NeuroBatman

Thanks everyone! All of your responses have been really helpful and make me feel much less alone. It is hard being an introvert in a lab dominated by extroverts, but just knowing that it's normal to be caught off guard when one is in the early stages of his or her graduate tenure is extremely encouraging.

@EigenDo you have any suggestions for getting better at answering difficult questions or is it just something that happens naturally over the years? During undergrad I was very good at seeing divergent points of view and thinking about things in many different ways. In grad school (at least in my program), it seems like everyone wants to one-up everyone else and make the room as uncomfortable as possible--it doesn't help that my advisor smirks at us after asking questions (I doubt he does this on purpose, but it is intimidating).

First year grad student here: So . . . let me preface this post by stating unequivocally that I understand that grad school is a time to improve my ability to think on my feet. That being said, my advisor often puts me on the spot at lab meetings, asking me questions/makes inquiries that are often ambiguous and unrelated to what I'm currently researching. For instance, the other day he asked me to discuss the connection between two disparate projects, one of which was run before I was even in the lab and therefore, something I'm not overly familiar with. Needless to say, I was at a loss for words and came across as a blathering fool to my lab mates. My concern is that my lab mates are going to think I'm a dumbass, who is ill prepared. Let me add, I was fully prepared (and took the time to be fully prepared) to discuss the methodological question he had asked me to be prepared for a few days ago. Of course, he covered this information himself and asked me the question about something we have never discussed before. Has anyone had similar experiences? If so, how did you resolve them? I've been feeling more and more like my colleagues think that I don't belong here.

I'm not trying to be a jerk, but I find it a bit ironic that those drinking regularly are saying things like, "I drink to deal with the stress.". Perhaps grad school is so stressful because you are doing it whilst regularly consuming a depressant that influences your neurobiology. I say this based on experience. Stop drinking for a while and you will quickly learn that most who complain about the difficulty of grad school are making it more difficult by drinking regularly and managing their time badly.

If you haven't yet, I recommend that you check this out: http://chronicle.com/article/NRC-Rankings-Overview-/124708/ After looking at the numbers on this site, I was able to make a more informed decision. When you look at the US News rankings, it gives you a single ranking. Dartmouth's PBS program, which I'm starting in the fall, was ranked in the middle of the pack. However, after looking at the numbers here, I was able to see that after controlling for 'diversity,' Dartmouth is a top tier program. Of course, diversity is important, but for me was not a game changer. In fact, the program is tied for 1st place for student outcomes. So I wouldn't take a single number as an indicator of quality. I think having a few metrics to look at will give you a better idea. Of course, the most important factor is fit with your potential adviser. I think if you are happy where you are, you will be more productive, which will result in a more impressive CV. I don't buy into the notion that you will only be able to get a great job if you go to a top ranked university. I think what's more important is having a cohesive body of research that contributes to your field. Regardless of where that research was conducted. I hope this helped and best of luck. Cheers!

Thank you all for the feedback. I have noticed a trend: several comments have suggested that I can't get a job at an R1 if I attend ASU or UGA. Is this really the case? I've seen many faculty members who attended less than stellar state schools with good jobs at R1's. Certainly, I would concur that if I want to work at an Ivy or Public Ivy, Dartmouth would be my best bet. But I'm not so sure that attending ASU or UGA would bar me from getting a job at an R1. But with full disclosure, my goal as of now is to teach at a liberal arts college once I graduate. This might change, as I'm becoming more and more passionate about research, but who knows. Do you really think that my job prospects are reduced based on the school I do my Ph.D. at as opposed to my productivity at that school?

Thanks for the response! I'm not questioning what you said, but I'm curious as to where you got the info about Dartmouth being 'highly regarded in the field of cognitive science.' I know it's a great program, but can't find any rankings, etc for cog sci programs. The ones I have found for Psych departments as a whole or Cognitive Psych programs, have Dartmouth ranked in the middle of the pack--e.g. http://psychology-programs.startclass.com/d/b/Cognitive, http://grad-schools.usnews.rankingsandreviews.com/best-graduate-schools/top-humanities-schools/psychology-rankings. In fact, those lists have ASU ranked higher. It may be that I'm missing something, so please let me know where you got this info or if it's just something that you know based on the reputations of researchers, etc.

