university of maryland college park neuroscience phd

Neuroscience, Doctoral/PhD

The graduate program in neuroscience trains outstanding graduate students to earn a phd degree in neuroscience..

We are an interdisciplinary program spanning several Departments in the Schools of Medicine, Dentistry, and Nursing. Our alumni fill top-tier academic, government, and industry positions worldwide. Our curriculum emphasizes critical thinking and experimental design through an innovative applied learning model. This coursework is completed within the first 16 months, after which students perform full-time dissertation research in a laboratory chosen from 2-3 laboratory rotations completed in the first year.

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Details, Dates & Deadlines

Program details, program length, cost/credit hour.

In State: $623 Out of State: $1101

Those accepted into the program receive tuition remission (as well as health care benefits and an annual stipend)

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• $75 application fee 
• 3 letters of recommendation
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• 300–500 word essay
• Proof of English language proficiency
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Dates & Deadlines

Fall deadline: December 1

Program Contacts

Dr. Jennifer McFarland Academic Services Specialist [email protected]   410.706.4701

Dr. Donna Calu Program Director [email protected] 410.706.5160

Meet Your Faculty

Our GPILS programs consist of faculty in the basic science and clinical departments of the School of Medicine, School of Dentistry, School of Nursing, and a wide array of internationally recognized organized research centers and institutes on campus including the Center for Vaccine Development, the Center for Vascular and Inflammatory Diseases, the Institute for Genome Science, the Maryland Psychiatric Research Center, and the Institute of Human Virology, in addition to collaborations with the other University of Maryland campuses.

620 W. Lexington St. Baltimore, MD 21201 (410) 706-3100

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Cognitive and Neural Systems-CNS

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M ore CNS Program Information

The Cognitive and Neural Systems (CNS) Program brings together researchers who study mind, brain and behavior. CNS laboratories investigate the cognitive and neural underpinnings of attention, perception, action, memory, decision making, sensory-motor integration, and social behaviors in humans and animal models. Commonly used techniques in CNS laboratories include neuroimaging, electrophysiology, neuropharmacology, histology, computational modeling, eye tracking, and behavioral analysis. Research conducted in the CNS laboratories has led to a broad understanding of the cognitive and neural processes underlying real-world behavior and has important implications for neurological disorders, mental health, and education. The CNS Program is affiliated with the campus Neuroscience and Cognitive Sciences Program (NACS), an umbrella for interdisciplinary research in systems, cognitive, cellular/ molecular, and computational neuroscience. NACS has a formal partnership with the National Institute of Deafness and other Communication Disorders. The Cognitive and Neural Systems Program also draws upon and contributes to the resources of the Center for Advanced Study of Language (CASL), a University-Affiliated Research Center (UARC) that conducts research on the learning and use of language.

Follow this link to learn more about the CNS Program

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• Neuroscience Graduate Students at UMB, UMCP...

Neuroscience Graduate Students at UMB, UMCP Awarded Fellowships for Cross-campus Training

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• cellular & molecular

Sydney Ashton and Katherine Pizano.

Two neuroscience graduate students have been announced as recipients of this year’s Visiting Fellows in Neuroscience Program (VFIN). Sydney Ashton , a Ph.D. candidate in the Program in Neuroscience (PIN) at the University of Maryland, Baltimore (UMB), and Katherine Pizano , a Ph.D. student in the Neuroscience and Cognitive Science program (NACS) at the University of Maryland, College Park (UMCP), will travel to College Park and Baltimore respectively to train in cutting-edge techniques that will broaden their research expertise.

Ashton, a fifth-year PIN graduate student in the lab of Professor Margaret (Peg) McCarthy , will travel to the laboratory of Professor Matthew Roesch to further characterize behavioral deficits across the lifespan in a rat model of neuropsychiatric developmental disorders. Currently, Ashton works with juvenile rats: she uses mutation of a specific candidate gene and exposure to an early life immune challenge to explore sex-specific impairments in the motivation to play, which is crucial for healthy brain and social development in humans and rats alike. Ashton will expand this research in College Park to include adult rats, employing complex cognitive behavioral tasks that require technical capabilities and equipment that are a specialty of the Roesch lab. By accounting for adulthood, Ashton’s research will offer a fuller picture of how social attention and behavioral flexibility develop across the lifespan and ultimately provide key insights into human neuropsychiatric developmental disorders, such attention deficit hyperactivity disorder, autism spectrum disorder and schizophrenia.

Pizano, a first-year graduate student in the lab of Professor Joshua Singer , will train in Baltimore at the laboratory of Associate Professor Brain Mathur in the use of molecular and genetic methods to assess light-mediated mood regulation. Pizano’s research is centered around intrinsically photosensitive retinal ganglion cells (ipRGCs), which are a major channel for the regulation of circadian rhythm in mammals. Scientists know that the dysregulation of circadian rhythms can lead to depression and other neuropsychiatric disorders, but the exact role of ipRGCs in this process is not entirely clear. At the Mathur lab, Pizano will use chemogenetic tools coupled with behavioral assays to investigate the mechanics of a particular protein released by ipRGCs. Specifically, Pizano will examine how pituitary adenylyl cyclase-activating proteins (PACAP) are received by cells in the body’s circadian clock. Uncovering PACAP’s mechanistic role will help chart more precisely the chemical pathways by which ipRGCs influence mood changes brought on by light disruption.

