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Neuroscience Personal Statement Examples

Below are very good neuroscience personal statement examples, as well as FAQ. Read and use these personal statements as inspiration to write your university application.

Neuroscience Personal Statement Example

As a lifelong science enthusiast, I have always been fascinated by the complexity of the natural world and the mysteries that await discovery. From my early love of dinosaurs to my current interest in the intricate workings of the human brain, I have pursued my passion for science through my academic studies and personal pursuits. Now, as I embark on the next phase of my educational journey, I am thrilled at the prospect of studying neuroscience at university.

My BTEC in Science has provided me with a solid foundation in various scientific fields, including psychology , physiology, and biochemistry. However, it is the study of the brain that truly captivates me. I am eager to delve into the intricate connections between different disciplines that enable us to understand this complex organ and potentially cure illnesses that afflict humanity. My interest in neuroscience was further sparked by reading Louann Brizendine’s “The Female Brain” and following Dr Helen Fisher’s work on the biological basis of human behaviour.

My love of problem-solving and new inventions is evident in my interests outside of academia, including my passion for science fiction films like “Transformers,” “Inception,” and “Iron Man.” The engineering involved in creating sleek and fast cars like my favourite, the Maserati Quattroporte GTS, fascinates me and underscores my appreciation for scientific knowledge and its applications.

In addition to my academic pursuits, I am an avid sports enthusiast and have gained valuable experience in teamwork and leadership through my involvement in sports programmes. I obtained my Sports Leadership Award and shared my skills in basketball and other sports with children. I regularly participate in my local Kickz football scheme and have been featured in video clips for my local basketball team. I believe that teamwork and collaboration are essential to achieving humanity’s goals, just as the relationships between different scientific disciplines are vital to advancing our understanding of the world.

Having lived in Russia for nine years, I have developed a deep appreciation for different cultures and a desire to contribute positively to the world. My multilingualism in English, Urdu, Russian, Spanish, and French reflects my ability to communicate effectively with people from diverse backgrounds. My work experience at Office Angels Recruitment Agency taught me the importance of organization, focus, and teamwork in achieving goals.

As part of the Imagine Croydon scheme, I presented my ideas for improving my borough to the Mayor of Croydon Council, which reflects my passion for making a positive impact on the world. I am inspired by the allegory coined by Oliver Sacks about cognitive processes being akin to learning a new piece of music, and I am convinced that our plastic neural networks can be rewired to improve our cognitive abilities.

One of my primary aims in studying neuroscience is to gain a deeper understanding of the evolution of the brain and its development from childhood to adulthood. I believe that this knowledge holds the key to unlocking the mysteries of the prefrontal cortex and further advancing our understanding of the brain’s capabilities.

Despite facing medical challenges that impacted my ability to concentrate fully during my A-level studies, I found the subjects engaging and interesting. I have also been helping GCSE students in their science, Spanish, and English studies, which has reinforced my love of teaching and sharing knowledge with others.

I am excited to pursue my passion for neuroscience at university and apply my problem-solving skills, teamwork experience, and multilingualism to contribute positively to the field. I am confident that my love of science, combined with my curiosity and thirst for knowledge, will make me a valuable addition to any neuroscience programme.

Cognitive Neuroscience Personal Statement

From my early fascination with dopamine and neurotransmitters to my current interest in Alzheimer’s disease and its treatment, my passion for neuroscience has driven my academic and personal pursuits. I was inspired by a Psychology course in my fourth year and went on to study Chemistry and Biology, where I was captivated by the endocrine and neurological systems. My love of reading has led me to stay up to date on medical world affairs, with Ivor Browne’s autobiography and British journal articles on psychiatry illnesses and drug use among my favourite sources.

My interest in Alzheimer’s disease has motivated me to volunteer at Alzheimer’s homes, where I have performed for and entertained elderly patients. My enterprise class in transition year taught me essential entrepreneurial skills, including initiative, problem-solving, and pragmatism, and I led my group to be the only one to make a profit. Drama is one of my main hobbies, and I have performed on stage several times, particularly enjoying improvisation.

My EPQ explored the most effective treatment for Alzheimer’s disease, leading me to conclude that a combined treatment plan including pharmaceuticals and activities for healthy brain stimulation, such as music, might be most effective. I am also interested in using treatments that have not previously been considered for mainstream medical applications, such as curcumin, and postulated that hormone reduction played a vital role in the progress of Alzheimer’s disease.

My work experience with Dr Gregory Wildgoose and his research team at UEA allowed me to gain a better understanding of the industry I am hoping to enter, despite the electrochemistry I was working on not being directly connected to my field of interest. My greatest personal achievement has been travelling in Malaysia with World Challenge, where I raised funds to help redecorate an orphanage for disabled children and rebuild a hatchery on the site of a turtle conservation area, teaching me essential skills such as time management, budgeting, leadership, teamwork, and self-motivation.

I am excited to pursue a degree in Neuroscience and contribute to the field in the future. I am particularly interested in the narrow field of research and development and hope to be an eternal student, continually stimulated by everything I encounter. Studying at a university far from home is ideal for me, as I relish the idea of starting afresh and facing new challenges and responsibilities. I am quick on my feet, cope well under pressure, and pay attention to detail, all skills that will serve me well in the field of neuroscience.

In conclusion, my passion for neuroscience has driven my academic and personal pursuits, from my early fascination with neurotransmitters to my current interest in Alzheimer’s disease and its treatment. My enterprise skills, love of reading, and volunteering experience have prepared me well for the challenges of university study, while my achievements have taught me essential skills such as leadership, teamwork, and self-motivation. I am excited to contribute to the field of neuroscience in the future and am eager to learn every detail to continually be stimulated.

FAQ Neuroscience Personal Statements

A strong Neuroscience Personal Statement is important because it is typically the first opportunity for a university admissions tutor to get to know you beyond your academic record and test scores. It allows you to showcase your passion for neuroscience and demonstrate your suitability for the programme.

A personal statement for the neuroscience course should highlight your academic achievements, experience, skills, and aspirations. It should demonstrate your passion for neuroscience and your understanding of the subject matter. You should explain why you are interested in neuroscience, what you hope to gain from the programme, and how it fits into your future goals.

