statement of purpose for neuroscience phd

Free PDF: The 4 questions every SOP must answer → Master’s or PhD

How to Write Your Neuroscience SOP: A PhD Success Story

• By Jordan Dotson
• Updated: August 13, 2024

I fully admit, editing a neuroscience statement of purpose is a daunting task. When working with a PhD applicant, it’s even more intimidating. The research nuances are mindboggling. (Literally?) Molecular assays and signaling pathways – the  jargon is dense, and the details are important. It takes a great deal of work to make sure the SOP portrays the applicant in the clearest and most compelling way.

Luckily however, some students are so awesome they make this job a breeze.

As a former professional ballerina with a 4.0 GPA, two years of neuroscience research, and publications in TWO different majors, Martina is the type of student who makes the rest of us feel lazy. Yet, like most STEM students, Martina didn’t feel 100% confident about portraying her candidacy in writing.

I’m telling you, this task is hard for everyone.

This was especially true during the super-competitive 2020-21 admissions cycle, when lots of amazing PhD applicants received surprisingly unfortunate results.

Yet, coming from a small regional college, and with only two weeks of revision, Martina wrote, edited, and perfected one of the most amazing SOPs I’ve ever read. And her success speaks for itself.

The Results

Martina applied to 12 top-ranked R1 programs . She received interview offers from 10. She interviewed at 7, was accepted at 5, and ultimately enrolled at her top-choice school.

“I feel really lucky to have done so well during this crazy application season,” she said.

But in my opinion, luck had little to do with it. Instead, Martina’s success was born in her incredible work ethic, her research accomplishments, and her willingness to write the strongest neuroscience statement of purpose possible.

What’s great about this SOP?

I don’t think I’ve ever seen a more perfect utilization of the Structure is Magic SOP template , and this is something that should inspire every applicant in every type of degree program or academic field.

• Two paragraphs in the Introductory Frame Narrative
• Two paragraphs for Why This Program
• Two paragraphs for Why I’m (Overly) Qualified
• One resounding frame narrative conclusion paragraph

The frame narrative starts with a highly memorable story. (She was a professional ballerina!) But like all great SOPs, it quickly moves into an intellectual journey. This journey concludes with a beautifully specific “academic goal.” It relates her research proposal to a larger humanistic issue, but lists the specific problems she hopes to explore in her PhD:

“ I hope to continue elucidating hypothalamic metabolic circuits, and exploring how obesogenic diets affect long-term developmental outcomes in relation to the normal functioning of the satiety hormone leptin. ”

PRO TIP: If you don’t know how to write a hyper-specific academic goal, my free SOP Starter Kit will tell you exactly how.

Really, I love how Martina took great pains to elaborate her research proposal (just as I described in this previous article ). It’s a symphony of intellectual depth and research competence. As she describes her potential PIs’ work, she constantly links it to her own experience (and her future goals).

She doesn’t just say: “Dr. So-and-So’s work is fascinating, and I hope to contribute.”

Instead, she says:

“[Dr. So-and-So’s work] has been critical to my understanding of sensitive periods for the trophic actions of leptin in the brain…[and] my experience with quantitative immunohistochemistry and RT-qPCR make me well qualified to contribute to such research…[and this is why] I am interested in studying the role LepRb and its developmental actions might play in leptin resistance and obesity in adulthood.”

Notice that 3-point argument? That’s the SOP in a nutshell.

• The professor’s work on X intrigues me…
• Because it correlates to my past experience in Y…
• And this is why I’m confident about studying the related topic Z at this university.

With every word, Martina crafts a persuasive intellectual argument. It’s not about her . It’s about the research . It shows that she has a solid understanding of how she might fit into these professors’ labs, and what they might accomplish together .

When Martina finally presents her credentials, it’s almost an afterthought. She’s written with such nuance and depth that the reader already knows she’s an incredible neuroscience researcher. Her successes as an undergraduate are icing on the cake.

Seriously, this essay makes me giddy. But enough of my rambling. Let’s take a look at the SOP that helped Martina achieve such awesome results:

A Brilliant Neuroscience Statement of Purpose

When I ended my career with the California Ballet in 2016, I looked forward to an academic experience studying the metabolic and neurological systems which had silently governed my physical reality as a performer for so long. Surprisingly, the opportunity proved more rewarding than I could have imagined. The perseverance I cultivated as a ballerina proved essential as I immediately dove into the Psychology, Biology, and Philosophy curricula at Stark University, and I soon developed an interest in the neural regulation of metabolic development. After joining Dr. Jean Grey’s research lab in my sophomore year (a position I have maintained ever since), I had the great fortune of studying the effects of obesogenic diets on conserved signaling pathways governing metabolic regulation in Drosophila melanogaster. Through this work, I have become singularly fascinated with the myriad factors that contribute to the growing obesity epidemic, and its developmental origins in particular.

The questions that underpin our work in the Grey Lab are compelling. How do critical or sensitive periods of neuroendocrine development contribute to long-term functioning in animals and humans at the behavioral and cellular levels? Interestingly, current research at Gotham University seeks answers to these very questions, and that is precisely why I apply as a PhD candidate to the interdisciplinary Graduate Program in Neuroscience.

At GU, I hope to continue elucidating hypothalamic metabolic circuits, and exploring how obesogenic diets affect long-term developmental outcomes in relation to the normal functioning of the satiety hormone leptin. I am quite interested in the work of Dr. Jonathan Crane, whose research on the development of hypothalamic circuits, and how they regulate feeding behavior, has been critical to my understanding of sensitive periods for the trophic actions of leptin in the brain. I believe my experience with quantitative immunohistochemistry and RT-qPCR make me well qualified to contribute to such research. In fact, Dr. Crane’s continuing work on the molecular signals connecting postnatal overnutrition to abnormal development of hypothalamic circuits represents questions similar to those that drew me to studying the neurobiological aspects of feeding and development. It also defines the kind of work I hope to accomplish as a doctoral candidate. While Dr. Crane’s investigation into the necessity of LepRb for typical hypothalamic development is fascinating, I am interested in studying the role LepRb and its developmental actions might play in leptin resistance and obesity in adulthood.

Additionally, Dr. Otto Octavius’s research on the effects of high developmental sugar consumption on memory circuits is fascinating to me; it dovetails nicely with my experience using high-fructose corn syrup diets to mimic obesogenic conditions, while using both behavioral and molecular assays such as weight, food intake, and RNA sequencing to investigate physiological and neural changes. For these reasons, I believe I would be a great fit in either the Crane Lab or the Octavius Lab, given my experience researching metabolic development at both the behavioral and cellular level.

Having averaged 25 research hours per week during the last few academic years, and up to 50 during the summers, I believe I have acquired all the necessary tools to succeed as a graduate student at GU. I lead the developmental subdivision at the Grey Lab, a project investigating how the timing of a high-fructose diet during development affects cellular and behavioral outcomes in adult Drosophila as it relates to unpaired 1 – the Drosophila analog of leptin – and its downstream JAK/STAT signaling pathway. In investigating this evolutionarily conserved circuit, I created a new experimental protocol for carrying out developmental feeding experiments with Drosophila larvae, as well as performing behavioral assays related to feeding such as weight, two-choice feeding preference, and capillary feeding assays. Additionally, I have performed dissections and imaging with destabilized transgenic fly lines to quantify neuropeptide-f and STAT92E expression at both the cellular and terminal levels, hoping to elucidate the potential role of SOCS36E in receptor functioning. This work has lead to me identifying a unique obese phenotype related to early dysregulation of unpaired 1, of which I was slated to perform RNA sequencing prior to COVID-19 related disruptions.