The VFIN enables cross-campus training for neuroscience graduate students in UMB’s PIN and UMCP’s NACS Program to promote enhanced collaboration between research groups in Baltimore and College Park, providing funding for research rotations of PIN students in College Park and NACS students in Baltimore. The Program is funded by the  University of Maryland Center for Economic and Entrepreneurship Development , a center created by the University of Maryland Strategic Partnership Act.

You can learn more about this cross-campus neuroscience training program through a recent Q&A with 2020 VFIN awardee Chelsea Haakenson . The next call for VFIN proposals is expected to be issued summer 2022.

Media Relations Contact: Nathaniel Underland, [email protected]  

About the Brain and Behavior Institute: The mission of the BBI is to maximize existing strengths in neuroscience research, education and training at the University of Maryland and to elevate campus neuroscience through innovative, multidisciplinary approaches that expand our research portfolio, develop novel tools and approaches and advance the translation of basic science. A centralized community of neuroscientists, engineers, computer scientists, mathematicians, physical scientists, cognitive scientists and humanities scholars, the BBI looks to solve some of the most pressing problems related to nervous system function and disease.

Published December 15, 2021

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• Neuroscience on Campus

Major Requirements

• Becoming a Neuroscience Major
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Neuroscience Major

The undergraduate major (BS) in Neuroscience (NEUR) offers rigorous training in the interdisciplinary study of brain and behavior. The major is jointly offered by the the Colleges of Computer, Mathematical, and Natural Sciences (CMNS) and Behavioral and Social Sciences (BSOS).

Students complete a required set of NEUR courses as well as a supporting sequence of coursework in mathematics, biology, chemistry, physics, and psychology. Students then choose an advanced program track of upper-level coursework in cellular, molecular, and physiological neuroscience or behavioral and cognitive neuroscience . The Neuroscience major prepares students for a broad range of career paths including: scientific research, medicine, clinical psychology, allied health professions, or science-related government, nonprofit, or private sector employment. 

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PhD, Kinesiology

Deepen your understanding of the relationship between physical activity and health practices, experiences and outcomes

Our program develops the next generation of researchers, scholars, teachers, and professional leaders in the core specializations within the field of Kinesiology. 

Perfect for those interested in...

• Exercise physiology
• Sociology of sport
• Rehabilitation
• Cognitive motor control
• Chronic disease prevention
• Exercise and brain aging
• Sport and human performance
• Biomechanics
• Physical activity and health disparities

Career Paths

• University professor
• Researcher at academic or private institution
• Research and development in private and non-profit sector
• National Institute of Health
• Department of Defense (DOD) and DOD contractors (ex: Booz Allen Hamilton)
• Exhibit curator at Smithsonian Institute

Program Overview

Students develop a comprehensive understanding of the interdisciplinary field of Kinesiology and how it relates to public health. Knowledge and practical experience is gained through coursework, active engagement in research, departmental activities, research seminars, and attendance at professional conferences.

The PhD degree is offered in the following areas of study:

• Cognitive Motor Neuroscience : Motor control, motor development, biomechanics, computational motor neuroscience, sport psychology, exercise psychophysiology
• Exercise Physiology : Genetic, molecular, cellular and applied research in muscular, metabolic, and cardiovascular aspects of exercise physiology
• Physical Cultural Studies : Interdisciplinary analysis of physical culture, cultural kinesiology, sociology of sport and physical activity, history of sport and physical activity, sport marketing and media

See all Kinesiology graduate student resources .

For more information, see the Kinesiology flyer .

• Students will be expected to demonstrate a comprehensive understanding of the interdisciplinary field of Kinesiology, and be able to analyze their own research and locate it in relation to the broader field of kinesiology, and the aims and objectives of the School of Public Health.
• Students will be expected to identify, apply, and critique the range of empirical foci, concepts and theories, and research methodologies, appropriate to their specialized area of kinesiological inquiry.
• Students will be expected to originate, develop, and complete individually generated, high quality, and prescient scholarly research appropriate to their specialized area of kinesiological inquiry.
• Students will have demonstrated an ability to disseminate their scholarship (through presentation, publication, or other means) to appropriate scholarly constituencies.

Students are expected to demonstrate high scholastic achievement, an understanding of current theoretical foundations, and appropriate research skills necessary to advance knowledge in their specialization.

The Doctor of Philosophy Degree requires a minimum of 60 credit hours beyond the Masters degree. This total includes a minimum of 12 credit hours for the dissertation. 

Students continuing into a PhD program from the M.A. Kinesiology degree at UMD:

• The minimum total of course credits for both programs (M.A. & Ph.D.) is 90 credit hours .
• This total includes a minimum of 30 credits required for the Master of Arts degree (24 hours of coursework + 6 hours of thesis (KNES 799) and a minimum of 12 credits of dissertation (KNES 899).  
• The actual credit hours and related experiences approved by the student’s Program of Study Committee may exceed 60 credits and should be based on the student’s previous experiences and future scholarly goals.  

