about the study, resources for you, discover the latest.

• Facebook Icon
• LinkedIn Icon
• Twitter Icon
• Instagram Icon

Berkeley Neuroscience

Images left to right:  Christine Liu (PhD 2021) in the lab,   Christiane Voufo (PhD 2022) as the graduate student speaker at the Spring 2023 commencement ceremony, current Neuroscience PhD students in Tahoe during the 2023 UC Berkeley Neuroscience Research Conference, and Karina Bistrong (current Neuroscience PhD student) with poster presentation. Images provided by Christine Liu, GradImages, Frédéric Theunissen, and the Feller lab, respectively.

Prospective Students

Current students, program activities, gsi hiring information, student services & advising.

The Neuroscience Department will offer PhD training through the Neuroscience PhD Program , which will be run jointly by the department and the Helen Wills Neuroscience Institute (HWNI) .  This program has existed since 2000, run by HWNI, and has graduated > 150 students with a PhD in Neuroscience.  When the department launches, the existing HWNI Neuroscience PhD Program will be adopted and jointly administered by the department and HWNI. This will be a seamless transition for current students, who will not experience any changes to program curriculum or requirements. Over the next few years, we plan to make updates to the course of study, so that the program provides the best possible training, and matches the scope of both the Neuroscience Department and HWNI.  Students who enter the program will be able to choose thesis study with Neuroscience Department faculty members or with training faculty within the broader set of HWNI faculty.  Please see the full list of eligible faculty here .

PhD Program

The Neuroscience PhD Program at UC Berkeley offers intensive training in neuroscience research through a combination of coursework, research training, mentoring, and professional development. More than 60  program faculty (link is external)  from the Neuroscience Department and other allied departments provide broad expertise from molecular and cellular neuroscience to systems and computational neuroscience, to human cognitive neuroscience.

A unique feature of the neuroscience training at Berkeley is the highly multidisciplinary research environment. For instance, neuroscientists work side-by-side in the lab with engineers and roboticists to study motor control, with bioengineers to grow stem cells for regenerative medicine and tissue engineering, and with chemists to develop new reagents for optical monitoring and control of neural activity. Neuroscience PhD Program students are trained at these intersections between fields and help drive scientific and technological advances.

The Neuroscience PhD Program trains a select group of students (about 10-12 entering students per year) in an intellectually stimulating and supportive environment. Since its official launch in 2000, the program has trained more than 150 students. Our applicants have outstanding undergraduate records in both research and scholarship from diverse academic disciplines, including biology, chemistry, psychology, physics, engineering, and computer science. We carefully select students with the expectation that, given strong graduate training, they will develop into tomorrow’s leaders in the field of neuroscience. We welcome you to apply to our program.

Please see the Neuroscience Department page:  Diversity, Equity & Inclusion .

Annual Message from Our PhD Program Director

"I am delighted to be the new director of our graduate program. I have inherited a program that I am proud to tell everyone is the best run graduate program on campus..."  Read More

Neuroscience PhD Program

UC Berkeley | 444 Li Ka Shing, MC#3370 | Berkeley, CA 94720-3370 | [email protected]

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• J Undergrad Neurosci Educ
• v.16(3); Summer 2018

Demystifying Graduate School: Navigating a PhD in Neuroscience and Beyond

Linda k. mcloon.

1 Graduate Program in Neuroscience, University of Minnesota, Minneapolis, MN 55455

2 Department of Ophthalmology and Visual Neurosciences, University of Minnesota, Minneapolis, MN 55455

A. David Redish

3 Department of Neuroscience, University of Minnesota, Minneapolis, MN 55455

The decision to apply to a PhD-granting graduate program is both exciting and daunting. Understanding what graduate programs look for in an applicant will increase the chance of successful admission into a PhD program. It is also helpful for an applicant to understand what graduate training will look like once they matriculate into a PhD program to ensure they select programs that will help them reach their career objectives. This article focuses specifically on PhD programs in neuroscience, and while we use our program, the Graduate Program in Neuroscience at the University of Minnesota, as an example, most of what we describe is applicable to biomedical graduate programs generally. In order to ensure that our description of graduate programs is typical of neuroscience graduate programs generally, we surveyed the online websites of 52 neuroscience graduate programs around the U. S. and include our observations here. We will examine what graduate schools look for in an applicant, what to expect once admitted into a PhD graduate program, and the potential outcomes for those who successfully complete their PhD in neuroscience.

What Makes a Strong Application to a PhD Program in Neuroscience

A number of years ago, our Graduate Program in Neuroscience at the University of Minnesota performed a statistical analysis of what correlated with successful completion of our PhD program. Consistent with more recent analyses ( Weiner, 2014 ), we found that the strongest correlation was if the applicant had done research outside of the classroom setting. Given those results, at this point, our admissions committee will only consider applicants if they have some research experience. However, in our experience speaking to undergraduates, we find that undergraduates tend to underestimate how much research they’ve done. This issue of what counts as “research” appears to worry many applicants, who often feel that they have not done sufficient research to meet this requirement.

The most useful research experiences are not necessarily those which result in publications, or even those which find statistically significant answers. Rather, the most useful research experiences are those in which an applicant contributes to the research being performed, which involve grappling with questions which do not have known answers in the back of the book. These experiences are generally performed outside of a regular classroom setting, but a wide array of experiences can fulfill this research prerequisite. For example, an applicant might have done one or more summer internships in a laboratory. Others may have done a directed research project that was taken for academic credit but whose sole purpose was to perform independent research. Others may have done internships at companies. We often see applicants who have worked in laboratories or done independent original research projects in the context of their specific coursework during the school year. These courses are becoming more common, and these independent research-focused undergraduate classes can be great examples of independent research if the work provided the applicant with experience in doing research directly.

Some colleges do not have strong research opportunities available. Students in those situations should reach out to summer or other internship programs at other universities to gain that research experience. There are many such research programs. For example, the University of Minnesota runs a Life Sciences Summer Undergraduate Research Program (LSSURP) that provides such opportunities across many fields in the life sciences (including neuroscience). Many universities have Research Experience for Undergraduate (REU) programs available that are funded by the National Science Foundation (NSF). These programs usually pay a summer stipend and living costs as well as providing research experiences.

However, it is not necessary for the research to be done in a formal setting. What matters is that the applicant has some experience with direct research. Similarly, the duration of the research done is not as critical a concern as having had the experience of performing research at all. The key question is: Does the student have real-world experience in doing research, and in spite of methodological difficulties and negative results in experiments, does the applicant still have a love for the scientific process? It does not matter if there were no conclusive results, if the project was left unfinished, or if the project was not published as an abstract or peer-reviewed publication.

While coursework in a graduate program is important, the “real” work of a graduate student is to learn to do science. The research experience demonstrates to the admissions committee that the applicant has a realistic sense of what it is like to work on an open-ended problem, which takes innovative thinking about experiments and controls as well as understanding the need for patience with the scientific process. It is important that both the applicant and the admissions committee know that if admitted, the applicant will not be surprised by the focus of graduate school on independently performed research.

Personal Statement

The personal statement is one of the most important aspects of an application to a graduate program. There are three main areas that need to be included in a personal statement, and if these are inadequate, it will have a negative impact on the ultimate success of that application. First, and most importantly, a personal statement must make it clear why that applicant wants to pursue a PhD in neuroscience specifically. A broad flowery description about the applicant’s interest in biology since they were 5 years old is not helpful. This statement is easier if the applicant has some laboratory research experience and can speak to why that research experience was motivating. A clear articulation of “why neuroscience” is imperative.

As noted above, the most important information in an application is the research done by the applicant. Thus, the applicant needs to provide a description of the independent research they have performed to date somewhere in the application. The research description should focus on the big picture: What was the big question? What choices were made in the experiments? What controls were done? Why were the specific controls used? The applicant should do this for each distinct research project. This shows the admissions committee how the applicant thinks about science; understanding the process is more important than if there were positive results.

The final part of the personal statement should state why they are applying to the particular program. A good way to show that the applicant has spent time looking at the specific graduate program and has thought about which programs were a good fit for their interests is by identifying programmatic strengths, such as the expertise of the faculty, or by identifying other specific or unique aspects that differentiate the program, such as, for example, our Itasca program [see below].

Finally, applicants should proofread their personal statements. Typographic errors, poor grammar, and other sloppy writing suggest an applicant who does not take the time or effort to ensure quality. It may seem silly to mention, but it is important to make sure that when mentioning programmatic strengths, the applicant should be sure that these are the programmatic strengths of the institution to which the application is sent.

Majors, Grades, and GREs

Neuroscience encompasses many different disciplines – from genetics and subcellular approaches to neural circuits and behavior. Most neuroscience graduate programs admit applicants with a broad variety of majors. Many of the applicants that we see majored in neuroscience, biology, or psychology as an undergraduate, but applicants with other undergraduate majors such as math, computer science, or physics have succeeded in our program. Many programs also admit applicants with degrees in the humanities, and we have found that many students with these broad backgrounds have succeeded in our program, some of whom only developed an interest in neuroscience after they graduated from college. However, successful applicants from the humanities need to have taken classes in the sciences before they apply to graduate school for a PhD in neuroscience.

The most important statement that we can make about grades is really in terms of the specific classes taken. While the major area of study is not critical, an internal survey of our program found that trainees were most successful in our PhD program if they had taken at least some biology, some physics, basic chemistry preferably through organic chemistry, and college level mathematics through calculus.