Pursuing these research projects as an undergraduate has been a monumental task, I admit, so I am proud to have maintained a 4.0 GPA, all while achieving numerous successes in my second major, Philosophy. Having coauthored a paper in the American Journal of Bioethics, as well as winning the California Philosophical Association’s undergraduate award and presenting at their annual conference, I am all the more confident in my readiness to succeed at GU.

When my career in ballet drew to a close, I looked forward to fully devoting my time to the study of the human brain’s infinitely curious adaptive processes. Now, I find myself in a similar situation, once again eager to devote myself to the study of the developing brain and how it governs metabolic regulation. The rigorous standards of The Grey Lab, along with Dr. Grey’s strict belief in personal responsibility, have shown me that (like dance) true intellectual contributions are only possible through perseverance, determination, and a ruthless eye for weakness in both experimental design and execution. Balancing laboratory workloads with a full schedule of undergraduate classes has been a taxing endeavor, but this too has been essential to my growth as a researcher. Today, I look forward to the new intellectual challenges that Gotham University will provide, and I am sure that I will discover new passions, curiosities, and questions as I prepare for my hopeful career in academia, as a professor.

The SOP Symbolizes and Summarizes Your Entire Candidacy

Again, I admit that Martina is a rock star. Not all of us can mimic her remarkable undergraduate experience. But we CAN learn from the thoughtfulness of her writing.

Martina didn’t cobble together an essay and expect her credentials to win the day. Instead, she understood that this piece of writing, these 900 words, represent everything about who she is and what she aims to be. Her neuroscience statement of purpose wasn’t just a part of her application, one more sheet of paper in the pile. It represents her entire application. It integrates all of her strengths and intelligence. It presents her research goals fully, and convinced no small number of readers that she is a clear communicator too.

Everything we NEED to know about Martina is in this SOP. There’s no fluff. No out-of-place material better left to the CV. It’s just 100% airtight writing about a talented scholar and her specific goals.

I’m incredibly grateful to Martina for allowing me to publish this (pseudonymized) SOP. Students like her inspire me every day, and I hope her example inspires you as well.

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Princeton Neuroscience Institute

Graduate students, application information.

Application Deadline:  November 17, 2024

All applications for graduate study are processed through the  Graduate Admissions Office , which provides an  online application . Our school code for TOEFL is 2672. No department code is required.

Requests for application fee waivers will be considered for U.S. citizens or permanent residents on the basis of significant financial hardship, or if you have participated or are currently participating in one of the several eligible programs (see  Fee Waivers ). Proof of program participation will need to be uploaded along with your application. The fee waiver option is accessible through the payment section of the admission application. If you choose that option, the fee waiver application will become part of your admission application and must be submitted by the application deadline. Applicants will be notified of a fee waiver decision within one week after the applications are submitted. Please email  [email protected]  with any questions.

PNI Graduate (Ph.D.) Program Application Tips

The application for the Neuroscience PhD program includes:

• A statement of purpose
• Transcripts from all previous undergraduate and graduate programs
• Three letters of reference
• Personal Essay
• Optional:vGRE scores are not required, but we do accept them if students choose to submit them.

While PNI reviews graduate applications holistically, most referees place the greatest emphasis on the statement of purpose and the letters of reference, and are particularly interested in letters of reference from previous research mentors. The statement of purpose is an opportunity to convey scientific and career goals directly to the admissions committee. A good statement will include a brief overview of your motivation to pursue graduate training in neuroscience, a history of research experiences up to this point, along with future interests and ambitions. When discussing previous research experiences, focus on the big picture questions the research addressed followed by specifics of your role in the project, in addition to any outcomes/impact to the field. A successful statement also outlines why PNI is the best place for you to conduct your graduate training.

Applicants should identify 2-3 faculty members at PNI who might be a good fit for their research interests. Please note the faculty you are interested in both the research statement and in the application form. Be thoughtful when selecting faculty, as these are helpful in indicating your research interests. Additionally, visit the faculty websites you’re interested in potentially working with to confirm they’re taking students. You may also email them directly to confirm.

PNI welcomes graduate applications from students of all disciplines. Our current graduate students completed undergraduate degrees in fields including but not limited to neuroscience, psychology, biology, engineering, and computer science. The program itself is designed to support students from many disciplines in an effort to create an intellectually diverse neuroscience workforce. In addition, while we welcome international applicants, please note that due to funding constraints we are only able to admit a small number of international students.

Additional advice/tips on completing your PNI application

Princeton Neuroscience PhD Program Application Support

EPSP (Empowering Diversity and Supporting Scientific Equity at the Princeton Neuroscience Institute (PNI)) and the Princeton Neuroscience Institute would like to help you with your PhD application to the Neuroscience program at Princeton University. We are delighted to match you with a Princeton Neuroscience Institute graduate student who would be happy to help review your application material! Amongst the resources we hope to offer are 1-on-1 mentorship and a comprehensive view of the program and its resources. EPSP aspires to build and support an inclusive, accessible, and diverse community for underrepresented groups and their allies at the Princeton Neuroscience Institute. EPSP aims to empower, support and welcome scientists and research staff from all underrepresented backgrounds such as first-generation or low-income students, and students who identify as belonging to a racial and/or ethnic underrepresented group, individuals who are neurodiverse, medically disabled, and/or LGBTQIA+. 

Our application support group is a student-run initiative led by the  EPSP . The intention of this initiative is to provide support to prospective applicants. All personal information will be kept confidential and will not be shared with Princeton University faculty and administration. Participation in this program will not guarantee admission to the PNI program.

The creation of this program was inspired by similar efforts offered by MIT's BCS program and NYU’s Neuroscience program Application Support Group.

We will be accepting submissions beginning September 15, 2024.

Financial Support

All admitted students receive full financial support for the duration of their Ph.D., including tuition, a competitive stipend, and health benefits. This support is made possible through a combination of funds from Princeton University, federal grants to PNI, generous private donations, teaching assignments, and grants to faculty members. For complete details, refer to the Graduate School at Princeton University.

A completed  application  is required, including:

• Unofficial transcripts of your grades
• Three letters of recommendation
• Official TOEFL exam scores from ETS are required if you do not meet  the requirements listed .
• Statement of Purpose

*Please note that GRE scores are not required; however, applicants may submit them if they so choose.*

Princeton University Graduate School

Clio Hall Princeton, NJ 08544 Phone: (609) 258-3030 Fax: (609) 258-7262 [email protected] gradschool.princeton.edu/admission Regular Office Hours: 8:45 a.m. - 5:00 p.m. Summer Office Hours: 8:30 a.m. - 4:30 p.m.

Application Procedure

Applicants to our graduate program are evaluated on the totality of their scholarly achievements. Many factors, including GPA, experience, demonstrated research abilities and recommendations are highly important in the admissions process.

How to Apply

Application Deadline: December 1 Application Fee: $95 GRE Scores Required: No

Two Ways to Enter

There are two different pathways into the Neuroscience Ph.D. Program based on your concentration and experience level. Students in both pathways will perform laboratory rotations and select a thesis mentor in their first year.

Cognitive & Systems Concentration

• Please apply directly through the Neuroscience Graduate Program (NGP).

Cellular & Molecular Concentration

• Students committed to neuroscience and with a strong academic foundation in the discipline should apply directly through the Neuroscience Graduate Program. You will begin with specialized Neuroscience courses at the outset.
• Students with broad biomedical interests should apply through the Interdisciplinary Graduate Program in Biological and Biomedical Sciences. (IGP) This pathway provides a strong foundation in biomedical science prior to matriculation into neuroscience. Students begin their first year with a general course in graduate level cellular and molecular biology and then begin specialized courses in Neuroscience in the spring semester of their first year.