Supporting courses are also offered in research methods, experimental design, statistics, and computer data acquisition and processing. Graduate students may pursue specialized interests through appropriate independent research or projects. Ph.D. students are required to take 60 credits, 12 are dissertation credits.

Dr. Shannon Jette Associate Professor, Director of Graduate Studies

[email protected] (301) 405-2497

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Join our Program!

Regardless of academic preparation, a qualified faculty member in the proposed area of study (i.e. Cognitive Motor Neuroscience, Exercise Physiology, or Physical Cultural Studies) must be willing to sponsor and mentor a student prior to applying. Applicants should speak with the faculty member with whom they prefer to study.

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Cellular & Molecular

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The University of Maryland traces its history to 1856, when the General Assembly chartered a state agricultural school. The Maryland Agricultural College was established on ancestral land of the Piscataway tribe, which it purchased from a slaveholding farmer and agricultural education advocate, and three years later opened with 34 students. 

The mission of the University of Maryland, College Park is to provide excellent teaching, research, and service. The University educates students and advances knowledge in areas of importance to the State, the nation, and the world. The University is committed to being a preeminent national center for research and for graduate education, and the institution of choice for Maryland’s undergraduates of exceptional ability and promise.

Read our entire mission statement  (PDF). (Plain text version)

The University of Maryland is a community of individuals living and working together to support and advance the educational and research mission of the institution. We aspire to become a community that is:

We are diverse but have much in common. Members of the UMD community foster a sense of belonging based on acceptance and a unity of purpose. We strive toward overlapping goals, sharing resources, and spending some of the most significant and productive times of our lives together in a common space. To that extent we depend on one another and are our best selves when we support one another. Accordingly, our actions are guided not only by what is good for self but also by what is good for all.

Members of the UMD community interact with others in ways that promote feelings of respect. All members of the UMD community are valued equally and deserving of respect without regard to their status, their educational attainment or their social position. We reject denigration of any member through words or actions and resist stereotyping of members that undermines personal dignity though slurs, slights, insults or other acts that disparage individuals or groups.

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Members of the UMD community refrain from injustice, violence, harassment, intimidation, and aggression. We do all that is possible to protect and defend members of the UMD community from anyone who would harm them physically or psychologically. We promote individual agency and responsibility in contributing to personal safety, avoidance of harm and staving off the effects of insults, slander, intimidation, or symbolic intimation of violence.

The UMD community strives to achieve the highest levels of excellence in our work and our studies that accrue through inclusive practices. We recognize that as a thriving and striving community, the success of our institution and our members is dependent on how well we value, include, and engage all members. This belief must be actively and consistently embedded in every aspect and practice of the UMD community.

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All members of the UMD community are equally responsible and committed to uphold the University’s values to the best of their ability, as well as hold the rest of the UMD community to those responsibilities. We must be transparent in our mistakes, and learn to reflect and continue to strive toward inclusive excellence.

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Members of the UMD community embrace learning as essential for bettering ourselves as individuals and as a community. We encourage and assist one another to become our best selves.

Learn more about UMD's values statement .

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Introducing The Nation's First Do Good Campus Transforming Idealism into Impact 

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At the University of Maryland, the arts, the humanities and the sciences intersect to address important societal issues and shed new light on the human experience. Our vibrant campus arts community collaborates with local and national cultural organizations such as the Phillips Collection, Kennedy Center and Folger Shakespeare Library. Student and faculty artists, designers, historians, writers and performers are exploring new media, presenting new perspectives, investigating new techniques and engaging new audiences.

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Home of the Terrapins, the University of Maryland has one of the nation’s most recognizable and successful athletics programs. More than 550 student-athletes compete each year in 20 intercollegiate sports—12 for women and eight for men. Since 2005 alone, Maryland has won 19 national championships, including NCAA titles in women’s basketball, men’s soccer, men's lacrosse, women’s lacrosse, and field hockey. Since joining the Big Ten Conference in 2014, UMD has won a combined 32 regular season and tournament championships. Fear the Turtle!

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Keep Learning! Earn credits, satisfy a major requirement, and stay on track for graduation. Classes meet in person or online. Convenient 3 or 6-week sessions, May 28- August 16, 2024. Learn more at summer.umd.edu .

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Giving back is a fearless Terp tradition, and there are many ways you can not only keep it alive, but also make an instant impact. 

Support the Clark Challenge for the Maryland Promise Scholarship and double your impact through the Clark Challenge.

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As a premier research and land grant institution, the University of Maryland houses more than 230 graduate programs, enrolls nearly 11,000 graduate students, and confers approximately 2,800 degrees annually. The Graduate School takes pride in leading this effort and in collaborating with the colleges and schools of the university to provide our students with an outstanding educational experience. Explore this section to learn more about our outstanding  doctoral and master’s programs , as well as our stellar  graduate certificate programs .