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Neuroscience Personal Statement Examples

1 Personal Statement Example Links
2 Career Opportunities
3 UK Admission Requirements
4 UK Earnings Potential For Neuroscientists
5 Similar Courses in UK
6 UK Curriculum
7 Alumni Network

Are you considering a degree in neuroscience?

A career as a neuroscientist offers an exciting and challenging path for those interested in understanding the workings of the human brain and nervous system.

As a neuroscientist, you will study the complex interactions between neurons, synapses, and brain regions, and investigate how these processes contribute to behaviour, cognition, and disease.

You may conduct experiments in the lab, use brain imaging techniques, or study clinical cases to identify patterns and insights into brain function.

To become a neuroscientist, you will typically need to complete a Bachelor’s degree with fairly high A level entry requirements (AAB in Manchester for example).

During your studies, you will gain knowledge in areas such as neuroanatomy, neurophysiology, neurochemistry, and neuropharmacology.

A career in neuroscience offers many exciting opportunities, including academic research, biotech industry, pharmaceuticals, and government agencies.

With advances in technology and growing interest in brain-related disorders such as Alzheimer’s and Parkinson’s disease, the demand for skilled neuroscientists is expected to grow in the coming years.

👍 When writing a personal statement : Highlight your passion for the course, demonstrating your understanding of it. Use relevant personal experiences, coursework, or work history to showcase how these have fostered your interest and readiness for the course.

Career Opportunities

Careers and professions that someone with a degree in neuroscience can pursue include:

1. Neuroscientist: Neuroscientists study the nervous system, including the brain and spinal cord, and the behavior and mental processes associated with it. They use a variety of techniques to investigate the structure and function of the nervous system, and to understand how it works in health and disease.

2. Neuropsychologist: Neuropsychologists specialize in the study of how the brain and nervous system affect behavior and mental processes. They use a variety of techniques, including cognitive testing, to assess and diagnose neurological disorders.

3. Neurologist: Neurologists are medical doctors who specialize in the diagnosis and treatment of diseases and disorders of the nervous system, including the brain and spinal cord. This requires a medical degree – you can do this after a Neuro undergrad degree or intercalate i.e. do the whole degree in one year during medical school .

4. Neurosurgeon: Neurosurgeons are medical doctors who specialize in the diagnosis and surgical treatment of diseases and disorders of the nervous system, including the brain and spinal cord. Again, this requires a medical degree – you can do this after a Neuro undergrad degree or intercalate i.e. do the whole degree in one year during medical school.

5. Neuropharmacologist: Neuropharmacologists study the effects of drugs on the nervous system, including the brain and spinal cord. They use a variety of techniques to assess the safety and efficacy of drugs for the treatment of neurological disorders.

6. Neuroethologist: Neuroethologists study the behavior of animals in their natural environment, with a particular focus on the nervous system. They use a variety of techniques to investigate the structure and function of the nervous system and its role in behaviour, such as recording neural activity in animals while they are engaging in specific behaviors, examining the effect of lesions or stimulation of specific brain regions, or studying the evolutionary development of the nervous system across different species.

Their work can help us understand not just animal behavior, but also the basic principles of neural function that apply to all animals, including humans.

UK Admission Requirements

In order to be accepted into the Neuroscience course at a UK university, applicants must meet the following entry criteria:

Grades: Applicants must have achieved a minimum of three A-Levels, or equivalent, at grades AAB or higher.

Prerequisites: Applicants must have achieved a minimum grade of B in Maths and/or Science, and a minimum grade of C in English Language.

Other Entry Criteria: Applicants must be able to demonstrate a strong interest in Neuroscience, and may be required to attend an interview prior to acceptance.

This entry criteria is similar to that of other courses in the field of Natural Sciences. However, the Neuroscience course may require higher grades than other courses, due to the complexity of the subject matter.

UK Earnings Potential For Neuroscientists

The average earnings for someone with a degree in Neuroscience will vary depending on the type of job they pursue. Generally, those with a degree in Neuroscience can expect to earn between £40,000 and £80,000 per year. Those who pursue higher level positions, such as research scientists or medical professionals, may earn more.

Recent trends in the job market have seen a rise in the demand for professionals with a degree in Neuroscience.

This is due to the growing number of medical and research facilities that are looking for qualified professionals to help them understand and treat neurological disorders. As a result, salaries for those with a degree in Neuroscience are likely to continue to rise in the coming years.

Similar Courses in UK

Other university courses related to Neuroscience include Cognitive Science, Psychology, and Neuropsychology.

Cognitive Science is an interdisciplinary field that examines the nature of the mind and its processes. It looks at how the brain works, how people think, and how they interact with their environment. It is a combination of several disciplines, including psychology, computer science, linguistics, philosophy, and neuroscience. Cognitive Science focuses on understanding the mental processes involved in learning, memory, perception, decision-making, and problem-solving.

Psychology is the scientific study of the mind and behavior. It looks at how people think, feel, and act. It examines the biological, social, and environmental influences on behavior. It also looks at the development of mental processes such as memory, language, and problem-solving.

Neuropsychology is a branch of psychology that studies the relationship between the brain and behavior. It looks at how the brain and nervous system affect behavior, emotions, and cognition. It examines how the brain is affected by injury, disease, or other conditions, and how these changes affect behavior. Neuropsychology also studies how the brain is organized and how it works.

UK Curriculum

The key topics and modules covered in a Neuroscience course typically include:

Neuroanatomy: This module covers the structure and function of the nervous system, including the brain and spinal cord. It also covers the anatomy of the peripheral nervous system, including the autonomic, somatic, and enteric nervous systems.
Neurophysiology: This module covers the electrical and chemical processes that occur in neurons and in the nervous system as a whole. It also covers the physiology of the senses, including vision, hearing, and taste.
Neurochemistry: This module covers the biochemistry of the nervous system, including the synthesis, release, and reuptake of neurotransmitters, as well as the effects of drugs on the nervous system.
Neuropsychology: This module covers the study of the relationship between the brain and behavior. It also covers topics such as memory, attention, language, and emotion.
Neurodevelopment: This module covers the development of the nervous system from conception to adulthood. It also covers the effects of environmental and genetic factors on the development of the nervous system.
Neuropathology: This module covers the study of diseases and disorders of the nervous system. It also covers the diagnosis and treatment of neurological disorders.
Neuroimaging: This module covers the use of imaging techniques such as MRI, CT, and PET scans to study the structure and function of the brain. Students learn how to interpret these images, understand the underlying technology, and appreciate their use in diagnosing and studying neurological disorders.