Graduate Record Examination (GRE) scores are not required for applying to the Neuroscience Ph.D. Program. If you wish to provide them, official scores should be sent directly from ETS. Copies are not allowed. Scores should be sent to institution code 1871. A department code is not required, but is helpful.

Official Transcripts

A copy of your unofficial student transcript should be uploaded to the application by or before the application deadline.

Letters of Recommendation

The University requires three to five letters of recommendation from persons qualified to evaluate your academic and professional qualifications.

On your application, you will be asked to provide the email addresses of your recommenders. Vanderbilt will contact your recommenders by email and provide them with a link to a web site, a password, and instructions on how to submit the recommendation online.

Online recommendations are instantly attached to your application. If you are unable to provide email addresses for your recommenders, it is your responsibility to contact them and provide them with the recommendation form.

Writing Sample

A writing sample in the form of a statement of purpose is required for both application paths (IGP and NGP). Additionally, for applications via the Neuroscience Graduate Program, a sample of previous scientific writing is required. It should be uploaded on the Application Status Page, which you will see AFTER you submit your application, as an additional material in the Uploads section.

How to Apply

The application period for admission in Autumn 2020.

The applications for Autumn 2021-22 will open in September 2020 and will be available on the  Biosciences Admissions website .

In light of the current situation with the COVID-19 pandemic, Stanford reaffirms its commitment to perform individualized, holistic review of each applicant to its graduate and professional programs. We recognize that students may have faced significant challenges during the period of disruption caused by the pandemic, and we will take such individual circumstances into account during application review. Importantly, we will respect decisions regarding the adoption of Credit/No Credit and other grading options during this unprecedented period of COVID-19 disruption, whether they are made by institutions or by individual students. Our goal remains to form graduate student cohorts that are excellent and encompass a diversity of perspectives, backgrounds, and experiences that enrich the graduate educational experience.

Application Instructions

To access the application form and obtain general information about requirements and procedures please visit the stanford biosciences admissions page .  , eligibility for the neurosciences program.

Selection for admission to the Stanford Neurosciences Program is based on a student's academic achievements, letters of recommendation attesting to research and academic skills, and statement of purpose. Research experience is very important, but the exact disciplinary area is not critical. The program does not have specific requirements for the GPA or undergraduate courses taken.

Because of the interdisciplinary nature of neuroscience, students with biological and computational backgrounds are equally appropriate for the program.

• Students from traditional biology backgrounds are expected to show strong achievement in molecular and cellular biology, biochemistry and neuroscience.
• Students from more quantitative backgrounds should demonstrate considerable competence in mathematics (calculus, differential equations, linear algebra), physics, probability theory, and statistics. 
• Students from psychology backgrounds should be well versed in cognitive science, experimental psychology, neuroscience and statistics.

The program is committed to training a diverse group of neuroscientists who come from a wide range of ethnic, cultural, educational, and socioeconomic backgrounds. Qualified applicants who are neither U.S. citizens nor permanent residents are eligible for admission.

Financial Support

Students admitted to the Neurosciences Program are funded by training grants or predoctoral fellowships that provide for stipend, tuition, and health insurance. The University also offers a limited number of fellowships to outstanding admitted students. All students (entering and continuing) are strongly encouraged to apply for extramural predoctoral fellowships, and our students have been very competitive for prestigious fellowships in past years.

Please see the Graduate Admissions page "Required Exams" web page for information regarding COVID-19 and special TOEFL Test accommodations. 

Final Official Transcripts

Graduate Admissions only requires admitted applicants who accept the offer of admission to submit official transcripts that shows their degree conferral. More details on this can be found on the following Graduate Admissions webpage . Please do not send or have sent any official transcripts to our office.

Biosciences PhD Admissions Temporary Mailing Address

Biosciences PhD Admissions

Stanford University

3165 Porter Drive

Palo Alto, CA 94304-5261

Frequently Asked Questions

For general information about application procedures, documents, test scores, and more, visit the  biosciences admissions page ., for answers to questions specific to the neuroscience program,  see our faq's here ., international applicants.

Applicants who are neither U.S. citizens nor permanent residents are eligible to apply. Stanford offers a limited number of fellowships to outstanding admitted students, and international applicants may be nominated for these fellowships.

Knight-Hennessy Scholars Program

Prospective students may also be interested in the  Knight-Hennessy Scholars , which develops a community of future global leaders to address complex challenges through collaboration and innovation. This year, the program will award up to 75 high-achieving students with full funding to pursue a graduate education at Stanford, including PhD's in Biosciences. To be considered, you must apply to Knight-Hennessy Scholars by September 12, 2018, and separately apply to the Biosciences Department by November 14, 2018.

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Graduate and professional students are producers of knowledge. Our understanding of the world grows as a direct result of their research and discoveries. That’s one of the reasons that Reuter’s maintains a ranking of the World’s Most Innovative Universities — the institutions that are doing the most to advance science, invent new technologies and power new markets and industries. Ohio State is one of those select universities, where the knowledge producers are invited to push boundaries and explore horizons. If you’re excited by the notion that your ideas could lead anywhere, then the neuroscience graduate program at Ohio State is designed for you.

How to Apply

Applications to the Neuroscience Graduate Program must be submitted online through Graduate and Professional Admissions . All materials must be submitted by December 1 in order for your application to be considered complete for the review process.

• The Graduate School requires a minimum average undergraduate GPA of B (3.0) . Exceptions to this might be made in rare cases if there are counterbalancing strengths in the application (e.g., exceptional research experience and outstanding recommendations). In evaluating candidates, emphasis will be placed on grades in science coursework.
• Three letters of recommendation are required attesting to your research experience/potential and academic accomplishments.
• Applicants must have or will have a Bachelor's degree from an accredited institution.
• How have your research, educational, and personal experiences shaped your interest in a PhD in Neuroscience? 
• What are your long range professional goals?
• Why do you want to study neuroscience at The Ohio State University? 
• Which area of neuroscience and which NGP Faculty at OSU most interest you? 
• Please discuss challenges you have faced in your personal and/or professional career, and how you have overcome them
• ​​​​​​​ Please include any leadership/volunteer/community service activities 
• Please ensure that you include all of your research experience, with associated dates/approx. hours per week

Note: We no longer require the GRE general exam for admission into the program.

International students:

International applicants who are currently living outside the US typically undergo an interview process that is primarily via Zoom, while international applicants who currently live in the US are interviewed in person similar to domestic students. International applicants who are currently living outside the US are strongly encouraged to reach out to NGP faculty members with complementary research interests and to secure their endorsement for your application. International applicants who have an NGP faculty member reach out to the NGP Admissions Committee on their behalf are much more likely to be successful in their applications. 

Additionally, international students from non-English speaking countries (and who have not earned an undergraduate degree from an English speaking country) must provide:

• a minimum TOEFL score of 79-80 iBT is required
• 7.0 on the IELTS Academic test or IELTS Indicator
• 120 or higher
• Note: The Duolingo test cannot be used to exempt an admitted student from the  English placement exam  or the Oral Proficiency Assessment for  Graduate Teaching Associate

What Does the NGP at OSU Look For in an Applicant?

Eligibility.

Qualified U.S. and international applicants are eligible for admission, though international students follow a different application procedure (see below).

The "Average" Successful Applicant

While there is no real "average" applicant who is granted admission to the NGP, we hope to use some of the more easily quantifiable metrics to give possible applicants a sense of where you may stand should you choose to apply.

Research Experience

The average admitted applicant has ~1.75 years of research experience , with 1 published middle-author paper and multiple presentations at conferences.

Undergraduate GPA

The average admitted applicant has a GPA of ~3.74

Using the rubric below, the average admitted applicant for Autumn 2024 scored a 15.2 out of 20 .   