DC News Now | UMD Researchers Working to Improve Diversity while Conducting Neuroscience Study

DC News Now featured Assistant Professor  Rachel Romeo and Abria Simmons ’25 and their work to make neuroscience research more inclusive. Simmons is leading efforts to develop hairstyling techniques to make functional near-infrared spectroscopy (fNIRS) caps work more effectively for people with Afro-textured hair. Romeo and her team at the College of Education’s Language, Experience and Development (LEAD) Lab use the caps to study how young children’s early life experiences affect their learning and brain development, including language development.  

“Ultimately, what Abria has come up with is this menu of options, depending on someone’s hair length [and] hair texture,” said Romeo.  

“Black people deserve to be represented in these spaces," said Simmons. "They deserve to have their voices heard.”  

Watch the full segment.

Baltimore Sun | About Half of Baltimore City Students are Chronically Absent. Which Schools Have Highest, Lowest Rates?

PGCTV | Blueprint for Maryland's Future

WTOP | It’s Teacher Appreciation Week: UMD Showed Lots of Love to 3 Alums

DC News Now | Teacher Appreciation Week Surprise

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BSOS Welcomes 2024 Summer Research Initiative Scholars

The College of Behavioral and Social Sciences proudly welcomes the 2024 Summer Research Initiative (SRI) cohort to campus. The 8-week, intensive program is designed to encourage and enhance the diversity of scholars working in social and behavioral science, practice, teaching, and policy fields. 

The 2024 SRI scholars and their mentors were honored at a special reception on June 3 in McKeldin Library, featuring remarks by Director Kim Nickerson. 

Meet the 2024 SRI Scholars Maria Benito Correa is a rising senior at Macalester College in St. Paul, Minnesota. She is an economics major with a research interest in agricultural economics. She is from St. Paul, Minnesota and is a member of Omicron Delta Epsilon and a Wallin Scholar. Maria is particularly interested in greenhouse gas emission mitigation, water conservation, and gender parity in agriculture around the world. She hopes to pursue a graduate degree in agricultural economics to do research at a nonprofit organization. Maria will be mentored by Dr. Judith Hellerstein in the Department of Economics.

Bethany Bonney (she/her) is a rising senior psychology major at Bowie State University. Her research interests include chronic traumatic encephalopathy (CTE), brain injuries, and autism. Her ultimate goal is to publish a research study discussing the various differences in autism in Black women and cultural differences that may be the cause of misdiagnosed and late-diagnosed Black individuals. Bethany is a disability advocate and the president of the Delta Alpha Pi honor society. Bethany will intern with the Social Justice Alliance Track, where she will be mentored by Dr. Melissa Duchene-Kelly (BSU Psychology), Dr. Rashawn Ray (UMD Sociology), and Dr. Jeanette Snider (UMD Sociology).

Olivia P. Blucker is a rising senior at the University of Maryland, College Park. She is an anthropology and African American & Africana studies double major. Her primary research focus is the cultural contributions of West African influence on afro-diasporic methods of survivability, as well as the archeology of slavery. She is a member of the board at the Sandy Spring Slave Museum & Art Gallery, Inc. Upon completing her undergraduate studies, she intends to pursue a PhD to further her knowledge of anthropology as she advances toward a career as a researcher. Olivia will intern with The 1856 Project track, where she will be mentored by Dr. Barnet Pavao-Zuckerman (Anthropology),  Lae’l Hughes-Watkins (Universities Libraries), and Douglas McElrath (University Libraries).

Matthew Bloom-Takeda is a senior at the University of Maryland,  College Park. He is a double major in sociology and family sciences. Matthew is interested in studying the intricacies of family dynamics, and their impact on individuals and lives. He has completed mental health first aid training and aspires to pursue a career in the mental health field. Matthew ultimately aims to earn a master’s degree in couples and family therapy, envisioning a career dedicated to facilitating positive transformations within familial relationships. He sees the SRI as a pivotal opportunity to deepen his understanding of high-quality research and to cultivate the skills necessary to effect meaningful change within communities. Matthew will be mentored by Dr. Jeff Lucas in the Department of Sociology.      

Crystal Hilaire is a senior psychology major at Morgan State University hailing from Queens, New York. Crystal aspires to pursue a doctorate degree in psychology so that she can start her journey of becoming a forensic psychologist. Her most recent research experience involved program evaluations on organizations in Baltimore city that targets victims of child abuse and victims of inter-partner violence. She presented this research at the Mae P. Claytor Conference hosted at Morgan State University. Currently, Crystal's primary research interest is obsessive-compulsive disorder (OCD) and its impact on individuals' daily lives. Crystal views her participation in the SRI as instrumental to equipping her for the challenges of graduate school. Crystal will be mentored by Dr. Tracy Riggins in the Department of Psychology.

Kayla Jarppi attends Lawrence University in Appleton, Wisconsin. She is a rising junior, double majoring in gender studies and psychology. Kayla’s research interests are interdisciplinary, broadly focusing on  the intersections between mental health, gender and sexual minority identity. Currently, her primary research interests include mental health disparities in marginalized communities, mental health experiences in gender and sexual minority populations, and the role of socio-cultural factors in relation to substance use. Kayla is a member of the Lambda Sigma and Psi Chi honor societies and is currently an assistant Child and Adolescent Research in Emotion (CARE) Lab. Kayla hopes to pursue a PhD in clinical psychology or a related humanities/social sciences field after undergrad. Kayla will be mentored by Dr. Andrea Lopez in the Department of Anthropology.