In our survey of over 50 graduate programs in neuroscience, most programs do not seem to have a strict GPA cut-off under which they will not admit someone; nevertheless, GPA is an important criteria being used by many admissions committees. While overall GPA is important, students who did poorly in their freshman and sophomore classes, but did well in their junior and senior years, can excel in their PhD training. Another example might be someone who had a very bad single semester or year due to extenuating circumstances, such as an illness of a death in the family. If one of these scenarios applies, it is imperative for this to be directly discussed in the personal statements that accompany a graduate program application. While most admissions committees do not explicitly rank schools, expected difficulty of the undergraduate program is usually taken into account when looking at grades, classes and GPA.

The use of the Graduate Record Exam (GRE) in making admissions decisions to a neuroscience PhD graduate program is a complex issue and has become controversial in recent years. Although many recent studies have claimed to suggest that GRE scores do not correlate with successful completion of a PhD degree in the biomedical sciences ( Hall et al., 2017 ; Moneta-Koehler et al., 2017 ), other studies examining PhDs in more quantitative disciplines, including neuroscience, found that the portions of the GRE score are in fact correlated with successful degree completion ( Willcockson et al., 2009 ; Olivares-Urueta and Williamson, 2013 ). In a large meta-analysis of GRE scores and success in graduate school, Kuncel and Hezlett (2007) found that both the GRE and undergraduate grades were effective predictors of important academic outcomes even beyond grades earned in graduate school. It should be noted that all of these studies have been performed on programs that took GREs into account when making admissions decisions and thus are based on biased data sets. Following this, some neuroscience graduate programs have elected to remove the GRE from their admission decisions, while others have decided to weigh it less in their decision-making. Most graduate programs recognize that the GRE score is just a tool, and one of many that admissions committees use to make their admissions decisions. Our graduate program, for example, is currently in the latter group—we still require it but are weighing it less than other factors such as the personal statement, classes taken, GPA, and letters of recommendation.

Letters of Recommendation

Letters of recommendation are some of the most important components of an application to graduate school. Who the student chooses to write for them and what those letters say are important factors considered by admissions committee members. The most important letters are those from research mentors with whom the applicant did independent research. A lack of letters from research mentors leaves open the question of the extent and value of that research experience. The best letters of recommendation are detailed and provide a clear indication that the mentor knew the student and can assess the student’s potential for success. The mentor’s comparison of the applicant’s abilities relative to others with whom they have worked is particularly useful.

Letters from other sources, such as athletics coaches or course directors, can speak to initiative, time management, ability to work under stress, and so forth; however, most admissions committees do not find these particularly useful, unless the course director can speak to exceptional academic achievement, such as an undergraduate shining in a graduate class. Least useful are letters from non-academic sources, such as faith leaders, employers, family friends, and the like. These letters cannot speak to the questions of success in a graduate program and have been known to detract from an application, because it implies that the student does not have sufficient academic mentors to provide the full complement of letters.

Should letters come from postdoctoral fellows or graduate students? In many large laboratories, the primary professor may not actually interact with an undergraduate research assistant very much. Instead, undergraduate research is often done under the supervision of a postdoctoral fellow or graduate student. While letters from senior postdoctoral fellows are acceptable to some programs, they are not for others. We advise the applicant to check with each program to determine if this is an issue for their admissions committee. Our program has accepted students with one letter from a postdoctoral mentor, but we found that these students were not eligible to be nominated for some university-level awards. Thus, there is a balance in having the letter come from someone who worked with the student directly but also having the letter come from a faculty member. We recommend that undergraduates in these situations get a single letter that is co-signed by both the postdoctoral fellow and the professor or senior mentor.

The Admissions Process

Most graduate programs in neuroscience use a two-stage admissions process. The first stage identifies a subset of students to invite for an interview/recruiting visit and then a subset of those students is provided offers. All graduate schools in the U. S. have signed the Resolution Regarding Graduate Scholars, Fellows, Trainees, and Assistants from the Council of Graduate Programs which says that students have until April 15th to make their matriculation decisions. In order to try to manage this, schools will admit more students than they actually expect to matriculate, and may place other students on a waitlist, trying to balance issues of getting too many students, producing a problem for budgets, or too few students producing problems of cohesion, and problems meeting the research needs of the program and university.

Interview and Recruiting Visits

Some graduate programs bring students out either singly or in small batches to visit their program, interview with faculty, and see what possibilities could come from matriculating into the program. Other programs bring students out all at once as a cohort in a combined interview/recruiting visit. Many programs combine this interview/recruiting visit with other program events; for example, we tie ours to our annual retreat. The method of organizing these interviews and recruiting visits is not particularly important, as the goal of these visits is the same – to provide an in-person look at the graduate program.

From the program side, the interview/recruiting visit allows the admissions committee to assess the fit of the potential students and to ask specific questions related to how they think about science. It is important for visiting interviewees/recruits to realize that graduate programs often have graduate students contribute to the governance of the program and provide input to the admissions committees. In our program, two current PhD students are full voting members of the admissions committee. Comments made during events where only graduate students are present do matter, and we have had a number of experiences where comments and behavior at dinners or other trainee-only events have led to rejection of the applicant.

From the visitor side, this is an opportunity to see what the program is like, as well as the living environment where the program is located. Important questions that applicants should consider include whether the students are getting the training and support that they need, whether the faculty members are engaged with the program, and whether there are faculty members to work with in the student’s area of interest. Generally, applicants should recognize that their goals, interests, and research directions may change. Ensuring that a program can accommodate those changes is an important thing when choosing a PhD program.

Choosing the Right Program

Graduate school, like most of life, is about finding the right fit. Every student is going to have to use their own judgement to determine which graduate school is right for them, but we have some suggestions about issues to consider.

First and foremost, are there a sufficient number of faculty members in their area of interest? Importantly, students should recognize that interests often change, either with experience or time or discoveries, so the student should also look at what other faculty members are around, and what opportunities there are to examine other research areas. For example, how collaborative are the faculty? What processes are in place if one needs to switch advisors? Does the program do rotations in different laboratories, or does the student have to choose an advisor immediately?

In our survey of over 50 neuroscience graduate programs in the U. S., all but one admit students into the program as a whole, rather than into specific laboratories. Students in the majority of programs spend the first year rotating through three or four different laboratories in order to get a thorough exploration of advisors and potential research areas. Furthermore, because students are admitted to the program as a whole and not into a specific laboratory, there are processes in place to handle the (rare) situation when a student needs to switch their primary research mentor.

An important consideration on picking an advisor is not only the research area of the advisor, but also the training and personal style of that PhD mentor. In our graduate program, we have 8-week rotations to give a student and an advisor sufficient time to determine if they can work together well. The duration of laboratory rotations varies between programs, but generally most programs have between 2 and 4 during the course of the first year. Choosing a PhD thesis mentor is not generally an issue of advisor quality, but rather one of style. Should the student and advisor meet daily? Weekly? Monthly? Is the goal a thesis that is a hoop to jump through on the path to another career or is it a magnum opus on which one will build a reputation? How are manuscripts written? How does the laboratory decide which projects to do? These questions do not have right and wrong answers, but a mismatch between styles can potentially make it difficult to complete the degree.

There are several other considerations. The applicant should examine the curriculum. How comprehensive or specific is it? Does it cover what the student wants to have as their baseline/background? Applicants should also look at publication requirements and expectations. Are students publishing first author papers? Trainee funding should also be evaluated. How are trainees supported? Is funding guaranteed or not? Part of the consideration relative to trainee funding is whether the program has training grants to help financially support students—these can include National Institutes of Health (NIH) T32 grants, and National Science Foundation (NSF) Research Traineeship (NRT) and Integrative Graduate Education and Research Traineeship (IGERT) training grants. Training grant support from NIH and NSF is a good measure of how the PhD training program is viewed by external reviewers. It is also useful to see if the trainees are successfully competing for fellowship awards. This speaks to the quality of the graduate students as well as the quality of mentorship from their thesis advisors and the program.

Other issues to consider are the environment and social climate of the program and the career paths the program’s graduates take. In terms of social climate and environment, we suggest asking whether the trainees know and support each other, and whether the faculty members know the trainees. Science is increasingly a collaborative venture. Evidence could be the presence of co-mentored trainees, as well as research publications that are co-authored by members of the graduate program. Other evidence of the environment of a PhD graduate program is to determine how integrated the PhD trainees are in program decision making and leadership. Do they serve on committees, and if so, what are their roles? Self-reflective programs generally include multiple voices in making program decisions. This also speaks in part to mentorship of trainees, as participating in program governance provides the PhD trainee an opportunity to develop leadership skills.

In terms of outcomes, it is important to recognize that career goals change, but we recommend programs that provide opportunities for a variety of career paths. Importantly, programs should have processes that enable students to succeed in academia and elsewhere. As we will discuss in the following section, post-graduate paths for PhD trainees have always included a mix of academic and non-academic careers. This was also the recommendation of a workshop held by the National Academy of Science ( IOM, 2015 ), and in fact reflects the actual career choices of individuals who received their PhD in neuroscience ( Akil et al., 2016 ). Importantly, the career-space that our current graduates will face will look very different from previous generations. In particular, it will look very different from the previous generation when there were very few academic jobs available. The current career space is broader than it used to be, including some jobs, such as internet-related positions, that did not exist a generation ago. Furthermore, neuroscience academic jobs are opening up as baby boomers retire and universities invest in neuroscience. Whatever the student’s goal is, we recommend looking for programs that provide career facilitation support for a variety of outcomes, because, as noted above, career goals may change with experience.

