why neuroscience college essay

Why I Majored in Neuroscience

Santiago serrano ’25.

Before I arrived at Pomona College, my relationship with science was limited. In high school, I was not involved in advanced science courses, often finding myself overshadowed by peers who seemed more innately talented in the scientific world. However, this belief went through a transformation upon joining the Pomona community. The Pomona Science Scholars program was a pivotal turning point, engaging me in a vibrant cohort where underrepresented groups in science thrived. It was within this nurturing environment that my fascination with neuroscience was established, unveiling a profound interest in the intricate workings of the human brain.

A course that significantly reshaped my academic journey was neurobiology, taught by Professor Karen Parfitt. This class epitomized the ideal learning experience, characterized by its small size and a curriculum that ensured each student's comprehension and engagement. The content and coursework were more intense than typical classes as they involved a thorough understanding of biology and neuroscience, but the vibrant dialogues in Professor Parfitt’s class stimulated an active educational experience, continually challenging and expanding our understanding of neurobiology.

Beyond the classroom, my neuroscience journey has been further advanced by the Beckman Fellowship. This opportunity has allowed me to delve into the intricate world of electrophysiology and Alzheimer’s Disease research. My experiences in the lab range from utilizing transgenic mouse models to examine learning impairments in Alzheimer’s Disease to employing innovative click chemistry techniques for identifying specific peptide binding sites in the brain. This multifaceted research approach not only enriches my educational experience but also opens new horizons in my academic career, a unique advantage made possible by the supportive and explorative spirit at Pomona College. The faculty’s commitment to fostering student interests has been instrumental in shaping my academic career, guiding me toward a future in the sphere of neuroscience.

Caitlin McIntyre ’24

Majoring in neuroscience at Pomona was an easy decision, confirmed by my positive experiences with Pomona’s faculty and students. My initial interest in the field was inspired by my youngest sister who was diagnosed with autism spectrum disorder (ASD) at age 3. In my general biology classes, I became curious about the neurological mechanisms that made up her condition. What in the brain caused her deficits in socialization? Why do so many individuals with ASD also struggle with fine motor skills? One fateful lecture on the mirror neuron system in Professor [Richard] Lewis’ “The Human Brain” course made everything make sense. I couldn’t wait to learn more! With the support of the neuroscience faculty, I’ve combined my interests in mirror neuron deficits in ASD with my other passions through my project thesis, “Utilizing Dance Movement Therapy for Autism Spectrum Disorder.” The Neuroscience Department offers the unique option for students to build a “community-based project” rather than an experimental thesis. For my project, I am excited to give back to my community by teaching a 10-week dance session in Claremont to teens and adults with disabilities. It’s rewarding to use my neuroscience education to help people like my sister.

The neuroscience program at Pomona College offers a comprehensive foundation while also encouraging exploration of one’s interests, ranging from the cellular mechanisms of neuropharmacology to the broader perspectives on human behavior. My favorite classes so far have been “The Stressed Brain” and “Psychological Disorders.” Going to a liberal arts college and taking humanities classes in addition to STEM have been invaluable, providing context for discussion of health inequities or biological ethical dilemmas. As a future healthcare professional, I believe it is so important for physicians to receive a well-rounded education, including studies in the humanities and social sciences.

Neuroscience courses at Pomona are challenging, yet rewarding. Students at Pomona are eager to learn, and our enthusiasm for the field only grows with support from faculty. Unlike lecture-based courses at larger universities, Pomona prioritizes collaboration with one’s peers and an understanding of the material beyond memorization. The beauty of a small liberal arts school is the accessibility of professors, as well as opportunities for undergraduate students to take on leadership roles through mentoring and teaching assistant positions. The Introduction to Neuroscience course, Neuro101A, is the quintessential model of such. Utilizing a flipped lecture format, class sessions are spent in small group discussions led by student mentors. This was one of the first classes where I felt completely engaged and active in my learning process. In-class activities challenged me to think outside the box and apply my learning to novel scenarios. One memorable activity was using our new knowledge of motor pathways to diagnose “patients” in the clinic. As both a student in this course and a mentor, I’ve felt the benefits of such a model for learning and a sense of community.

Outside of the classroom, I’ve participated in basic science and clinical research through the Pomona College Internship Program (PCIP). My favorite research experience has been working with children and teens with Down Syndrome through a clinical Alzheimer’s biomarker study. It felt surreal to participate in the literature review process and propose future directions. I couldn’t believe I was one of the “scientists” I was reading about in textbooks! I plan to continue my interest in neuroscience in the clinic as a physician, specializing in either pediatric or adult neurology.

Hannah Caris ’23

Ever since I took a high school course in psychology, I’ve been intrigued by the mystery and complexity of the brain. After exploring the impacts of bilingualism on executive functioning in my International Baccalaureate Extended Essay, my desire to learn about the biological basis of behavior only grew. Neuroscience seemed to be the perfect interdisciplinary mix of my interests, so going into college I was excited to finally have the opportunity to explore this field in earnest.

The best part of the Neuroscience Department is the talented, dedicated and accessible faculty—likely a feature universal at Pomona. The major itself is very flexible and includes courses from many departments, giving you opportunities to explore neuroscience with a multi-faceted lens. Last semester, I took Introduction to Computational Neuroscience, which focused on mathematical modeling of neural activity and also tied into concepts I was learning about concurrently in physics and in Introduction to Neuroscience.

One of my favorite parts about being a neuroscience major are the seemingly limitless unanswered questions, and consequently, opportunities to conduct exciting and meaningful research. In my first year at Pomona, I worked in Professor Jonathan King’s lab, where we used electrophysiological techniques to study the effects of ziram fungicide exposure on long-term potentiation in rats. I continued to work with Professor King last summer in the Remote Alternative Independent Summer Experience (RAISE), where I explored ginsenoside mediation of neuroinflammation and oxidative stress in Alzheimer’s and Parkinson’s diseases. This summer project, coupled with a previous research experience at a behavioral neuroimmunology lab, sparked my current interest in the field of neuroimmunology, which I hope to pursue after graduation.

Riya Sivakumar ’23

The unknown had always bothered me. As a kid, I pestered my parents to explain everything from how traffic lights changed to how X-rays detected my broken arm. While many of my questions had easily searchable answers, as I grew older, they became increasingly complicated. I soon began to deliberate why and how I wondered so much. I wanted to know if I was the only one questioning these things and if so, why? What made my thought process unique and what shaped it to its current state? Questions of the mind and body became my primary concern as I overloaded my high school schedule with every science class I could. My exploration through the sciences led me to take a neuroscience elective in my junior year. My teacher presented the field as one of the questions, rather than the concrete answers we had grown to expect from our previous science classes. From that first class I was hooked. I kept my options open when coming to Pomona, but after taking my first neuroscience course this past fall I knew it was what I wanted to major in. The interdisciplinary nature of the field allows you to draw knowledge from biology, chemistry, psychology, and even philosophy and apply it to the human brain. The bounds of neuroscience are seemingly limitless as everyday new questions are being asked about human nature and behavior. Now, rather than bother me, the unknown motivates me.

I never anticipated that I would take my first neuroscience class online, or that I would be confident enough in my own passion to declare my major after only a semester. However, the Neuroscience Department at Pomona made online learning such an engaging, collaborative, and enjoyable experience that after just a few weeks of class I was convinced. While Zoom class had its ups and downs, my professor’s enthusiasm for the material and teaching made each class a worthwhile experience. I felt incredibly supported by the department in both class and lab and found an amazing community in my peers. I am really excited for my future in the major and I know that this next semester will be great.

This past semester, for one of our virtual lab reports, we analyzed data from the Aging, Dementia, and Traumatic Brain Injury (TBI) study done at the Allen Brain Institute. In my group we specifically looked at the gene MAT2A, which is involved in DNA methylation. Using hippocampal gene expression data from the study we focused on MAT2A's relative expression in patients with varying numbers of TBI. Utilizing gene expression data is integral to better understanding the progression of neurodegenerative diseases like dementia as well as the debilitating long-term effects of TBI. While we were unable to be in lab due to the nature of this semester, we were still able to learn and practice valuable data analysis and lab report writing skills. 

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Why Neuroscience?

Amina Kureshi

Before I had started at college, I knew which major I was going to be, a neuroscience major. I knew that I wanted to study the sciences, but after I had ruled out physics, it came down to choosing between biology and chemistry, and I just couldn’t pick one over the other. Perhaps you could say I had an intense fear of missing out on the major I did not chose. I also felt that biochemistry was too narrow of a focus for me. I loved all of the sciences and did not want to give up on any of them, including physics. This is what led me to the neuroscience major. The interdisciplinary aspect of neurosciences at Trinity allowed me to be a free bird when it came to choosing classes. The classes I have taken for my major span many departments at Trinity: neuroscience, biology, chemistry, and psychology. Combined with my biology minor, nothing was stopping me from taking all the classes I wanted to take. What could be a better way to top off my senior year than to attend events which celebrate the diverse nature of neuroscience?

The neuroscience lectures I have attended this semester shows off neuroscience in many different lights. Because neuroscience draws from many different disciplines and deals with the organ that dictates thought and action (the brain), it can be applied to many different fields. One example of neuroscience in the public eye is the movie Inside Out , which blends the psychological aspects of neuroscience with mainstream media. As neuroscientists were consulted for the making of the movie, it was interesting to see some of the common threads between neuroscience and certain aspects of the movie. For example, one neuroscience article I recently summarized for my senior seminar is about the nature of memory and memory retrieval in the case of retrograde amnesia. The paper found that in retrograde amnesia, which is when you lose memories before a certain point in time, the memory is still intact, it is just our access to it which is blocked (Tonegawa et al. ). Therefore, instead of a dark pit of grey memories which get funneled away, never to be retrieved again, perhaps some memories which we cannot recall are a VIP section of the library of memories in Inside Out , one in which the memories are under lock and key.

The next event was presented by our very own new President of Trinity College, Joanne Berger-Sweeney, a neuroscientist. I had known that our new president was a neuroscientist, but I was unsure about her ‘scientific chops’ in the neurosciences. In preparation for the lecture, I read up on some of her publications and found to be very in depth and just as good as any other neuroscience publication. However this was not enough to convince this skeptic, as there are multiple authors to these publications. In attending her lecture, I got schooled on my neuroscience and biochemistry. Berger-Sweeney’s talk demonstrated that she had a solid foundation of understanding for her research on Autism, as well the scientific thinking and know-how well demonstrated in seasoned neuroscientists. Her talk in particular involved the human element of studying neuroscience, by talking about the girls with Rhett Syndrome and her motivation for using neuroscience to try and help these girls, really helped us understand the importance of studying neuroscience. Yes we all got into neuroscience because it is a fascinating field of study, but we sometimes forget that neuroscience is one of the final frontiers on the sciences, other than space. There’s still a lot that we don’t fully know in neurosciences, which has implications in the lives of many who live with a mental illness or  neurological disorder. Progress in the way of treatment can be very slow in some of these diseases, and this is why studying neuroscience is important.  One example of the importance of studying neuroscience can be seen in another neuroscience lecture I attended recently.

On December 10th, 2015 Dr. Philip Pearl, a neurologist and musician, gave a lecture at Trinity on the neurological disorders of famous composers. This lecture was fascinating as Pearl discussed Beethoven’s progression from high frequency hearing loss to deafness and how that impacted his ability to play music. What is particularly interesting is that upon autopsy, it was discovered that his eighth cranial nerve, the auditory nerve, was shriveled up and deteriorated. His post-mortem diagnosis of Paget’s Disease not only accounts for his hearing loss, but also for his unsightly appearance. Paget’s Disease, which is caused by a thickening of the bone would have cause thickening of the skull as well, causing deformities of this skin on his head, in particular, the face. This would explain how Beethoven was a relatively cute kid, but described as leper-like in adulthood. Dr. Pearl went on to describe Manic Depressive Disorder in Robert Schumann, and Pick’s frontotemporal dementia in Maurice Ravel, as well as many other interesting cases. One clinical case in particular was presented with histological preparations of brain tumors. Though m histophysiology class did not cover histology of tumors, I was able to apply to skills I had gleaned from this class to George Girshwin’s second grade fibrillary astrocytoma, which was originally though to be a particularly lethal tumor: high grade glioblastoma multiforme. This lecture was particularly interesting to me because it reveled in the diagnostics of neurology while applying it in the framework of music.

Another lecture which showed neuroscience in a new light was one given by Chris Moore. In studying neuroscience, it is easy to get caught up in learning about the nervous system that we can easily forget that it works in tandem with other systems of the body. Moore’s lecture exposed how intimately the brain is correlated with the circulatory system. Though I had learned about circulation in the brain through classes such as Functional Neuroanatomy, I had never fully realized the full extent that circulation had on the brain. Through his lecture, I learned that local increases in blood flow, hyperemia, in the brain is not correlated with increased metabolic demands of neurons. Local hyperemia is highly correlated to neuronal firing, while being poorly correlated to the metabolic demands of those cells. Furthermore, mechanoreceptor cells were discovered wrapped around certain blood vessels in such a way that local hyperemia, which which would cause local expansion of blood vessels, would cause these neurons to fire. Presumably, these cells can convey information about local activity to other cells in the brain. Thus the circulatory system can serve as a highway of communication throughout the brain. However, you need not attend a neuroscience lecture to learn about the revolutionary aspects of neuroscience.