Onias Larios is a rising senior at the University of Maryland, College Park. He is majoring in environmental science and policy with a focus in land use. Onias’s research interests are in land use monitoring methods to find land use changes, such as deforestation and urbanization, and their impact on changing environments. Onias hopes that the SRI will give him the skills to pursue postgraduate research in this field. In the future, Onias Larios plans to earn a graduate degree in geospatial information science (GIS), remote sensing and earth observation, or an adjacent study area in geographical science. He hopes to build a career which examines land cover and land use changes. Onias will be mentored by Dr. Matthew Hansen in the Department of Geographical Sciences.

Saron Melaku is a second year student at the University of Maryland, College Park. She is a neuroscience major on the pre-medicine track. Saron is a Ron Brown scholar and recipient of a Ron Brown Scholarship. Saron aims to pursue a career as a physician-scientist in neurology by completing a joint PhD/MD program. Saron plans to specialize in epilepsy and neurodevelopmental disorders. Research topics of interest to her include physiological and behavioral implications of addiction, as well as neurobiology and neurodevelopmental disorders. Saron currently works as a research assistant for the Growth and Resilience Across Development (GARD) Lab. Saron will be a NACS intern and will be mentored by Dr. Ariana Gard, Department of Psychology and faculty affiliate in the Program in Neuroscience and Cognitive Neuroscience (NACS).

Khadija Ndiaye is a rising senior at the University of Maryland, College Park majoring in criminology and criminal justice. Khadija’s research interest focuses on gender and age inequalities within the Black community, with a particular emphasis on Black children. She has volunteered with the Petey Greene Program in Washington, DC, where she tutored incarcerated juveniles. Khadija intends to earn a master's degree in social work in the future. Her goal  is to help the youth in her community by enhancing their self-representation and confronting significant racial disparities. Khadija will intern with the Social Justice Alliance Track, where she will be mentored by Dr. Rashawn Ray (UMD Sociology), and Dr. Jeanette Snider (UMD Sociology), and Dr. Melissa Duchene-Kelly (BSU Psychology).

Shane Noel is a rising senior from Brooklyn, New York attending Howard University in Washington, D.C. He is a psychology major interested in childcare, counseling, and clinical psychology. His primary research interest is in ADHD and finding ways to improve the well-being of those affected by it. He is on the dean’s list at Howard University and a member of the Psi Chi Honor Society. Currently, he works as a registered behavioral technician. Shane has plans to become a licensed professional counselor in his own private practice. Additionally, Shane would like to teach psychology at the college level. Shane will be mentored by Dr. Andrea Chronis-Tuscano from the Department of Psychology.

Dami Ogunmola is a rising senior at the University of Maryland, College Park majoring in government and politics with a concentration in international relations and minoring in Chinese language. Dami is a member of the National Political Science Honor Society and has interned at TechnoServe, an international development NGO. She studied abroad in Taiwan through the U.S.Department of State's Critical Language Scholarship program. Her research interests include international development, trade policy, and economic diplomacy. She intends to pursue a PhD in international relations, concentrating on international development and international economic relations. She plans to pursue a career working for multilateral organizations conducting research on sustainable development and economic prosperity for developing countries. Dami will be mentored by Dr. Margaret Pearson in the Department of Government and Politics.

Danielle Ridgeway is a rising senior at Spelman College in Atlanta, Georgia pursuing a bachelor of arts degree in psychology. She is a member of the Alpha Lambda Delta Honors Society and the National Society of Collegiate Scholars. Her research interests lie at the intersection of criminology and racial studies. Danielle is interested in the interaction of identities and how it impacts sentencing, experiences in the prison industrial system, and life after imprisonment. She is also interested in the punitive nature of the criminal justice system and how it impacts the mental health of those who have served time in prison. Danielle plans to pursue a PhD in criminology. Danielle will be mentored by Dr. Wade Jacobsen and Dr. Rachel Ellis from the Department of Criminology and Criminal Justice.

Vanessa Schor Guerrero is a rising senior at Vanderbilt University double majoring in Latino and Latina studies & child studies. She has been involved in language development and literacy intervention research focusing on linguistically diverse students. Her experience as an intern for Voz Speech Therapy in Washington, D.C., sparked her interest in supporting bilingual (English/Spanish) children through culturally responsive care. She is particularly interested in supporting linguistically diverse students with interventions to combat disproportionality in special education. Vanessa hopes to explore the mechanisms of bilingual language development and how bilingual infants’ cognition may differ from monolingual infants. She hopes to graduate degrees in speech-language pathology and open a diverse speech therapy practice that aims to support children of all linguistic backgrounds. Vanessa will be mentored by Dr. Rochelle Newman in the Department of Hearing and Speech Sciences.