Alumni Network

Notable alumni from the Neuroscience course include Nobel Laureate Dr. Eric Kandel, who is a professor at Columbia University and is widely known for his work on memory and learning. He has contributed greatly to the field of neuroscience through his research and discoveries, and has written several books on the topic.

Other notable alumni include Dr. Robert Sapolsky, a professor at Stanford University who is known for his research on stress and the effects of stress on the body. He has written several books on the topic and has been featured in numerous documentaries.

Alumni events and networking opportunities are available through the Neuroscience Alumni Network. The network offers a variety of events, including seminars, symposiums, and conferences, as well as networking opportunities for alumni to meet and connect with one another. Additionally, the network provides a platform for alumni to share their experiences and knowledge with current students.

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Personal Statements
Neuroscience personal statement

Neuroscience Personal Statement Example

Sample statement.

Studying Neuroscience means you’ll be on the frontline of new scientific discoveries and could lead to a highly rewarding career. However, you might find that writing your personal statement is the biggest hurdle.

To give you a push in the right direction here is an example personal statement of someone applying to study Neuroscience:

From an early age I was interested in science and thoroughly enjoyed creating “experiments” with home science kits and other household items. As I grew older I understood just how many ground breaking discoveries are made in the world of science every day and I know that a career where I can be a part of that is right for me.

At school I excelled in science subjects and relished the chance to study Biology and Chemistry at A Level. By studying these subjects alongside Psychology and Sociology gave me a chance to develop more in-depth knowledge of how the human mind works and how we form relationships with each other and the world around us.

During my time at college I worked part time as a carer in a nursing home specialising in elderly dementia and Alzheimer’s patients. This gave me first-hand experience of how fragile and complex the human brain is.

Outside of school I fit volunteering at my local charity shop around my studies and part time employment. This gives me the chance to build on my personal, teamwork, and communication skills that I have gained as a result of working in the care home.

I look forward to my time at university taking me to a new area where I can volunteer for another charity and continue to develop my skills and make new connections with local people.

My time at the care home has inspired me to want to help people who suffer with degenerative brain disorders and to strive to discover better forms of treatment, or even a prevention or cure.

I hope that a career in Neuroscience will allow me to improve the lives of others, if only in a small way.

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CAREER FEATURE
23 April 2021

Sell yourself and your science in a compelling personal statement

Andy Tay is a science writer in Singapore.

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Personal statements — essays highlighting personal circumstances, qualities and achievements — are used extensively in science to evaluate candidates for jobs, awards and promotions. Five researchers offer tips for making yours stand out in a crowded and competitive market.

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Nature 593 , 153-155 (2021)

doi: https://doi.org/10.1038/d41586-021-01101-z

These interviews have been edited for length and clarity.

K. B. Clancy et al. Neuron 109 , 677–689 (2021).

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Master of Science in Neuroscience

Fall December 1

International students may need to surpass the Graduate School’s minimum English language proficiency exam scores for this program. If the graduate program has unique score requirements, they will be detailed below. Otherwise, please refer to the Graduate School’s minimum score guidelines.

600 TOEFL Minimum score
100 TOEFLI Minimum score

Degree Description:

Neuroscience is the study of the nervous system from elementary molecular events to integrative outputs such as behavior and autonomic control. The program in Neuroscience at WSU includes classroom discussions of primary neuroscience literature, courses designed specifically to teach students scientific reasoning and training in proposal writing and oral presentation skills. However, the bulk of the program is spent pursuing a scientific question that includes the design and completion of an original investigation. Students develop their project under the expert guidance of well-funded and renowned neuroscientists on the faculty at WSU. Members of the graduate faculty in the Program in Neuroscience come from multiple departments, colleges, and campuses from across the University, thus giving students a broad selection of mentors and potential topics for their thesis research.

Integrative Physiology and Neuroscience , the College of Veterinary Medicine and the Graduate School are committed to providing equal opportunity in its services, programs, and employment for individuals with disabilities. Academically qualified students with disabilities are provided with access to the individualized assistance that is consistent with the student’s needs and the essential requirements of the program or course of study in which the student is enrolled. Reasonable accommodations are available for students with a documented disability. Use the links on the left to learn more about our graduate Program Details, Faculty Research Areas, and Highlights. Please contact us directly.

The Program in Neuroscience has students on three campuses located in Pullman, Spokane and Vancouver, Washington. Students will be physically located on the campus where their mentor has their laboratory. All neuroscience applications go to the same location no matter where their potential mentor might be located.

Admission Requirements:

Students wishing to pursue a Master’s degree in Neuroscience need to have a strong math and science background with a minimum of a Bachelor’s degree. Applicants need to submit an application on the WSU Graduate School website to be considered. Application documents must include:

College transcripts (unofficial acceptable for initial review–upon admittance official transcripts are required)
Three (3) letters of reference
Resume or curriculum vita
Personal statement describing why you are interested in studying neuroscience clearly define which faculty mentor you are interested in working with and explain why. Included in the personal statement describe an achievement that you are proud of and discuss how you reached your goal, and any obstacles you had to overcome to reach it. Conversely, tell us about a time when you didn’t achieve a goal and what you learned from the experience (maximum word length is 350 words).
Writing Statement: Describe a major finding in neuroscience and/or biomedicine over the past five (5) years, and explain why you think it was important (maximum word length of 350 words). Please cite your work at the end. Citations do not count in the 350 word length count. Writing statements over the maximum word length may disqualify your application.

Application review begins December 1 each year. Only complete applications with all accompanying documents will be reviewed.

Students that choose to pursue a Master’s degree must identify a research mentor from the graduate faculty for the Program in Neuroscience prior to being admitted. The faculty mentor needs to contact the Neuroscience admissions office to confirm the agreement. The Program in Neuroscience does not fund MS students. Students need to either self-support or identify other sources of support (mentor’s grant or teaching assistantship if available).

Student Opportunities:

In addition to learning how to read and evaluate scientific literature, students in the MS program will learn the fundamental aspects of experimental design and some technical skills used in neuroscience research. They also have the opportunity to participate in the professional development series administered through the Integrated Programs in Biomedical Sciences (iPBS).