• Selection for admission into the program is evaluated based upon the below criteria. The NGP currently evaluates students on a 20 point scale : 
• Research Experience carries great weight with the admissions committee and may be the single most important determining factor in assessing a candidate's qualifications for graduate school.  Research experience(s) should be detailed in your statement of purpose and your CV.
• The Graduate School at OSU requires a minimum undergraduate GPA of 3.0. The NGP Admissions committee does also take into account any GPA in an already completed Master's degree.
• It is preferred that students have a strong life and/or natural science background , but the program also values students with a primarily behavioral neuroscience, cognitive neuroscience, or computational background. The strongest candidates will have taken basic biology and chemistry and one or more of the following: biochemistry, physics, molecular and cellular biology, neurobiology, genetics, or other life science courses.
• Three letters of recommendation are required attesting to your research experience/potential and academic accomplishments. We strongly encourage you to prioritize letter writers who can speak to your research capability.
• Your personal statement should answer each of the questions asked below. We recommend you use your personal statement to show why the NGP is a good fit for you and your research interests.
• The NGP Admissions committee looks for evidence of leadership/volunteerism, and/or evidence that you are a responsible and valuable member of the communities to which you belong.
• In addition to these 20 available points, there is a "bonus point" that is awarded to students who have evidence in their application of an ability to overcome challenges or obstacles .

Quick Links

• NGP Brochure
• Office of Graduate Admissions
• USC Brochure
• Application Fee and Fee Waiver

Contacting NGP Faculty

Financial support.

• Relocation Scholarship Award
• TOEFL or IELTS scores

Letters of Recommendation

• Recruitment

Required Documents

• Statement of Purpose

Visiting USC

For ALL  questions or inquiries regarding admission, financial aid, immigration matters, test scores, and transcripts use the askUSC student support website.  For more detailed information and instructional videos, visit the USC Graduate Admissions Video link.

University application fee and fee waivers

The University application fee is $90.

USC offers several options for graduate application fee waivers. Please review these options before you submit your application, so you can make the appropriate selection to request a waiver. In order for you to apply with a fee waiver, the Office of Graduate Admission must approve your request before you can submit your application. If your fee waiver request is denied you must pay the application fee before submission. You can utilize a fee waiver only once so please make sure to apply to all the programs for which you would like to be considered at the same time. Visit here for more information.

Additionally, NGP has a limited number of USC Sponsored Application Fee Waivers.  Application fee waivers are available for students who are permanent residents, eligible for AB540 benefits or U.S. citizens.  Eligibility Requirements include, receiving a need based scholarship, being part of an Equal Opportunity Program (EOP), and or being a MARC, Fulbright, or McNair Scholar.  Please contact NGP to receive more information on applying for a USC Sponsored Application Fee Waiver. The last day to request a fee waiver from the NGP is November 15.

The application to the Neuroscience Graduate Program requires the following materials to be uploaded to the on-line admissions system:

• Transcripts* from all colleges and universities attended
• CV or Resume

Statement of Purpose (Personal Statement)

• Three Letters of Recommendation
• GRE: not considered, please omit
• TOEFL or IELTS scores**

*Transcripts:  Review the  Graduate Admission submission requirements .

**TOEFL/IELTS:  Scores must be sent electronically to USC from the testing service for them to be considered official. Photocopies or paper copies of scores are not acceptable.

TOEFL:  USC’s institution code is 4852. No department code is required.

IELTS:  Select “University of Southern California” from the list of available institutions when you register to take the IELTS test. Alternatively, provide this information to your testing center after you have taken the test. Contact information for the USC department to which you are applying is not required.

INTERNATIONAL STUDENTS: When listing undergraduate/graduate GPAs (Grade Point Averages) on the Application, please use the system of your university. If you received a percentage grade, provide the average percentage. If you were graded on a scale other than 4.0 (with 4.0 equal to an “A”), please indicate the average grade AND indicate the scale (for example, 8.5/10).

The Statement of Purpose (Personal Statement) should be 2 pages (maximum) with the standard 1 inch margins and 12 font. Please use the statement of purpose (personal statement) to describe your research interest, as well as previous experience and your desire to join the NGP program.

Your personal statement (statement of purpose) should include the following elements:

1) Why you wish to pursue a graduate education.

2) Why you wish to join NGP at USC.

3) Why you are a good candidate for the program.

4) What your research interests are. Explain.

5) Detail all research experience and what you learned.

6) Your goal upon completion of the program.

The statement of purpose (personal statement) should be uploaded along with your CV/Resume in the documents section of your application.

In the Program Materials Section – Recommendation, applicants must enter 3 faculty recommenders.  All letters of recommendation are submitted through the online application system.

Once you have saved an electronic recommendation, an email request will automatically be sent to the recommender on your behalf. This can happen before the application is submitted.  Please advise your recommender to look for this email in their inbox, as well as their spam or junk-mail folder, as emails do occasionally get filtered out.

Additionally, all letters of recommendation are considered confidential and you waive your right to access.  It is the applicants responsibility to ensure that the letters of recommendation are submitted on time, before the December 1st deadline.

Recruitment Process

Applicants being considered for acceptance will be invited to participate in virtual interviews with faculty. Admitted students currently located within the United States will be invited to visit campus. Admission offers will be made by early March, and final decisions for all applicants will be made by April 15th.  

International Applicants

If accepted to NGP and your degree is from an international institution, you will need to submit your documents for verification to IERF. Below is their contact information: 

Email: [email protected] 

Tel: (310) 258-9451 

Apply online: https://apply.ierf.org 

For more information, go to: www.ierf.org/usc 

All students admitted to the program are fully supported during their graduate training. Support is provided in many forms, including teaching assistantships, research assistantships, training grants, and University fellowships. All awards include full tuition remission, a monthly stipend for living expenses (for the 2023-2024 academic year: a minimum of $39,200 annually), and payment of student health insurance and student health center fees. All students are encouraged to apply for funding from external sources, which include the National Institutes of Health and the National Science Foundation.

Relocation Scholarship Award:

NGP has a limited number of Relocation Scholarship Awards for incoming first-year students relocating from areas 300 miles from the University of Southern California. Submissions are collected from the relocation scholarship award form and are due before July 15. 

Scholarship amounts are determined by the program and are calculated based on need, award availability, and the current federal mileage reimbursement amount. The scholarship will be disbursed in one payment as a fellowship payment at the beginning of the student’s first term at USC in the NGP. There are a limited number of Relocation Scholarship Awards.

Other Requirements — All regular NGP application requirements must be met, and student must upload a 300-500 word description of financial need and budget justification.

For more details about the NGP Relocation Scholarship, contact [email protected] or 213-740-2245 .

Applicants are encouraged to contact faculty members at any time during the recruitment process to identify potential research interests at the University of Southern California.

Email addresses for each faculty will be found in the Faculty Directory .

Applicants are more than welcome to visit the USC campus.  The NGP Office does not arrange these visits, including campus tours or laboratory tours outside of recruitment.  If you wish to schedule your own visit to USC please visit USC Graduate Admissions .

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Berkeley Neuroscience

Prospective Students

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

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

PhD Program

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

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

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

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

Annual Message from Our PhD Program Director

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

Neuroscience PhD Program

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

Neuroscience Graduate Program

  See Our Student Directory

The application for fall 2025 is now open.

Annual Neuroscience Retreat — SAVE THE DATES 2025 — Friday April 25 th 2026 — Friday April 24 th

Welcome and thank you for your interest in the University of Rochester Neuroscience Graduate Program (NGP).

The Neuroscience Graduate Program offers an outstanding opportunity for graduate training in an exceptionally interactive and collaborative environment at a world class research institution. We strive to train the next generation of creative, independent neuroscientists by providing academic instruction, research experience and active mentoring. At Rochester, this training is facilitated by outstanding faculty, talented and involved students, and a collaborative research environment.