While many students and many programs will look at time-to-degree as a criterion for program quality, we feel that this can be misleading. No one has ever asked us how long we took to get through graduate school. One way to think about graduate school is to realize that graduate students in neuroscience programs get paid to go to graduate school – being a graduate student in neuroscience is a job, and one that should provide a living wage in the area that one will be living in during one’s time in graduate school. The main problem with students taking too long to complete a degree is that it may indicate deeper problems in a graduate program, for example, when students are not graduating because their technical skills are needed in a laboratory. These situations are rare, but extremely long durations (e.g., 8 years) can be a sign to look for when making a decision. However, the difference between spending 4.5, 5.5, or even 6 years in graduate school is simply not important relative to the duration of a scientific career. In fact, there is a case to be made that taking an extra year to get additional publications can be a wise choice for students going into academic careers, since fellowships, awards, and other granting mechanisms, such as individual NIH postdoctoral training grants (F32) and individual NIH Pathway to Independence (K99/R00) awards, and the faculty level “early stage investigator” identifier at NIH, are based on date of graduation. Furthermore, few reviewers normalize number of papers by time spent in graduate school.

Additional Resources

The Society for Neuroscience provides useful resources to undergraduate students interested in a PhD in Neuroscience. One resource is the online training program directory that offers graduate program information on more than 75 top neuroscience graduate programs in North America, and provides a short summary of the characteristics of each program (e.g., number of faculty, student demographics, and research areas) along with a link to the program of interest. A second resource is available to prospective students who are able to attend the SfN annual meeting. Known as the Graduate Student Fair , it offers an opportunity for prospective students to meet face-to-face with representatives of many graduate programs.

The Gap Year Question

In recent years, we have seen that increasing numbers of applicants are taking a gap year between completion of their undergraduate degree and entering graduate school. We have not seen any correlation with success in graduate school from a gap year, and the Graduate Program in Neuroscience at the University of Minnesota does not require such a gap year. However, other neuroscience graduate programs have begun to require it. The gap year itself can vary, but often the recent college graduate enters a formal postbaccalaureate or “postbac” program, such as the one at the NIH, works in a laboratory, and participates in specific programs designed to increase readiness for graduate school. Many applicants have taken one or more years off from formal education to do research in an academic, government or industry setting. Whether a postbac year is useful or not is very much an individual choice.

There are two cases where a postbaccalaureate experience can be helpful for admissions into a neuroscience PhD program. One is when the undergraduate GPA is lower than a 3.0 or the student does not have the requisite science-related coursework. The other is when a student does not have sufficient research experience. Structured programs, such as the one at NIH, can be helpful in these situations. These postbac programs can provide an experience that is valuable for those students with limited research experiences. They can also provide opportunities for students who decide to transition to new fields late in their college career or after completion of their undergraduate degree. However, as noted above, in our experience, students underestimate their research experience and take gap years unnecessarily. To summarize, additional research training after a bachelor’s degree is not necessary for successful admission into a graduate program in neuroscience for the vast majority of applicants, nor does it appear to correlate with successful completion of the PhD.

What Trainees Can Expect During Their PhD Training in Neuroscience

A neuroscience PhD is a research-focused degree. This means that the student will spend the majority of their time as a PhD trainee working on research that can be published in peer-reviewed journals. However, that journey can look quite different from program to program. Most programs work through some structure that is a combination of coursework and early research exploration in the first years, punctuated by a written preliminary exam, followed by a thesis proposal, thesis research, and a thesis defense. In almost all of the programs we surveyed, the student is paired with an advisor that is the primary research mentor.

Throughout this section, we will use our program as an example and we will note where it differs from others. However, the general timeline is similar between programs.

In August before our “official” school year actually starts, we provide a month-long hands-on, state-of-the-art research experience for all our incoming PhD students at a research station owned by the University of Minnesota at Lake Itasca at the headwaters of the Mississippi River. This program is unique in our experience relative to other programs, and it (1) provides a neuroscience background experience for students coming from diverse intellectual backgrounds, (2) binds the class together into a cohort which helps to provide a strong support system during the transition to and experience of graduate school, (3) begins the trainees on a journey from student to colleague. They then return to the Twin Cities to begin their formal year 1 experience.

In the majority of neuroscience graduate programs, students spend their first year doing two to four laboratory rotations with faculty who participate in the neuroscience graduate program and complete a set of core classes. The four core classes we require are Cell and Molecular Neuroscience , Systems Neuroscience , Developmental Neurobiology , and Behavioral Neurobiology . Other programs require other classes that might constitute a “minor” in a secondary subject, such as pharmaceutics or computational methods. At the end of the first year, many programs have students take a written preliminary examination that is focused on the integration of the material taught in the core first-year classes. Generally, programs use this sort of examination as a check to ensure that students have integrated the knowledge from their first-year classes. Students in most neuroscience graduate programs also take a class that provides training in research ethics, writing experiences, and other important non-academic components that will be necessary for a research career. Starting in the first year, it is typical that the program directors have annual or semi-annual meetings with every trainee in the graduate program. In later years, a thesis committee will also meet semi-annually with students to provide oversight and mentorship. Some programs we surveyed have separate committees that monitor student progress in the PhD program independent from the mentor and thesis committees. We advise looking for a program that will provide the trainee with regular evaluations and clearly defined milestones to help the student complete their degree in a timely manner.

In year 2, students in the majority of graduate neuroscience programs have settled into a laboratory and are working towards writing their thesis proposal. The thesis proposal is usually the basis for the “oral preliminary exam.” In our program, we have students write their thesis proposal in the form of an NIH NRSA (F30 or F31) grant proposal which helps train students to write grant proposals.

Many programs have students take other elective classes throughout their second and sometimes even into the third year. In the second year in our program, students take one more required class, Quantitative Neuroscience that covers statistics, programming, and experimental design, but that then completes their class requirements. These types of quantitative classes are being introduced in many neuroscience graduate programs in response to the rigor and reproducibility issues that are being raised in the scientific literature and expected to be discussed as part of grant submissions to the NIH.

Most neuroscience graduate programs also have a teaching requirement. In our program, this occurs in the second year. Programs require different amounts of teaching, so this is a good question for the applicant to ask when they are interviewing. Many graduate students are interested in careers that include teaching as well as research, and additional teaching experience is important. We provide extra opportunities for teaching, where the trainee might run discussion sections or give course lectures. Often, these “extra” teaching experiences are paid beyond what the student receives from their stipend. For those interested in a more teaching-centric career, these experiences are very important. We recommend the applicant ask about how teaching expectations of the graduate students is handled in the programs to which they are applying.

Year 3 and Beyond

In the subsequent years, PhD trainees continue to do research, write and publish papers, present their work at conferences and in colloquia, and proceed on the journey to graduation. Graduate neuroscience programs generally have trainees meet with their thesis committee once or twice a year to ensure that they stay on track to graduation. The final stage, of course, is the thesis writing and thesis defense.

Presentations and Outreach

A key factor for a successful science career is the ability to communicate one’s discoveries, both to fellow scientists and to the public at large. In our program, students are required to present their research annually to the other faculty and students in the Graduate Program in Neuroscience. These presentations are opportunities to learn how to present work to a friendly audience who will push one scientifically, but still provide positive support. In our experience, students are often very nervous giving their first colloquium, but confident by the time they are ready to defend their PhD thesis. The final PhD defense is a public presentation in which the student presents and defends their research. The specific aspects of the PhD defense are accomplished in different ways amongst PhD graduate programs; however, in the end, all PhD programs require that the student be able to publicly present their research in a comprehensive and cohesive manner as well as field questions about their research.

In addition, neuroscience graduate programs provide many opportunities for outreach beyond the scientific community, although most do not require outreach explicitly. Typical types of outreach in many programs include volunteering to present science at K-12 schools, Brain Awareness Week programs sponsored by the Society for Neuroscience, or science museums as examples. We have found that these opportunities provide students learning experiences in how to present scientific data and ideas to a broader audience. Not surprisingly, the ability to present ideas to a broad audience translates very well to communicating scientific results to other scientists as well.

It’s a Job

We have found it useful for students to think of graduate school as a combination of college and career. Students should not have pay out of pocket for their PhD program. Most neuroscience graduate programs not only pay students a stipend but also provide tuition and health care benefits. For some trainees, conceptualizing graduate school as a job rather than as continued school can be important for dealing with family pressures to “get a job” rather than “continue in school.”

Where to Go from Here

Fundamentally, the goal of a PhD program is to teach the student how to think critically and how to determine if a new discovery is real or illusion. An undergraduate program is usually about how to learn from books and from teachers, how to determine if the text in front of you is trustworthy or not, and how to integrate knowledge from multiple sources. A graduate program is about how to determine if the discovery you just made is correct when there is no answer in the back of a book for you to look up. In practice, this means learning how to ask questions that are answerable, how to design appropriate controls, how to interpret results and integrate them into a scholarly literature, and, importantly, how to communicate those discoveries to other scientists and the public as a whole.

These skills are useful in a variety of careers. Much of the discussion of graduate school outcomes has suggested that graduate programs are designed to produce faculty for colleges and universities and bemoan the fact that (1) there are too many PhD trainees and not enough faculty jobs, and (2) that many students are forced into “alternative careers.” Both of these statements are wrong when one looks at the actual data.