Career Opportunities:

Students completing their MS degree in Neuroscience can continue on to complete a PhD degree, or enter directly into a research career in a government, academic or industry laboratory (pharmaceutical or other biotech).

Contact Information:

Becky Morton [email protected]

Neuroscience MSc

London, Bloomsbury

Our brain and its workings define who we are. Neuroscience is discovering how the nervous system functions in health and disease from the molecular to the behavioural level. It is a vibrant area of science with regular exciting new breakthroughs, but there is still much to be discovered. Ranked ninth in the 2023 QS Rankings for Life and Medical Sciences, UCL is one of the leading neuroscience institutions in Europe. Students will benefit greatly from the vast reservoir of expertise available.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Applications open

Entry requirements

A minimum of an upper second-class UK Bachelor's degree in biomedical sciences, life sciences or related subject area, or a medical degree (MBBS), or an overseas qualification of an equivalent standard. Applicants with an appropriate professional qualification and relevant work experience may also apply.

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

The programme is designed to give students a broad overview and experience of contemporary neuroscience research: from the intricate workings of an ion channel; to the wonder of how all the cellular machinery results in the higher brain functions that make us who we are. The modules are devised for students who want to build on a basic understanding of neuroscience, most often from a broader biological background or those that have a high-level insight from psychology and cognitive science but also attracts those from diverse backgrounds: from physics to philosophy. A large, challenging project will give you the experience of being embedded in and contributing to an active research laboratory and enable the development of many skills: project planning, data analysis, computer literacy, technical writing, presentation, critical appraisal and time management.

Who this course is for

The programme aims to prepare graduate students primarily for PhD study and a career in research. It also provides an excellent training for related careers such as scientific journalism and in areas requiring critical appraisal of complex data.

What this course will give you

The UCL Division of Biosciences is one of the largest and most active research environments for basic biological research in the UK, and UCL has one of the largest, most dynamic and exceptional neuroscience communities in the world.

UCL has over 450 principal investigators covering all aspects of neuroscience.

This MSc provides students with a broad knowledge of neuroscience, together with deep knowledge and hands-on experience in the area of their research project.

The foundation of your career

The MSc Neuroscience provides an introduction to a career in neuroscience. Around 80% of our students progress to a PhD and then onto careers in academia, industry and other allied biomedical professions. The remainder go into careers in the fields of healthcare, education and commercial scientific research.

Employability

The majority (more than 80%) of our graduates take up PhD positions in neuroscience research, including some who stay on at UCL.

Students will be able to take part in activities at the UCL Division of Biosciences and across the wider UCL community. There may also be opportunities to attend conferences.

Teaching and learning

Knowledge in neuroscience will be facilitated through lectures, tutorial-style journal club groups, and self-directed learning using published articles, web-based information sources and databases and completion of taught module assessments. The research project and preparation of the dissertation develop writing skills, self-directed learning and critical analysis of research literature.

The programme is delivered through a combination of lectures, seminars, tutorials and a laboratory project. Student performance is evaluated through formal examination, coursework, and the research project.

This 180-credit programme requires 1800 hours of study spread over the academic year.

The taught modules (90 credits) typically provide 10-15% contact hours during terms 1 and 2. This would be in lectures and small-group classes. The remaining self-directed study time would involve preparation, revision and the production of materials for assessment.

For the 90-credit research project, the project is 2-3 days until Easter and then almost full-time until the dissertation submission in late August. Overall the project typically comprises 10-15% direct contact time. Each project is supervised by one or more experienced laboratory members, and the direct contact hours will vary with the nature and phase of the project. In the beginning, there will be more supervisory contact and as your independence increases this will reduce. The contact is likely to take the form of research group discussions, meetings with group leaders, impromptu discussions with other experienced laboratory members, direct one-to-one training in laboratory techniques, and the preparation of presentations and posters. Towards the end, contact hours will increase to support your preparation and writing of the dissertation. For students taking the part-time programme, the project hours will be similar but they can be spread more flexibly during year 2.

In terms one and two you will study core and optional taught modules covering synaptic, developmental, systems, sensory, neurodegenerative and cognitive neuroscience. The ‘Journal Club Module’, is small-group based, critical analysis of published papers and runs in parallel with the lecture modules. The research project runs throughout the whole year, part-time until Easter and then almost full time until the dissertation submission in the second half of August. The project is assessed in September.

Part-time students generally take all the taught modules in the first year and do the project in the second year. Attendance for part-time students is approximately two days per week.

Compulsory modules

Optional modules.

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Students undertake modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded an MSc in Neuroscience.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees and funding

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

Students will not face any additional costs

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

Previous students have benefitted from the DeepMind Scholarship. Information regarding this scholarship will be posted on the following page: https://www.ucl.ac.uk/lifesciences-faculty/study/funding-and-scholarships

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

Brown Family Bursary

Deadline: 20 June 2024 Value: £15,000 (1 year) Criteria Based on both academic merit and financial need Eligibility: UK

UCL East London Scholarship

Deadline: 20 June 2024 Value: Tuition fees plus £15,700 stipend () Criteria Based on financial need Eligibility: UK

Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

There is an application processing fee for this programme of £90 for online applications and £115 for paper applications. Further information can be found at Application fees .

When we assess your application we would like to learn:

What particularly attracts you to study this programme at UCL
How your academic, personal and professional background meets the demands of this rigorous programme
Where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

Division of Biosciences

[email protected]

UCL is regulated by the Office for Students .

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Neuroscience, MS

On this page:, at a glance: program details.

Location: Tempe campus
Second Language Requirement: No

Program Description

Degree Awarded: MS Neuroscience

The MS program in neuroscience provides advanced knowledge on fundamental neuroscientific concepts, the neurobiological substrates of behavior, and cutting-edge experimental techniques for studying brain function. An important underlying theme of the program is to understand the genetic, molecular, cellular and circuit-level changes associated with neurodegenerative diseases, altered brain development, and neuropsychiatric disorders.

In addition to mentored research opportunities with internationally recognized experts, students also have opportunities to explore recent primary literature and hone communication, presentation and professional skills.

GI Bill® benefits

This new program is not yet approved for use with GI Bill® benefits.

GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs. More information about education benefits offered by VA is available at the official U.S. government website at https://www.benefits.va.gov/gibill/ .