Our Mission

To provide our students with research training, professional mentorship, and career guidance in a diverse, equitable, and inclusive environment that will prepare them to advance ever better neuroscience research through scholarship, instruction, and community service.

Prospective students, we hope you will take the time to read a brief  message from our director  and consider Rochester for your training.

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"The strong sense of community is what makes the NGP unique. The connection between students and faculty is something that really drew me to this program. Everyone is working towards the common goal of doing great science and the strong support network every step of the way is what makes the NGP a great place for graduate education. Grad school is a huge commitment, you want to be somewhere that will not only push you academically but support you in all aspects of your life!"

Emily Crosier, M.S.

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Stritch School of Medicine

Master's in Neuroscience

Developing outstanding neuroscientists committed to scientific excellence and integrity.

The Master of Science (MS) in Neuroscience is a two-year, research-intensive program designed to provide a foundational understanding of the biomedical sciences and an appreciation for emerging concepts and methodologies in neuroscience.  Our master's degree program provides an interdepartmental and interdisciplinary approach to training in neuroscience that allows students to choose from a variety of research mentors and projects. During their training, our students develop the knowledge and confidence to utilize cutting edge techniques to address novel neuroscience questions and the communication skills necessary to succeed in challenging academic and industry environments.

Our graduates have gained admission to medical school (both allopathic or osteopathic), as well as PhD programs at Loyola and other top schools in the Chicago area and beyond. Many graduates have also obtained advanced technical research positions as well as sales and marketing jobs in the pharmaceutical industry.

Study With One of the Nation's Top Neuroscience Masters Programs

Loyola University Chicago's Master's in Neuroscience was recently recognized as one of the nations top graduate programs by Best Value Schools, ranking #9 of the " Best 15 Masters in Neuroscience Programs 2024 ". Whether you're looking to deepen your understanding of neural systems, pursue a career in research, or prepare for further studies, our program provides the resources and expertise to help you succeed.

Our Commitment To You

Graduates of Loyola's MS in Neuroscience will gain the following knowledge, skills, and professional values to pursue a career as a research scientist in academia or industry or pursue additional education.

• Foundational understanding of the biochemical and molecular basis of cell function and neuronal and glial cell function
• Broad, comprehensive understanding of the neuroscience fields including: neuroanatomy, neurochemistry, molecular neurobiology, neuropharmacology, neurophysiology, and behavior
• Expertise in several scientific techniques to study of the function of the central and/or peripheral nervous system

SKILLS  

• Design and conduct experiments independently
• Analyze data
• Evaluate and apply scientific literature to experimental research
• Ability to present scientific work in a compelling manner
• Develop methodologies to explore the cellular and molecular basis of neuronal function in health and disease

PROFESSIONAL VALUES  

• Ethical standards of behavior in science

Students must complete a minimum of 30 credtis during this two-year MS program.  The Neuroscience curriculum helps students develop the skills to explore the cellular and molecular basis of neuronal function in health and disease. In addition to regular coursework, students must participate in a student-centered weekly journal club and weekly neuroscience seminars and student progress reports. Both are intended to facilitate students’ abilities to critically read, question, and synthesize scientific knowledge and to hone their presentation skills.

YEAR 1 - Fall 

Students complete two, six-week research rotations in addition to the following courses:

• BMSC 410 - Biochemistry & Molecular Biology (4 credits)
• BMSC 412 - Cell Biology (4 credits)
• BMSC 416 - Methods in Biomedical Science (1 credit)
• BMSC 405 - Ethics in Biomedical Sciences (1 credit)
• NRSC 503 - Neuroscience Journal Club (1 credit)

YEAR 1 - Spring 

• BMSC 402 - Statistical Methods in Biomedical Sciences (3 credits)
• NRSC 410 - Cell and Molecular Neurobiology (3 credits)
• NRSC 503 - Neuroscience Seminar (0 credits)
• NRSC 499 - Research (2 credits)
• BMSC 418 - Presentation Skills (1 credit)

YEAR 2- Fall  

• NRSC 415 - Neurochemistry (3 credits)
• NRSC 499 - Research (4 credits)

YEAR 2 - Spring  

• NRSC 595 - Thesis Supervision (0 credits)

Course Catalog

• Neuroscience MS Course Catalog

Ready to apply? This is a good place to start.

APPLICATION DEADLINES  

We accept applications on a rolling basis. We encourage students to apply by April 15 to ensure their application receives a full review. The deadline for all application materials is June 15. Typically, orientation is two days in late July, followed by an early August start date.

APPLICATION PROCESS  (There is no application fee.)

1. COMPLETED APPLICATION

• We strongly urge you to apply online . You may mail your application (although that will delay our receipt) to: Graduate and Professional Enrollment Management Loyola University Chicago 820 N. Michigan Avenue, Suite 1200 Chicago, IL 60611

2. OFFICIAL TRANSCRIPTS

• Applicants should have earned a bachelor's degree (at minimum) to apply. Transcripts for all undergraduate and graduate work are required for admission.
• The MS in Neuroscience program requires applicants to have taken two semesters or the equivalent in each of the following: Biology, Chemistry, and Organic Chemistry. Students also should have completed the accompanying laboratory courses within each discipline.

3. LETTERS OF RECOMMENDATION

• Applicants must submit three letters of recommendation. We encourage applicants to have letters of recommendation submitted by individuals who have supervised the student either in an academic course or research environment, and who have direct knowledge of the student's aptitude for scientific research.

4. STATEMENT OF PURPOSE

• Your statement of purpose should be a brief, one page statement that explains your interest in this program.

5. INTERVIEW

• A virtual interview is required for admission. International applicants can interview via phone or video conference.

Please note: the only documents that cannot be uploaded with an application are transcripts and official test scores. Please send those documents directly to: [email protected] .

FOR INTERNATIONAL APPLICANTS

International applicants must have a degree equivalent to a U.S. Bachelor's degree and are required to submit the above documents and:

• TOEFL or IELTS scores
• A Declaration and Certification of Finances Form
• Evaluations of international transcripts by any member organization of  NACES (National Association of Credential Evaluation Services) 

Please visit our  International Student Requirements  page for more details!

Please note: the only documents that cannot be uploaded with an application are transcripts, official test scores, and transcript evaluations. Please send those documents directly to: [email protected]

For more information, contact Student Program Recruiter Patrick Hulseman .

Request more information about our graduate programs.

WHERE ARE THESE PROGRAMS LOCATED?

The Biomedical Sciences programs are located at Loyola University Chicago's Health Sciences Campus in Maywood, approximately 12 miles west of downtown Chicago. The campus is home to the Stritch School of Medicine, Marcella Niehoff School of Nursing, the Parkinson School of Health Sciences and Public Health, the Cardinal Bernardin Cancer Center, and Loyola Medicine, our academic medical center partner. The campus features state-of-the-art facilities for education and biomedical research.

HOW MANY STUDENTS ARE ENROLLED IN THE BIOMEDICAL SCIENCES PROGRAMS?

Approximately 175 graduate students are enrolled in Loyola's Biomedical Science programs.

WHAT IS THE TYPICAL COURSEWORK?

MS students enroll in a Core Curriculum during their first and second semesters, followed by advanced coursework and research training in their area of specialization. After completing lab rotations, students select an advisor who will mentor them throughout their studies and in many cases, after graduation. 

Tuition and Financial Aid

Loyola's Graduate School and its Financial Aid Office are committed to helping students secure the financial resources to make their education at Loyola affordable.