First and foremost, we wish to point out that there should be no such thing as an “alternative career” — graduates should go towards a career and not away from one. We tell our students that we want them to do something important, whether that is becoming faculty at a research institution, teaching undergraduates at a liberal arts college, contributing to industrial research, analysis, or translation, becoming a writer and making research findings accessible to other scientist or lay audiences, or making policy in a governmental or non-profit setting.

Second, the complaints seen in many of these publications do not take into account very important demographic trends. Current students will see a very different world of faculty jobs than their professors did. Simply put, understanding the faculty situation requires considering the baby boomers (q.v. ACD biomedical workforce data ). In 1980, a 35-year-old young professor was born in 1945, while a 65-year-old was born in 1915. This means that the generation of senior professors in 1980 consisted of those who had survived two World Wars and the Great Depression, while the junior professors were baby boomers. With the blossoming of investment in science after WWII, there were lots of jobs, and the baby boomers filled them quickly. Mechanisms were developed for new professors to get initial NIH grants to help them set up their laboratories (q.v. NIH History of new and early stage investigator policies ). In contrast, in 2000, a 35-year-old was born in 1965, and a baby-boomer born in 1945 was 55, in the prime of their scientific career. There were fewer jobs and few funding mechanisms that focused on providing assistance for new, young investigators. In 2018, that baby-boomer born in 1945 is nearly 75 years old and likely retiring or retired. Thus, based on our own university as well as checking sources online such as Science Careers , there are faculty positions in neuroscience open all over the country. In addition, there are now specific programs at NIH to help new faculty get grants and transition into becoming successfully funded faculty quickly.

In practice, this has meant that there are many faculty positions for those who want them, at many different types of academic institutions. An undergraduate student who wants to take the next step into a PhD program should be encouraged to do so. PhDs have always gone on after their PhD to contribute to science in many ways. A recent survey published in Nature found that a scientific PhD had high value in the United Kingdom and Canadian job markets ( Woolston, 2018 ). In fact, when we look at the distribution of careers our graduating students have taken since graduation, we find that the vast majority (96%) are engaged in important, science-related jobs.

However, the essential benefit of a PhD is that it teaches one how to think critically about the world around them. Life is long and careers are long, and the needs of both society and technology changes. It is critical to remember that many of the jobs people are doing today literally did not exist when we (the authors of this paper) were in graduate school. For example, it is now possible to make a living running an educational website on scientific topics that gets millions of hits per month, reaching thousands of school districts around the country, but when we (the authors) were in college, the internet didn’t exist. A well-designed PhD program will prepare its trainees for whatever career they chose.

We cannot imagine the world 30 years from now, but we can state that PhD-trained scientists will not only be able to handle these changes but will in fact invent many of them. Huge technological innovations now allow investigators to see many individual neurons inside the brain, control the properties of neurons experimentally, to see effects of individual channels and proteins within a neuron or glial cell, and to observe the effects of these manipulations on behavior. Neuroscience is making amazing discoveries in the fundamental science of how the brain functions and the clinical and practical consequences of those discoveries. Simply put, it is an amazing time to be a neuroscientist.

The authors thank Drs. Robert Meisel, Timothy Ebner, Paul Mermelstein, Stephanie Fretham, Kevin Crisp, and Neil Schmitzer-Torbert for comments on an earlier draft of this manuscript.

• Akil H, Balice-Gordon R, Cardozo DL, Koroshetz W, Posey Norris SM, Sherer T, Sherman SM, Thiels E. Neuroscience training for the 21rst century. Neuron. 2016; 90 :917–926. [ PubMed ] [ Google Scholar ]
• Hall JD, O’Connell AB, Cook JG. Predictors of student productivity in biomedical graduate school applications. PLoS One. 2017; 12 (1):e0169121. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Institute of Medicine (IOM) Developing a 21rst century neuroscience workforce: Workshop Summary. Washington DC: The National Academies Press; 2015. [ PubMed ] [ Google Scholar ]
• Kuncel NR, Hezlett SA. Assessment. Standardized tests predict graduate students’ success. Science. 2007; 315 :1080–1081. [ PubMed ] [ Google Scholar ]
• Moneta-Koehler L, Brown AM, Petrie KA, Evans BJ, Chalkley R. The limitations of the GRE in predicting success in biomedical graduate school. PLoS One. 2017; 12 (1):e0166742. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Olivares-Urueta M, Williamson JW. Pre-admission factors and utilization of tutoring services in health professions educational programs. J Allied Health. 2013; 42 :74–78. [ PubMed ] [ Google Scholar ]
• Weiner OD. How should we be selecting our graduate students? Mol Biol Cell. 2014; 25 :429–430. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Willcockson IU, Johnson CW, Hersh W, Berstam EV. Predictors of student success in graduate biomedical informatics training: introductory course and program success. J Am Med Inform Assoc. 2009; 16 :837–846. [ PMC free article ] [ PubMed ] [ Google Scholar ]
• Woolston C. Science PhDs lead to enjoyable jobs. Nature. 2018; 555 :277. [ PubMed ] [ Google Scholar ]

• Skip to Content
• Catalog Home
• Institution Home
• Graduate Catalog /
• Perelman School of Medicine /

Neuroscience, PhD

Neuroscience is a collaborative and interdisciplinary PhD program that provides training for careers in neuroscience research, teaching and more. Our training program is designed to provide a strong foundation of neuroscience knowledge while at the same time taking into account each student's strengths, needs, and career goals.

Virtually all aspects of traditional neuroscience are reflected in the research programs of the  186 faculty members who participate in NGG training, including computational, systems, cellular and molecular, developmental, behavioral, and cognitive neuroscience, along with the neurobiology of disease.  NGG faculty members represent 30 academic departments in the schools of Arts and Sciences, Engineering and Applied Science, Wharton Business, Veterinary Medicine, Dental Medicine, and Nursing, as well as the Perelman School of Medicine.  

For more information: https://www.med.upenn.edu/ngg/ngg-courses.html

View the University’s Academic Rules for PhD Programs .

Required Courses 

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2023 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

Sample Plan of Study

Print options.

Print this page.

The PDF will include all information unique to this page.

A PDF of the entire 2023-24 catalog.

A PDF of the 2023-24 Undergraduate catalog.

A PDF of the 2023-24 Graduate catalog.

• Doing a PhD in Neuroscience

What Does a PhD in Neuroscience Focus On?

Neuroscience is the study of the structure and function of the nervous system. Neuroscientists investigate how the nervous system works and also study factors which can influence the behaviour of the nervous system. Such factors include neurological, psychiatric and neurodevelopmental disorders.

A PhD in neuroscience provides a wide range of advantages for people that are already studying in the field. It allows you to focus your postgraduate study, work with cutting edge technology, operate within leading research departments, and pursue specialist neuroscience jobs upon completion of your research project.

It should be noted that there are many research projects which are focused on a specialist area of neuroscience. Subsequently, other relevant doctoral degrees include (but are not limited to):

• PhD in cognitive neuroscience – A PhD in cognitive neuroscience offers a unique opportunity. It teaches you how the brain functions chemically and neurologically. A PhD allows you to investigate the role of neurotransmitters, chemical compounds that send messages across the synapses of the brain. These compounds control the behaviour of the neurons and influence all the other functions of the brain. When they are working the way they’re supposed to, the brain is behaving normally.
• PhD in behavioural neuroscience – Also known as biological psychology, biopsychology, or psychobiology. Behavioural neuroscience includes the study of psychological and neural mechanisms which affect behaviour (e.g. genetic or psychiatric) and neurological disease.
• PhD in computational neuroscience – Computational neuroscience is a growing field and uses computers to simulate the brain. Computational neuroscience candidates should be well versed in the emerging technologies of this field to contribute to the field’s progress, and may have a background in mathematics, physics, artificial intelligence, or computer science rather than biology. A PhD in computational neuroscience may see a PhD student develop personalized treatments for neurological and psychiatric disorders.
• PhD in clinical neuroscience – A postgraduate degree in clinical neuroscience focuses on the nervous system in relation to health and disease. A research project in this field may involve the development of novel techniques to diagnose and treat disorders of the human brain or central nervous system.

Other popular neuroscience research areas in include molecular neuroscience, neuroengineering, neuroimaging, neurolinguistics, neuroinformatics, and neurobiological study.

Entry Requirements for A PhD in Neuroscience

The typical neuroscience PhD research project requires applicants to have, or expect to obtain, an upper second class (2:1) bachelor’s degree in a related subject area. In some cases, a lower second class (2:2) bachelor’s degree is sufficient if the graduate has a master’s degree or other relevant experience. For international students, overseas equivalent qualifications are almost always accepted. Since the focus of a research project can vary greatly, relevant subjects can be decided on an individual basis.

Of course, PhD in neuroscience requirements vary across different institutions, and some projects may have subject specific entry requirements, e.g. a PhD in computational neuroscience may require the graduate student to have basic programming knowledge.

Universities typically expect international graduate students to provide evidence of their English Language ability in addition to their application. English language requirements are usually provided in the form of a IELTS, TOEFL (iBT) or CAE and CPE score. The exact score requirements may differ from university to university. Any English language qualifications will be clearly stated as part of the application process.

Browse PhDs in Neuroscience

A next-generation genetic technology to identify biotechnologically-valuable enzymes and transporters, development of fluorescent organic molecules for application in super-resolution imaging techniques, ubiquitin-dependent signalling pathways in ageing, speciation in facultatively sexual species, energy dissipation in human soft tissue during impacts, how long does it take to get a phd in neuroscience.