A forum entitled “The Next Big Thing” brought together technology visionary, Joi Ito and journalist Fareed Zakaria to discuss how technology will shape our future. One point of interest in the talk was the distribution of knowledge among technology and the human brain. It was proposed that because there are certain things that the human brain can do very well that a computer cannot do well, such as diagnostics, these skills should  be left for humans, while things that require more memorization, which a computer can do well, should be left for technology. This is an interesting proposal because while differing certain topics to technology would free up our brains to hone in on the skills only our brains are good at doing would make us better diagnostician and so on, it would still be a loss on our minds. For example, the reason why we might memorize the action of certain drugs is what allows us to understand new drugs which might work in a different way. In other words, the memorization of certain knowledge is key as a platform for understanding more complex topics. Though technology will invariably serve as an important and constant assistant in our lives, allowing us to defer certain skills like spelling to technology, it cannot replace the importance of understanding these skills in the human mind. As we all know all too well, even spell check can be wrong. This is the essence and excitement of studying neuroscience. Nothing can replace the human brain with all of it’s capacity to learn and be malleable and adaptive, on top of the daily functions it carefully choreographs for us on a daily basis. Indeed the study of neuroscience proves a worthy challenge for the curious mind.

References:

Tonegawa, Simsu, Autumn Arons, Michele Pignatelli, Dheeraj S. Roy, and Tomas J. Ryan. “Engram Cells Retain Memory under Retrograde Amnesia.” The Picower Institute RSS . Science, 29 May 2015. Web.

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Neuroscience Personal Statement Examples

Home — Application Essay — Science School — Why Neuroscience Major: Unleashing the Mysteries of the Mind

Why Neuroscience Major: Unleashing the Mysteries of the Mind

• University: Johns Hopkins University

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Words: 696 |

Published: Feb 15, 2024

Words: 696 | Pages: 2 | 4 min read

The human brain; a fascinating organ that houses the essence of our existence. Its intricate workings have captivated me since I first pondered the depths of consciousness. The enigma of understanding the mind and unlocking its secrets has fueled my desire to pursue a major in neuroscience. To embark on this journey of unraveling the complexities of the brain is not only intellectually stimulating but also holds immense potential for contributing to the betterment of society. Neuroscience provides a multidisciplinary platform that merges biology, psychology, and various other fields, making it the perfect choice for me to explore the scientific frontier and make a meaningful impact.

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As a student, I have always had an affinity for science, constantly seeking to comprehend the underlying mechanisms that drive the world's phenomena. My curiosity has led me to explore various scientific disciplines, from physics to genetics, but none have intrigued me quite like neuroscience. It is the field where the physical world interacts with the intangible realm of thoughts, emotions, and perceptions.

The human brain, composed of billions of neurons intricately interconnected, possesses an awe-inspiring capacity to generate consciousness, control our motor functions, and shape our personalities. The sheer complexity of this organ is both humbling and inspiring. It is this complexity that drives me to delve deeper into neuroscience, to understand the neural basis of cognition and behavior, and to apply this knowledge for the betterment of human life.

A major in neuroscience will equip me with the necessary knowledge and skills to comprehend the intricate mechanisms underlying brain function. This will enable me to contribute to innovative research that holds the potential to revolutionize the understanding and treatment of neurological disorders. The opportunity to engage in cutting-edge research excites me, as it will allow me to be at the forefront of discoveries that reshape our understanding of the brain and pave the way for novel therapeutic interventions.

Neuroscience encompasses various subfields, each offering a unique perspective on the brain's intricate workings. From molecular neuroscience to cognitive neuroscience, this discipline offers a wide range of areas to explore. My academic journey in neuroscience will not only provide a comprehensive understanding of the brain at different levels but also allow me to specialize in areas that align with my passion and research interests.

One specific area of neuroscience that captivates me is the study of neuroplasticity and its implications for neurorehabilitation. The brain's remarkable ability to adapt and rewire itself in response to environmental changes fascinates me, particularly in the context of aiding individuals with brain injuries or neurodevelopmental disorders. By understanding the mechanisms that drive neuroplasticity, I hope to contribute to the development of novel interventions that facilitate recovery and improve the lives of those affected.

Moreover, the interdisciplinary nature of neuroscience appeals to my thirst for knowledge and challenges me to think critically and innovatively. The integration of biology, psychology, physics, and computational sciences in studying the brain fosters a collaborative environment where diverse perspectives converge to unravel the complexities of the mind. I look forward to engaging in interdisciplinary discussions and collaborating with fellow researchers and professors who share my passion for neuroscience, as it will expand my intellectual horizons and inspire creative problem-solving.

Beyond the confines of academia, the potential applications of neuroscience extend to society at large. The insights gained from studying the brain can inform education systems, enhance mental health care, and contribute to the development of artificial intelligence, among numerous other domains. The neuroscience major equips me with the knowledge and skills to make a tangible impact in these areas, amplifying the significance of my chosen field and further motivating me to pursue this course of study.

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In conclusion, the allure of the human brain, its intricate workings, and its potential to shape human existence have led me to pursue a major in neuroscience. This multidisciplinary field not only satisfies my scientific curiosity but also offers the opportunity to contribute to groundbreaking research and make a meaningful impact on society. From understanding the neural mechanisms underlying cognition to exploring the fascinating world of neuroplasticity, a major in neuroscience will provide me with the necessary tools to unravel the mysteries of the mind and contribute to the betterment of human life.

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Introductory essay

Written by the educators who created Mapping and Manipulating the Brain, a brief look at the key facts, tough questions and big ideas in their field. Begin this TED Study with a fascinating read that gives context and clarity to the material.

Here is this mass of jelly, three-pound mass of jelly you can hold in the palm of your hand, and it can contemplate the vastness of interstellar space. It can contemplate the meaning of infinity and it can contemplate itself contemplating on the meaning of infinity. VS Ramachandran

The brain may well be our body's most mysterious organ. Unbelievably complex, utterly fascinating, and notoriously difficult to study, we're left wondering: What exactly does the brain do and how does it do it?

Despite two centuries of intensive research, supported in recent decades by impressive technological advances, answers to many of our questions about the brain are still distant. The reason is easy to appreciate: the brain contains more than ten billion cells — a number equivalent to the total human population on Earth — interacting with each other through about 1,000 times as many connections. Imagine that what's going on in your brain is like a shrunk-down version of the global human population interacting through the Internet. The Internet is hard enough to understand even though we created it; now imagine trying to understand a process of similar complexity without the benefit of knowing how it was generated!

As you listen to these TEDTalks and expand your study of neuroscience through other sources, remember that although we might now know a great deal more about the brain than we did at the start of the 19th century, it's a tiny fraction of what there is to know. Bear in mind that many current ideas may prove wrong. Indeed, it's the excitement of generating and testing, and trying to prove or disprove ideas that might explain the great unknown inside our heads that motivates many research neuroscientists around the world.

A brief history of brain science

The Egyptians wrote the first known descriptions of the brain and its anatomy about 3700 years ago, but another 1200 years elapsed before Greek philosophers of the Hippocratic School identified the brain as the organ responsible for our cognitive functions. Around 400 B.C., Hippocrates declared, "Men ought to know that from the brain, and from the brain only, arise our pleasures, joy, laughter and jests, as well as our sorrows, pains, griefs, and tears." However, not everyone agreed: although Plato and Hippocrates thought that the brain was responsible for sensation, intelligence and mental processes, Aristotle believed it was the heart.

Over the next 2500 years, the work of great European intellectuals including Galen of Bergama, Leonardo da Vinci and Rene Descartes improved our understanding of the brain. By the start of the 19th century, the brain's importance as the organ of perception and higher mental function was beyond doubt.

In the early 1800s, scientists made an important conceptual breakthrough when they hypothesized that different brain functions are carried out in specific and distinct brain regions. Brain regionalization, a concept central to several of the TEDTalks we'll watch, remains an important though controversial component of modern neuroscience.

Some of the initial models of brain regionalization were severely misguided, mainly because they were built on little or no evidence. For example, the Viennese physician Franz Joseph Gall (1758-1828) became convinced for the flimsiest of reasons that each of mankind's mental faculties, including our moral and intellectual capabilities, are each controlled by a separate "organ" within the cerebral hemispheres of the brain. The pseudo-science of phrenology that grew out of Gall's claims gained an enormous popular following in the 19th century; advocates believed that skilled practitioners could feel the lumps and bumps on an individual's skull to gain information about the underlying "organs" and thus fully describe the individual's personality and mental abilities.

Although phrenology is now discredited, the fundamental idea that different functions are localized to different areas of the brain turned out to have merit — even if Gall got the details wrong. The story of phrenology also provides a salutary lesson on the dangers of accepting popular beliefs about aspects of brain function and dysfunction that are difficult to critically evaluate through scientific experimentation. Even today, it's common to find that people think they know more than it's currently possible to know about how and why brains work or go wrong; for example, the causes and cures for various types of mental illness, which may contribute to the social stigma that surrounds these conditions.

Through the late 19th and early 20th centuries, scientists including Pierre Paul Broca, Carl Wernicke, Korbinian Brodmann and Wilder Penfield found credible scientific evidence supporting the subdivision of the brain into discrete areas with different specific functions. Their work was based on studies of patients with localized lesions of the brain, of the anatomical differences between different parts of the brain and of the effects of stimulating discrete brain regions on bodily actions. Together, scientists such as these laid the foundations of modern neuroscience. As you watch the TEDTalks in Mapping and Manipulating the Brain , notice how the speakers reference some of the same approaches used by Broca, Wernicke, Brodmann and Penfield, and how they apply the concepts of brain regionalization and localization of function . Bear in mind, however, that although these concepts are useful, they're also controversial -- more on this below.

How brains are built

Spanish scientist Santiago Ramón Y Cajal (1852-1934) is often thought of as the father of modern neuroscience. Through his extensive and beautiful studies of the microscopic structure of the brain, he discovered that the neuron is the fundamental unit of the nervous system. Since Ramón Y Cajal's breakthrough, scientists have sought to understand how the billions of neurons in the brain are organized to support so many complex functions.

This daunting task would likely be easier if we could follow the process by which the brain is generated, but following brain development is very difficult to do in humans. Thus, we often have to infer how the human brain develops by studying the developing brains of other species, so-called "model organisms" selected for their particular advantages in certain experimental procedures. Aside from helping us to work out how the adult brain functions, research on brain development is a major area in neuroscience for other reasons as well. For example, many conditions like schizophrenia and autism can be traced back to abnormalities in earlier brain development.

The great molecular, structural and functional diversity of brain cells, along with their specializations and precise interactions, are acquired in an organized way through processes that build on differences between the relatively small numbers of cells in the early embryo. As more and more cells are generated in a growing organism, new cells diversify in specific ways as a result of interactions with pre-existing cells, continually adding to the organism's complexity in a highly regulated manner. To understand how brains develop we need to know how their cells develop in specific and reproducible ways as a result of their own internal mechanisms interacting with an expanding array of stimuli from outside the cell.

Since, as discussed above, regionalization is a prominent organizing feature in mature brains, when and how is it established during brain development? Some of the most exciting research on brain development in recent years has focused on this question.

For neurons to develop regional identities, they must possess or acquire information on where they are located within the brain so that they can take on the appropriate specializations. How neurons gain positional information has been one of the most prominent themes in developmental neuroscience in the last 50 years or so, as indeed it has in the broader field of developmental biology (positional identity is required not only by brain cells).

The model that has dominated current thinking was famously elaborated in the 1960s by Lewis Wolpert in his French flag analogy. Here, a signal produced by a group of organizer cells diffuses from its source through a surrounding field of cells. In so doing, it forms a concentration gradient with more of the signal present in areas closer to the source. Cells respond to the concentration of this signal. In Wolpert's French Flag analogy, they become blue, white or red (in reality, they would become cells of different types, not different colors). Close to the source, cells receive signals above the highest threshold (to become blue, or type 1). Beyond this, cells respond to a lower dose (to become white, or type 2) while farther still cells do not receive enough of the signal to respond (and become red, or type 3). Here the model is expressed in terms of three outcomes, but there might be a different number of outcomes depending on the locations and/ or stages of development. The important point is that cells can work out where they are based on the level of signal they receive and they respond accordingly by developing different attributes.

Beyond Wolpert's basic model, the issue of how brain regionalization develops is an important question and we have relatively few answers. Regional specification is a prerequisite for the development of the connections that must link each region of the brain in a stereotypical and highly precise way (but allowing room for plasticity at a fine level). How these trillions of connections are made is another of life's great mysteries.

The connectome and connectionism

Since Ramón Y Cajal's first description of the neuron, scientists have vastly expanded our understanding of the structure and function of these individual building blocks of the brain. However, as Tim Berners-Lee comments, this is just the first step in understanding how our brains really work: "There are billions of neurons in our brains, but what are neurons? Just cells. The brain has no knowledge until connections are made between neurons. All that we know, all that we are, comes from the way our neurons are connected."