Application and admission information

How to apply.

Applications open September 1 for admission in Fall of the following year. The application deadline is December 1. We accept applications for Fall semesters only. We cannot guarantee that applications received after the December 1 deadline will be considered for admission. However, given that the program is new, we will be accepting Fall 2024 applications until July 1, 2024 and reviewing them on a rolling basis.

All applicants must apply by filling out ASU's Graduate Admissions application. All application materials must be submitted through the application or to Graduate Admissions directly. Please do not mail or email any documents to the School of Life Sciences.

Required materials and information include the following:

1-2 page personal statement
An up to date CV or resume
The names of relevant SOLS faculty you have been in touch with who you might be interested in being supervised by
Unofficial transcripts and English proficiency test scores (if applicable)
The names and emails of at least 3 recommenders to write you letters of recommendation

Application review process and timeline

Following the December 1 deadline, faculty will begin reviewing applications. Applicants should monitor their My ASU priority tasks to ensure there are no missing materials in their application. Admission decisions will begin in March, and applicants typically receive final decisions by April 1.

Requirements

Minimum requirements for admission include the following:

Cumulative GPA of at least 3.0 on a 4.0 scale
International applicants must satisfy university minimum requirements for English proficiency (TOEFL, IELTS, Duolingo, PTE). There are other ways to demonstrate English proficiency beyond the tests, so please refer to ASU's English proficiency webpage to review how you might satisfy requirements.

Desired qualifications typically seen in competitive candidates:

Research experience and a letter of recommendation from a faculty research supervisor
English proficiency scores that meet these teaching assistant language proficiency requirements

Please note that the GRE is not required.

Program cost and funding

In the School of Life Sciences, there is no funding guarantee for students admitted to a master's degree. If admitted, master's students are able to request teaching assistant positions each semester. However, positions may only be assigned on a first come, first serve basis pending position availability. Research assistant positions are uncommon for master's students but ultimately depend on the student's faculty research supervisor. Teaching and research assistant positions for master's students come with a salary for the semester assigned, but do not include tuition or health insurance assistance.

Given the lack of position guarantee, master's students should ensure they understand the tuition costs they will be responsible for. Tuition varies depending on a student's residency status. To review anticipated tuition costs, please utilize ASU's tuition estimator .

Degree Requirements

30 credit hours and a thesis

Required Core (5 or 6 credit hours) BIO 610 Introduction to Responsible Conduct of Research in Life Sciences (1) NEU 556 Human Systems Neuroscience (4) or NEU 576 Advanced Cellular and Molecular Neuroscience (3) NEU 558 Neuroscience Journal Club (1)

Other Requirement (1 credit hour) NEU 591 Seminar (1)

Research (9 credit hours) NEU 592 Research (9)

Electives (8 or 9 credit hours)

Culminating Experience (6 credit hours) NEU 599 Thesis

Additional Curriculum Information Students choose either NEU 556 or NEU 576 as part of their core course requirements. Students who choose NEU 576 complete an additional credit hour of elective coursework in order to achieve the 30 credit hours required for the program. Students should contact the program advisor for a list of approved electives.

Students take NEU 599 in their last semester.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in the life sciences, psychology, engineering or a related field from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

Applicants are required to submit:

graduate admissions application and application fee
official transcripts
personal statement
professional resume
three letters of recommendation
proof of English proficiency

Additional Admission Information An applicant whose native language is not English must provide proof of English proficiency regardless of current residency.

Applicants will need to provide three letters of recommendation from people who can speak to their academic experiences, qualifications and potential. Recommenders will receive an email with instructions but are able to submit their recommendation entirely online. Submission of a traditional hard-copy letter is not necessary.

In one- to two- single-spaced pages using Arial font, applicants should discuss their research interests and experience. Applicants should indicate what their goals are in obtaining a graduate degree; why the School of Life Sciences at Arizona State University is suited to the pursuit of their degree; and list any publications, honors, awards or society memberships they have.

Next Steps to attend ASU

Learn about our programs, apply to a program, visit our campus, application deadlines, career opportunities.

The Master of Science program in neuroscience prepares graduates for entry into advanced research or clinical training programs; technical positions in academia, industry and health care-related fields; or employment in sectors focused on education, consulting, law, pharmaceuticals and artificial intelligence.

Career examples include:

clinical research assistant
data analyst in neuroscience or artificial intelligence
laboratory technician
medical writer
pharmaceutical sales representative
public health position related to neurological disorders
technologist in medical imaging or genetic counseling

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

[email protected]
480/965-1768

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Neuroscience Personal Statement – Sample For Graduate School

EssayEdge > Blog > Neuroscience Personal Statement – Sample For Graduate School

My long-term goal is to dedicate myself to the research field of neuroscience. In order to achieve this goal, I hope to acquire my Ph.D. at Mt. Sinai School of Medicine starting in the fall of 2000.

In 1992, I obtained my MA degree in Molecular Microbiology from Indiana University, Bloomington. At I.U., I received intensive training by Dr. Roger Innes in experimental design, logical thinking, and molecular genetics techniques. After I graduated from I.U., I became a lab supervisor in the clinical cytogenetic laboratory at Tzu Chi College of Medicine, Taiwan. The lab is part of TCCM’s newly established genetic research team directed by Dr. Ming-Liang Lee. My responsibilities at the lab included training lab technicians, improving testing accuracy by consistently improving technical skills and knowledge, and managing the lab’s day-to-day operations. At TCCM, I also taught several fundamental biology courses, including general biology, cell biology, and medical genetics laboratory.

After five years of working, I decided to pursue more advanced research training in the latest techniques of microbiology. Since the fall of 1998, I have been taking several Ph.D.-level courses at New York University . I have performed very well in my studies there, which have been supported by a fellowship from Taiwan’s National Science Council. My courses at NYU are Biochemistry I and II, Molecular Principles of Evolution, Cell Biology, Molecular Controls of Organism Form and Function, Neuroimmunology Journal Club, and Physiology Basis of Behavior. I am also researching in Dr. Joseph LeDoux’s lab for credit. At this lab, I have been using immunohistochemistry to detect the activation of track receptors in rat brains after fear conditioning. One of the tracks, trkB, responds to BDNF, which is related to synaptogenesis and LTP induction in the processes of learning and memory. My results have shown that the phosphorylation peak of trk appears in the hippocampal CA1 area 24 hours after fear conditioning. Further blocking experiments using trk antagonist need to be performed in order to confirm this result.