So I've been admitted to three Ph.D. programs in the area of Cognitive Science/Neuroscience--Dartmouth, Arizona State and the U of Georgia. I'm having a hard time deciding where to go. On the one hand, Dartmouth is Dartmouth and has a fantastic cognitive neuroscience program; however, during my visit I did not get the best impression of the relationships between departments and the students and profs were not nearly as friendly as they were at other programs. Conversely, the culture at Arizona State is fantastic--I had a great time talking with faculty, grad students and other prospective students. Finally, the program at UGA is good, the faculty and students are very friendly and they offer a teaching certification, which is great considering that I want to become a skilled lecturer. Based on your experiences, what advice would you give me? Do I go where I feel welcomed and where I see myself fitting in the best, or do I go to the school with the best reputation--the school that will stand out the most on my CV when I go looking for jobs. Any help would be greatly appreciated!!! Thanks for reading.

Hmm . . . That's interesting advice and I don't want to be the person asking for advice who then dismisses the advice I get. Nonetheless, I have a problem excluding information that essentially speaks to me as a person, when 99% of the essay is professional qualifications stuff. I feel like I need that 1% speaking to where I come from. Am I wrong in thinking this? I've heard in so many places 'Tell them what makes you unique.' Well, working as an audio engineer really did give me an upper hand when it comes to doing research--the two undertakings are similar in a number of ways. To me, it is telling the committee that I can quickly learn new software programs given my experience working as an audio engineer. Failing as a musician inspired me to divert my passion towards academia. I hope I don't come off as snarky, but truth be told--I am pretty satisfied with the introduction. I was more worried about the body being mundane.

Anyone?

Thanks!

Great! Thanks again!

Sorry. One last question: Should I make my explanation longer since I'm given 1000 words? In other words, should this be an entirely separate essay or addendum?

Thank you for the helpful replies by the way. I really appreciate it.

Oh, to clarify, most of my applications have a separate section for discussing this. Does that make a difference?

Does anyone know why they don't want to know about your character? It seems odd to me that they have no interest in knowing 'how' a person has changed or how past failures have driven one to succeed. Certainly, my failures are a huge part of who I am and have pushed me to be the best student I can be. This seems like something that would be of interest to someone considering me for their program. It's almost like they want you to sidestep the issue rather than owning up to your mistakes, which seems weird to me.