You'll hear about the "connectome" in Sebastian Seung's TEDTalk. The suffix "–ome" is used with increasing frequency to indicate a complete collection of whatever units are specified in the first part of the word, such as genes (hence genome), proteins (proteome) or connections (connectome). The connectome of the human brain is bewildering in its complexity, but the development of new brain imaging methods has catalyzed the first serious attempts to map it in living brains. At present, the resolution of imaging methods that can be applied to living brains isn't sufficient to follow individual connections (called axons). In these TEDTalks you'll hear about an attempt to come at the problem from the other direction, using very high resolution imaging of non-living brain tissue to reconstruct the ultramicroscopic anatomy of connections around individual cells. The extent to which these approaches are likely to succeed remains controversial.

The theory known as connectionism addresses a somewhat different matter within the field of brain organization: the relationship between connectivity and function. Essentially, the idea is that higher mental processes such as object recognition, memory and language result from the activity of the connections between areas of the brain rather than the activity of specific discrete regions. Whereas connectionists would agree that primary sensory and motor functions (i.e. responses to sensory stimuli and the activation of movements) are strongly localized to defined areas within the brain, they argue that this applies less clearly at higher cognitive levels. The theory emphasizes the relationship between connected brain areas and the function of the brain as a whole, with all parts having the potential to contribute to cognitive function. You should appreciate, therefore, that there is as yet no accepted view of the extent to which our higher mental functions are localized to particular parts of the brain. It is worth remembering this as you listen to the TEDTalks; keep an open mind on these truly fascinating issues.

Ways of studying brain function

In these TEDTalks, you're going to hear about some of the ways in which we can work out what the human brain does and how it does it. One longstanding approach is to examine what happens when people suffer brain lesions. Phineas Gage, a Vermont railroad worker, provides one spectacular historical example from 1848. Gage was packing gunpowder into a hole when it exploded, blowing the tamping rod through the front of his brain. Astonishingly, he survived and recovered, but those closest to him claimed that he had a very different personality. From this example, scientists hypothesized that elements of human personality are localized to the frontal lobes.

In Jill Bolte Taylor's TEDTalk, you'll hear how Taylor's own stroke provides further evidence for localization of brain function. A few words of caution, however: when we study the effects of a lesion on the brain, we're really learning about what the rest of the brain does without the damaged part, which is not quite the same as what the damaged structure itself does. Maybe this seems rather subtle, but in some cases it becomes important, for example if a lesion causes other parts of the brain to alter what they do.

You'll also hear about powerful techniques for observing the activity of living brains, for example using functional magnetic resonance imaging (FMRI; see the TEDTalk by Oliver Sacks). And you'll hear about methods for looking at the fine structure of neurons in post-mortem material, as in Sebastian Seung's TEDTalk. All have advantages and limitations, but together they give ever- increasing insight into the workings of the human mind.

Let's begin the TEDTalks with neuroanatomist Jill Bolte Taylor, who provides a basic overview of the brain and describes what she learned firsthand about its structure and function when at age 37 she suffered a massive hemorrhage in the left hemisphere of her brain.

Jill Bolte Taylor

My stroke of insight, relevant talks.

VS Ramachandran

3 clues to understanding your brain.

Oliver Sacks

What hallucination reveals about our minds.

Sebastian Seung

I am my connectome.

Christopher deCharms

A look inside the brain in real time.

A light switch for neurons

Rebecca Saxe

How we read each other's minds.

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Is Neuroscience a Good Major? Exploring the Pros and Cons

In recent years there has been an increasing interest in the field of neuroscience. While earlier perceived to just be something pursued in laboratories, neuroscience is now considered to be an important component of future technologies like robotics and artificial intelligence. In this article we will evaluate the merits of choosing neuroscience as a major and whether it is the right choice for you. We will look at the career opportunities within neuroscience as well as some of the top universities to study the subject.

What does a major in neuroscience cover?

Neuroscience is an interdisciplinary field of study that explores the structure, function, development, and evolution of the nervous system, particularly the brain. As a major, neuroscience draws from various scientific disciplines, including biology, psychology , chemistry, physics , and computer science , to gain a comprehensive understanding of the brain and its role in behavior, cognition, and overall human function.

Key Components of a Neuroscience Major:

• Biology and Anatomy : Neuroscience majors delve into the fundamental principles of biology and anatomy , with a specific focus on the nervous system's organization and cellular components.
• Physiology : Students learn about the physiological processes that govern neural activity, including synaptic transmission, neurotransmitters, and neural networks.
• Neurochemistry : The study of neurochemical processes and the role of different neurotransmitters in neural communication are essential to understanding brain function.
• Psychology and Behavior : Neuroscience majors explore the relationship between the brain and behavior, gaining insights into human cognition, emotion, memory, perception, and decision-making.
• Research and Laboratory Work : Hands-on laboratory experience is a crucial aspect of neuroscience majors. Students learn various research methodologies, data analysis techniques, and experimental design to conduct their research projects.
• Cognitive Neuroscience : This area focuses on understanding the neural basis of cognitive processes, such as attention, learning, language, and problem-solving.
• Developmental Neuroscience : Students explore the growth and maturation of the nervous system from prenatal stages to adulthood, studying how neural circuits form and function during different life stages.
• Systems Neuroscience : This field examines the interactions among different brain regions and neural circuits and how they contribute to complex functions like perception, movement, and decision-making.

Top Neuroscience Universities

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What can you do with a neuroscience degree?

A degree in neuroscience opens up a wide range of exciting and fulfilling career opportunities in various sectors. Neuroscience graduates possess valuable knowledge and skills that make them sought after in diverse fields. Some of the career opportunities for neuroscience graduates include:

• Research Scientist : Many neuroscience graduates pursue careers as research scientists, working in healthcare settings, academic institutions, government research agencies, or private research organizations. They conduct experiments, analyze data, and contribute to groundbreaking research in understanding the brain and its functions. They study neurological disorders, diagnose patients, and develop treatment plans.
• Neuropsychologist : Neuropsychologists study the relationship between brain function and behavior. They assess cognitive and emotional functions in patients with brain injuries or neurological disorders, contributing to diagnosis and treatment planning.
• Neurologist : Neurologists are medical doctors who specialize in diagnosing and treating disorders of the nervous system, including the brain, spinal cord, and peripheral nerves. They also perform surgeries as neurosurgeons.
• Cognitive Scientist : Cognitive scientists study mental processes, including perception, memory, decision-making, and problem-solving. They often collaborate with neuroscientists to understand the neural basis of cognitive functions.
• Biomedical Engineer : Biomedical engineers apply engineering principles to develop medical devices and technologies, including those used in neuroimaging and neuroprosthetics.
• Data Analyst or Neuroinformatics Specialist : These professionals analyze large datasets generated from neuroscience research, helping to interpret findings and uncover patterns in brain activity.
• Pharmaceutical Research : Graduates may work in pharmaceutical companies , contributing to drug development for neurological disorders or conducting clinical trials for new treatments.

Neuroscience: Comparing the Pros and Cons

The Rising Demand for Neuroscience Graduates

In recent years, there has been a significant increase in the interest and popularity of neuroscience as a field of study. This growing interest can be attributed to several key factors:

• Advancements in Brain Research : Neuroscience has experienced remarkable progress in understanding the brain's structure and function, thanks to advancements in technology and research methods. Breakthroughs in areas such as brain imaging (e.g., fMRI, EEG) and optogenetics have allowed scientists to gain unprecedented insights into the workings of the brain.
• Interdisciplinary Nature : Neuroscience is inherently multidisciplinary , drawing from biology, psychology, chemistry, physics, computer science, and other fields. This interdisciplinary approach appeals to students with diverse interests who wish to explore the brain from different angles.
• Application to Real-World Issues : The findings and applications of neuroscience have far-reaching implications for various real-world issues. From understanding mental health disorders to improving learning and memory, neuroscience research has practical applications that attract students who want to make a positive impact on society.
• Media and Public Awareness : Neuroscience-related topics frequently appear in the media, including discussions about brain health, cognitive enhancement, and neuroscience-based therapies. This exposure in popular culture has piqued the curiosity of many individuals and led them to explore neuroscience as a potential area of study.
• Neuroethical Discussions : The ethical implications of neuroscience research, such as neuroenhancement, brain privacy, and brain-computer interfaces, have sparked public interest and debate. This engagement with neuroethics has further contributed to the growing interest in neuroscience.
• Global Health Concerns : Neurological disorders and mental health issues have become significant global health concerns. As a result, students are increasingly drawn to neuroscience to contribute to understanding and addressing these challenges.

Is Neuroscience a Good Major?

Deciding whether neuroscience is a good major depends on an individual's interests, career aspirations, and academic strengths. It is a highly rewarding field for those passionate about understanding the complexities of the brain and its impact on human behavior and health. However, students should be prepared for challenging coursework and a commitment to ongoing research and learning. If you are fascinated by the mysteries of the brain and eager to contribute to cutting-edge scientific advancements, neuroscience can be an excellent and fulfilling major choice.

Putting all these pieces together can be a challenge, but it will help you forge a more rewarding educational and career journey! And remember, if you get stuck deciding if neuroscience is right for you, Crimson can connect you with a highly trained Academic Advisor who is ready to help. A Crimson Advisor can give you personalized advice tailored to your unique circumstances and aspirations.

In fact, with an experienced Crimson team member on your side, it’s easy to be confident you’re making the right decisions now and taking all the right steps for getting into a top school. 

Are you ready to learn what steps you can take now to get the most out of your educational journey? It’s easy to book your free consultation with a Crimson Academic Advisor. We’ll help you unlock your academic potential and tell you how you can improve your odds for college success, perhaps helping you get to places you never dreamed possible!

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Major Essay

When declaring a major in Neuroscience, students must submit an essay in which they articulate their educational goals. The essay should be four paragraphs, with one paragraph dedicated to each of the questions below (question 3 has two parts).

1. In your opinion, what are the defining characteristics of the discipline of Neuroscience? 2. How do the requirements for the Neuroscience major complement your program of liberal arts study and support your career or life goals? 3. As a Neuroscience major, how will you (a) build on your strengths and (b) address your weaknesses?

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Why neuroscience anonymous, why are you drawn to the area(s) of study you indicated earlier in this application if you are ‘undecided’ or not sure which brown concentrations match your interests, consider describing more generally the academic topics or modes of thought that engage you currently. (150 words).

Worlds apart though they may seem, English and science have always been my realms of study. English, because I like people -- listening to them, deconstructing them, empathizing with them. And science because I like puzzles -- that moment when the pieces click together and everything makes sudden, perfect, logical sense. Neuroscience is the intersection between these fields.

There is nothing more personal than the human brain. Your anguish, your joy, your deepest, darkest secrets all lie within its web of axons and dendrites and neurotransmitters. But to study it is a science, full of riddles and math problems and logical reasoning. In neuroscience, I can ask “How do potassium-ion channels discriminate between molecules?” And I can also ask “How do traumatic experiences affect a person?” What's more is that these questions are not unrelated in the slightest. Instead, they drive each other, interact with each other, and come together to create what we call the mind.

GradeSaver provides access to 2313 study guide PDFs and quizzes, 10989 literature essays, 2751 sample college application essays, 911 lesson plans, and ad-free surfing in this premium content, “Members Only” section of the site! Membership includes a 10% discount on all editing orders.

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Neuroscience College Essays Samples For Students

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During studying in college, you will inevitably need to craft a bunch of College Essays on Neuroscience. Lucky you if putting words together and transforming them into relevant text comes easy to you; if it's not the case, you can save the day by finding a previously written Neuroscience College Essay example and using it as a model to follow.

This is when you will definitely find WowEssays' free samples catalog extremely useful as it embodies numerous expertly written works on most various Neuroscience College Essays topics. Ideally, you should be able to find a piece that meets your criteria and use it as a template to develop your own College Essay. Alternatively, our skilled essay writers can deliver you an original Neuroscience College Essay model crafted from scratch according to your personal instructions.

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Essay On Evolutionary Psychology

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“Incognito: The Secret Lives of the Brain” is a book on the topic of neuropsychology written by David Eagleman. He is working as an assistant professor of neuroscience at Baylor College of Medicine, in Houston (Bilger, 2011).The book was published in 2011 by Vintage publishers.

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Q1. What is the effect of VLSM therapy on state anxiety levels, as measured by the STAI?

Q2. What is the effect of VLSM therapy on perceived stress levels, as measured by the PSS? Research Method

This will be a prospective, randomized, controlled clinical trial designed to examine the effects of VLSM meditation therapy (Solfanelli, 2010) on state anxiety levels and perceived stress levels. As previously noted, state anxiety will be operationally defined as scores on Spielberger’s State-Trait Anxiety Inventory (STAI), whereas stress will be operationally defined as scores on the Perceived Stress scale (PSS).

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Essay Samples on Neuroscience

The reasons why i want to study neuroscience.

I became initially interested in neuroscience when I was looking at my grandfather’s MRI scan, who used to be an alcoholic. I felt so distressed trying to figure out why people become addicted to a certain substance, that I decided to learn more about the...

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Impact Of Social Interactions On The Behavioral Neuroscience

Socialization has been an intricate part of human society for as long as the human race has been alive. How we interact with each other- how we choose what to say, what to do- in certain situations in a social place. Humans recognize that we...

The Definition Of Foundational Neuroscience

The rising need for effectual and precise prescriptions in the psychiatric departments of care facilities necessitates respective medical practitioners to have essential knowledge of the functions of the neurological system. Cases of adverse health conditions owing to the use of various medications are common amongst...