In the United Kingdom, a standard PhD research project in neuroscience requires 3 to 4 years of full-time study. A part-time neuroscience programme typically takes 6 to 7 years to complete. A neuroscience MPhil typically takes 1 to 2 years of full time study.

Students pursuing careers in this field may undertake additional training courses, aimed to develop independent research, communication and project management skills. Courses in these areas will give students an excellent foundation in which to begin their careers.

There are also laboratory rotations and specialised training modules for doctoral students within some PhD programmes, which may include developmental psychology, developmental biology, brain sciences, clinical neuroscience, cell biology, medicine, biomedical sciences, genetics, pharmacology, neurophysiology, cognitive science and neurology .

Costs and Funding

Annual tuition fees for PhDs in neuroscience are typically around £5,000 – £6,000 for UK students. Tuition fees for overseas students are typically around £25,000 – £35,000 per academic year. Tuition fees for part time programmes are typically scaled down according to the programme length (for both home and international tuition fees).

Some neuroscience PhD programmes also have additional costs to cover laboratory resources, travel, fieldwork, department administration and computational costs.

Many Universities offer postgraduate studentships or doctoral loan schemes which cover the tuition fees and in some cases the living costs for neuroscience PhD programmes.

PhD in Neuroscience Career Paths and Jobs

If you are wondering what to do with a PhD in neuroscience, there are many options you can explore. PhD in neuroscience jobs require specialist knowledge, and the typical neuroscientist salary in the UK reflects this. However, the average salary of a neuroscientist varies greatly due to the broad range of industries they can operate in. Generally a senior neuroscientist salary in the UK is around £50,000 per annum, however salaries can exceed £100,000 depending on the specific role. For example a cognitive neuroscientist salary in the UK may be greater than that of a cellular neuroscience researcher. It is also possible to use your PhD to find work internationally as some countries may provide employment opportunities which improve upon neuroscience salaries in the UK.

Many PhD in neuroscience careers are within the academic world, as often postgraduate students choose to become lecturers, professors and researchers. Here they can continue to lead research into their field of interest and can help shape future postgraduate study. Neuroscience professors and lecturers can expect a generous salary. Higher education institutions are not the only destination available for postdoctoral researchers. Government lead research councils such as the BBRSC are one of many employers which contribute to academia.

Other PhD students look for neuroscience jobs in the pharmaceutical industry, where they can use their specialist knowledge and skills in the lab to understand how developmental drugs affect the nervous system.

Another popular career destination is within public engagement. As a scientific communicator, you are responsible for educating the general public on neurological matters and often take governmental or advisory roles. There are many NHS jobs that facilitate these responsibilities.

Typically, a PhD in neuroscience salary is higher than that of a counterpart with an undergraduate degree only. This is because the specialist knowledge a PhD graduate student has allows them to innovate and lead. A PhD programme also usually involves some manner of project management which lends itself to management roles.

Browse PhDs Now

Join thousands of students.

Join thousands of other students and stay up to date with the latest PhD programmes, funding opportunities and advice.

Ph.D. Degree Requirements

Degree requirements:.

• A minimum of 135 units 
• Complete all required courses with a grade of B or better
• Pass a Qualifying Exam
• Publish a minimum of one first author publication in a peer-reviewed journal on the topic of the dissertation
• Pass the University Oral Exam (thesis defense)
• Submit a Written Dissertation that is approved by the thesis committee

Please review the doctoral degree requirements in the  Stanford Bulletin . 

For additional information about minimum residency requirements for PhD students, please see the  Graduate Academic Policies and Procedures Handbook, Section 3.2 . 

Ph.D Program Overview and Degree Timeline

The Neurosciences Program teaches students how to approach and solve research problems by developing skills in modern methods of neuroscience research, the ability to appraise the scientific literature and make scientific judgements, to be self-confident and skillful in communicating research results and ultimately to function as independent creative neuroscientists. Students work closely with faculty, postdoctoral fellows and other students to achieve these goals.

• Stanford Immersive Neuroscience: Incoming students attend the two-week Stanford Immersive Neuroscience course in early September. Comprised of lectures and labs, students learn a host of techniques in cellular and moledular aspects of neuroscience while getting to know and work with their classmates. 
• Lab Rotations: Students complete at least 3 laboratory rotations to gain hands-on experience in a variety of approaches and methods, get to know faculty members and their laboratory groups, and gain information about the research area for their thesis.
• Neuroscience Core Modules: These eight 3-week modules cover genetics, anatomy, development, molecular, cellular, cognitive, computational, and systems neuroscience.
• NEPR 212: Responsible Conduct of Neuroscience
• NEPR 209: Introduction to Mathematical Tools for Neuroscience
• NEPR 280: Neuroscience Journal Club and Professional Development Series
• BIOS 217: Foundations of Statistics and Reproducible Research
• Meet the Faculty: The program hosts weekly talks with faculty as an introduction to research in program labs and explore options for rotations and thesis work. 
• Fellowship Applications: Students may apply for extramural fellowships and grants for which they are eligible (e.g., NSF GRFP, HHMI)
• Thesis Lab Selection: Students join a thesis lab at the end of the first year.
• Individual Development Plan (IDP)   Meeting : After joining a lab, students meet with their mentor to complete the  Individual Development Plan (IDP) , a roadmap to complete their degree and pursue their chosen career path.
• Courses to meet the Advanced Topic and Statistics requirement
• Initiate Thesis Project: After settling into the thesis lab, the second year is spent developing a thesis project that will be proposed as part of the Qualifying Exam.
• Fellowship Applications: Eligible students will apply for the NSF GRFP and other fellowships as applicable. 
• Qualifying Examination: The Qualifying Exam is taken by the end of the second year in the program.
• After successful completion of the Qualifying Exam, students will apply for Doctoral Candidacy and form their thesis committee . 
• Annual Individual Development Plan (IDP)  - Students will complete the IDP with their thesis advisor annualy by August 31. 
• Program Service: In the second year, students take on leadership roles in the program by serving as student representatives for admissions, curriculum, community activities, student speaker events, and the program retreat. Students may also begin doing work as Teaching Assistants at Stanford. 
• Thesis Research: After passing the qualifying exam and advancing to doctoral candidacy, students will focus on their thesis research. 
• Fellowship Applications: Eligible students will apply for the NIH NRSA by December of the third year and should also apply for other fellowships for which they are eligible.
• Thesis Committee Meeting: Students will meet with their Thesis Committee at least once in the 3rd and 4th year to ensure progress towards successful completion thesis research.
• Individual Development Plan (IDP) - Students will complete the IDP with their thesis advisor annually. 
• Thesis Research:  Thesis research continues
• Thesis Committee Meeting:  Students will meet with their Thesis Committee at least once in the 4th year to ensure progress towards successful completion thesis research. They should also map out a plan for submitting the required first author manuscript and discuss this with their committee. 
• Individual Development Plan (IDP)  -  Students will complete the IDP with their thesis advisor annually. 
• Thesis Committee Meetings:  Starting in the fifth year these meetings happen more frequently to ensure progress to complete the research project and final degree requirements - first author publication, thesis defense, and written dissertation. 
• Thesis Defense - Students give a defense of their dissertation/thesis paper; this is a public seminar presenting their research findings that is followed by an Oral Examination conducted by their thesis committee. 
• First Author Publication - Students publish a first-authored manuscript to a peer-reviewed journal. 
• Written Dissertation - A written dissertation of their graduate research is the final requirement to complete the Ph.D. degree.
• The Ph.D. program typically takes approximately five years to complete.

• Washington State University

PhD in Neuroscience

Research-intensive program.

The PhD in Neuroscience is a research-intensive program to train students for independent research careers in higher education, industry, and government agencies.

Integrated Graduate Program

• Common core curriculum. Graduate students take common courses in biomedical ethics, responsible conduct, experimental design, and deconstruction of research. Most core and elective courses are taught in a 5-week microcourse format that have a precise focus on a topic of timely and intense interest to students and faculty.
• 8-week lab rotations. Choose three labs and work alongside faculty researchers to discover your research interests and choose a mentor.
• Professional development. Attend ongoing academic and career development training in our Leadership and Professional Series to enhance communication, mentoring, diversity, and leadership skills.

Graduate students have the ability to work with leading faculty from multiple departments, colleges, and campuses across Washington State.

Complete Your Neuroscience PhD in Spokane

WSU College of Medicine in Spokane is home to more than a dozen faculty members who are affiliated with the Neuroscience PhD program. These researchers recruit and mentor graduate students, providing outstanding opportunities for scientific training, scholarship, and collaboration. As the university’s health sciences hub, it is home to world-class health science facilities, faculty, and expertise, as well as partnerships with local and regional hospitals and research facilities.

Research Areas

Completing your studies through the Spokane campus provides a range of options for research areas of focus, with faculty who specialize in the following research areas:

• Circadian rhythms
• Brain injury
• Drug and alcohol use
• Autism spectrum disorders (ASD)
• Feeding and metabolism
• Neuroimmunology

Rotate with Labs

Students complete three 8-week lab rotations during the first year to gain experience on different topics, learn a variety of techniques, and find the right mentor for continuing their research.

Living in Spokane

Spokane has the benefit of being located in the beautiful Pacific Northwest region, with ample options for outdoor sports and recreation; local shopping, dining, and events.