Need help? Check out EssayEdge editing services:

My laboratory experience has triggered my strong interest in studying cellular and molecular mechanisms underlying neurological diseases. The majority of patients with these diseases have chromosomal and genetic abnormalities. Most genetic diseases lead to neurological symptoms, and several neurological diseases are associated with strong genetic predispositions. The genetic defects associated with Alzheimer’s Disease, alcoholism, Fragile-X Syndrome, Neurofibrmatosis, and Parkinson’s Disease have already been mapped. However, the links between genes, gene products, neuronal circuits, brain functions, and diseases are still unclear. I am eager to help uncover these links.

I think that Mt. Sinai’s Ph.D. program perfectly suits my interests. The faculty includes experts in several divisions of neuroscience. There is an especially large group studying neurological diseases. The group uses various approaches, animal models, and behavioral paradigms to search for the causes of diseases on the molecular, cellular, physiological, and system levels. I am particularly interested in working in Dr. John Morrison’s lab, which studies cortical organizations, glutamate receptors, and neurodegenerative disorders; Dr. Patrick Hof’s lab, which uses comparative neuroanatomy to study aging; Dr. Giulio Pasinetti’s lab, which studies cyclooxygenase and inflammation in Alzheimer’s Disease; and Dr. Charles Mobbs’s lab, which uses molecular, histological, behavioral, and electrophysiological methods to study basic mechanisms underlying metabolic diseases and aging.

Mt. Sinai School of Medicine also attracts me because of its location in an extremely nice area of Manhattan. In addition, the strong collaboration between its neuroscience program and its other departments, its affiliated hospital, and many other outstanding New York laboratories will enable me to receive much technical and academic support.

In order to sponsor my Ph.D. education, I have obtained a competitive Ph.D. fellowship from the Buddhist Compassion Relief Tzu-Chi Foundation, the largest nonprofit organization in Taiwan. The foundation is dedicated to helping needy all over the world, regardless of age, sex, race, and religion. Over the past decades, it has provided worldwide relief and assistance. Its missions focus on charity, medical care, education, and international relief. The founder, Master Chang Yang, was once nominated for the Nobel Peace Prize. The foundation will support my Ph.D. education for at least four years.

After completing my Ph.D. education, I plan to continue my research and teaching in neuroscience. Thus far, most of the detailed work in studying neurological disease has of necessity been performed in experimental animal systems. However, the progress of human genome mapping might eventually make it possible to test whether the disease mechanisms discovered in animals function in comparable ways in humans. Consequently, in the future, I hope to apply my knowledge of the genes and proteins involved in neurological diseases to develop pharmacological treatment or genetic therapies. I am confident that one day we will have effective drugs to prevent memory loss or aging. We may even be able to cure currently intractable neurological diseases through gene therapies, either in utero or in live humans.

I am confident that Mount Sinai School of Medicine’s graduate program will enable me to successfully meet my goals. I also believe that if I am accepted to your Ph.D. program, I will contribute greatly to Mount Sinai’s learning environment.

If the paper you plan to submit looks similar to this sample, you can order a graduate school personal essay edit. This neuroscience graduate essay sample has a good structure, flow, and style, but some aspects need improvement. You can check our before and after editing examples to realize why editing is essential. We are waiting for your request!

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PERSONAL STATEMENT EXAMPLE Psychology and Neuroscience Personal Statement

Submitted by Caroline

Study Psychology at a BPS accredited Uni

Discover the wide world of Psychology, from human development to influences like biology and socialisation at Bangor.

Calling all curious minds! Delve into the depths of human behaviour at Swansea.

Get expert scientific training and unlock the secrets of the mind with Swansea's Psychology degrees. Explore their wide range of degrees and discover how you can tailor your studies to your interests.

Psychology and Neuroscience Personal Statement

Purpose for learning is a key difference between animal and human brains; whereas evidence suggests that animal brains have evolved to learn what is useful for their immediate needs, humans have a greater capacity to learn and store information even if it has no obvious us, which allows us to advance as a species. This distinction was my first encounter with Psychology and Neuroscience in an essay competition about animal and human thought. I concluded that the study of Psychology is both paramount to giving us an insight into the human mind and, unquestionably, the subject I wish to study at university.

I enjoyed ‘Incognito’, by Eagleman, addressing free will through the lens of Neuroscience; it supported a conclusion that I had arrived at via other reading, that if who we are is so dictated by our brain chemistry that a minute alteration in neurotransmitters can produce alarming changes to our behaviour, it is questionable whether we are truly free. Having previously only considered this question from a broader, philosophical standpoint, I was excited by the insights that scientific research can bring to issues; I feel that Psychology bridges Science and Philosophy perfectly.

It is fascinating how simple impulses and synapses can cause the complex mental life we experience. I read ‘The Brain’, by Wenk, which interested me as it allowed me to more fully understand the links between underlying neural mechanisms and behaviour. For example, Wenk addresses the neurological causes of psychological conditions, such as the link between serotonin and depression. The promise that psychological and neuroscientific research can bring us excites me both for intellectual curiosity but also from a compassionate point of view; it is my dearest ambition to contribute to such research in the future. To this end, I completed a research Gold CREST project in Chemistry that I extremely enjoyed; this also advanced my abilities in scientific method and experiment-design. Chemistry is especially interesting to me from a psychological angle, as the mind and consciousness are essentially simple molecular interactions.

Intrigued by consciousness I attended a panel debate at LSE, about what it is and if it is present in animals. I was curious as to where we could draw the line between conscious and unconscious beings. Although I think it simplistic to suggest that neural activity and consciousness are separate entities, it remains indisputable that some actions require more conscious thought than others. Thus Eagleman’s observation that the level of consciousness an animal has is ‘paralleled to their intellectual flexibility’ is a convincing one, and I am inclined to agree there is a spectrum of different degrees of consciousness. Enthused by what I learnt, I gave a presentation at my school about animal consciousness, language and morality; I was delighted with how many of my peers and teachers engaged with this and the ensuing discussion challenged some of my perspectives and allowed stimulating intellectual debate.