Reasons Why I Like Studying Neuroscience

During the last two years of my academic study, I found that studying neuroscience is extremely interesting because of the brain’s ability to learn, how memories are created and connected as well as how neuronal circuits come together to give rise to extremely complex cognitive...

Best topics on Neuroscience

1. The Reasons Why I Want To Study Neuroscience

2. Impact Of Social Interactions On The Behavioral Neuroscience

3. The Definition Of Foundational Neuroscience

4. Reasons Why I Like Studying Neuroscience

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“Writing in Neuroscience”: A Course Designed for Neuroscience Undergraduate Students

Although neuroscience students may learn to write in a generic fashion through university writing courses, they receive little training in writing in their field. Here I describe a course that was created at the request of a Neuroscience Department with the intent to teach neuroscience students how to write well in their discipline. I explain the purpose for creating the “Writing in Neuroscience” course and offer a brief overview of the course curriculum, including pertinent pedagogical outcomes for such a course. I describe in depth the major assignment for the course, the literature review, and provide examples of paper titles that students wrote to fulfill the assignment. I briefly describe other relevant course assignments. I evaluate the course and include an overview of who should teach such a course, what support might be helpful, and what can be learned from formative assessment of the course. Using these insights can help others determine whether such a course is a good fit for them.

Good writing is important to neuroscience students, regardless of the career they choose. For example, in a classic review of the needs of physicians, Muller (1984) reported that “writing and communication skills are perhaps the most fundamental skills a physician can have” (as cited in Holmes and Lin, 1992 , p. 83). The importance of good writing skills to those in neuroscience professions is evident: articles have been written to guide scientific writers to write more clearly ( Goldbort, 2001 ; Matthews et al., 2000 ; Peat et al., 2002 ) and workshops have been held at the annual gatherings of the Society for Neuroscience to address such topics as writing, editing, grant writing, teacher preparation, and publishing in science and writing manuscripts.

Because of this emphasis on good writing skills, neuroscience pre-professionals should not postpone gaining proficiency in writing until entering graduate or medical school when they will be busy learning and implementing other skills relating to their future practices. Instead, neuroscience students should accrue and use writing skills as undergraduates. Because the Neuroscience Department at Brigham Young University (BYU) recognized the need for their undergraduates to write well, they questioned whether the advanced writing course the neuroscience students were currently taking from the English Department was the most helpful option. As a result, representatives of the Neuroscience Department approached me, the Writing Specialist for the College of Family, Home and Social Sciences and requested that I create the “Writing in Neuroscience” course, which I have now taught for the past two years. BYU students are required to complete a freshman composition course or its equivalent, and a second course, advanced writing, for juniors and seniors, which focuses on writing in the disciplines. The new “Writing in Neuroscience” course replaces the more general Technical Writing class, and therefore, targets junior or senior neuroscience students who need to complete their university-required advanced writing course.

Given its creation in cooperation with writing experts and neuroscience faculty, this course can serve as a model for others who want to support neuroscience students’ efforts to write well in their field. For those who may consider having a dedicated Neuroscience Writing course, it is helpful to more fully understand the purpose for creating the class and the curriculum used in teaching the course. An evaluation of the experience may offer insights in preparation for the creation of such a course.

PURPOSE FOR CREATING THE “WRITING IN NEUROSCIENCE” CLASS

To support the Neuroscience Department’s decision to improve student writing, I first interviewed the Neuroscience Department administrators to determine the types of writing that neuroscience students were currently doing as undergraduates. I discovered that students did almost no writing in their neuroscience courses. In addition, students were generally not exposed to neuroscience research until they were nearly through with their undergraduate program, if at all. Students were, for the most part, unfamiliar with neuroscience journals and scholarly articles until their senior year. Since few BYU neuroscience courses require any type of written assignment, students do not receive significant writing instruction from neuroscience faculty.

Most neuroscience students at BYU had only one or two classes in which they received writing instruction; they took these courses usually in the English Department, where they were taught some universal principles of good writing, but not how to write in the discourse of the field. This meant that neuroscience students were not writing in their discipline in either their advanced writing course or in their undergraduate neuroscience courses. The creation of the “Writing in Neuroscience” class seemed to be at least a partial remedy to assist neuroscience students to write well.

BRIEF OVERVIEW OF THE “WRITING IN NEUROSCIENCE” COURSE CURRICULUM

With the commitment of the Neuroscience Department to help their students learn to write in their field, I created the curriculum for the new “Writing in Neuroscience” course.

This course should assist a neuroscience student in reading the scholarly literature in the field and in understanding how to respond to it.

Pedagogical Outcomes to Guide Student Learning

The “Writing in Neuroscience” course is for neuroscience majors only; it fulfills the 3-credit university advanced writing requirement, and complements the coursework for neuroscience. It carries a Neuroscience course designation (Neuroscience 316). The course does not increase the number of credit hours for students, since it simply replaces a generic advanced writing course with a field-specific writing course. The course focuses on both the processes and products of writing and offers strategies for planning, organizing, revising, and editing the kinds of writing that students are likely to encounter in neuroscience. (Refer to Appendix 1 .)

As a result of completing this course, students should be able to apply the following skills to writing in neuroscience:

• Learn genres of writing used in neuroscience.
• Understand the contexts, purposes, audiences, and processes of written, oral, and visual communication in neuroscience.
• Recognize and be able to analyze effective and ineffective communication.
• Learn and use effective face-to-face and electronic strategies for collaborative work.
• Produce various types of written, oral, and visual communication that are appropriate for and that appeal to various audiences.
• Balance visual and verbal elements of communication in documents and oral presentations.

Writing tasks include genres unique to neuroscience as well as those that emphasize good communication to a variety of audiences; the tasks include writing a literature review, preparing a poster for a neuroscience conference, applying ethics in neuroscience. (Refer to Appendix 2 .) Because the literature review is the most time consuming, it will be discussed in some detail.

Writing a Literature Review

The literature review is one step in preparing students to write their own empirical journal article. This is a powerful opportunity for students to have “deliberate practice” in writing the way scholars in their field do ( Kellogg and Whiteford, 2009 ). As students work on their literature reviews, they submit drafts of the paper. I encourage students to submit their review to a neuroscience journal or to any other appropriate scholarly venue that publishes articles on their topic.

For their 10–12 page literature review, students review and evaluate a body of literature by identifying relations, contradictions, gaps, and inconsistencies in the literature and by suggesting the next step needed to solve the research problem. The literature review must be a narrow topic of interest that students would be willing to spend time researching. The target audience should be the journal that students have identified as suitable for their paper ( Tatalovic, 2008 ); this enables students to shift from “writing for the professor” to “writing for a specific audience” ( Prichard, 2005 ). Using at least 10 of the most representative articles in their review, students give a context for the research question and carefully support assertions with evidence drawn from scholarly sources. After comparing, evaluating, and synthesizing the studies, students must show the implications of the research, rather than merely “summing up.” Students are required to prepare three significantly different drafts of the paper: a rough draft for the instructor so that serious initial problems can be avoided, such as topics that are too broad or papers that are informative instead of persuasive; a second draft to be submitted to peers; and the final version of the paper. It is often in the revision of the assignments that students learn the most about composition.

This assignment has yielded rich papers in the neuroscience discipline with titles such as the following:

• Exercise-induced Neurogenesis: Implications on Brain Size, Learning, Depression, and Old Age in Humans
• Evaluation of Risk Factors for Prescription Opioid Abuse to Create a Risk Stratification test
• The Influence of Dendritic Spines on Long-Term Potentiation, Learning and Memory
• Effective Modes of Learning for Individuals with Angelman Syndrome Based on Genetic Mutations
• Confronting the Mystique of Video Electroencephalography in Diagnosing Psychogenic Nonepileptic Seizures
• Cysteine Modification of SNARE Complex by Reactive Oxygen Species Contribute to Pathogenesis of Neurodegeneration
• Multiple Sclerosis: Iron Deposits and Clinical Effects of the Zamboni Endovascular Procedure

Preparing Conference Posters

After students complete their literature review, they prepare and present a mini-poster of their review, often using the same titles. Since the course does not have sufficient time for students to gather their own raw data, students use qualitative or quantitative data excerpted from their literature review research. The completed mini-posters are posted around the classroom for others to critique. This common means of communicating research at conferences can be most appropriately taught and practiced in the classroom setting under the direction of experienced neuroscience faculty.

Using Ethics in Neuroscience

One advantage of having a writing course dedicated to neuroscience students is that it provides an opportunity to teach about ethics in this discipline, something that wouldn’t normally happen in a generic English course. The “Writing in Neuroscience” course includes an assignment which requires students to read Responsible Conduct Regarding Scientific Communication prepared by the Society for Neuroscience. They then take the tutorials for both the campus Institutional Review Board and the Institutional Animal Care and Use Committee. This assignment is not only for students to learn about their responsibility when experimenting with animals and humans; it also enables students to think critically about moral dilemmas that may arise in their requests to the Institutional Review Board and Institutional Animal Care and Use Committee and the possible resolutions using the regulations set forth by both.

Other Relevant Assignments

Other assignments also help move students into their academic discourse community. For example, students interview neuroscience professionals and summarize what they learned. They also create letters of intent for medical or graduate school applications. Students write abstracts for already published journal articles, then compare their results with the original abstracts ( Dickinson, 2009 ).

EVALUATION OF THE “WRITING IN NEURO-SCIENCE” COURSE EXPERIENCE

The “Writing in Neuroscience” course is a flexible model that can be used by others. To adapt this course, it may be helpful to consider factors in deciding who should teach this course, what kind of support would be helpful, and what can be learned from a formative assessment of the course.

Who Should Teach this Course?

As an instructor, I realize that although I have taught composition at the university for 19 years, I am not the best teacher for this course because of my lack of neuroscience training. In Fall 2011, neuroscience faculty, the true experts on good writing in their field, should begin teaching this course at BYU. Our neuroscience faculty may not feel prepared to teach writing in their courses, but I can help bridge the transition for faculty being placed in these positions by sharing my curricular design and by moving to the role of faculty support.

Faculty sometimes fear teaching writing because it is time consuming and is not considered in the tenure process. Will this potentially discourage professors from participating? Not necessarily. Recently, I spoke with the (now former) chair of the Neuroscience Department, informing him that I felt that it was time for the neuroscience faculty to take over the course. I recommended some options for replacing me as instructor of the course, including using Ph.D. students from the Neuroscience program or from the Psychology Department. I was surprised by his response. The chair, who has both an M.D. and a Ph.D., wants to teach this class himself! He believes (correctly) that he can come to know his students in ways that he can’t know them otherwise. Such benefits combined with the satisfaction of helping students write in the neuroscience discipline may be enough of an incentive to override concerns potential faculty may have.

Neuroscience faculty, who have been immersed in the literature of their discipline, are the logical instructors for this course and for teaching writing in other neuroscience courses. They are both the producers and consumers of good writing in neuroscience and they are the best choice to instruct students how to write well. Good writing is “writing that meets the expectations of faculty in their disciplines...It is not the writing professional who is telling them what counts as good writing in their fields” ( Carter, 2007 , p. 408). Having a neuroscience faculty member serve as the instructor could also encourage mentored learning opportunities and could benefit both students and faculty in furthering faculty research projects.

Students would benefit by receiving feedback from neuroscience faculty who can address both the content and the composition of the assignments. Using examples of successful student papers can reduce the number of poor submissions. To cut down on grading time, instructors may choose to use rubrics which can provide a great deal of feedback with less effort. Since commenting on student papers in areas other than content may be a fairly new challenge for neuroscience faculty, this would be an area where faculty would do well to seek time-saving hints from other faculty who teach writing.

What Kind of Support is Helpful?

At BYU, the College of Family, Home and Social Sciences supports their new writing courses and their instructors through a Writing Lab created just for social science students. Students can bring drafts of their papers to the Social Science Writing Lab to get peer advice on their work. The lab hired a neuroscience student specifically for the purpose of helping students who were taking this course. This student not only served as the primary advisor to meet with neuroscience students who brought their papers to the Writing Lab, but also trained the other advisors in genres and expectations common to neuroscience.

As the College Writing Specialist, I can help faculty who would like to include writing assignments in all neuroscience classes, not just the “Writing in Neuroscience” course. I serve as a resource for faculty who would value help in creating and refining writing prompts and appropriate corresponding grading rubrics. I can also recommend writing tasks that increase the amount of writing students do in a course while not adding undue grading burdens on the faculty. Although my position is unique, this same help may be found in Faculty Centers or Instructional Design Departments.

Other valuable course support could include the neuroscience librarian who assists students with research. BYU’s Neuroscience Department also created a student neuroscience journal, Chiasm, with an accompanying class for students who run the journal. This offers neuroscience students a local opportunity to publish their papers, though students are not restricted to publishing in this journal.

What Can be Learned from a Formative Assessment of the Course?

Assessment of the course is ongoing. So far, copies of the students’ literature review have been compared to the major papers of students from other university advanced writing courses and assessed blindly by unbiased observers as part of a university writing assessment. Neuroscience students scored as well as or higher than the university mean scores.