• Financial Aid

JOANNA C. BAKOWSKA, PhD Associate Professor, Molecular Pharmacology and Neuroscience PhD- Molecular and Behavioral Neuroscience, Rutgers Research Interests: Genetic, behavioral, and cellular mechanisms that underlie spastic paraplegias.

ED CAMPBELL, PhD Professor, Microbiology and Immunology PhD- Microbiology and Immunology, University of Illinois at Chicago Research Interests: Understanding the mechanisms of cellular invasion by amyloid protein aggregates associated with neurodegenerative disease and the cellular dysfunction induced by such invasion.

EILEEN FOECKING, PhD Associate Professor, Otolaryngology - Head and Neck Surgery and Molecular Pharmacology and Neuroscience PhD- Neurobiology and Physiology, Northwestern University Research Interests: Mechanisms of peripheral nerve injury and repair with focus on therapeutic and surgical techniques to enhance regeneration.

ROCCO GOGLIOTTI, PhD Assistant Professor, Molecular Pharmacology and Neuroscience PhD- Biomedical Research, Northwestern University Research Interests: Neurogenetics of autism and autism-associated disorders and the neuropharmacology of novel treatment strategies.

CELESTE GREER, PhD Assistant Professor, Molecular Pharmacology and Neuroscience PhD- Pharmacology, Yale University Research Interests:  Transcriptional mechanisms that influence learning and memory

SIMON KAJA, PhD Associate Professor, Dr. John P. and Therese E. Mulcahy Endowed Professor in Ophthalmology PhD- Leiden University, Ophthalmology and Molecular Pharmacology & Neuroscience Research Interests: Identification of pathophysiological mechanisms underlying human ophthalmic, neurological and neurodegenerative disorders.

KELLEY LANGERT, PhD Assistant Professor, Molecular Pharmacology and Neuroscience PhD- Neuroscience, Loyola University Chicago Research Interests: Targeted drug delivery to the inflamed peripheral nerve, identifying novel therapeutic targets at the blood-nerve barrier and the leukocyte-endothelial interface, elucidating the physiological and pathophysiological roles of monomeric GTPases in endothelial cells.

TONI PAK, PhD James R. DePauw Professor and Chair, Department of Cell and Molecular Physiology PhD- Neuroscience, University of Colorado (Boulder) Research Interests: Neuroendocrine regulation of puberty; molecular mechanisms of nuclear steroid receptor function.

ERIKA PIEDRAS-RENTERIA, PhD Associate Professor, Cell and Molecular Physiology PhD- Physiology, University of Illinois Urbana-Champaign Research Interests: Molecular mechanisms of neuronal P/Q calcium channel function in normal and diseased states, including spinocerebellar ataxia type 6 (SCA6).

KARIE SCROGIN, PhD Professor, Molecular Pharmacology and Neuroscience PhD- Behavioral Neuroscience, Oregon Health Sciences University Research Interests: Anxiety, mood disorders and neural control of circulation in heart disease.

MEHARVAN SINGH, PhD Vice Provost of Research and Professor of Cellular and Molecular Physiology PhD- Pharmaceutical Sciences, University of Florida Research Interests: Role of gonodal hormones in aging brain and age-assocaiated neurodgenerative diseases

MONSHEEL SODHI, PhD Assistant Professor, Molecular Pharmacology and Neuroscience PhD- Biochemistry, Kings of College London, U.K. Research Interests: Post-transcriptional regulation of gene expression (RNA editing, alternative splicing, microRNAs) in mood disorders, psychosis and after exposure to stress.

EVAN B. STUBBS, JR. PhD Professor, Ophthalmology PhD- Biochemistry, University of Missouri Research Interests: Cellular and Molecular Mechanisms of Metabolic and Acquired Neuropathies, including diabetic neuropathy, glaucomatous neuropathy, and acquired inflammatory demyelinating neuropathies such as Guillain-Barré Syndrome.

GONZALO TORRES, PhD Professor of Molecular Pharmacology and Neuroscience PhD - Pharmacology and Physiology, Saint Louis University Research Interest:  Function and regulation of brain monoamine transporters in the context of psychostimulants and antidepressants actions

ERIC VILLALON LANDEROS, PhD Assistant Professor of Molecular Pharmacology and Neuroscience PhD - University of Missouri, Neuroscience Research interests: Cell and molecular basis of Neuronal Membrane Proteasome(NMP)-dependent signaling modulation of pain and itch sensation.

DEREK WAINRIGHT, PhD Associate Professor, Cancer Biology MS, PhD – Cell Biology Neurobiology, and Anatomy, Loyola University Chicago Research Interests:  Neuroimmunology and glioblastoma therapy

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Cognitive neuroscience personal statement example.

Why do people commit acts which are contrary to the law? Why do some individuals turn out to be aggressive and violent while others are not? Is it really true that some individuals are neurologically more susceptible or predisposed to be violent, aggressive and engage in risky behaviors than others or are they just the by-products of their environment?.

These were the questions that have been plaguing me for a very long time because of the distressing circumstances I had as a child.

I was born into a middle class family with five siblings. We lived a happy life until the day my father was shot dead in a gold heist by a group of robbers in 1988. We soon lost everything and we were forced to move into a neighboring slum and my mother had to start working as a cleaner to make ends meet.

I was continuously abused sexually for 4 years by my neighbor’s adolescent sons. Despite the circumstances, I grew up to be a fine gentlemen excelling both in my studies and other co-curricular activities at school. I was not perturbed by the fact that I had been through some traumatic events in life, by definition.

It was only in mid 2003, when I saw some of the perpetrators at my elder brother’s funeral that it actually dawned to me that, I had suppressed some of my feelings of pain, anger and resentment. The only way I had coped as a child was by diverting my attention to matters such as studies and other related activities. Seeing them again at the funeral brought back some repressed memories from my traumatic past.

The re-emergence of these feelings and the need for answers to my questions, along with the passion to understand human behaviors, thoughts and desires has led me into a quest to seek empirical answers or evidences to some of the fundamental questions in psychology and its related sciences including cognition, neuropsychology and forensics.

One of my early research was my undergraduate thesis (2003) on the psychological factors that contribute towards organisational criminology (white collar crime). This research in particular paved an opportunity for me to do a paper presentation at the World Criminology Congress held at the University of Pennsylvania in 2005.

Although the paper was commended for its originality and as a pioneering study in Malaysia, I also received some criticism on the basic research fundamentals. While attending the conference, I also had the opportunity to attend a professional workshop on collecting qualitative data in criminology.

This experience and exposure that I had in the United States, only strengthened my zeal to produce research works of better academic rigor, standing and quality.

Early 2007, I embarked on my Masters dissertation on the aspects of emotional intelligence, criminal personality typologies and sexual dysfunctions among sex offenders (both adult and adolescent).

A total of 21 samples were recruited for the purpose of this research from a prison and a juvenile detention center where they were incarcerated.

Various research methods and instruments were employed including self- rated questionnaires, oral history recount/in depth - interview, clinical psychiatric tests, and also the use of penile plethysmograph (physiological assessment).

The findings of the research were both in support and contrary to some of the pioneering studies conducted elsewhere including the works of Prentky and Knight(1993), Moriarty, Stough, Tidmarh, Eger and Dennison (2005), Righthand and Welch (2001).

Upon the completion of my dissertation, I was further encouraged to seek well assayed arguments or studies on neuropsychological origin to human behavior, emotions and decision making in general and sexual offending specifically.

Some of my readings into the works of Stein & Kennedy (2001), Cumming and Mendez (1984 & 2000), Absher et al (2000) and Sasanova et al (2002) lends basis to scientifically study the damages or anomalies of frontal, temporal, cingulated and subcortical structures and its relationship with the disinhibition of human behavior including sexual deviance.