Hi!! I was wondering if anyone would be willing to give me some feedback regarding my statement of purpose. Thanks!!! I once dreamed of being a rock star and spent my early adulthood pursuing this goal. But music couldn’t pay the bills–yet, as the curtain closed on one dream, another began to open. From the moment I stepped into a _____ College classroom, I felt the rush of being immersed in challenging coursework. Having learned from my former academic transgressions, I was determined to prove myself, diving into strenuous classes in the natural and social sciences. I was most intrigued by courses in cognitive, social, and biological neuroscience and psychology. Of particular interest to me is research connecting physiological theories to cognitive-behavioral ones. The summer after arriving at ______, I was fortunate to work alongside Dr. _____ and Dr. ______ on a research project. This experience provided me with training using X software, a high-level programming interface used for designing psychological experiments. Having worked as an independent audio engineer, I understand complex digital software platforms and immediately felt at home using X. While working with seasoned researchers was invaluable, I was eager to design my own experiments. Soon after, I was able to realize this goal. My junior year I investigated how personality differences influence auditory simulations during a reading task. This project allowed me to carry out research from conception to completion. Using physiological (GSR) and behavioral measures, the research enabled me to explore biological questions relating to broader theories of grounded and embodied cognition. Later presenting my findings to fellow students and faculty, I realized how I enjoy discussing research in a formal setting. The experience bolstered my interest not only in research but also in teaching. Currently, I am finishing my second research project, hypothesizing that auditory simulations rely on cortical areas associated with sound perception and interfere with one’s ability to detect deviant tones in an oddball paradigm. Co-authoring the paper, Dr. _____ is helping me publish this project. I also recently applied for the _______ fellowship, proposing an interdisciplinary research project exploring an embodied theory for infantile and childhood amnesia. Dr. _____ (College) and I are in the process of submitting a paper for publication expounding the theory. Grateful for these experiences, I look forward to the day when I will be able to assemble my own team of researchers to investigate pertinent questions in the neurosciences. I believe that a graduate education at the University of ______ will endow me with this opportunity. In December I will graduate with BAs in neuroscience and psychology from ______ College, and will begin working at ______ College as a research assistant in Dr. ______’s neuroimaging lab. I’m confident that the experience I garner in Dr. ______’s lab will elevate my research skills, giving me the tools needed to excel in a graduate level neuroscience laboratory. I have two academic and career goals: to contribute to science by conducting basic and applied research in the areas of social and cognitive neuroscience and to teach both undergraduate and graduate students. The behavioral and brain sciences concentration within (college’s) psychology department implements an educational framework concurring with both of my career pursuits. Given my educational background, including social psychology, cognitive and behavioral neuroscience, and philosophy of mind, I am well-suited for the interdisciplinary nature of the program. Several faculty members within the ____department are conducting research dovetailing with my interests. For instance, I am intrigued by Dr. ______’s research exploring anthropological questions pertaining to social psychology. I was drawn to Dr. _____’s research while writing a philosophy paper which I eventually won an award for. I am also drawn to Dr. _______’ social and affective neuroscience research. The theory I expounded in the (fellowship) proposal has the potential to provide insights into cognitive and emotional disorders. Thus, I share Dr. ______’ goal of working to better understand emotional impairments. Having spent four years as a direct-care provider for individuals with disabilities, it is clear that current interventions are insufficient. Further research is needed to develop efficacious neuropharmacological and behavioral interventions, enabling people with disabilities to live more independent and fulfilling lives. Given the program's broad research focus and curriculum, a doctorate in _______will move me closer to my goals, allowing the curtain to continue opening to my future. At the University of ______, I can take the next step toward my dream.

Hi!! I am in the process of applying to graduate school for cognitive neuroscience. Unfortunately, as a fledgling youth, I failed a number of classes as I failed to drop them. Therefore, I am required to explain this failure in my application. I have written a short explanation and I'm wondering if it is adequate. Please let me know what you think. Also, this happened more than a decade ago. Thanks. As a young man, I was placed on academic probation at several community colleges (_______, _______, _______) due to failing grades resulting from poor attendance. At the time I was immature, unorganized and uncommitted to maintaining the academic standards demanded by these institutions. However, since that time I have redefined my character, refusing to let past failures defeat me. Both my transgressions and triumphs have served as an impetus for my recent success and when I returned to college three years ago, I did so with a fire in my belly—determined to unveil my potential as a student. This passion is reflected in the work I’ve done at ___________ College and __________ College, where over the past eight semesters I have maintained a 4.0 GPA. I am grateful for all of my experiences, both good and bad, which have bestowed in me the fortitude necessary to succeed as an academic.

Well, the good thing about writing to PI's is that you don't have to talk to them face to face right away. So, I would encourage you not to sweat it too much. Almost everyone I've written to has been kind and punctual. Plus, like my undergrad adviser said, "if a professor sees something they like about you, they will want to snatch you up before other programs get you." I actually obtained a research assistant position at Dartmouth after reaching out through email, which I NEVER would have expected. In all honesty, I wrote to that particular professor thinking it would be a long shot for him to even get back to me, but lo and behold, not only did he get back to me, but after a brief Skype interview, he offered me a position. The moral of the story: you never know what will happen until you put yourself out there.