Although the course is too new to get in-depth assessment results, student evaluations praise the new course: “It [the “Writing in Neuroscience” course] was a perfect mix between high demands and realistic expectations.” “This class helped me become a more effective writer and increased my confidence in writing. I found the class difficult, but very rewarding.” “I am glad that I didn’t wait until the end of college to take [the ‘Writing in Neuroscience’ course], because I have learned so many great skills that will help me throughout the rest of college and forever after.” “I am shocked how much this class has helped me grow towards a career. I enjoyed the projects and group work. I especially felt there was an environment where you could make an error, fix it, and continue forward. The class was much more helpful in preparing me for a career and considering other careers because it was geared towards Neuroscience. I believe there should be more encouragement for Neuro students to take this class, because I changed my career plans due to the exposure I got to Neuroscience and technical writing.”

Future assessments of the course could include surveys of neuroscience faculty who have these students in their classes, surveys of students both before and after taking the course to assess students’ ability to write in the field, and ongoing university comparisons.

Is the “Writing in Neuroscience” Course a Good Fit for Others?

The “Writing in Neuroscience” course teaches neuroscience students some of the elements of communicating in their field. It presents opportunities for mentored relationships in small classes and collaborative projects with other neuroscience students. It can also be an innovative solution for meeting learning outcomes that neuroscience students should be able to meet by the time they complete their program and providing a way to measure students’ acclimation into their academic discourse.

BYU’s Neuroscience program includes a learning outcome that encourages critical thinking, problem solving, and communication skills that can be used throughout a life of learning. “The program prepares students either to enter the workforce competently and competitively, or to further their studies in graduate or professional schools.” Just as the learning outcome describes, neuroscience students need an opportunity to apply, analyze, synthesize, and evaluate information to gain a deep understanding of a research topic ( Lynd-Balta, 2006 ). The “Writing in Neuroscience” course offers the opportunity to do more than just memorize content. A well-written assignment and activity can stimulate critical thinking skills. These same types of activities can be used in other neuroscience courses as well to help students learn neuroscience content through a “write-to-learn” task. Writing should not be limited to a single course, but should be applied in as many neuroscience courses as possible.

This kind of course can be prototyped by neuroscience and composition faculty working in tandem to build solid courses that neither neuroscience nor English teachers could design on their own.

A “Writing in Neuroscience” course can be a good fit for Neuroscience Departments if the factors are carefully weighed. What is the current faculty teaching load? What are the course outcomes? How much writing is currently taking place in other courses? What communication skills should students have by the time they complete their undergraduate program? What college support is there? This course could be improved and adapted by any Neuroscience Department by being flexible in the course design and by being willing to learn.

Appendix 1. 

Curriculum Schedule

Appendix 2: 

Course Assignments with Recommended Grading Criteria and Feedback. Note: For most of the assignments, the use of a rubric will encourage reliable scoring and will give students many insights, yet not increase grading time for instructors.

• Carter M. Ways of knowing, doing, and writing in the disciplines. College Composition and Communication. 2007; 58 :385–418. [ Google Scholar ]
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Why study neuroscience

Checked : Karen F. , Aakanksha M.

Latest Update 18 Jan, 2024

Table of content

Would you ever think how the brain works, how the actions and functions of the body are controlled? Have you been interested in the range of animal and human practices you exhibit and regard a career as a doctor, a veterinarian, or an investigator?? The anatomy, psychology, and action series also offers the perfect training for professional postgraduate education. Participants can learn how the behavior, functions of the sensory organs, nervous system. The anatomy of a person work together in a highly coordinated fashion to evaluate the activities of an animal, provides the animals with the flexibility to successively survival and replication. There is no better place to be found than the PNB sequence to experience the anticipation of exploring. The development of single nerve cells, the function of the nervous system and actions in the creation of neural circuits, the processing of sensory information to proper conductible responses, and eventually the various ways by which activity meets an individual's unique survival and reproduction needs.

Neuroscience is the nervous system research branch of Neuroscience. Neuroscientists investigate all aspects of the nervous system: how they are organized, how they work, evolve, operate, and how they can change. First of all, the complex processes in individual nerve cells have become very clear about the influential mechanisms of learning and memory, and the mechanisms causing diseases and drug addiction.

The brain is the unique living framework in the known universe. It can hold more data than a supercomputer. It helps individuals meet overwhelming limits, like strolling on the moon, mapping the genome of humankind, and making perfect works of art out of painting, writing, and music. In inspiration, neuroscientists attempted to comprehend the capacity and the production of the cerebrum's 100 million nerve cells. Neuroscientists study how these cells sort out into practice. Working circuits that generally stay in working requests forever and how cell circuits help the human being to peruse, make, inhale, and travel. They also find out the reasons for the ceaseless mind issue and how to avoid and fix them. Neuroscientists ' strategies incorporate hereditary and natural ways to deal with looking into single nerve cells, x-ray, and scientific displaying of large scale mind neuron systems.

There can be more data in mind than a supercomputer so that blunder could add to different issues. Nerve cells or neurons are sensory systems working instruments. They have complex shapes. Conduct is the prime means to communicate with the biotic or abiotic environment consciously. Manner gives natural integration for neuroscientists and physiologists because it is the neural and physiological pathways that define conduct efficiency. The situation, including navigational and migratory behaviors, can also be observed through exploring how habitat selection. It also influences the biology and actions of animals, including the search for food, avoiding predators, and reproductive behavior. The research draws on a wide range of techniques, from digital animation, audio and simulation art, time-lapse

The Neuroscience Master's degree in Bachelor of Science represents the real interdisciplinary character of the subject. In all the sub-sections that make up the fascinating and rapidly developing world of neurosciences, there are about 85 neuroscientists conducting research. Different departments delivering courses in these universities build on our Program. As a neuroscience graduate, you'll profit from a world-class professorship learning that produces groundbreaking findings in your books. You may also apply as a research assistant for this state-of-the-art job. You can also participate in the Honorary Program and numerous internships related to neuroscience.

A master's degree in medicine, dentistry, physical therapy, veterinary, and the law provides a strong basis not just in psychiatry or neurosciences. You have a Life Science degree that prepares you for jobs in different fields: health services and pharmaceutical sales, clinical, and research laboratory positions. Neuroscience is a cross-disciplinary study curriculum that offers bachelor's degree programs in cellular/genomic, algorithmic, and cognitive neuroscience to students. The graduates will meet with respected teachers as early as their new year. Neuroscience is an increasingly advanced discipline that investigates the physiology of the sensory organ with a particular focus on brain and action interaction. Neuroscientists often focus on neuroscience, biology, physiology, physics, and computer science in their study. It is why neuroscience is now an exciting and insightful research field. Neuroscience is represented as a field that has developed over the past several decades in science careers — fierce competition for skilled experts with knowledge and skills related to neuroscience.

A neuroscience degree is a perfect base for careers in science and medicine. The program prepares graduate research students in areas such as chirurgical, biomedical, dental, emergency services, as well as physical therapy, scientific and engineering activities. The program offers inspired participants high-quality education, particularly when they want to merge drug development with basic research. A neuroscience career also provides a sound basis for Ph.D. programs in a wide range of fields, including psychology, biology, physiology, and pharmacology. Neuroscience graduates may be actively applicable for neuroscience-related blue and white-collar jobs. Bachelor graduates of neuroscience will be well trained for universities, hospitals, biotechnology and pharmaceutical companies, medical centers, and government departments as experimental technologists. The research institutes, government laboratories, and supervisors can also work in private research institutions.

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Bachelor's degrees are well trained as scientists in universities, hospitals, biotechnology and pharmaceutical companies, medical centers and government agencies, private research facilities, community laboratories, and regulators. Participants will be well prepared for employment. After graduating in neuroscience, students must know what type of education and technical training they take.

The most recent Survey of Neuroscience Students Post-doctoral and Under-PhD Programs has shown that a vast proportion of doctoral students pursue additional study in neuroscience. Higher educational establishments Medical services and biotechnology firms, pharmaceutical companies state agencies private institutions State research centers. Specialized program in neurology also incorporates restoratively pharmaceutical dental medication law, general wellbeing, psychobiology, and average wages. Word related point of view and average compensation Neuroscience region has been distinguished as an unstable territory.

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• How to Research and Write a “Why This College?” Essay

How to Research and Write a "Why This College?" Essay

Published on September 24, 2021 by Meredith Testa . Revised on June 1, 2023.

As part of the college application process , many colleges ask applicants to include a supplemental essay explaining why they are interested in their school specifically. There’s one absolute must for writing a great answer to this question: do your research .

Admissions officers are looking for applicants to prove that they are knowledgeable and interested in their school in particular. General answers like “I like the location” or “It’s the right size and offers my major” won’t earn you much praise. Admissions officers are far more impressed by students who can take very specific information—the names of certain classes, for example—and connect it to their personal academic interests.

The process of writing a “Why this college?” essay should look something like this:

• Thoroughly research the college
• Connect what you’ve learned through your research to yourself
• Outline and write the essay

Table of contents

How to research a college, plan and write the essay, mistakes to avoid in a “why this college” essay, other interesting articles, frequently asked questions about college application essays.

The first step in the process is by far the most important. Research should be concrete and very specific—the College Board’s “At a Glance” pages or the “About” section of the college website won’t have the information you need. Instead, look deeply into the college website to find information that isn’t so obvious.

The information you come up with should only be applicable to one college—if you could replace the name of one school with another and have the essay still make sense, you’re not being specific enough.

Visit the campus

Most students visit colleges they’re considering before they apply, and those visits can be a great source of information. Not only will you learn information on the tour, but you’ll also connect with a current student—the tour guide. Current students can answer questions about campus life, and mentioning your interactions with students in your essay can help strengthen it.

On your tour, keep an eye out for any information, big or small, about what makes the school unique. Ask your tour guide about what on-campus social events they enjoy or what unusual traditions they’ve taken part in.

If you’re an international student or otherwise unable to travel to the campus, check if there are other opportunities to find out more about the campus, such as virtual tours.

Look for courses and professors that interest you

If you have a major in mind, there will almost certainly be a list of requirements for that major somewhere on the website. Many schools also make their course catalog available on their website, which can be an excellent resource for prospective students.

You should also check the names of professors teaching in the department. Professors’ email addresses will usually be listed on these pages, and you can email them with any specific questions about the program that the admissions office can’t answer.

This process can work even if you aren’t sure what you’d like to major in. Look for classes in any fields that pique your interest. Find programs you might be interested in—such as study abroad or internship programs—and dig for detailed information about them.

To answer the “Why Duke?” supplemental essay question, Ariana looks at Duke’s registrar website, which offers a version of the course catalog online, and searches for courses in linguistics. There are plenty of courses that seem perfect for Ariana: “Spanish in the US,” “Neuroscience and Human Language,” and “Bilingualism” are all great fits with her interests.

Researching other activities

In addition to finding information on the academics of your chosen school, you should also research other aspects of the college. Non-academic motivations probably won’t make up the bulk of your essay, but they can be a great addition.

Student organizations are good to mention, and it’s great to connect with students who participate in organizations you’re interested in prior to writing your essay.

If you’re a student athlete, you will likely meet with the coach for your sport before you apply. Feel free to mention that—and what you discussed with them—in your essay.

You can also mention other unique traditions or quirks of the school that appeal to you. For example, Muhlenberg College prides itself on painting all of the doors on campus red as a sign of welcome; mentioning that in your essay could show that you’re invested in the friendly, communal culture of that school.

Prevent plagiarism. Run a free check.

Once you’ve completed your research, you’re ready to start the writing process. All the general rules of essay writing still apply—you’ll want, for example, to organize your thoughts with an outline before getting started—but keep in mind that many schools want this essay to be short compared to the personal essay.

In your early notes, be sure to include all the possible reasons the school appeals to you. Write down any information you gathered from your research, campus visit, or conversations with faculty or current students, along with anything else that strikes you as relevant. For example, here’s what Ariana’s list of her reasons for applying to Duke might look like.

• Combining linguistics and medicine/healthcare
• Interesting courses: “Neuroscience and Human Language”; “Language, Music, and Dementia”; “Spanish in the US”
• Campus atmosphere: I overheard students discussing their academic interests throughout the day, even at the dining hall. The student body seems passionate and focused on academics.
• Conversation with a student during the tour: Discussed my interest in Spanish/bilingualism with a student who happened to be majoring in Spanish.
• Clubs/activities: Latin American Students Organization and Mi Gente
• VLearn Program: Duke offers students $70 per semester for lunch with a faculty member

Once your list of campus positives is finished, you can move on to writing an outline in which you organize your thoughts. In the outline, be sure to connect your research to yourself. You can do that by detailing a relevant experience, explaining an academic interest, or connecting the research to your personal life.

I have always been interested in language and how it intersects with neuroscience and medicine. Duke’s “Language, Music, and Dementia” class seems tailor-made for me: it’s the exact type of course I’d like to take and would prepare me for a future career in research or medicine, my two academic passions.

Once you’ve outlined your essay, you can write a draft. The word count for these essays is usually lower. Admissions officers don’t spend much time on each application, so be sure not to exceed the word count.

It’s okay for your answer to be short; successful answers to this question at Tufts, for example, range from just 100 words to 250 words .

For a strong essay, avoid being too general or too emotional, and try not to repeat the same points you’ve already made in other parts of your application.

Speaking in generalities

The most common cause of a bad “ Why this college?” essay is the use of generalities. You may have initially been interested in a school because of its size, ranking, reputation, or location, or the availability of your desired majors, but those aren’t specific enough reasons to include in your essay.