Alejandro M. Vargas-Rosario is a rising junior at the University of Puerto Rico at Mayagüez (UPRM) majoring in psychology. He is the incoming president of the International Honor Society in Psychology (PSI CHI) chapter at UPRM, member of the Puerto Rico Psychology Association, peer mentor in the Guide Students program and the Orientation and Resources Program for Transition and Immersion to University. His research interests are in clinical assessment tools, psychopathology, evidence-based interventions and developmental processes, specifically in children and adolescents population. Alejandro plans to pursue a PhD in clinical psychology. He plans to work with children and adolescents in Puerto Rico while also working in an academic setting as a psychology professor and researcher. Alejandro will be mentored by Dr. Heather Yarger in the Department of Psychology.

Imani Williams is a rising senior, double majoring in psychology and literature at New York University, Abu Dhabi. She was born in Maryland and is eager to return after 19 years. Her research interests lie in African American studies and developmental psychology. Imani is analyzing the overmasculization of African American men and the limitations this poses on their identity. She volunteered in The Representations of Early Experience Lab at NYU where she collaborated with others on projects regarding infant attachment styles in China. Imani was drawn to the Summer Research Initiative because “students are provided with experiences that enhance their basic research knowledge and skills.” She plans to use these experiences to ultimately pursue a doctoral degree in psychology. Imani will be mentored by Dr. Ashley Newby in the Department of African American and Africana Studies.  

Published on Mon, Jun 3, 2024 - 1:29PM

Ph.D. Student Isabelle Rathbun Receives Department of Defense Fellowship

Isabelle Rathbun , a computer science Ph.D. student at the University of Maryland, has been awarded a National Defense Science and Engineering Graduate (NDSEG) fellowship by the Department of Defense for her research in artificial intelligence within the computer vision and sensor fusion domains. Rathbun was one of 165 individuals from 68 institutions nationwide to receive a three-year NDSEG fellowship this year.

The NDSEG Fellowship program, established by Congress, aims to increase the number of U.S. citizens earning doctoral degrees in science and engineering fields critical to national defense. The program supports students pursuing advanced education in these areas through competitive fellowship opportunities.

The fellowship covers all tuition, mandatory fees, and health insurance, provides a monthly stipend and includes a travel budget for professional development.

“I am honored to have this opportunity as a first-year student,” Rathbun said. “I look forward to taking advantage of NDSEG's resources over the next three years. This support will help me pursue impactful research while building new connections and professional relationships.”

Rathbun's research aims to create more reliable and resilient AI systems, focusing on sensor fusion algorithms central to modern robotics and autonomous navigation systems. By combining complementary sources of information, such as lidar and cameras, sensor fusion allows these systems to perform high-level tasks, like navigation, more effectively than with any single modality alone. However, adding sensors also introduces additional points of failure.

Her research addresses these critical challenges in autonomous systems, aiming to enhance their robustness and reliability.

"Isabelle's research will characterize the performance of sensor fusion algorithms in the presence of failed sensors," said Christopher Metzler , Department of Computer Science assistant professor and Rathbun’s advisor. "She will then develop novel, human-in-the-loop techniques to mitigate the impact of sensor failures. Her research will thus improve the reliability, performance and safety of future autonomous navigation and robotics systems."

In the future, Rathbun plans to continue her research beyond her doctoral studies.

"After I complete my Ph.D., I intend to pursue research in an environment where there is the opportunity for positive impact and pushing the boundaries of cutting-edge research,” Rathbun shared. “I plan to continue developing safer and more reliable technology for public use and deployment, such as in autonomous vehicles and improving their performance in real-world environments with increased uncertainty.”

The NDSEG Fellowship program is critical in workforce development for STEM fields. Since its inception in 1989, the program has awarded nearly 4,700 fellowships from over 70,000 applications. 

—Story by Samuel Malede Zewdu, CS Communications 

The Department welcomes comments, suggestions and corrections.  Send email to editor [-at-] cs [dot] umd [dot] edu .

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Celebrating Greatness: 2024 Geographical Sciences Awards

Professors Also Highlight PhD Graduates and Their Dissertation Work

The 2024 Annual Geographical Sciences Awards Ceremony took place on May 10 in the  Adele H. Stamp Student Union 's Prince George's room.

Hosted by Undergraduate Director Keith Yearwood , the event celebrate their accomplishments of students, faculty and staff throughout the 2023-2024 academic year.

The ceremony honored over 100 individuals for a variety of achievements, including academic milestones, prestigious fellowships and national awards, reflecting the Department's extensive successes.

This year, professors proudly introduced their PhD graduates and their dissertations, highlighting the rigorous research, professional ethic and significant contributions made by the soon-to-be doctors candidates. 

The  Department presented 30 awards during the ceremony, recognizing outstanding performance, innovative research and notable contributions to geographical sciences. Each recipient was celebrated for their dedication and efforts to advance the field.

Beyond the awards, the event served as a chance for the Department community to gather and celebrate their collaborative spirit.

Here Are Our Department Award Winners:

Congratulations to all the honorees recognized in this year’s ceremony.

