A Report on the Qualities, Skills, and Characteristics Desired by Top Neuroscience Graduate Programs

As neuroscience popularity grows, more and more students are seeking entry into doctorate-granting programs in this field. Currently, the literature lacks clarity regarding which features these programs prioritize when evaluating applications. This study sought to determine the value of specific application components, research skills, and personal characteristics that have historically been desired by graduate schools. Of the 82 top ranked doctorate-granting programs invited to participate, 39 responded. Respondents used a 1 (not at all valued) to 7 (incredibly valued) Likert scale to indicate ratings for 7 common application components (e.g., basic research, academic success, letters of recommendation). Those 7 components were also ranked from 1 (least essential) to 7 (most essential). Similar ratings and rankings were requested for seven areas of research (e.g., rodent research, bench skills, related background knowledge). Finally, respondents used the Likert scale and rankings to indicate the value of various personal characteristics, including persistence and reliability. The results clearly indicated that having basic research experience was the most essential component of the application (mean rating: 6.72; SD: 0.46). Letters of recommendation were the second most valuable component (mean: 6.67; SD: 0.48), with comments indicating that letters provide a means for application committees to best assess the personal characteristics provided in the survey. Collectively, these data highlight the importance of gaining as much research experience as possible if graduate school is a goal for students, and it further informs faculty who engage in undergraduate mentoring on best practices for preparing those students for graduate school.