I am also interested in memory, both neurologically looking at dendritic spines, but also from a broader perspective with respect to the malleability of memory and the judicial implications of this. Interested by what I had learned, I gave an interactive talk on memory to children. This was also interesting from a psychological angle as the children reacted differently to the same stimuli and it is fascinating to be able to partly understand why that is the case; studying Psychology gives me a new understanding of the world. This was further demonstrated to me when I was volunteering in a primary school, as well as in my roles as Prefect and Head Chorister. I also enjoy leadership and responsibility as Head of Fair Trade and Head Editor of the history magazine. Furthermore I am doing Gold DofE.

To understand the mind is to understand our world and I am excited by the prospects of studying the mind to undergraduate level and beyond.

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Frontiers | Science News

Science News

Featured news

A replay of life: what happens in our brain when we die.

By Maryam Clark, science writer

Image: Okrasiuk/Shutterstock.com

Neuroscientists have recorded the activity of a dying human brain and discovered rhythmic brain wave patterns around the time of death that are similar to those occurring during dreaming, memory recall, and meditation. Now, a study published to Frontiers brings new insight into a possible organizational role of the brain during death and suggests an explanation for vivid life recall in near-death experiences.

Imagine reliving your entire life in the space of seconds. Like a flash of lightning, you are outside of your body, watching memorable moments you lived through. This process, known as ‘life recall’, can be similar to what it’s like to have a near-death experience. What happens inside your brain during these experiences and after death are questions that have puzzled neuroscientists for centuries. However, a new study published to Frontiers in Aging Neuroscience suggests that your brain may remain active and coordinated during and even after the transition to death, and be programmed to orchestrate the whole ordeal.

When an 87-year-old patient developed epilepsy, Dr Raul Vicente of the University of Tartu, Estonia and colleagues used continuous electroencephalography (EEG) to detect the seizures and treat the patient. During these recordings, the patient had a heart attack and passed away. This unexpected event allowed the scientists to record the activity of a dying human brain for the first time ever.

► Read original article ► Download original article (pdf)

Findings ‘challenge our understanding of when exactly life ends’

“We measured 900 seconds of brain activity around the time of death and set a specific focus to investigate what happened in the 30 seconds before and after the heart stopped beating,” said Dr Ajmal Zemmar, a neurosurgeon at the University of Louisville, US, who organized the study.

“Just before and after the heart stopped working, we saw changes in a specific band of neural oscillations, so-called gamma oscillations, but also in others such as delta, theta, alpha, and beta oscillations.”

Brain oscillations (more commonly known as ‘brain waves’) are patterns of rhythmic brain activity normally present in living human brains. The different types of oscillations, including gamma, are involved in high-cognitive functions, such as concentrating, dreaming, meditation, memory retrieval, information processing, and conscious perception, just like those associated with memory flashbacks.

“Through generating oscillations involved in memory retrieval, the brain may be playing a last recall of important life events just before we die, similar to the ones reported in near-death experiences,” Zemmar speculated. “These findings challenge our understanding of when exactly life ends and generate important subsequent questions, such as those related to the timing of organ donation.”

A source of hope

While this study is the first of its kind to measure live brain activity during the process of dying in humans, similar changes in gamma oscillations have been previously observed in rats kept in controlled environments. This means it is possible that, during death, the brain organises and executes a biological response that could be conserved across species.

These measurements are, however, based on a single case and stem from the brain of a patient who had suffered injury, seizures and swelling, which complicate the interpretation of the data. Nonetheless, Zemmar plans to investigate more cases and sees these results as a source of hope.

“As a neurosurgeon, I deal with loss at times. It is indescribably difficult to deliver the news of death to distraught family members,” he said.

“Something we may learn from this research is: although our loved ones have their eyes closed and are ready to leave us to rest, their brains may be replaying some of the nicest moments they experienced in their lives.”

REPUBLISHING GUIDELINES : Open access and sharing research is part of Frontiers’ mission . Unless otherwise noted, you can republish articles posted in the Frontiers news blog — as long as you include a link back to the original research. Selling the articles is not allowed.

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News Center

Honors day recognizes student and faculty excellence.

Faculty members and fourth-year medical students were recognized for academic and clinical excellence during Feinberg’s Honors Day, held on May 10 in the Hughes Auditorium.

“Being recognized at Honors Day is extremely humbling. I’m extremely proud of how much I have grown and changed as a person throughout medical school, both in my academic interests and life goals, and through that lens this award is incredibly validating. I feel honored that the work I have put in caring for patients, working on the wards and cultivating my passion for physiology are being highlighted by faculty for whom I have a tremendous amount of respect for,” said fourth-year medical student Austin Wang, who received the Neil Stone Award for Professionalism and Compassion in Medicine.

“Seeing all my friends go through medical school and finding their passions, interests, niches, and priorities that best suit them has been so rewarding. It seems crazy to me that at no single point did I, nor I believe any of my peers, feel that we were growing or learning, yet at the end looking back it feels like there is a mountain between where we are and where we started,” said Wang, who after graduation will begin his residency in Pediatrics and Anesthesiology at the Johns Hopkins Hospital in Baltimore.

Eric G. Neilson, MD , vice president for Medical Affairs and Lewis Landsberg Dean, welcomed faculty, graduating medical students and their families to this year’s Honors Day ceremony.

“Today, we honor our fourth-year students for their leadership, extracurricular accomplishments, service and commitment to Feinberg, and achievements and excellence to clinical approaches. We also recognize some of our outstanding faculty members who have played an integral part in our student’s educational trainings,” Neilson said.

Fourth-year medical student Nivedita Potapragada said being recognized with the Beatrice Tucker, MD, Award in Obstetrics and Gynecology at this year’s Honors Day was extremely special to her because the award highlights the importance of service and advocacy in the field of reproductive health.

“Dr. Beatrice Tucker has a brilliant legacy in this area including her efforts to expand home birth access, fight for reproductive autonomy through legalized abortion, and improving equitable care for marginalized communities here in Chicago. Over the last few years, we’ve seen reproductive rights constantly being challenged in political and cultural arenas across the United States. This award reminds us that service and advocacy are integral to being a health care provider, within and beyond individual patient interactions, because it’s the only way we can ensure that we are providing thoughtful, equitable, and comprehensive access to health care for the patients we have the privilege of serving,” said Potapragada, who will begin her residency in Obstetrics and Gynecology at Northwestern’s McGaw Medical Center in the fall.