• Excellence in Graduate Research 1st Place:  Xiangjie Chen
• Excellence in Graduate Research 2nd Place:  Haijun Li and Zhihao Wang
• Excellence in Graduate Research 3rd Place:  Baobao Liu, Peiqi Zhang and Shuo Xu
• Brian R. Melchior Endowed Research Fund:  Melanie Reynolds
• GIS Summer Fellowship:  Mengyu Liao 
• Jingli Yang Fellowship:  Shuo Xu  
• Jingly Yang Fellowship Runner-up: Quan Shen
• Human Dimensions of Global Change Fellowship:  Yuhao Wang
• Graduate Student Appreciation Award:  Jack O'Bannon
• Outstanding Undergraduate Teaching Assistant:  Camilla Reggioli
• Outstanding Graduate Teaching Assistant:  Haley Mullen 
• Outstanding Graduate Research Assistant:  Mengye Liang and Shuo Xu
• Robert A. Harper Undergraduate Research Paper Award:  Iman Smith
• Undergraduate Independent Research Award:  Aboli Dahiwadkar
• James R. Anderson Award:  Aboli Dahiwadkar
• Outstanding MS GIS Student:  Molly Schreier
• Outstanding MS GEOINT Student:  Katherine Toren
• O.E. Baker Award:  Allison Bredder
• Outstanding Faculty Specialist:  Erik Duncan 
• Outstanding Post-Doctoral Associate:  Weishu Gong
• Outstanding Research Faculty:  Maria Zubkova 
• Outstanding Instructional Faculty:  Naijun Zhou
• GEOG T-Shirt Design: Chin-Yun Kue
• Maryland Sustainable Agriculture Crowdsourcing Campaign: Joseph Massaro, Cathy Wang and Alaina Goodwin

Check out the slideshow presentation :

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Neuroscience

About the Program

Declaring the major.

Students may declare the Neuroscience major when they have fulfilled the following requirements:

• Completed  CHEM 1A / CHEM 1AL
• Completed  BIOLOGY 1A / BIOLOGY 1AL
• Completed  MATH 1A / MATH 1B  or  MATH 10A / MATH 10B
• Enrolled in or completed  PHYSICS 8A
• Have a GPA of 2.0 or higher in lower division major requirements, upper division major requirements, and UC Berkeley cumulative GPA

Visit Program Website

Major Requirements

Lower division, upper division, neuroscience course plans can be found on this page ., college requirements.

Undergraduate students must fulfill the following requirements in addition to those required by their major program.

For a detailed lists of L&S requirements, please see Overview tab to the right in this guide or visit the L&S Degree Requirements webpage. For College advising appointments, please visit the L&S Advising Pages. 

University of California Requirements

Entry level writing.

All students who will enter the University of California as freshmen must demonstrate their command of the English language by fulfilling the Entry Level Writing requirement. Fulfillment of this requirement is also a prerequisite to enrollment in all reading and composition courses at UC Berkeley and must be taken for a letter grade. 

American History and American Institutions

The American History and American Institutions requirements are based on the principle that all U.S. residents who have graduated from an American university should have an understanding of the history and governmental institutions of the United States.

Berkeley Campus Requirement

American cultures.

All undergraduate students at Cal need to take and pass this campus requirement course in order to graduate. The requirement offers an exciting intellectual environment centered on the study of race, ethnicity and culture of the United States. AC courses are plentiful and offer students opportunities to be part of research-led, highly accomplished teaching environments, grappling with the complexity of American Culture.

College of Letters & Science Essential Skills Requirements

Quantitative reasoning.

The Quantitative Reasoning requirement is designed to ensure that students graduate with basic understanding and competency in math, statistics, or computer/data science. The requirement may be satisfied by exam or by taking an approved course taken for a letter grade.

Foreign Language

The Foreign Language requirement may be satisfied by demonstrating proficiency in reading comprehension, writing, and conversation in a foreign language equivalent to the second semester college level, either by passing an exam or by completing approved course work taken for a letter grade.

Reading and Composit ion

In order to provide a solid foundation in reading, writing, and critical thinking the College of Letters and Science requires two semesters of lower division work in composition in sequence. Students must complete parts A & B reading and composition courses in sequential order by the end of their fourth semester for a letter grade.

College of Letters & Science 7 Course Breadth Requirements

Breadth requirements.

The undergraduate breadth requirements provide Berkeley students with a rich and varied educational experience outside of their major program. As the foundation of a liberal arts education, breadth courses give students a view into the intellectual life of the University while introducing them to a multitude of perspectives and approaches to research and scholarship. Engaging students in new disciplines and with peers from other majors, the breadth experience strengthens interdisciplinary connections and context that prepares Berkeley graduates to understand and solve the complex issues of their day.

Unit Requirements

120 total units

Of the 120 units, 36 must be upper division units

• Of the 36 upper division units, 6 must be taken in courses offered outside your major department

Residence Requirements

For units to be considered in "residence," you must be registered in courses on the Berkeley campus as a student in the College of Letters & Science. Most students automatically fulfill the residence requirement by attending classes at Cal for four years, or two years for transfer students. In general, there is no need to be concerned about this requirement, unless you graduate early, go abroad for a semester or year, or want to take courses at another institution or through UC Extension during your senior year. In these cases, you should make an appointment to meet an L&S College adviser to determine how you can meet the Senior Residence Requirement.