Overusing emotive language

It’s great if you “felt at home” on your college visit, but what does that really mean? You can call a college your “dream school,” but that doesn’t really explain what about it appeals to you.

While it’s fine to discuss the emotional reasons you like a specific college, your essay must include specific, concrete reasons why you want to attend.

Rewriting your personal essay or resume

Admissions officers already have your personal essay and resume right in front of them; you don’t need to reiterate what’s in those, especially if it isn’t relevant to the reasons you’ve given.

Rewriting your accomplishments over and over throughout the application can be annoyingly redundant or, worse, come off as boastful.

However, rewriting your personal essay to make it more readable is highly recommended. You can do this quickly with a paraphrasing tool .

If you want to know more about academic writing , effective communication , or parts of speech , make sure to check out some of our other articles with explanations and examples.

Academic writing

• Writing process
• Transition words
• Passive voice
• Paraphrasing

 Communication

• How to end an email
• Ms, mrs, miss
• How to start an email
• I hope this email finds you well
• Hope you are doing well

 Parts of speech

• Personal pronouns
• Conjunctions

Colleges set a “Why this college?” essay because they want to see that you’ve done your research. You must prove that you know what makes the school unique and can connect that to your own personal goals and academic interests.

Campus visits are always helpful, but if you can’t make it in person, the college website will have plenty of information for you to explore. You should look through the course catalog and even reach out to current faculty with any questions about the school.

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12 Effective “Why This College?” Essay Examples

What’s covered.

• Essay 1: UPenn Nursing
• Essay 2: UPenn
• Essay 3: UW Madison
• Essay 4: Northwestern
• Essay 5: NYU
• Essay 6: NYU
• Essay 7: Boston University
• Essay 8: Boston University
• Essay 9: Tufts
• Essay 10: Tufts
• Essay 11: Georgia Tech
• Essay 12: Georgia Tech

Where to Get Your Essays Edited

The “ Why This College?” essay is one of the most common supplemental prompts. These school-specific essays help colleges understand if you’re a good fit for them, and if they’re a good fit for you.

In this post, we’ll share 12 “Why This College?” essay examples from real students and explain what they did well, and what could be improved. Read these examples to understand how to write a strong supplemental essay that improves your chances of acceptance.

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized.

Essay Example #1: UPenn Nursing

Prompt: How will you explore your intellectual and academic interests at the University of Pennsylvania? Please answer this question given the specific undergraduate school to which you are applying (650 words).

Sister Simone Roach, a theorist of nursing ethics, said, “caring is the human mode of being.” I have long been inspired by Sister Roach’s Five C’s of Caring: commitment, conscience, competence, compassion, and confidence. Penn both embraces and fosters these values through a rigorous, interdisciplinary curriculum and unmatched access to service and volunteer opportunities.

COMMITMENT. Reading through the activities that Penn Quakers devote their time to (in addition to academics!) felt like drinking from a firehose in the best possible way. As a prospective nursing student with interests outside of my major, I value this level of flexibility. I plan to leverage Penn’s liberal arts curriculum to gain an in-depth understanding of the challenges LGBT people face, especially regarding healthcare access. Through courses like “Interactional Processes with LGBT Individuals” and volunteering at the Mazzoni Center for outreach, I hope to learn how to better support the Penn LGBT community as well as my family and friends, including my cousin, who came out as trans last year.

CONSCIENCE. As one of the first people in my family to attend a four-year university, I wanted a school that promoted a sense of moral responsibility among its students. At Penn, professors challenge their students to question and recreate their own set of morals by sparking thought- provoking, open-minded discussions. I can imagine myself advocating for universal healthcare in courses such as “Health Care Reform & Future of American Health System” and debating its merits with my peers. Studying in an environment where students confidently voice their opinions – conservative or liberal – will push me to question and strengthen my value system.

COMPETENCE. Two aspects that drew my attention to Penn’s BSN program were its high-quality research opportunities and hands-on nursing projects. Through its Office of Nursing Research, Penn connects students to faculty members who share similar research interests. As I volunteered at a nursing home in high school, I hope to work with Dr. Carthon to improve the quality of care for senior citizens. Seniors, especially minorities, face serious barriers to healthcare that I want to resolve. Additionally, Penn’s unique use of simulations to bridge the gap between classroom learning and real-world application impressed me. Using computerized manikins that mimic human responses, classes in Penn’s nursing program allow students to apply their emergency medical skills in a mass casualty simulation and monitor their actions afterward through a video system. Participating in this activity will help me identify my strengths and areas for improvement regarding crisis management and medical care in a controlled yet realistic setting. Research opportunities and simulations will develop my skills even before I interact with patients.

COMPASSION. I value giving back through community service, and I have a particular interest in Penn’s Community Champions and Nursing Students For Sexual & Reproductive Health (NSRH). As a four-year volunteer health educator, I hope to continue this work as a Community Champions member. I am excited to collaborate with medical students to teach fourth and fifth graders in the city about cardiology or lead a chair dance class for the elders at the LIFE Center. Furthermore, as a feminist who firmly believes in women’s abortion rights, I’d like to join NSRH in order to advocate for women’s health on campus. At Penn, I can work with like-minded people to make a meaningful difference.

CONFIDENCE. All of the Quakers that I have met possess one defining trait: confidence. Each student summarized their experiences at Penn as challenging but fulfilling. Although I expect my coursework to push me, from my conversations with current Quakers I know it will help me to be far more effective in my career.

The Five C’s of Caring are important heuristics for nursing, but they also provide insight into how I want to approach my time in college. I am eager to engage with these principles both as a nurse and as a Penn Quaker, and I can’t wait to start.

What the Essay Did Well

This essay has many positive aspects, but the most impressive one is the structure. Utilizing the Five C’s of Caring to discuss Penn’s offerings was a genius way of tying in this student’s passion for nursing while also making their essay exciting and easy to read. Beginning each paragraph with the respective adjective helped focus the paragraph and allowed the student to demonstrate how they exemplify each quality without explicitly stating it. The student wasn’t afraid to think outside the box and add creativity to their essay structure, which really paid off.

Another positive is how specific and specialized the Penn resources and opportunities the student mentions are. This essay did not fall into the trap of name-dropping professors or programs. In every paragraph, there was a connection to something the student wants to do at Penn to further themselves in the respective characteristic they were describing.

Not only did this student mention a resource at Penn—whether it was a professor, a class, or a club—in every paragraph, but they elaborated on what that resource was and how it would help them achieve their goal of becoming a nurse. The what and how is what sets this essay apart from other supplements that just name-drop resources for the sake of it. The amount of detail this essay went into about some of these resources makes it clear to the admissions officers reading the essay that this student has seriously looked into Penn and has a strong desire to come to campus and use these resources.

What Could Be Improved

One thing this essay could do to make it stronger is improve the first paragraph. The student does a good job of setting up Sister Roach and the Five C’s, but they don’t mention anything about their desire to study or pursue nursing. The first paragraph mentions both Sister Roach and Penn, but left out the student. This could be fixed by simply adding something along the lines of “I can’t wait to embody these values as a nursing student at Penn” to the paragraph.

Essay Example #2: UPenn

Prompt: Considering the specific undergraduate school you have selected, how will you explore your academic and intellectual interests at the University of Pennsylvania?  For students applying to the coordinated dual-degree and specialized programs, please answer these questions in regard to your single-degree school choice; your interest in the coordinated dual-degree or specialized program may be addressed through the program-specific essay. (300-450 words)

I always loved watching the worms when it rained. I used to put my little raincoat on, sit on the doorsteps, and watch them move toward the puddles. My younger brother, forever intent on destroying the world around him, would try to stomp on the worms, and I would run after him screaming. In my imagination, the brain looked like a pile of squiggly worms. However, my neuroscience curiosity has since grown beyond a worm’s habits.

For example, my mother thought that I was insane when I wanted to watch American Murder: The Family Next Door . To her immense relief, I was interested in the psychology of the criminal rather than the crime itself. Although neuroscience is my primary interest, I also hope to learn more about the intersection between law and medicine at the UPenn College of Arts and Sciences. I’ve been able to explore this topic through various projects at school such as presentations on juvenile crime and the death penalty.

At the University of Pennsylvania, I look forward to taking classes like Forensic Neuroscience (BIBB 050) as well as Neuroscience and Society (PSYC 247) both of which directly combine my two interests. Hopefully, the Take Your Professor to Dinner program resumes as I would make sure to talk to Dr. Daniel Langleben about his research on forensic functional brain imaging over a meal of Philly cheesesteaks.

I also hope to participate in the Race, Science, and Society Program where I can discover how race biases and neuroscience go hand-in-hand and contribute to the fight against racism. The Beyond Arrests: Re-Thinking Systematic-Oppression Group immediately caught my attention while looking at Penn’s opportunities to engage in relevant dialogue. My fascination with the criminal system began with reading Fyodor Dostoevsky’s Crime and Punishment , and Penn will both fuel that curiosity as well as introduce new questions about the world of justice reform.

As an eight-year Latin scholar and a five-time reader of the Percy Jackson franchise, I would like to take classes in the Penn Classical Studies department where I can learn more about the impact of ancient cultures on society today. Classes such as Greek and Roman Medicine (CLST 271) would intersect my interests in medicine and classical civilizations.

Although I do harbor a deep love for Philly cheesesteaks and enjoyment of running in strange places like the Woodlands Cemetery, the range of programs to support my diverse interests and unmatched opportunities to put learning into action make me confident that the University of Pennsylvania is the best university for me to succeed.

The real strength in the essay lies in the sheer number of details this student is able to include in a short space, without sacrificing style and flow. The first two paragraphs really have nothing to do with Penn, but the inclusion of them makes this response feel like an essay, rather than a list of offerings at Penn. Striking the balance is important, and the anecdote at the beginning ultimately humanizes the writer.

From the three unique courses to the specific professor and his research to the race and criminal justice programs, this student has clearly done their homework on Penn! The key to this essay’s success isn’t just mentioning the offerings at Penn that excite the student, but the context that explains how each opportunity fits into the student’s academic interests.

Adding book titles like Crime and Punishment and Percy Jackson to support their passion for the criminal justice system and classics are extra details that help us learn more about how this student pursues their passions outside of the classroom. Finding little ways to humanize yourself throughout the essay can take it from good to great.

One area of improvement for this essay is the structure. It follows a very traditional “ Why This College? ” framework—start with an anecdote, then discuss classes, and then extracurriculars and programs—that gets old quickly for admissions officers.

A great way to add some spice to the format would be to use a sample schedule for the day. This essay mentions three different classes, two different groups, and a Take Your Professor to Dinner opportunity. Together, that’s the recipe for a full day at UPenn!

There are a few ways to play around with an essay that follows a typical day-in-the-life. Maybe each paragraph starts with a time and explains what they do during that hour. Maybe they narrate walking through campus on their way from one class to the next and what they just learned. However they choose to go about it, adding in a playful spin to the traditional essay structure is one of the best ways to instantly set an essay apart from the crowd. 

Essay Example #3: UW Madison

Prompt: Tell us why you decided to apply to the University of Wisconsin-Madison. In addition, please include why you are interested in studying the major(s) you have selected. If you selected undecided, please describe your areas of possible academic interest. (650 words)

Essay – # Day 117

7:30 am… As I open my eyes, I look at the pinboard in front of my bed. Written in red block letters are two of the many goals of my life: “Make life better and more independent for the Visually impaired; Inspire kids to explore the field of STEM, making them the future problem solvers.“

Keeping these goals afresh in mind, I freshen up and prepare for the first class of the day, ​ECE 533 Image Processing. As the professor explains the Applications of Image Processing in Computer Vision, a light bulb sparks in my mind. I can modify the head contraption of PERIPHIS to identify objects in peripheral vision and alert the wearer via an earpiece using Text to Speech (TTS). 

After the class, I see Professor Mohit Gupta at the WISION Lab, where he shares his insights from the Block World Cameras system, which helps to geometrize 3D Man-made environments. We brainstorm ways we can implement this system on PERIPHIS.

Deep in the discussion and intrigued by my curiosity, he asked me where my interest in this niche field sparked during high school, and then I recount the incident from 9th grade: 

“In Hindi – Agar aaj mere paas paise hote to ye din na dekhna padta” (If I had money, I would not have had to see this day.) 

These were the words of Aadiya, a glaucoma patient, who couldn’t help but cry in despair as she injured herself in an accident just because she couldn’t sense the incoming traffic. During my visit to “Baroda Association for Blind (BAB)” for a survey, I saw and experienced firsthand how hard and inaccessible it is for an underprivileged visually impaired to locomote without anyone’s assistance. 

What happened next was my first adventure into the world of Computer Science and Engineering. I dedicated the next four years to find an affordable solution to a pressing problem. It was called PERIPHIS, a smart wearable that helps alert the visually impaired wearer of impending danger while locomoting.

When I finally presented this device to Aadiya, the smile on her face made me realize how big an impact technology can make in one’s life.

11:00 am… As I head to the Engineering Hall to complete my assignments of COMP SCI 570

Introduction to Human-Computer Interaction, I crossways with my roommate from the Chadbourne Residential College, who is also interested in researching applications of Computer Vision in real life. We fix a time to chat later. 