How to Apply

1. contact our faculty.

Across our faculty, we have expertise and active research programs spanning a wide range of topics. We encourage applicants to contact faculty members whom they may be interested in working with prior to applying. They can answer questions about their work as well as whether or not they are recruiting new students.

Complete the WSU graduate school application process.

In your personal statement, be sure to indicate that you are interested in studying Neuroscience in Spokane , along with which Spokane-based faculty mentors you are interested in working with and why. A single application to the WSU PhD in Neuroscience program is used for all WSU campuses, so you are also able to indicate in your application if you are interested in completing the Neuroscience PhD program at the Spokane, Pullman, and/or Vancouver, WA campuses.

Neuroscience Students

Sofia Fluke [email protected] Advisor: Dr. Brieann Satterfield

Elizabeth Medina [email protected] Advisor: Dr. Lucia Peixoto

Rachael Muck [email protected] Advisor: Dr. Brieann Satterfield

Caitlyn Ottaway [email protected] 1 st year student doing laboratory rotations

For questions specific to the Spokane Neuroscience PhD program at the College of Medicine, contact Kimberly Honn

For general questions about the Neuroscience PhD program, contact Becky Morton

Take the Next Step

• Alumni Affairs
• Neuroscience PhD

Neuroscience PhD Landing Hero with Page Title

Navigation Menu

• How to Apply
• Recruitment Events
• Program Details
• Tuition and Financial Support
• Faculty Directory
• Meet Our Students
• For Current Students
• Class Profiles

Neuroscience PhD Intro with CTA Code Block

Understanding the brain-body connection.

The Neuroscience PhD Program at Penn State College of Medicine brings together scientists from different basic and clinical disciplines to focus on the nervous system. We do so with a strong emphasis on diversity, equity and inclusion. To increase access to our program for all students, especially from underserved communities, we removed GRE requirements for application to our program in 2019.

Some researchers seek to clarify the development or function of the brain at the cellular, molecular, or genetic levels. Others seek to understand how the nervous system processes information, controls autonomic functions, regulates states of consciousness, or determines behavior. Still others search for the means to diagnose, prevent, and successfully treat malignant brain tumors, congenital and acquired brain diseases, neurodegenerative diseases, or dysfunctions caused by pathologic states in brain structure. All are committed to educate graduate students in the neurosciences in a supportive and inclusive environment.

Get in Touch

Interested in our Neuroscience program? Use the buttons below to contact us.

About the Program

Neuroscience phd about the program double feature boxes.

Students in the Neuroscience Graduate Program begin by taking core courses in biomedical sciences and fundamental neuroscience, and completing three laboratory rotations to develop technical skills and identify potential laboratories for thesis research before taking their Qualifying Exams.

Penn State College of Medicine provides an inclusive and supportive environment that promotes not only research and learning, but to also enhance social justice in our communities.

All accepted doctoral students receive a stipend and paid tuition costs, allowing for full-time graduate studies.

Learn more about the Neuroscience PhD curriculum.

Program Goals

The interdepartmental structure of the Neuroscience PhD program provides students with the flexibility to take multidisciplinary approaches to research problems in neuroscience, and collaborations among laboratories are strongly encouraged. Research programs are well-supported by grants from private and public funds, particularly from the National Institutes of Health.

Penn State College of Medicine provides a collegial environment that promotes research and learning.

Our immediate goal is to prepare students to assume responsible positions as researchers or teachers in the neurosciences. Our ultimate goal is to provide a foundation that will prepare them for leadership positions in academia, industry or a wide range of related disciplines. Graduates of the program have transitioned to careers in academic science, industry, healthcare and administration.

Education More about Penn State College of Medicine H2 and brand video Code

More about penn state college of medicine.

Neuroscience PhD Program More About COM Double Feature Boxes

Related programs.

• Anatomy PhD Program
• Biomedical Sciences PhD Program
• Biostatistics PhD Program
• Postdoctoral Training
• Undergraduate Programs

College Links

• Department Directory
• Jobs at the College of Medicine
• Donate to the College of Medicine
• Apply to the College of Medicine
• Penn State Health Milton S. Hershey Medical Center

Education & Admissions Landing Student Resources H2 Code

Student resources, education & admissions student resources for degree pages code.

Penn State College of Medicine strives to create the best culture of respect and inclusion for our students. A number of programs, services and facilities are available.

• Cognitive Skills Program
• Disability Services
• Diverse student groups
• Harrell Health Sciences Library
• Office for Diversity, Equity and Inclusion
• Office for Professional Mental Health
• Office for a Respectful Learning Environment
• Simulation Center
• Student Health

Sitewide Campus Life H2 header

Campus life, sitewide campus life double feature boxes, student housing.

Penn State College of Medicine offers housing in its University Manor East or University Manor West apartments to full-time students, residents, postdoctoral scholars and visiting scholars.

Read more about on-campus housing.

Life in Hershey, PA

Penn State College of Medicine's primary campus is located in Hershey, Pa. The area provides numerous diverse and delicious dining experiences, sports, concerts and entertainment, and is a short drive away from the Baltimore, Philadelphia and Washington, DC, metro areas.

Read more about life in Hershey.

• Research degrees
• Your research options
• Supplementary PhD Programs

Neuroscience PhD Program

The Neuroscience PhD Program is a supplementary learning opportunity to enrich your graduate research experience. The program offers an opportunity to share your research with other disciplines and expand your peer network.

You can find existing Graduate Research courses using our Find a Course search tool.

The Melbourne Neuroscience PhD Program brings together graduate researchers from many disciplines. These researchers share a passion for discovering knowledge in the area of neuroscience. When you join, you will access the best in neuroscience research from across the University.

This is a competitive program that complements your core PhD project. You will receive close mentoring from experts in the field of neuroscience. And you will benefit from a broad range of research initiatives.

The Melbourne Neuroscience PhD Program will help you to:

• Connect with other researchers from across the University
• Build relationships with relevant external organisations
• Develop your career path after graduation
• Consider your research topic from different perspectives
• Contribute to the discovery of new knowledge
• Expand your professional and personal networks
• Learn how to engage with industry.

We have a strategic location in Parkville. This allows us to link across faculties. And we are close to key partner organisations including hospitals, research institutes and industry partners.

Program activities include a mix of skill-based workshops, seminars, awards and networking.

Technical skills

Advanced neuroscience workshops.

We offer the Advanced Neuroscience Workshops each year. These workshops help you develop skills that relate to your research project, and to broaden your knowledge and skills outside your project. Each workshop provides a comprehensive, small-group experience. Workshops that will be offered in 2024 include:

• Research Design and Analysis (Statistics)
• Neural Computational Modelling
• Foundations of MRI
• Electrophysiology
• Introduction to Behavioural Neuroscience
• Microscopy and Lab Techniques

Neuroscience-related seminars

At least one neuroscience-related seminar is held each week. We hold these seminars at the Melbourne Brain Centre in Parkville.

Specialised programs

You could have the opportunity to undertake PhD studies within specialised programs. This might include the Yulgilbar Alzheimer's Research Program (YARP) Clinicians Research Network. This network has strong links to clinical research.

International scholar exchange program

You can apply to join the Rebecca Hotchkiss International Exchange Program. This established program offers a placement at the  Hotchkiss Brain Institute (HBI). The HBI is part of the University of Calgary in Canada. The successful applicant will be a high-calibre PhD student. If successful, you will collaborate on a research project of shared interest. As a result, you will gain new skills and real-world experience. The exchange program runs for four to eight weeks.

Melbourne Brain Symposium – Mendelsohn Student Lecture and Award

The prestigious Mendelsohn Award recognises an outstanding student in the field of neuroscience. If you receive the award, you will deliver a lecture at the annual Melbourne Brain Symposium. Your lecture will communicate your research outcomes to the neuroscience community. You will present alongside some of the most eminent scientists from Australia and around the world.

Participate

To take part in the Melbourne Neuroscience PhD Program, you must be enrolled in a PhD at the University of Melbourne.

If you’re a current University of Melbourne PhD candidate

• Talk with your supervisor about participating
• Fill out your details and register for the Melbourne Neuroscience PhD Program here
• If you have any question, please don’t hesitate to  contact us .

If you want to apply for a PhD at the University of Melbourne

• Explore  PhD opportunities at the Florey Institute of Neuroscience and Mental Health
• See details of the  candidature application process.

First published on 22 February 2022.

• Request Info
• Check Status

Neuroscience PhD

Doctoral Program

With a growing community of scientists at UTSA, the PhD in Neuroscience offers students a foundation in the study of brain structure, function, and behavior.

Start Your Bold Future

By submitting this form, I agree that UTSA may contact me by email, voice, pre-recorded message and/or text message using automated technology.

Please enable javascript in your browser

Why Pursue a PhD in Neuroscience

As a doctoral student, the first year of coursework offers a strong background in electrical and chemical signaling, brain circuits, experimental design, and data analysis. Students also complete a series of three lab rotations before beginning dissertation projects. Neuroscience students conduct original research, present their work at national and international conferences, and author articles published in prestigious scientific journals. Research is conducted in modern laboratories and well equipped supporting core facilities.