Note: Courses taken through UC Extension do not count toward residence.

Senior Residence Requirement

After you become a senior (with 90 semester units earned toward your B.A. degree), you must complete at least 24 of the remaining 30 units in residence in at least two semesters. To count as residence, a semester must consist of at least 6 passed units. Intercampus Visitor, EAP, and UC Berkeley-Washington Program (UCDC) units are excluded.

You may use a Berkeley Summer Session to satisfy one semester of the Senior Residence requirement, provided that you successfully complete 6 units of course work in the Summer Session and that you have been enrolled previously in the college.

Modified Senior Residence Requirement

Participants in the UC Education Abroad Program (EAP), Berkeley Summer Abroad, or the UC Berkeley Washington Program (UCDC) may meet a Modified Senior Residence requirement by completing 24 (excluding EAP) of their final 60 semester units in residence. At least 12 of these 24 units must be completed after you have completed 90 units.

Upper Division Residence Requirement

You must complete in residence a minimum of 18 units of upper division courses (excluding UCEAP units), 12 of which must satisfy the requirements for your major.

UC and Campus Requirements

All students who will enter the University of California as freshmen must demonstrate their command of the English language by satisfying the Entry Level Writing Requirement (ELWR).  The  UC Entry Level Writing Requirement website  provides information on how to satisfy the requirement.

The American History and Institutions (AH&I) requirements are based on the principle that a US resident graduated from an American university should have an understanding of the history and governmental institutions of the United States.

Campus Requirement

The American Cultures requirement is a Berkeley campus requirement, one that all undergraduate students at Berkeley need to pass in order to graduate. You satisfy the requirement by passing, with a grade not lower than C- or P, an American Cultures course. You may take an American Cultures course any time during your undergraduate career at Berkeley. The requirement was instituted in 1991 to introduce students to the diverse cultures of the United States through a comparative framework. Courses are offered in more than fifty departments in many different disciplines at both the lower and upper division level.

Student Learning Goals

• Understand brain function at the cellular, molecular, and circuit levels, and how these mediate behavior: Gain a comprehensive understanding of the anatomy and physiology of the brain, and how this contributes to cognition and behavior. Understand the molecular and cellular mechanisms that underlie brain development.
• Understand the nature of neural computation: Understand the computational principles of brain function, including computational neuroscience approaches to studying brain and behavior, and computational tools for analyzing and interpreting complex data sets.
• Disease mechanisms and pathways: Gain in-depth knowledge of the molecular and cellular mechanisms underlying neurological diseases, including neurodegenerative, neuropsychiatric, and neurodevelopmental disorders.
• Scientific research skills: Develop proficiency in research methods, including experimental design, data collection, and data analysis. Acquire hands-on experience with techniques such as neuroimaging, electrophysiology, molecular methods, and behavioral analysis.
• Integration of multidisciplinary knowledge: Understand the interdisciplinary nature of neuroscience by integrating knowledge from biology, psychology, chemistry, physics, and other fields.
• Critical thinking and problem-solving: Cultivate critical thinking skills to analyze complex scientific concepts and research findings. Develop the ability to identify and solve scientific problems related to neuroscience.
• Scientific communication: Learn to effectively communicate complex scientific concepts and findings, in writing and verbally. Read primary scientific literature and present scientific results.

All students interested in the Neuroscience major should come in for major advising as soon as possible starting their first semester on campus for individualized assistance. Staff advisors can assist with a wide range of matters including academic course planning, research, career, and graduate school goals.

Undergraduate Advising: [email protected]

Advising Appointments: neuroscience.berkeley.edu/academics/undergraduate/advising

Contact Information

130 Barker Hall

[email protected]

Program Director

Prof. Dan Feldman

189 Weill Hall

Phone: 510-643-1723

[email protected]

Undergraduate Advising Office

3060 Valley Life Sciences Building

Phone: 510-643-8895

[email protected]

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When you print this page, you are actually printing everything within the tabs on the page you are on: this may include all the Related Courses and Faculty, in addition to the Requirements or Overview. If you just want to print information on specific tabs, you're better off downloading a PDF of the page, opening it, and then selecting the pages you really want to print.

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Geographical Sciences, Doctor of Philosophy (Ph.D.)

For those entering with a Master's degree in Geography, the PhD should be completed withing 4 years; For those entering with a Bachelor's or without a Geography background, the PhD should be completed within 5 years. Part-time study takes longer, but at least 1 year full-time attendance is required. Students entering with a B.A. or without a Geography background will take one course each in the following areas: Human, Physical, and Methods. See the PhD Handbook for further details.

Students without a Geography background should complete an additional 9 credits in the following areas:

• Environmental and Biological Aspects of Earth Systems Science,
• Human Dimensions of Global Change, and
• Geospatial Information Sciences.

Advance to Candidacy:  In addition to course requirements, students must successfully pass an annual faculty review, a portfolio assessment, and successfully defend a dissertation prospectus.

Post-Candidacy: In addition to annual faculty reviews, students complete at least 12 credits of GEOG899 Doctoral Dissertation Research as well as successfully defend and submit an original dissertation. 

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