I would say that it depends on the other components of your application. My guess would be that most humanities programs are not going to weigh your quant score very much and 162 verbal is pretty darn good. What is your GPA? If you submit a stellar writing sample and personal statement, have a solid undergrad GPA, and your letter writers say good things about you, you should have a pretty good chance of getting in. I am in the same boat as you, applying to graduate programs (albeit in cognitive science rather than the humanities), but I spoke to my wife's boss the other day, who used to serve on an admissions committee, and he told me that the golden ticket to getting into a good program is a publication. What he told me is this: if you can get a prof at your school to support you in submitting a paper for publication, even if it doesn't get accepted, it will look great on your application. I totally understand where you are coming from, having scored a 155 Q and 162 V (cog sci programs typically want to see around 158 Q, 158 V). But everyone I've talked to says the same thing: bolster the other parts of your application rather than wasting time studying to retake the GRE. I think this is especially true of your circumstance, given that you are only 2 points off. Another thing that will help you immensely is writing to potential graduate advisers and selling yourself. As my admissions guy told me, if you have a faculty member advocating for you when the admissions committee is looking over apps, you are much more likely to be accepted. Here is a good link explaining how to write to potential advisers: http://theprofessorisin.com/2011/07/25/how-to-write-an-email-to-a-potential-ph-d-advisor/ I hope this helps. Good luck--'may the force be with you.'

Thank you so much for your helpful response. What I've read and heard from my profs and friends is that research experience and letters trump everything else; however, I've heard mixed things about GRE screening. I've read in some places that schools such as Stanford and UC Berkley no longer have a minimum score cutoff and that programs are starting to ease up on that process; I've heard from others that applications are still being filtered based on GRE scores. So I guess it's a crap-shoot.

Thanks for the encouragement. Would you retake the rest if you were in my shoes? Or instead focus all of your attention on the research projects?

So, I took my GRE for a second time this week. Unfortunately, due to a terrible family emergency (my wife had a grand mal seizure the night before so I didn't get any sleep), I performed below my potential. I scored 155 Q, 162 V. I was consistently scoring 161 - 163 Q and 163 - 167 V on practice tests. I'm wondering if this will be good enough for admission into top PhD programs in cognitive psychology/neuroscience? I am in the process of working with one of the top researchers in my field to write a theoretical paper to be published and also will be submitting a philosophy paper for publication this fall. Additionally, I will be working at Dartmouth College in a psych lab from January until August. On top of that, I have an upper class GPA of 4.0 with an overall GPA around 3.5 (I have some bad decade old grades), and I have a few years of experience working with faculty at my school and 2 independent undergrad research projects (including a poster presentation). Will the research/publication experience outweigh the GRE scores, or should I . . . (cringe) take it again? Some places I've looked online say that an overall score of 317 is good and some say that it's not (for example this site says I can get into Harvard but I am skeptical http://magoosh.com/gre/2013/gre-scores-for-top-universities/) , So I'm a bit perplexed. Ideally, I'm hoping to get into Dartmouth, University of Chicago, Arizona State or the University of Georgia, with backups including, Florida State University, the University of Arizona and others TBD. I should also mention that I have been corresponding with PI's via email (which is how I got the Dartmouth gig). If any one has any sense of where I stand, I would really appreciate the feedback. Kind regards. - Justin

I'm talking about 'getting into' a masters program. In the U.S. it's much easier to get into a masters program than a doctorate program. I was wondering if getting into a master's program in Canada is 'on par' with 'getting into' a master's program in the U.S. So no TA's or RA's for master's students? I was wondering if the MA programs in Canada are like PhD programs where you get full tuition reimbursement and a stipend for being a TA or RA. As for the Simpson's video: I spent a summer in Vancouver and adored the city, the culture and the people. I am becoming increasingly jaded by the state of things in the U.S., so I would certainly welcome a break.

Thank you so much for the clarification. It's really great of the both of you to take time out of your busy schedules and answer my questions. I'm very gracious. I have two more questions: A. Is getting into a masters program in Canada on par with getting into a masters program in the U.S.? Or is it more on par with getting into a U.S. doctorate program, since the master's (as you so kindly clarified for me) is essentially the first two years of a doctorate? B. Is it more difficult for American students to get into Canadian graduate programs than Canadian students? I have noticed that there don't seem to be a lot of American grad students (if any) in the Canadian programs I've looked into.