Program Highlights

• Interdisciplinary training in neuroscience research
• Brain disorders
• Computational neuroscience
• Electrical signaling
• Sensory processing
• Stem cells & development
• Excellent student success with program alumni currently in academia, industry, consulting, and data science
• Students receive a competitive annual stipend and have health insurance
• Vibrant research community that values diverse perspectives and cultivates inclusive and equitable trainee development

Collaborative Environment

The program faculty is highly interactive and diverse with multiple opportunities for cross-lab research and mentoring. The PhD in Neuroscience is enriched by UTSA Neurosciences, which hosts annual research symposia, podcasts from world-renowned neuroscientists, and activities that promote research collaboration.

Student also have the opportunity to work collaboratively using multidisciplinary approaches to advance our basic understanding of the brain and brain disorders through the UTSA Brain Health Consortium .

• Admission Requirements

Application Deadlines

Funding opportunities, career options, admission & application requirements.

Applications are submitted through the UTSA Graduate Application . Please upload all required documents (listed below) on your UTSA Graduate Application. It is the applicant’s responsibility to ensure completion and submission of the application, a nonrefundable application fee, and all required supporting documents are on file with UTSA by the appropriate application deadline.

Applicants are encouraged to have their admission file completed as early as possible. All applications, required documents and letters of recommendation, if applicable, must be submitted by 5:00 PM U.S. Central Time on the day of the deadline. Deadlines are subject to change.

The department offers competitive stipend support throughout a student’s tenure in the program. In addition, all tuition and fees will be paid. Entering students are encouraged to apply for National Science Foundation as well as National Institutes of Health pre-doctoral fellowship support. For qualified students, the Minority Biomedical Research Support Program supports stipend, tuition and fees, health insurance, and travel to scientific meetings.

UTSA prepares you for future careers that are in demand. The possible careers below is data pulled by a third-party tool called Emsi, which pulls information from sources like the U.S. Bureau of Labor Statistics, U.S. Census Bureau, online job postings, other government databases and more to give you regional and national career outlook related to this academic program.

Earning a Master's Degree

While in a doctoral program, a student may earn a master’s degree provided the following conditions are satisfied:

• A student must be admitted to candidacy.
• A student is eligible to receive a master’s degree upon completion of University-wide requirements and any additional degree requirements specific to the program.
• The Doctoral Studies Committee, Department Chair, and the Graduate Associate Dean of the College must recommend students for the degree.
• The student must apply for graduation by the published deadline the semester prior to awarding the doctoral degree.
• All required coursework in the doctoral program at the time of admission to candidacy must have been taken within the previous six years.
• If the master’s degree requires a thesis, the degree cannot be awarded on the basis of the doctoral qualifying examination.
• Students will not be approved for an additional master’s degree in the same field in which an individual has previously received a master’s degree.

Course Offerings & Schedule

This program is housed on UTSA’s Main Campus. Courses and research activities are primarily offered during the day, but participation in the neuroscience PhD program is considered a full-time activity.

Graduate Advisor of Record

Matthew Wanat, PhD

210-458-6684

Search form

Graduate program.

The Interdepartmental PhD Program in Neuroscience (NSIDP) is one of eighteen Graduate Programs in Biosciences at UCLA . The NSIDP has an independent admissions process and an independent curriculum, but all programs share some of the administrative structures.

Neuroscience research at UCLA is not restricted to an individual department. In fact neuroscience-oriented laboratories can be found across campus, from the School of Medicine to the College and the School of Engineering. Active collaborations between groups with different research focuses are the norm. These collaborations are fostered by financial incentives, intellectual curiosity and a structure for promotion that values collaborative work. Collaborations are always depending on graduate students and postdoctoral scholars and in fact are frequently initiated not by principal investigators but by graduate students. Thus, its is beneficial to have a graduate program that reflects the collaborative atmosphere at UCLA in its design.

Interactions are not limited to groups within the NSIDP. There are collaborations with groups in the humanities, cancer biology and structural biology. They are also not limited to UCLA and encompass laboratories across the US and across the globe. At UCLA we breathe and thrive on collaborative work because we believe that everybody brings something unique to the quest to figure out how the brain works, and working together we have a better chance for advancing our understanding. The NSIDP strives to enable its students to develop the critical skills to identify an experimental question, to obtain the technical and intellectual tools to address the question and to hone the skills of communicating the question, path and potential answers to experts and to the general public. Rather than providing graduate students with vocational training in Neuroscience, the NSIDP strives to help students obtain the intellectual skills to identify, frame and solve problems. These skills are indispensable for a successful career in Neuroscience but will also prepare students extremely well for a wide variety of other career paths.

• Clerc Center | PK-12 & Outreach
• KDES | PK-8th Grade School (D.C. Metro Area)
• MSSD | 9th-12th Grade School (Nationwide)
• Gallaudet University Regional Centers
• Parent Advocacy App
• K-12 ASL Content Standards
• National Resources
• Youth Programs
• Academic Bowl
• Battle Of The Books
• National Literary Competition
• Youth Debate Bowl
• Bison Sports Camp
• Discover College and Careers (DC²)
• Financial Wizards
• Immerse Into ASL
• Alumni Relations
• Alumni Association
• Homecoming Weekend
• Class Giving
• Get Tickets / BisonPass
• Sport Calendars
• Cross Country
• Swimming & Diving
• Track & Field
• Indoor Track & Field
• Cheerleading
• Winter Cheerleading
• Human Resources
• Plan a Visit
• Request Info

• Areas of Study
• Accessible Human-Centered Computing
• American Sign Language
• Art and Media Design
• Communication Studies
• Data Science
• Deaf Studies
• Early Intervention Studies Graduate Programs
• Educational Neuroscience
• Hearing, Speech, and Language Sciences
• Information Technology
• International Development
• Interpretation and Translation
• Linguistics
• Mathematics
• Philosophy and Religion
• Physical Education & Recreation
• Public Affairs
• Public Health
• Sexuality and Gender Studies
• Social Work
• Theatre and Dance
• World Languages and Cultures
• B.A. in American Sign Language
• B.A. in Art and Media Design
• B.A. in Biology
• B.A. in Communication Studies
• B.A. in Communication Studies for Online Degree Completion Program
• B.A. in Deaf Studies
• B.A. in Deaf Studies for Online Degree Completion Program
• B.A. in Education with a Specialization in Early Childhood Education
• B.A. in Education with a Specialization in Elementary Education
• B.A. in English
• B.A. in Government
• B.A. in Government with a Specialization in Law
• B.A. in History
• B.A. in Interdisciplinary Spanish
• B.A. in International Studies
• B.A. in Interpretation
• B.A. in Mathematics
• B.A. in Philosophy
• B.A. in Psychology
• B.A. in Psychology for Online Degree Completion Program
• B.A. in Social Work (BSW)
• B.A. in Sociology
• B.A. in Sociology with a concentration in Criminology
• B.A. in Theatre Arts: Production/Performance
• B.A. or B.S. in Education with a Specialization in Secondary Education: Science, English, Mathematics or Social Studies
• B.S in Risk Management and Insurance
• B.S. in Accounting
• B.S. in Biology
• B.S. in Business Administration
• B.S. in Information Technology
• B.S. in Mathematics
• B.S. in Physical Education and Recreation
• B.S. In Public Health
• General Education
• Honors Program
• Peace Corps Prep program
• Self-Directed Major
• M.A. in Counseling: Clinical Mental Health Counseling
• M.A. in Counseling: School Counseling
• M.A. in Deaf Education
• M.A. in Deaf Education Studies
• M.A. in Deaf Studies: Cultural Studies
• M.A. in Deaf Studies: Language and Human Rights
• M.A. in Early Childhood Education and Deaf Education
• M.A. in Early Intervention Studies
• M.A. in Elementary Education and Deaf Education
• M.A. in International Development
• M.A. in Interpretation: Combined Interpreting Practice and Research
• M.A. in Interpretation: Interpreting Research
• M.A. in Linguistics
• M.A. in Secondary Education and Deaf Education
• M.A. in Sign Language Education
• M.S. in Accessible Human-Centered Computing
• M.S. in Speech-Language Pathology
• Master of Social Work (MSW)
• Au.D. in Audiology
• Ed.D. in Transformational Leadership and Administration in Deaf Education
• Ph.D. in Clinical Psychology
• Ph.D. in Critical Studies in the Education of Deaf Learners
• Ph.D. in Hearing, Speech, and Language Sciences
• Ph.D. in Linguistics
• Ph.D. in Translation and Interpreting Studies
• Ph.D. Program in Educational Neuroscience (PEN)
• Individual Courses and Training
• Certificates
• Certificate in Sexuality and Gender Studies
• Educating Deaf Students with Disabilities (online, post-bachelor’s)
• American Sign Language and English Bilingual Early Childhood Deaf Education: Birth to 5 (online, post-bachelor’s)
• Peer Mentor Training (low-residency/hybrid, post-bachelor’s)
• Early Intervention Studies Graduate Certificate
• Online Degree Programs
• ODCP Minor in Communication Studies
• ODCP Minor in Deaf Studies
• ODCP Minor in Psychology
• ODCP Minor in Writing
• Online Degree Program General Education Curriculum
• University Capstone Honors for Online Degree Completion Program

Quick Links

• PK-12 & Outreach
• NSO Schedule

PEN student wins NIH grant for research on ASL and spatial cognition

Melody Schwenk, a graduate student in Gallaudet’s PhD Program in Educational Neuroscience (PEN), has won a grant from the National Institutes of Health.  The Ruth L. Kirschstein National Research Service Award Individual Predoctoral Fellowship to Promote Diversity in Health-Related Research (Parent F31-Diversity) was awarded for Schwenk’s project, “American Sign Language and Spatial Cognition Skills: A Neurocognitive Study Using EEG and Standardized Neuropsychological Assessments.”