Faculty awards were presented by Marianne Green, MD , the Raymond H. Curry, MD, Professor of Medical Education, to four Feinberg faculty members for outstanding teaching in the classroom and clinic.

Michael J. Marcangelo, MD , professor of Psychiatry and Behavioral Sciences in the Division of Consultation Liaison Psychiatry , was selected by graduating medical students as this year’s Harry N. Beaty Honors Day Speaker.

During his speech, Marcangelo discussed the nature of excellence in medicine and affirmed to students that there are many paths one can take to achieve excellence, from administering care and building professional and personal relationships, to giving service, teaching and developing passions outside of medicine.

“Finding your path to excellence is one of the key goals you’re working towards now and into residency. Don’t let your mentors, your colleagues or your managers tell you how to do it. Don’t let them narrow your vision of the type of physician you want to be,” Marcangelo said.

“Achieving excellence is not an end goal or a product, it’s a process: If we are finding meaning in our lives and our work, we are in the process of becoming more excellent,” Marcangelo said.

George H. Joost Teaching Awards

M1 : Todd M. Hoagland, PhD , lecturer of Medical Education, for outstanding teaching in a large-group setting during the M1 year.
M2 : Tod S. Chambers, ‘92 PhD , associate professor of Medical Education and Medicine in the Division of General Internal Medicine, for outstanding teaching in a large-group setting during the M2 year.
M3/M4 Clinical Teaching Award: Michael J. Marcangelo, MD, for excellence in the clinical teaching of medical students.
The Michael M. Ravitch Award: Angelo A. Costas, MD, ‘94, ‘96 GME , assistant professor of Medicine in the Division of General Internal Medicine, for outstanding teaching in a small-group setting.

Student Awards

James Kozlowski Award for Excellence in Urology : Jonathan Aguiar, presented to a graduating student with the most outstanding performance in urology.
Paul C. Bucy Medical Student Award: Nathan Shlobin, for outstanding contributions by a graduating student in the field of neurological surgery.
Frederick and Harriett Stenn Award for Humanism in Medicine: Tulsi Patel, nominated by a classmate for demonstration of humanism and compassion in the practice of medicine.
Neil Stone Award for Professionalism and Compassion in Medicine: Roger Smith and Austin Wang, nominated by a clerkship director in recognition of commitment to professionalism and compassion in medicine.
Kenneth M. Viste, Jr., ’66 MD, Student Service Recognition Award: Lena Volpe, in recognition of outstanding service and contribution to Feinberg School of Medicine.
Daniel Hale Williams Diversity and Inclusion Award: Michael Chidueme, in recognition of a graduating student who excelled in promoting diversity and inclusion at Feinberg School of Medicine.
Phi Rho Sigma Dennis Award: Elizabeth Adams, Margaret Danziger, Frances Ho and Lena Volpe, for outstanding performance in junior year clerkships.
Diane B. Wayne, MD, Award: Devyn Coskey, for outstanding performance in the junior medicine clerkship.
John T. Clarke, MD, Award: Trisha Kaundinya, for an outstanding graduating student pursuing a career in internal medicine.
Eugene Bauer, MD, Award for Excellence in Dermatology : Trisha Kaundinya, for the best overall performance in dermatology by a graduating medical student pursuing a career in dermatology.
Beatrice Tucker, MD, Award in Obstetrics and Gynecology: Nivedita Potapragada, in recognition of outstanding commitment, service, and advocacy in the field of women’s health.
Louis G. Keith, MD, PhD, Award in Obstetrics and Gynecology : Kai Holder, in recognition of clinical and academic excellence in the field of obstetrics and gynecology.
Henry B. Betts, MD, Award for Excellence in Physical Medicine and Rehabilitation: Hannah Martin, for best performance during the physical medicine and rehabilitation medical student clerkship rotation.
Stephen M. Stahl Award for Excellence in Psychiatry : Julia Moss, for an outstanding graduating student in psychiatry.
Edward A. Brunner Medical Student Award in Anesthesiology: Erin Ellis, in recognition of the highest level of academic excellence demonstrated by a graduating student pursuing a career in anesthesiology.
Sam Ung Ho, MD, Award for Excellence in Neurology : Mia Andreoli, for a graduating student who demonstrated excellence in neurology during the third-year clerkship as well as the selective experiences in neurology.
Jan Reddy Excellence in Pathology Award: Cooper Hayes, for excellent effort and learning on the pathology elective rotation.
Gayle E. Woloschak Medical Student Award for Excellence in Radiation Oncology: Jared Sullivan, for excellence in radiation oncology.
James Thomas Case Radiology Award: Christina Shehata, for best overall performance in radiology by a graduating student pursuing a career in radiology.
Clare Giegerich Award for Outstanding Promise in Orthopaedic Surgery: Cody Goedderz, awarded to a graduating student who demonstrated outstanding performance in the field of orthopaedic surgery.
James A. Stockman III Award for Excellence in Pediatrics and Child Health : Emily Merrick, for outstanding performance in the pediatric clerkship and a passion for advancing the care of children through advocacy, education, and research.
John P. Phair Award: Cooper Hayes, awarded to a graduating student who excelled on the infectious disease rotation in both the intellectual and human side of medicine.
Julius Conn, Jr., MD, Award: Emily Suen, for outstanding performance in the surgery clerkship.
Lee M. Jampol, MD, Award : Kyle Chan and Michael Drakopoulos, for outstanding achievement by a graduating student in ophthalmology, in clinical care and vision science research.
Martin Lipsky Award for Excellence in Family Medicine: Michael Saporito, named for the inaugural chair of Family and Community Medicine and granted to a graduating student entering a family medicine residency who most exemplifies the characteristics of altruism, compassion, and intellectual curiosity.
Society for Academic Emergency Medicine Excellence in Emergency Medicine Award: Jehannaz Dastoor, awarded to a graduating student who has demonstrated excellence in the specialty of emergency medicine.
Harold J. Pelzer, MD, Award: Evan Edwards, awarded to a graduating student for outstanding achievement on the otolaryngology rotation.

Celebrating the md class of 2024, postdoc rogan grant named a schmidt science fellow, recent prosthetics and orthotics student receives aaop women in research award.

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