1:20pm… After a quick bite, I head to Human-Computer Interaction Laboratory. I expand my knowledge on different applications of Computer Science to make human life better than I found. I get fascinated when I see a few students building a child-friendly humanoid robot to teach kids the principles of Coding and AI. I hop in and share insights from my experience of being the President at AiGoLearning and kindling interest in STEM for young children. I explain how crucial the UI is when it comes to technology for the young.

5:00pm… To blow off some steam and socialize, I meet up with my fellow countrymen and artists at the Indian Graduate Students’ Association. We discuss and plan the upcoming Diwali Night Music at Shannon Hall. I feel proud to share my national identity while bringing out my musical self by contributing as a Tabla player at the student organization. 

As I close my day, I reflect and think of the most unique resource at UW. It is not the labs, research facilities, classes, but the people, including the professors and students, all aligned to a single goal: “Solving problems to make society a better place.”

10:00pm… I find my way back to my dorm room and write with red block letters on my pinboard: “Meet with at least 1 Badger every day and gain new insight from them.”

This essay is a stellar example. The day in the life formatting is a common way to spice up your “Why This College?” essay, but the way this writer executes it is nearly flawless.

Opening with the vision board makes the student’s college goals clear from the very start, and this was cleverly done since vision boards are naturally one of the first things you see when you wake up.

The student then takes us to specific courses and labs and shares their thoughts on how they could improve their invention, PERIPHIS. The author seamlessly includes background information on PERIPHIS by including this hypothetical conversation with a professor who speaks their native language.

As we go through the day, we can see that this student will not only be involved academically, but also socially. We learn how important their culture is to them and how they plan to share it with the campus community.

This essay does everything a “Why This College?” essay should: it shares the student’s goals and motivations behind them, how the university can support those goals, and how the student will engage with the campus beyond academics.

There’s not much this essay could improve, besides a few formatting and wording issues. The first line of this essay—“ Essay – # Day 117”—is a great attention-grabber, but the placement of the # symbol is confusing and perhaps should’ve been in front of the number.

There are also a couple spots where wording is a bit awkward, such as these lines:

I crossways with my roommate from the Chadbourne Residential College, who is also interested in researching applications of Computer Vision in real life. We fix a time to chat later. 

It should instead say something like “I run into my roommate” and “We schedule a time”. This is likely due to English not being the student’s native language, but could’ve easily been caught by proofreading from a native speaker.

Essay Example #4: Northwestern

Prompt: While other parts of your application give us a sense of who you are, we are also excited to hear more about how you see yourself engaging with the larger Northwestern community.

In 300 words or less, help us understand how you might engage specific resources, opportunities, and/or communities here. We are curious about what these specifics are, as well as how they may enrich your time at Northwestern and beyond.

For as long as I can remember, I have seen my parents, both farmers, struggling to produce food because of the challenges presented by the environment. Joining Northwestern’s community, and majoring in Environmental Engineering, will allow me to understand what are the reasons behind climate change and learn how to stop them and/or prevent them from happening. 

Having witnessed how plant diseases affect crops, I would like to collaborate in the PLANT-Dx project and in its widespread application. I strongly believe that it will be able to help farmers to improve the quality and quantity of their production, and reduce famine around the world. At some point in my education, I want to take advantage of the study-abroad programs Northwestern has to offer and learn about farming practices in a different part of the world. In addition, I want to conduct research on sustainable alternative farming methods that adapt to the new environmental conditions and that can be practiced in countries with fewer resources.

Apart from having access to outstanding professors, rigorous academics, and cutting-edge research resources, I will be able to be part of a close-knit community genuinely curious about others’ activities, truly passionate about what they do, and not afraid to step out of their comfort zone to make of this world a better place. Being part of Engineers for a Sustainable World at Northwestern will allow me to get to know people that share one of my passions in addition to learning and teaching how to apply sustainable practices in daily life.  

I am already looking forward to marching through the Weber Arch.

This essay is extremely cohesive, as it focuses on the student’s agricultural background and desire to study environmental engineering. The student mentions a couple resources specific to Northwestern, such as the PLANT-Dx project and Engineers for a Sustainable World.

Because of the background information the student provided, their motivations for participating in these opportunities is also clear. We can see that Northwestern would be a school that would help them achieve their goals.

There are two main aspects of the essay that could be improved: the writing and its specificity.

To begin with, the intro paragraph is a bit clunky and vague.  The student should have specified the challenges the environment has presented to their parents’ farming with detailed imagery about droughts or torrential rain. The final sentence about climate change is also much too broad, and the student should’ve stated a goal in a smaller niche of environmentalism.

For example, here’s what a rewritten strong intro paragraph might look like:

The drought this year was bad, and the once-flourishing tomato crops on my family’s farm were afflicted with Southern Blight. As my family and our community struggled to put food on the table for the third year in a year, I resolved to major in Environmental Engineering at Northwestern to learn how to preserve our agriculture in the face of climate change.

Another writing error is the typo in the final paragraph, where they write “to make of this world a better place”. It’s important to proofread your essay and have others help you proofread as well!

Finally, while the essay mentions a couple specific Northwestern resources, the other resources they mention are too vague.  The student could’ve improved by mentioning a specific study abroad program and a current research project on sustainable alternative farming methods. Most colleges let you study abroad and conduct research, so you need to explain why Northwestern is the best place for your goals.

Essay Example #5: NYU

Prompt: We would like to know more about your interest in NYU. What motivated you to apply to NYU? Why have you applied or expressed interest in a particular campus, school, college, program, and or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses. We want to understand – Why NYU? (400 words)

“A futuristic way of looking at academics,” the student panelist said during a New York University virtual information session. I reflected on a conversation I had with my grandma; she couldn’t understand how her vegetarian granddaughter could build a career in the food industry. However much I tried convincing her that vegetarianism was the future, as it offers substantial benefits to the environment and can offer health benefits to a growing population with the same environmental resources, she insisted that tofu would never provide the same satiation as meat. She was raised in a community where meat consumption was embedded in the culture, and its production is a large part of the country’s economy. In contrast, I had the privilege of living a few steps from San Francisco, with many restaurants and grocery stores dedicated to plant-based meat alternatives. Trying innovative recipes and products eventually allowed me to develop my own recipes. Upon my move to Nicaragua, where my grandmother is from, I found my food options to be limited, expensive and hard to find. So I developed my own small-scale solutions that did not break the bank and satiated grandma.

An institution that implements forward-thinking is what I need to reach my goals of changing the future of plant-based diets and people’s views on vegetarianism. NYU’s Nutrition and Food Studies program offers multiple disciplines of food studies that I will apply to my aspirations as a vegetarian. I plan to study under Adjunct Faculty Kayleen St. John, whose success in the plant-based industry and her teaching of the ‘Foundations of Plant-Based Nutrition’ in The Vegetarian Times excites me. The variety of classes like Introduction to Food History, Food Photography, and Food Systems: Food & Agriculture will give me an overview of what is available in the food industry to be prepared for all fields. Not to be cliche, but NYU’s proximity to the city is essential for the rapidly changing vegetarian industry. The multiculturalism available in NYC and NYU will allow me to understand the food system and diets of various cultures, religions, and areas. I can explore the extremes of the food industry, from fancy restaurants to public school cafeterias. These juxtapositions, much like the one I experienced after my move to Nicaragua, will allow me to broaden my reach and demonstrate that the vegetarian diet is not something reserved for select groups but a diet attainable to all. 

A core strength of this essay is the fact it takes its time to provide the reader with ample background on why this student is interested in nutrition and food studies and how they have grappled with difficult questions and surrounding this topic in the past. It’s okay to not mention anything about NYU for a whole paragraph if you are using that space to bring depth to your interests and tell the reader the crucial backstory behind pursuing your intended degree.

Another positive aspect is the inclusion of New York City for a purposeful reason. NYU admissions officers read thousands of essays that just talk about living in NYC for the sake of NYC—this is not what they want to hear. In contrast, this essay focuses on the vast and lively food scene in New York that the student considers to be an invaluable asset to her NYU education. This is a time where including New York actually plays to the appeal of NYU, rather than making it seem like the student is simply applying for the city.

Finally, this student clearly demonstrates that they are someone who wants to change the world for the better, but through their personal niche. NYU is looking for people who express this desire to be a changemaker, but oftentimes sweeping statements like “I want to change the world” come across as vague and disingenuous. The essay does mention changing diets and looking to the future, but it is focused within the student’s specific area of interest, making the claim to change the world more determined and authentic.

This essay could be made stronger if there was a bit more personal reflection included. The first paragraph provides a lot of details on the student’s vegetarianism and how it conflicts with her grandmother and her heritage. What it doesn’t include very much of is how the student thinks and feels about her diet being at odds with that of her family. 

Does this student feel they are betraying their heritage by being vegetarian? What emotions do they feel when people criticize vegetarianism? Why did they go vegetarian in the first place? Probing questions like these that get to the emotional core behind the story in the first paragraph would really help to build out this student’s backstory. We want to understand what their emotional responses and reasoning processes look like, so finding ways to include those into an already expositive paragraph would further bolster this essay.

Essay Example #6: NYU

My mother never takes off her Cartier necklace that my father gave her 10 years ago on their anniversary. As a child, I didn’t fully understand this attachment. However, on my 15th birthday, my aunt gifted me a ring, which was uniquely designed and made up of three rings linked together. Wearing it every day and making sure I would never lose it, I didn’t treat it like my easily replaceable childhood necklaces; it was my piece of luxury. This sparked my deep curiosity for the luxury world. The niche strives to provide the finest and most memorable experiences, as equally as my Japanese attention to detail and my French appreciation towards aesthetic beauty. In a constantly shifting environment, I learned that luxury chases timeless excellence.

NYU Stern’s BS in business and a co-concentration in management and marketing will fully immerse me in the business side of luxury fashion that I aim to pursue a future career in. The luxury marketing track, offered only by NYU, will enable me to assemble the most suited classes to reflect my interests. Specifically, NYU Stern’s exciting electives such as The Dynamics of the Fashion Industry seminar and Brand Strategy & Planning will encourage me to develop the skills that I was introduced to and grew keen on when running a virtual sustainable fashion auction.

As someone who has moved around from Paris to Tokyo, to Chicago and now Athens, I thrive in meeting and collaborating with others from diverse backgrounds. The school’s strong global outlook, demonstrated through Stern’s International Business Exchange Program, further sets NYU apart for me, as it is crucial to building essential soft skills. This opportunity allows me to experience new cultural approaches to luxury business which I can bring back with me to New York, and therefore push me to become a well-rounded business student. Similarly, I am excited to take part in the array of student clubs offered, such as the Luxury and Retail Association (LARA), which I learned about after connecting with and talking to current students. Seeing past talks from employers of companies like Conde Nast, I am eager to learn outside of the classroom from future speakers. 

Finding myself in new situations constantly, I always seek new challenges and explorations – to me, it is clear that NYU Stern will push me to create the finest and most unique learning experiences of timeless excellence.

This essay has an amazing introduction paragraph. It doesn’t mention anything about NYU or what this student is planning on studying, which is what makes it so intriguing. The reader doesn’t know where this student is headed after making such a seemingly unrelated statement about jewelry, but we want to find out. 

Not only does this essay immediately capture the reader’s attention, it maintains a succinct and direct tone that helps the reader effortlessly flow from one paragraph to the next. The student chose to include three opportunities at NYU that excite them and fully elaborate on them. This serves as an excellent example of more is less. 

We aren’t bombarded with a laundry list of classes, professors, and clubs the student wants to take. Instead, the student took a focused approach and described why they were excited by each offering they highlighted. Going deeper into a smaller number of opportunities at the college still shows this student did their research, but it allows for their backstory and goals to be discussed in far greater detail.

While this student does a good job of elaborating, they also mention a few key aspects of their personality as throw-away lines, when it would have been great to elaborate further on them. For example, they mention running a virtual sustainable fashion auction (cool!), but don’t provide us with any details on what that actually entails, how they got involved with it, what they enjoyed about it, etc. They also mention moving around a lot in the context of developing a diverse perspective, but they don’t include any emotional insight into what that was like.

Although there are only 400 words available, and you don’t want to spend too much time discussing the past, it would be nice to see just a sentence or two that delves into the details of this student’s background. The fashion auction and moving around clearly had an impact on the student, so we want to know what that was. If they are choosing to include these details, they must be important in the student’s decision to pursue business at NYU, so they shouldn’t be afraid to divulge the emotional significance to the reader.

Essay Example #7: Boston University

Prompt: In no more than 250 words, please tell us why BU is a good fit for you and what specifically has led you to apply for admission.

Boston University’s College of Arts and Sciences (CAS) attracts me because of its support of interdisciplinary study among its wide array of majors. In fact, the CAS now offers a course that combines biology, chemistry, and neuroscience. As I hope to conduct medical research into brain disorders, I plan to pursue all three areas of study. These cross-disciplinary connections at BU will prepare me to do so.

CAS’s undergraduate research program would allow me to work with a mentor, such as Dr. Alice Cronin-Golomb or Dr. Robert M.G. Reinhart related to their research on neurological disorders. With them, I can advance the work I have already completed related to Dissociative Identity Disorder (DID). In a summer class at our local university, my partner and I extracted data from fMRI and PET studies and inputted them into a coding program. We then created an indicator map, which we imported into another software program, AFNI, to display significant activity in the brain regions affected by DID. Seeing the representation of our data thrilled me because I knew it could eventually help people who live with DID. I want to experience that feeling again. Successfully analyzing these fMRI and PET studies and learning to code drives me to pursue more research opportunities, and this desire motivates me to study at a university that offers research opportunities to undergraduates. BU’s interdisciplinary approach to psychology and support for independent undergraduate research will optimally prepare me for a career as a neurological researcher.

