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How do our brains work? How do millions of individual neurons work together to give rise to behavior at the level of a whole organism? Training researchers to answer these fundamental, unanswered questions is the goal of the Ph.D. program in Princeton's Neuroscience Institute. Students in this program learn to use the latest techniques and approaches in neuroscience. Most importantly, students are trained in how to think, and how to develop new techniques and approaches. Creativity and originality are essential to cracking the puzzle of the brain.
Students in the Neuroscience Ph.D. take lecture and laboratory courses; learn to read, understand, and present current scientific literature; develop and carry out substantial original research; and present their research at meetings and conferences.
Coursework in the Princeton Neuroscience Ph.D. program is based on the idea that hands-on experience is an essential part of gaining real understanding. During the first year, all students participate in a unique year-long Core Course that surveys current neuroscience. The subjects covered in lectures will be accompanied by direct experience in the lab. Thus, all students learn through first-hand experience what it is like to run their own fMRI experiments; to design and run their own computer simulations of neural networks; to image live neural activity; and to patch-clamp single cells, to name a few examples. This course offers students a unique opportunity to learn the practical knowledge that is essential for successfully developing new experiments and techniques. Previous experimental experience is not required.
Incoming students are encouraged to rotate through up to three different labs to choose the lab that best matches their interests. In this process, students may sometimes discover an area of research completely new and fascinating to them. Following their rotations, and by mutual agreement with their prospective faculty adviser, students choose a lab in which they will carry out their Ph.D. research.
Optional: Applicants may submit a statement with their application, briefly describing how their academic interests, background, or life experiences would advance Princeton’s commitment to diversity within the Graduate School and to training individuals in an increasingly diverse society. Please submit a succinct statement of no more than 500 words.
During the first year of their Ph.D., all students take the Neuroscience Core Course. The goal of this course is to provide a common foundation so that all students have a strong knowledge base and a common language across the breadth of neuroscience, a highly diverse and multidisciplinary field. To the extent possible, the course aims to teach an overview of all topics through a mix of hands-on laboratory experience, lecture, and computational modeling.
In addition to the Neuroscience Core Course, students will take Mathematical Tools for Neuroscience in their first year. This lecture course will introduce students to the mathematical, statistical, and computational tools necessary to analyze, model, and manipulate biological data sets.
Graduate students are required to participate in the neuroscience seminar series (NEU 511) and select one additional elective course approved by the department.
All neuroscience graduate students are required to rotate in up to three laboratories during the first year and participate in research projects during each rotation.
In the beginning of their third year, or fifth semester of enrollment, students are required to take and pass their general exam, which includes a breadth component and a thesis proposal depth component.
The Master of Arts (M.A.) degree is normally an incidental degree on the way to full Ph.D. candidacy and is earned after a student successfully passes the general examination. It may also be awarded to students who, for various reasons, leave the Ph.D. program, provided that these requirements have been met.
Students are expected to teach two semesters, usually in their second year.
The Ph.D. is awarded after the candidate’s doctoral dissertation has been accepted and the final public oral examination sustained.
The Joint Graduate Degree Program in Neuroscience is designed for students who want to do a Ph.D. primarily based on another discipline, but with a neuroscience component. Students graduate with a Ph.D. degree in "X and neuroscience," where X is their home department – for example, "psychology and neuroscience," or "molecular biology and neuroscience," or "philosophy and neuroscience." The program is designed for maximum flexibility.
Candidates should apply to one of the cooperating home departments, which include chemistry, ecology and evolutionary biology, molecular biology, philosophy, physics, psychology; departments in the School of Engineering; and the Program in Applied and Computational Mathematics. The candidate should fulfill the admission requirements of the chosen department.
Interested students should register as members of the Joint Graduate Degree Program in Neuroscience after their general exam. This is done by obtaining approval from (a) their adviser; (b) the director of graduate studies (DGS) of their home department; (c) the DGS of the Princeton Neuroscience Institute; and then sending these approvals to the Graduate Program Administrator for the Princeton Neuroscience Institute.
Joint degree students must take one of the following four courses: NEU 501a, NEU 501b, NEU 502a, or NEU 502b. Additionally, all students in the joint program are expected to participate in the neuroscience seminar (NEU 511), which meets several times per semester.
Prior to the general examination, students must select a Ph.D. adviser affiliated with the Neuroscience Institute. Students are required to take and pass their general exam in their home department.
Students must carry out original research toward the dissertation with a core, associated or affiliated Neuroscience Institute faculty member. In addition, at least one member of the student’s dissertation committee must be a core faculty member of the Princeton Neuroscience Institute, and the student’s Ph.D. dissertation research should have a significant neuroscience component.
Asif A. Ghazanfar
Michael J. Berry II, Molecular Biology, Princeton Neuroscience Institute
Lisa M. Boulanger, Princeton Neuroscience Institute
Carlos D. Brody, Molecular Biology, Princeton Neuroscience Institute
Timothy J. Buschman, Psychology, Princeton Neuroscience Institute
Jonathan D. Cohen, Psychology, Princeton Neuroscience Institute
Nathaniel D. Daw, Princeton Neuroscience Institute, Psychology
Lynn W. Enquist, Molecular Biology, Princeton Neuroscience Institute
Asif A. Ghazanfar, Psychology, Princeton Neuroscience Institute
Elizabeth Gould, Psychology, Princeton Neuroscience Institute
Michael S. Graziano, Psychology, Princeton Neuroscience Institute
Uri Hasson, Psychology, Princeton Neuroscience Institute
Barry L. Jacobs, Psychology, Princeton Neuroscience Institute
Sabine Kastner, Psychology, Princeton Neuroscience Institute
Andrew M. Leifer, Physics, Princeton Neuroscience Institute
Carolyn McBride, Ecology and Evolutionary Biology, Princeton Neuroscience Institute
Mala Murthy, Molecular Biology, Princeton Neuroscience Institute
Yael Niv, Psychology, Princeton Neuroscience Institute
Kenneth A. Norman, Psychology, Princeton Neuroscience Institute
Jonathan W. Pillow, Psychology, Princeton Neuroscience Institute
H. Sebastian Seung, Computer Science, Princeton Neuroscience Institute
David W. Tank, Molecular Biology, Princeton Neuroscience Institute
Samuel S. Wang, Molecular Biology, Princeton Neuroscience Institute
Ilana B. Witten, Psychology, Princeton Neuroscience Institute
William Bialek, Physics, Lewis-Sigler Institute for Integrative Genomics
Elizabeth R. Gavis, Molecular Biology
Alan Gelperin, Molecular Biology, Princeton Neuroscience Institute
Coleen T. Murphy, Molecular Biology, Lewis-Sigler Institute for Integrative Genomics
Joshua W. Shaevitz, Physics, Lewis-Sigler Institute for Integrative Genomics
Jordan A. Taylor, Psychology
Alexander T. Todorov, Psychology
Catherine Jensen Peña
Diana Tamir, also Psychology
Courses listed below are graduate-level courses that have been approved by the program’s faculty as well as the Curriculum Subcommittee of the Faculty Committee on the Graduate School as permanent course offerings. Permanent courses may be offered by the department or program on an ongoing basis, depending on curricular needs, scheduling requirements, and student interest. Not listed below are undergraduate courses and one-time-only graduate courses, which may be found for a specific term through the Registrar’s website. Also not listed are graduate-level independent reading and research courses, which may be approved by the Graduate School for individual students.