In order to further understand these complex arcane interrelationships, the amalgamation of a multimodal approach such as that of Professor XXXXX and Professor XXXXXX are essential as they incorporate various behavioral, neuroimaging, neurogenetic, and neurobiological strategies.

Besides the above mentioned areas of interest, I am also fascinated by neurodegenerative diseases such as Alzheimer and Huntington’s disease. Personally, I would like to further understand the diminishing neuropsychological capabilities of the said sufferers and its effects on cognitive, affective and motor functions.

Genetic memory is also another area of genomic psychology that I am excited about. What is the real possibility of elucidating the complex genetic predisposition and how they affect the cognitive processes especially in the area of learning memory and aberrant behavioral traits?

With the aforementioned questions in mind and the burning desire to obtain answers, I graduated with a Bachelor of Science degree in Human Resource Development (Honors) and a Master of Education in Educational Psychology degree in 2003 and 2008 respectively. I was certified as a Professional Trainer by the Malaysian Institute of Management (MIM) and Human Resource Development Fund (PSMB) in 2010.

In 2011, I became an Associate Member of the American Psychological Association and a peer reviewer for the Asian Journal of Criminology based in Hong Kong.

Besides that, I have also been volunteering as a counselor at the Pink Triangle Foundation, Malaysia conducting HIV screening, testing and counseling where my clientele are consists of members of the public including professionals, young adults, sex workers, drug users, people living with HIV, and other marginalized communities. L

ast year, I headed a research team of 5 contributing members and a group of 12 student volunteers who assisted to carry out a study on risky sexual behaviors among the 950 respondents at the Red Carnival 2010 held at Bukit Bintang, Kuala Lumpur.

Professionally, I have a total of 8 years of working experience in the area of teaching including 3 years of conducting group and individual counseling and therapies; both locally and abroad. I have travelled and lived in a few countries like Vietnam, Turkey, United States, Japan, etc, in the course of research endeavors and also work assignments.

My background of teaching students from various cultures, age groups, and nationalities has actually sharpened my interpersonal and communication skills. Whereas, in the counseling sessions, working with many groups of young adults in youth transformation programs, I have acquired empathetic problem solving skills.

It has also given me a better understanding on the diverse human behaviors, emotions and thought processes.

Though the grades in my first degree and GRE may not be that impressive and I may lack exposure to broader scientific lab experiments and testing, I believe that my inquisitive mind, quick learning ability; self motivation and determination will enable me to acquire the skills and knowledge necessary to successfully complete this PhD program.

Besides, I am also very much independent, analytical, result-oriented and a pragmatic person. I have therefore made arrangements to take up courses in neuroanatomy and genetics in order to better equip myself for the program. I have also volunteered myself to assist in lab works in order to acquire the skills necessary.

Apart from engaging in academic undertakings, my life revolves around social work, jiving to music (trained in both classical and contemporary dance) and travelling, exploring different parts of the world.

Last but not least, should I be offered an admission, it would be a chance of a lifetime for me to be considered to work under the auspice of Professor XXXXX or Professor XXXXXX as my research interests corresponds closely to those of theirs. However, I am also open to suggestion.

Profile info

This personal statement was written by vicbrett for application in 2012.

vicbrett's Comments

I wrote this personal statement for my PhD in Cognition and Cognitive Neuroscience (Duke University, North Carolina)application for Fall 2012. Its my earnest prayer and wish that I'd get through successfully.

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What is a statement of purpose?

Keshala Jayawickrama

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Table of contents

• Introduction

How to structure a statement of purpose?

How to write a statement of purpose which captivates and impresses, key components of a statement of purpose template, how long should a statement of purpose be, what writing style should be used for a statement of purpose.

A statement of purpose (SOP) is a vital component of the university application process, especially for those aspiring to study abroad. This document goes beyond grades and test scores, providing the admissions committee with insights into your motivation, writing skills, and overall fit for the programme. 

A statement of purpose is a concise essay required by universities and certain organisations during the application process. It provides applicants an opportunity to explain their academic and career goals, why they want to join a particular programme, and what experiences and achievements make them a good fit.  

SOPs also help the admission committee to get to know the candidates beyond their grades and test scores by assessing their writing skills which helps them understand their motivation and suitability for the programme. It can also be considered as a personal pitch for applicants which can determine if they get accepted into a programme or not. 

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Organising your SOP effectively involves creating a roadmap that guides the reader through your academic and professional journey. Start it off with a compelling introduction which preferably includes an intriguing anecdote or a relevant quote. Then, strategically outline your experiences, achievements and aspirations in a logical sequence.  

Each paragraph should smoothly transition to the next, emphasising your unique qualifications and how they align with the programme's objectives. To conclude your SOP, add a conclusion with a concise summary while reaffirming your enthusiasm for the next step. This structured approach will not only enhance readability but will also emphasise your clarity of purpose and suitability for the programme. 

Crafting an impressive SOP requires a strategic blend of personal reflection and professional ambition. Using a compelling hook at the beginning is crucial to capture the reader's attention and to retain them through to the end. You can also share specific academic and professional experiences that have shaped your goals and have encouraged you to apply for the programme.  

Employ a clear and cohesive narrative structure throughout your SOP, ensuring each section builds upon the previous one to create a seamless flow. Refine your language meticulously, focusing on precision and clarity, while avoiding jargon or unnecessary complexity.  

Once you have finalised your draft, be sure to incorporate feedback from mentors or peers. Their perspective can be valuable as it can greatly enhance your SOP, making it more authentic and compelling. 

A well-crafted SOP consists of several essential elements. Here are the key components included in a typical statement of purpose template. 

1. Introduction: Start with a compelling opening that captures your interest in the field and briefly introduces your background. 

2. Academic background: Detail your educational history, emphasising relevant coursework, extracurricular achievements, and any honours or distinctions. 

3. Professional experience: Highlight any work or research experiences and professional achievements related to your field, emphasising the skills and knowledge you’ve gained. 

4. Goals: Clearly articulate your short-term and long-term academic and career goals, explaining how the programme will help you achieve them. 

5. Why this programme: Specify why you are interested in the particular programme and institution, mentioning specific faculty, courses, resources that attract you or professors whose work you admire. 

6. Personal qualities: Reflect on your personal attributes, values, and any unique experiences that distinguish you as a candidate. 

7. Conclusion: End with a strong closing that reinforces your enthusiasm for the programme and summarises your key points. 

A statement of purpose should typically be between 500 and 1,000 words, equivalent to one or two pages. This length allows you to thoroughly address your academic background, professional experiences, motivations, and goals without overwhelming the reader.  

It's also important to adhere to any specific guidelines provided by the programme you're applying to, as exceeding or falling short of the recommended length can reflect poorly on your attention to detail and ability to follow instructions. 

The writing style required for an SOP should blend elements of graduate-level academic writing with a personal tone that distinguishes it from formal research writing. It is important to use the active voice and first-person perspective to convey your personal experiences and aspirations clearly.  

Maintain a chronological order in your SOP, starting with significant actions and achievements during your undergraduate years. Include specific details such as course names, professors, methodologies, and relevant experiences to substantiate your qualifications and interests.  

Writing multiple drafts allows you to refine your narrative, ensuring clarity and coherence. So, take ample time to edit and revise your SOP thoroughly before submission to improve your chances. 

Frequently Asked Questions

What is the full form of sop.

The full form of SOP is "Statement of Purpose". 

What tone should an SOP have?

The tone should be professional yet personal. It should reflect your genuine interest and passion for the field while maintaining clarity and coherence. 

Can I use the same SOP for different applications?

While you can use a basic template, each SOP should be tailored to the specific programme and university you are applying for, to address their unique features and your specific motivations for applying there. 

Should I mention my weaknesses in an SOP?