“This training grant will support her training in new skills needed to complete her dissertation,” says Dr. Lorna Quandt, Schwenk’s sponsor and Co-Director of Gallaudet’s Visual Language and Visual Learning Center. Dr. Karen Emmorey, Director of the Laboratory for Language and Cognitive Neuroscience at San Diego State University, is Schwenk’s co-sponsor.

Schwenk is the third PEN student to win this prestigious award, which honors a polio vaccine researcher who was the first woman director of an NIH institute. Dr. Geo Kartheiser and Dr. Adam Stone received it in 2014 and 2016, respectively.

Get the Details

Fill out our inquiry form for an Admissions Counselor to contact you.

Apply Today

Create an account to start Your Applications.

Contact the Admissions Office?

Already Started an Application? Log in to Submit your completed Application or Check your application status here.

Recent News

Pen student wins nih grant for research on asl....

April 3, 2024

Visiting scholar from Mexico researching AI and sign languages

April 2, 2024

Gallaudet Distinguished Debate tackles who should teach ASL

March 25, 2024

Alumnus Jeffrey Panasuik receives educational leadership award 

March 22, 2024

Stay up to date on all the gallaudet happenings, both stories, and initiatives, we are doing with our Signing community!

At a glance.

• Quick Facts
• University Leadership
• History & Traditions
• Accreditation
• Consumer Information
• Our 10-Year Vision: The Gallaudet Promise
• Annual Report of Achievements (ARA)
• The Signing Ecosystem
• Not Your Average University

Our Community

• Library & Archives
• Technology Support
• Interpreting Requests
• Ombuds Support
• Health and Wellness Programs
• Profile & Web Edits

Visit Gallaudet

• Explore Our Campus
• Virtual Tour
• Maps & Directions
• Shuttle Bus Schedule
• Kellogg Conference Hotel
• Welcome Center
• National Deaf Life Museum
• Apple Guide Maps

Engage Today

• Work at Gallaudet / Clerc Center
• Social Media Channels
• University Wide Events
• Sponsorship Requests
• Data Requests
• Media Inquiries
• Gallaudet Today Magazine
• Giving at Gallaudet
• Financial Aid
• Registrar’s Office
• Residence Life & Housing
• Safety & Security
• Undergraduate Admissions
• Graduate Admissions
• University Communications
• Clerc Center

Gallaudet University, chartered in 1864, is a private university for deaf and hard of hearing students.

Copyright © 2024 Gallaudet University. All rights reserved.

• Accessibility
• Cookie Consent Notice
• Privacy Policy
• File a Report

800 Florida Avenue NE, Washington, D.C. 20002

• Dal.ca Home
• Campus Life
• News & Events

Dalhousie University

• Faculty of Medicine
• For Current Students
• For Faculty & Staff
• Departments
• Alumni & Friends

News Archive

• February 2024
• December 2023
• November 2023
• September 2023
• August 2023

Big research, little time: Medical neuroscience student wins 3 Minute Thesis finals

Last week, 10 graduate students took to the stage to compete in Dal’s annual 3 Minute Thesis (3MT) competition, with medical neuroscience PhD student Reynaldo Popoli earning this year’s winning title with his presentation on improving the quality of life for patients living with the neurological disorder ALS.

The 3MT finals, held Tuesday, March 19 in the Dalhousie Student Union Building, challenged competitors to present their research to a non-specialist audience in three engaging minutes or less, using only one static PowerPoint slide as a visual aid.

Five master’s and five PhD students shared their research, representing the Faculties of Medicine, Science and Health. 

Making strides in medicine

Along with taking home the title of Dal’s newest 3MT champion after winning over the judging panel, Popoli won a cash prize of $1,000 and the opportunity to represent Dalhousie at the Eastern 3MT regionals at the Institut national de la recherche scientifique in Quebec this June.

“I feel incredibly grateful, especially to my colleagues that allowed me to practice my presentation and provided invaluable feedback,” he says.

Faculty of Graduate Studies Dean Marty Leonard with Popoli. 

Popoli’s presentation called attention to the devastating impacts of ALS — a disease that affects the cells in our bodies that control our muscles. These cells originate in the brain and spinal cord and travel to the muscles, forming connections called neuromuscular junctions. In ALS, the cells withdraw from the muscles, and these connections are left non-functional.

“The goal of my research is to understand some of the changes that occur in ALS. More precisely, in the connections between the cells that control our movements and their respective muscles. By understanding these changes, we hope we can use different therapeutic approaches to slow down disease progression and improve symptoms,” he says. 

Popoli’s research looks at drugs that help regulate and maintain the integrity of the neuromuscular junction. He has shown that the use of these drugs in ALS make symptoms progress much slower and maintain neuromuscular junctions for longer, allowing for a 10 per cent increase in life expectancy and better quality of life for patients.

“My work is far from over, but I’m hopeful that with this novel research, we’ll be able to find new treatments for this devastating disease.” 

Prize-worthy presentations

Pooyan Moradi, another PhD student in medical neuroscience, and Kaela Trumble, a master’s student in rehabilitation research, were also selected as top finalists by the judging panel. 

Moradi earned second place and a $500 prize, presenting on the use of artificial intelligence to detect seizures in animals and how this model can be applied to better predict epilepsy in humans who have suffered head injuries.

Pooyan Moradi.

Trumble placed third in the competition and won $250 with a presentation covering the differences in how people develop health problems as they age in relation to heart disease.

Kaela Trumble.

The remaining eight finalists each earned $100 prizes for their inspiring presentations.

Also receiving the most votes for the People’s Choice Award, biochemistry and molecular biology master’s student Dina Rogers captivated the crowd when describing a biological recycling process by which PET plastic can be repurposed into new materials by protein engineering to combat climate change. The award, valued at $500, was generously sponsored by Estelle Joubert, assistant dean of the Faculty of Graduate Studies, and entrepreneur Paul Doerwald.

Dina Rogers.

Recommended reading:   Where experience meets impact: Introducing Dalhousie’s 2023 Top Co‑op Students of the Year

Distilling big ideas

This year's 3MT finals opened with a traditional Mi'kma'ki welcome with Elder Ann LaBillois. The event was enthusiastically hosted by CBC reporter and video journalist Brett Ruskin for a sixth time. 

Judges for the competition were Dr. Frank Harvey, Dal's provost and vice-president academic, Grace Jefferies-Aldridge, Dal’s vice-president, people and culture, and Kristan Hines, senior vice-president of corporate and public affairs at NATIONAL Public Relations.

Organized by the Faculty of Graduate Studies, the event served as an opportunity for members of the Dal community and beyond to learn about the impactful work the university’s graduate students are engaged in.

“For many of us, the 3 Minute Thesis competition is the highlight of the year at Dalhousie,” says Dr. Marty Leonard, dean of the Faculty of Graduate Studies. “It challenges students to take what could be very technologically or theoretically complex research — or better yet, both — and make it accessible and interesting to anyone.”

Dalhousie President Dr. Kim Brooks invited the crowd to relish the opportunity to celebrate the extraordinary research happening on campus.

Dal President Kim Brooks.  

“If you have the privilege of spending time in a university, one of the things you get to do often in your academic life is trace an idea back to its origins,” she says. “And almost every time you find a new idea, a unique contribution, and you trace it back to its origins, you find a graduate student.”

3MT finalists.  

See below for a complete list of this year’s 3mt finalists and their presentations:.

• Dina Rogers, MSc, Biochemistry and Molecular Biology Proteins vs. Pollution: A Biochemical Solution to a Brighter Future 
• Kateryna Rudenko, MES, Environmental Studies Weaving Mi’kma’ki from Stories We Share
• Joy Liu, MSc, Statistics From Approximate to Accurate: Improving Sea Scallop Meat Weight Estimates in the Bay of Fundy through Statistical Modeling
• Reynaldo Popoli, PhD, Medical Neuroscience How a life changes forever in just 12 months
• Kaela Trumble, MSc, Rehabilitation Research How will your heart age?
• Eniko Zsoldos, PhD, Chemistry Improving Battery Sustainability by Limiting Charging
• Divya Rathore, PhD, Physics and Atmospheric Science Many Shades of Green
• Sophie Inkpen, MSc, Kinesiology Taking Action Through Activity: A Program for Patients with Acquired Brain Injury
• Pooyan Moradi, PhD, Medical Neuroscience Cloudy with a Chance of Epilepsy
• Fatemeh Mahdizadeh Karizaki, PhD in Health Promoting Health and Wellbeing: Access and Inclusion to Childcare and Early Learning for Children with Disabilities in Nova Scotia

Recent News

Dalhousie University Faculty of Medicine Halifax, Nova Scotia, Canada  B3H 4R2 Tel: 1-902-494-6592

Dalhousie Medicine New Brunswick 
Saint John, New Brunswick, Canada E2L4L5 Tel:1-506-636-6000

• Campus Directory
• Student Career Services
• Employment with Dalhousie
• For Parents
• For Employers
• Media Centre
• Privacy Statement
• Terms of Use
• Current Students
• Faculty & Staff

Dalhousie University Halifax, Nova Scotia, Canada B3H 4R2 1.902.494.2211

Skip to Content

Pamela Romero Villela in the news

Department Calendar

Dept. Scheduler

Departmental Wikis