This student clearly outlines BU-specific resources (the interdisciplinary course and undergrad research program), plus how these resources align with their professional goals (to become a neurological researcher). They do name professors, but since their work clearly relates to the student’s interests, it doesn’t look disingenuous, and shows that the student has done research on their fit with BU. The student also provides background on why they want to pursue research, and shows that they already have experience, which makes their interest in the undergrad research program more concrete.

The only thing missing from this essay is the student’s fit with BU in terms of extracurriculars and social life. “Why This College?” essays should also cover extracurriculars, as colleges are also interested in how you’ll contribute to their community. 

In general, these essays should be academic-leaning (especially if they’re under 250 words), but you should still address some social aspects of the college that appeal to you (we recommend about 70% academics, 30% social, with more or less focus on social aspects depending on the word count). 

Since the student probably already detailed their previous research in their Common App activities section, they could’ve just summarized their research background in one sentence (instead of 78 words, which is 31% of the total word count!), and used that valuable space to talk about a specific social aspect of BU that interests them. 

Essay Example #8: Boston University

Prompt: In no more than 250 words, please tell us why BU is a good fit for you and what specifically has led you to apply for admission. 

I am fascinated by research, though completely uninterested in the disciplines traditionally associated with it, such as STEM fields. I need to find a school that will balance my desire to conduct research with my interest in political science. 

While many schools boast in-depth student research programs for those looking to cure diseases or develop solutions to global warming, few tout their support for humanities research. Additionally, many universities that do allocate funding to social science research typically reserve these monies for graduate students or upperclassmen. BU, with the help of its Undergraduate Research Opportunities Program, will allow me to conduct research on the topics that most intrigue me, such as gender disparity in politics, or the relationship between dominant parties in power and the country’s economy and involvement in foreign affairs. Furthermore, I can begin these studies as early as my first year. Not only can I take classes with professors like Sandra McEvoy or Dino Christenson to develop my interests in a classroom setting, but I could also work with one of them to develop new knowledge in the topics that we both enjoy learning about. With this knowledge base and experience conducting studies with top professors in a respected research institution, I will be well-prepared for my future law career. I want to learn in an environment that encourages independent study no matter one’s field of interest or experience, and BU’s support of intellectual curiosity for all of its students makes it a perfect fit for me.

This student knows exactly what they want, and they’re not afraid to state it bluntly. Their intro paragraph is totally honest about their interests (or lack of interest), and we immediately understand one of their main college goals: to conduct political science research.

The student mentions a specific resource, the Undergraduate Research Opportunities Program, as well as an alignment with BU’s value of encouraging independent study in all fields. Showing alignment with a specific value of the university is a great way to take your essay to the next level.

This essay shows us that the student would be a great fit for BU and would take advantage of its research opportunities.

The writer mentions some of their research interests, but doesn’t explain the motivation behind them. We don’t actually learn very much about the student themself, which is a common flaw of “Why This College?” essays. The essay would’ve been stronger if they’d explained why they’re interested in “gender disparity in politics, or the relationship between dominant parties in power and the country’s economy and involvement in foreign affairs.” For example, maybe they feel strongly about abortion rights and are upset about the way men have been legislating women’s rights.

The student also names two professors whose classes they’d like to take and with whom they’d like to do research, but we aren’t told which classes they’re interested in, or which topics they could cover together. You want to avoid “name-dropping” professors without context in your essay. If the student shared the names of specific classes or research topics and why they’re interested in them, that would’ve strengthened their essay.

Essay Example #9: Tufts

Prompt: Why Tufts? (100 words) 

When Deanne, Tufts’ admissions counselor, visited my school, she immediately caught my attention by emphasizing Tufts’ diverse yet unified campus. Tufts’ inclusive definition of diversity goes beyond merely recruiting students from a variety of backgrounds. Tufts seeks to integrate these categories of diversity and pushes its students to learn from one another. One such intersectional program that attracts me is CAFE (Conversation, Action, Faith, and Education). By joining CAFE, a community that promotes interfaith education, I will learn from my peers, become more understanding of other religious backgrounds, and apply this broader understanding to my academic work at Tufts.

It’s hard to write a “Why This College?” essay in 100 words. This essay does a good job sticking to one unique element of Tufts—its intersectionality. Since Tufts also cares about demonstrated interest, it’s great that the student also mentioned speaking with an admissions counselor. 

We unfortunately don’t learn very much about the student from this essay. Why do they care about diversity and interfaith programs? How does this relate to their academic and career goals? While the word count is super short, they could’ve cut these lines and jumped right into the specific resource they’re interested in: Tufts’ inclusive definition of diversity goes beyond merely recruiting students from a variety of backgrounds. Tufts seeks to integrate these categories of diversity and pushes its students to learn from one another.

Here’s an example of a stronger version of this essay:

When a Tufts admissions counselor visited my school, she immediately caught my attention by emphasizing Tufts’ diverse yet unified campus. As a Muslim hoping to go into International Relations, I want to attend a school that not only recruits diverse students, but pushes them to learn from one another. I hope to join intersectional programs such as CAFE (Conversation, Action, Faith, and Education). By joining this community that promotes interfaith education, I will gain the necessary perspective and compassion to become a human rights lawyer in countries with religious conflict, such as my homeland Azerbaijan.

Essay Example #10: Tufts

Prompt: Why Tufts? (100 words)

Someday I hope to conduct medical research in developing countries; Tufts attracts me because of its wide array of majors it offers and support for undergraduate research. To understand the human brain, I hope to study biology, neuroscience, and psychology. In addition to outstanding faculty in each of these areas, Tufts also organizes initiatives including the International Research Program. Through this program, I would work with other students and faculty members on an international project related to brain diseases. This opportunity will give me a taste of my future career and help me narrow the scope of my later studies.

This essay does a better job of sharing the student’s goals with us compared to the previous Tufts essay. We learn that the applicant is interested in medical research in developing countries on brain diseases, and that Tufts has a program to support international research.

The essay still mentions some resources that could apply to many schools, which is not an effective use of the tiny word count. For example, they say: “Tufts attracts me because of its wide array of majors it offers and support for undergraduate research” and they mention the “outstanding faculty” in the fields they plan to study.

They also don’t tell us their motivation behind studying brain diseases abroad, and it feels like there’s a significant story there. Giving some background would’ve further strengthened their essay.

Finally, they mention that they still need to narrow the scope of their studies; while it’s fine to be undecided on your career and majors, you don’t need to spend your precious word count saying that in your essay. They could’ve instead shared a couple potential avenues they’re considering.

Here’s what the student could’ve written instead:

Outcomes for schizophrenia patients are better in developing countries than in developed ones. I hope to research the reasons behind this and improve the treatment options in the US for the cousin I grew up with. In college, I want to study biology, neuroscience, and psychology. Tufts attracts me because of its unique interdisciplinary BS in Cognitive and Brain Science and its International Research Program. Through this program, I could do the research I’ve dreamt of doing with a faculty member and other students, preparing me for my future career as either a researcher or clinician.

Essay Example #11: Georgia Tech

Prompt: Why do you want to study your chosen major specifically at Georgia Tech? (300 words)

Climate change is a human rights issue.  

There the headline was, screaming on my phone screen. I think about those suffering from a lack of clean water. I think about those suffering from a lack of clean air. 

I often think back to that headline – it’s what drives my passion for environmental engineering. As an environmental engineer, I can mitigate air pollution and design water treatment systems that address the water injustices that people face. However, it’s not just about creating a technology that cleans water; it’s about changing people’s lives. New technologies can make a lasting difference in humanitarian issues worldwide; Georgia Tech’s research on creating a toilet that turns human waste into clean water for those in need of improved sanitation aligns perfectly with my interests.   

At Georgia Tech, through the student-led organization, Engineers for a Sustainable World and the InVenture Prize, I can translate the knowledge gained from my classes into a concrete vision. I can design and implement hands-on sustainability projects around Atlanta and invent a water sanitation system for the on-site acquisition of clean water. 

Georgia Tech can also provide me with ample research opportunities, such as the broad area of Healthy Communities in the School of Civil and Environmental Engineering. I can further pursue my interest in developing solutions to deliver clean water while welcoming new areas of inquiry. An area I would like to explore would be the controlling of dangerous matter in the air to reduce health hazards; reducing the impact of climate change is of utmost importance to me. 

Studying environmental engineering at Georgia Tech would well prepare me to develop solutions to climate-related issues. With the countless opportunities that Georgia Tech has to offer, I know there is nowhere else where I can receive a better environmental engineering education.

What the Essay Did Well l

This essay begins with an attention-grabbing statement that leaves the reader wondering how this will relate to the student’s interest in Georgia Tech. They then transition seamlessly into how climate change and human rights motivate their desire to become an environmental engineer.

The student mentions several resources specific to Georgia Tech that would help them achieve their goals, such as the research on the toilet turning waste into water, Engineers for a Sustainable World, InVenture Prize, and Healthy Communities research. It’s clear that they did their research and have reflected on their fit with the campus community.

They end the essay explicitly stating that Georgia Tech is the best place for them to grow, and the reader is certainly convinced of this by the end.

This essay is quite strong, so there’s not much that the student could’ve improved. That said, there is one sentence that is a bit awkwardly worded: New technologies can make a lasting difference in humanitarian issues worldwide; Georgia Tech’s research on creating a toilet that turns human waste into clean water for those in need of improved sanitation aligns perfectly with my interests.

Instead, the student could’ve written:

New technologies can make a lasting difference in humanitarian issues worldwide; Georgia Tech aligns with this value of mine and is even developing a toilet that turns human waste into clean water for those who need improved sanitation.

Essay Example #12: Georgia Tech

From my first Java project, a somewhat primitive graphing calculator, I realized that CS unlocks a different way of thinking. My brain races at speeds it seldom touches with other subjects. Every part of CS, from conceptualizing a plan to executing a solution, is another piece of a puzzle I’m eager to solve and affords the most opportunities for creative problem-solving and application. 

“Progress and Service,” Georgia Tech’s motto, tells me there’s no better place to explore my curiosity and deepen my CS skills while simultaneously helping make the world a better place, my ultimate goal for a college education. 

In the classroom, I look forward to GT’s threads program, where I can tailor the curriculum to suit my career choice after exposing myself to all technical aspects of CS.

I’ll apply my specialized learning with Tech’s fascinating research opportunities. Professor Pandarinth’s brain-machine interfacing software means a lot to me. My uncle passed away from a freak accident after extensive paralysis because potential treatments were unaffordable. Exploring this revolutionary brain decoding software wouldn’t just involve me in cutting-edge artificial intelligence technology research, I’d be personally driven to ensure its success and accessibility. 

I’m at my best building towards tangible results. I learned this on my robotics team using design skills to create a technically complex robot that tackles anything from shooting balls to hanging on a balance beam. I’m excited to expand my skills on the RoboJackets team, applying my career interests to build ferocious BattleBots and autonomous race robots that compete on the Indy Speedway, two events that sound ridiculously fun. 

Of course, I can’t skip hackathons. These competitions molded my interest in coding so I want to give back to Georgia Tech’s Hack-Community by planning HackGT and the Catalyst Mentorship program as a member of the Hexlabs team. 

The student’s passion for CS shines through this essay. They explain what they love about the subject (the problem-solving aspect) and they share that they hope to make a difference through CS, demonstrating alignment with Tech’s motto of  “progress and service”.

It’s clear that this student has done their research, mentioning specific academic programs, research, and clubs. We can see that they’d be greatly engaged with the campus community.

Finally, this essay is also down-to-earth. The student doesn’t try to use impressive vocabulary or formal language. In fact, they even describe some extracurriculars as “ridiculously fun.” While you shouldn’t get too informal in your essays, this student’s casual tone in this context makes them feel more approachable and more excited about the prospect of going to Georgia Tech.

This essay has a couple sentences that are confusing to read:

Every part of CS, from conceptualizing a plan to executing a solution, is another piece of a puzzle I’m eager to solve and affords the most opportunities for creative problem-solving and application.

This sentence could’ve been broken up and rewritten as:

Every part of CS, from conceptualizing a plan to executing a solution, is another piece of a puzzle I’m eager to solve. For me, the field affords the most opportunities for creative problem-solving and application.

This sentence also uses incorrect grammar—the comma should be replaced with a semicolon:

Exploring this revolutionary brain decoding software wouldn’t just involve me in cutting-edge artificial intelligence technology research, I’d be personally driven to ensure its success and accessibility. 

These details would make the essay more readable.

The organization of the essay could also be reworked. The student mentions Tech’s motto of “progress and service,” but doesn’t follow up until later with an example of how they’d use CS for the greater good. Using CS for social good isn’t ultimately the theme of their essay, so this section would’ve been better placed at the end of the paragraph about AI technology research, or at the very end of the essay. The essay actually ends abruptly, so placing the section at the end might’ve tied it up nicely, if the student could’ve placed more emphasis on how they plan to use CS to improve society.

Do you want feedback on your “Why This College” essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

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