If relevant, you can mention challenges or weaknesses, but focus on how you overcame them or what you learned from the experience. This can demonstrate resilience and personal growth. 

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• Statement of Purpose, Personal History, Diversity

Help with Cognitive Psychology/Cognitive Neuroscience SOP

• statement of purpose
• cognitive psychology
• cognitive neuroscience
• personal statement

By nebulousmilk November 27, 2018 in Statement of Purpose, Personal History, Diversity

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nebulousmilk

Willing to swap or help with yours if you help with mine!

Attending the University of North Carolina at ______ I began my undergraduate career with the intention of obtaining a degree in Psychology. This decision was based on my general interest in the brain and human behavior. After completing my second year I decided to double major in Biology due to my desire to understand the brain at its’ most fundamental level. As I advanced through my degrees and questioned what type of career I would like to pursue I became increasingly interested in the experimental side of neuroscience. I was particularly fascinated by research identifying the ways in which conscious beings possessed differing perceptual abilities and the various environmental and biological causes behind these differences.

My growing curiosity towards the research aspect of neuroscience prompted me to take the initiative to seek out research experience through my university. Pursuing an interest in the role of learning and memory in mental disorders, I applied for a position in Dr. Blank’s Behavioral Pharmacology and Comparative Cognition lab.  I was accepted and completed five semesters and two summers as a research assistant. This opportunity allowed me to gain experience in a lab and become familiar with the daily proceedings that occur within a research setting. I was able collaborate with graduate students on various aspects of their research endeavors. This included weekly presentations which allowed me to become skilled in the communication needed in an effective lab group. I also had the opportunity to attend the Society for Neuroscience conference which further opened my eyes to how vast the field of neuroscience is.

During my time in Dr. Blank’s lab I studied the effects of both drugs and non-pharmacological variables on memory processes in rodents. I assisted graduate students on several projects seeking to identify drug effects on rodent reinforcement learning, recognition, and episodic-like memory using behavioral assays such as the odor span task and radial arm maze. In addition to studying behavioral pharmacology I also worked on projects seeking to identify the limits of certain cognitive abilities in rodents. I appreciated the breadth of our research because it gave me exposure to both the biological underpinnings of behavior as well as the importance of experimental design.

Under the supervision of Dr. Blank I was also able to hone my interests and experience independent research as well by completing an undergraduate thesis project titled Effects of Ketamine on a Rodent Model of Memory Capacity: A Test of the NMDA Hypo-activity Hypothesis of Schizophrenia. The purpose of this research was to determine the validity of NMDA antagonists as an animal model of the working memory deficits commonly seen in individuals with schizophrenia. After an extensive literature search I became interested in which NMDA antagonist might provide a rodent model with the most translational significance. In the past different NMDA antagonists had produced disparate effects on cognitive measures. While completing this project I was able to follow my own experimental question from its original hypothesis through to the analysis of the resulting experimental data and it’s subsequent presentation and defense. I found this to be a highly rewarding experience that solidified my interest in pursuing graduate work and an academic career.

Following my undergraduate education I have continued to learn and focus my research interests in neuroscience through reading and following online course materials such as MIT’s  Neural Basis of Learning and Memory, Cognitive Neuroscience, and Cognitive and Behavioral Genetics as well as courses on data analysis and MATLAB programming. My long term goal is to continue to conduct research and teach at a university level, however I would also love to be involved with the same open courseware platforms that have allowed me to learn outside the walls of a university.

I enjoyed the research I was involved in during my undergraduate career, however, I felt that I would like to explore neuroscience working directly with humans. During my search for graduate programs I hoped to find a program with an interdisciplinary approach that would allow me to explore this interest. I would love to be able to gain experience with brain imaging techniques and computational modeling while contributing to the field of neuroscience. After researching the doctoral program in Psychology at UC Blank I found that it provided everything I was looking for.  I am especially interested in the work of Dr. Blank combining behavioral experiments and computational models to study working memory and learning. Working memory became one of my biggest interests during undergraduate school and I am interested Dr. Blank’s research on it’s interference with reinforcement learning. I am also interested in how motivation plays a role. I was also intrigued by Dr. Blank’s research involving genetic factors influencing cognition.

I believe this program would help me gain important foundational skills and allow me to explore my research interests further so that I can develop myself as a research scientist further. I believe I am a good fit for this program because my interests closely align with the research being conducted. I hope to bring what I have learned so far and build upon this while continuing my research career at UC Blank.

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here is mine

https://docs.google.com/document/d/1_S4wU8DBNoUAuNTTcUi6PSOkGgVmmXGeUNX-l4fpoFo/edit?usp=sharing

• 1 year later...

This is a very well-written SOP! Thanks for sharing. Did you get accepted into your top choice program?

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Students in our pioneering PEN program gain state-of-the-art Cognitive Neuroscience training in how humans learn, with a special strength in the neuroplasticity of visually guided learning processes. While Cognitive Neuroscience includes studies of learning and higher cognitive processes across the lifespan, its sister discipline, Educational Neuroscience, includes intensive study of five core domains that are crucial in early childhood learning, including language and bilingualism, reading and literacy, math and numeracy, science and critical thinking (higher cognition), social and emotional learning, and includes study of action and visual processing. PEN students become expert in one of the world’s cutting-edge neuroimaging methods in the discipline of Cognitive Neuroscience (e.g., fNIRS, EEG, fMRI, and beyond), study Neuroethics, gain strong critical analysis and reasoning skills in science, and develop expertise in one of the core content areas of learning identified above. While becoming experts in both contemporary neuroimaging and behavioral experimental science, students also learn powerful, meaningful, and principled ways that science can be translated for the benefit of education and society today.

This doctoral program is a research-focused program where students develop a specific research focus, conducting supervised research within their mentor’s lab as well as developing their own lines of research through independent research projects. Students accepted into the program receive four years of funding as follows: tuition scholarship for up to the domestic rate + $25,200 annual stipend + health insurance option.

Students benefit from access to in-house, research-dedicated neuroimaging facilities where students can also choose to become certified in fNIRS (functional Near Infrared Spectroscopy), one of the world’s most advanced neuroimaging technologies. Students graduate from the program prepared to become groundbreaking scientists!

The PEN program opened its doors to the first class of Ph.D. students in Fall 2013. This is Gallaudet’s first interdisciplinary Ph.D. program and has its administrative home in Gallaudet University’s National Science Foundation Science of Learning Center, Visual Language and Visual Learning, VL2. Learn more about VL2 and its cognitive neuroscience and translational labs, all of which provide PEN students with unparalleled lab research experience and opportunities.

Deadline to apply for this program: February 15, 2023 (Early applications will be considered)

The Ph.D. Program in Educational Neuroscience (PEN) was founded at Gallaudet University by Dr. Laura-Ann Petitto (Chair, PEN Steering Committee) and Dr. Melissa Herzig (Assistant Program Director, PEN). Students in...

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Action & brain lab, cognitive and affective neuroscience lab (can), motion light lab (ml2), numeracy and educational neuroscience lab (nens), petitto brain and language center for neuroimaging (bl2).

PEN students benefit from Gallaudet University’s local university consortium, which provides students access to courses taught in the Washington, D.C. area. PEN students also have access to a national network of more than 20 cognitive neuroscience labs throughout the world, through formal Memoranda of Understanding.

In the BL2, students can choose to become certified in one of the world's most advanced neuroimaging technologies that is suited for the study of young children and individuals across the lifespan, fNIRS (functional Near Infrared Spectroscopy).

Students in PEN will spend a large portion of their time learning about current neuroscience research and conducting their own research. The Science of Learning Center on Visual Language and Visual Learning supervises and aids students in research. Students may join efforts in any of our Research hubs listed above.

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