Osu neuroscience signature program

While students may enjoy using them, they may or may not actually be helping them achieve in the classroom. This experience has been vital in the improvement of of both my professional and academic skills. I have become more familiar with the world of research and all that the profession entails. Research takes a great deal of patience and perseverance, as much of the work can be mundane and repetitive. However, these steps are necessary in trying to answer scientific inquiries and to contribute to the scientific community.

During the experience, I had the opportunity to work with new statistics programs as well as improve my coding skills. I also greatly improved my professional communication skills in the correspondence I had with the PI, co-PI, as well as graduate students. Their guidance and help was vital in leading me through the project. I especially enjoyed working with them and want to thank them for all the time they put in to make this project a success.

I am grateful to have had the opportunity to experience undergraduate research through the STEP fellowship. This project has pushed me to become a better student, communicator, time-manager, and critical thinker. I am happy with the work I have done through this project and hope to continue with research in the future. My ultimate professional goal is to become a physician. As a physician, I must fully understand the scientific process and the steps needed to successfully investigate scientific inquiries.

I want to contribute not only through the treatment of patients, but also through medical research that advances the effectiveness of modern medicine. It is important to keep up with the latest advances in medicine in order to provide the most complete and modern care available.

I feel that linking research and patient care is critical in becoming a successful doctor. By understanding how to navigate the scientific literature as well as determine the most relevant findings, I feel I can provide the highest quality care to patients. Furthermore, working with patients takes a great deal of interpersonal communications skills, skills that I believe I have improved 10 fold through this experience.

This STEP experience has allowed me to get my feet wet in the world of research, but it is hopefully just the beginning as I continue to strive to reach my ultimate goal.

Rosemary Loza, and my lab director Dr. Per Sederberg, we came up with a project that satisfied both the interests of myself and my lab. The project we decided upon was a bit of a step outside the box for our lab in terms of research. We normally study contextual memory in the lab, via computer-generated context. That can mean either pictures or words or even just splotches of color on a screen. I thought it was time to take the concepts that we study in the lab, to a less manufactured and forced context of the real world.

The experiment went like this, each participant was given a small camera called a narrative clip, which takes up the area of about 1 square inch. This is attached to the collar of the shirt the participant is wearing.

This narrative clip takes pictures inconspicuously every thirty seconds. The participant is not aware of when the camera will be taking pictures, as no noise or flash is made when it does so. They pick a day of the week on which to wear the camera throughout their school day, to and from classes. The same day of the week, a Tuesday for example, will be when they wear the camera for the second time.

Having the participant wear the camera on the same day of the week ensures that they will have a pretty similar schedule. They will go to the same classes, have the same meetings, etc. On the third week of the experiment, the participant comes into the lab, where we perform an EEG electroencephalography test on them while they complete the difficult task of deciding what day each picture was taken on.

I select roughly pictures and present them, mixed up, to the participant on a computer screen while we measure their brain activity through the EEG. We also measured reaction time and other variables for further analysis. After completing the task, participants were compensated monetarily for their help in this project.

The project is ongoing, but STEP funding allowed me to stay in Columbus over the summer so I could do research, as well as take a calculus class. Not only did I learn how to use programs like ipython notebook, EEG pycorder, and other complex software, but I learned valuable lessons such as how to recruit people in a timely manner, how to organize your files in a way that makes it easy not just for yourself but for others, how to keep to a schedule, and how to ask for help when you need it.

That last one is a big one. Sometimes I get carried away and think that I have to prove myself by being able to do everything on my own. This has been one of those experiences that you go into thinking that you will be prepared for, but find out how little you really know. It has been fascinating and humbling at the same time. I have gained a tremendous respect for everyone that pursues research as a career, seeing the amount of work that goes into collecting even a small amount of data.

I had a small taste of research, and it was difficult, but also satisfying to be able to accomplish what I have so far Now What? In order to be an effective healthcare practitioner, you need to be able to understand the theories and basic science behind the practices that you utilize to take care of people. You have to know why each step in the process of healthcare is taking place. Why are certain treatments better to start with than others? Why was this medication formulated in the specific way that it was?

Having an understanding of the entire system is always going to result in better care for the patient. I believe that my research experience will be very helpful as I seek to integrate research into patient care.

It does the patient no good to use outdated information, so I want to be able to stay up with the latest research in order to get the most out of my education.

I am positive that this experience will enrich and inform my future professional life as a part of the healthcare system. I was assigned to graduate student whom I worked under. During my time in the lab, I learned many new computer skills including basic programing with Matlab as well as an open source photo editing software called Gimp. I also was exposed to using new technologies such as eye trackers, heart rate monitors, and EEG machines.

For the EEG experiment I was responsible for recruiting new adult participants through flyers, monitoring and responding to emails from potential participants, scheduling and conducting pre-experiment screenings eye dominance testing and head measuring mostly , scheduling the EEG experiments and paying them upon completion.

For this experiment, I also spent a lot of time editing pictures of fruit and cartoon characters. For the second experiment I worked on, I conducted a computer based experiment on year olds by driving out to preschools. After we had collected all of the data we needed, I was involved in writing a MATLAB code to sort the data from individual text files from every participant into one large manipulatable data matrix.

Though I did enjoy my time working in the lab, I enjoyed the people much more than I enjoyed my work. Much of the work done in psych research is very isolating and involves hours upon hours of staring at a computer screen editing something or writing code which is something I did not honestly expect. I am a very social person and work best when working with others in a group environment which is something I did not get while in the lab.

There were days where I dreaded going into lab because it was a very agitated and somehow correspondingly lonely environment. Overall, I did learn a lot about myself and the field of research. I used to think research and grad school was something I wanted to do but now I know that it is definitely not for me.

I learned that I need socialization as part of my future career and that I cannot tolerate just working alone behind a computer for the rest of my life.

If I had discovered how I felt about psych research before half way through my junior year, I honestly would have changed majors. Unfortunately, I would not be able to change majors and graduate on time and financially, I have to graduate in 4 years because of scholarships. Honestly, it was one of the best life decisions I have ever made. A bachelor of science degree with a major in neuroscience provides a strong foundation for graduate work in neuroscience, biomedical science and psychology, as well as professional programs in medicine, dentistry, physical therapy, veterinary science and law.

In addition, as a rigorous BS degree in the life sciences, it prepares you for employment, upon graduation, in a number of areas, including positions in hospitals or research laboratories, health services and pharmaceutical sales.

The expert advising staff and faculty of the Neuroscience major look forward to helping you proceed through your academic program. Please feel free to contact us at neuroadvising osu. The Neuroscience Undergraduate Advising Office is dedicated to helping students navigate and complete the undergraduate program by matching students' personal strengths and interests to pathways within the neuroscience curriculum and the university as a whole.

They also help build Customized Career Plans for students to become competitive applicants for medical school, graduate school, dental school, NP, PA and many other career fields. We suggest making an appointment with one of our academic advisors to explore how the neuroscience major can be customized for your career and educational endeavors. You can make an appointment with a neuroscience advisor at neurosciencemajor.

Students majoring in neuroscience take a set of four foundational courses that serve as prerequisites for many of the advanced offerings. Upon completion of these core courses, students then declare a specialization and complete five courses in one of three areas:. Students are also required to take two additional courses in either or both of the other specializations to gain broad familiarity with neuroscience.

The neuroscience major requires successful completion of 36 degree hours. Upon admission to the University, students can declare the pre-major in neuroscience. Once a student has completed the pre-major requirements, they can become a full neuroscience major and can work to earn their degree.

The pre-major consists of five requirements:. In order to declare the major or pre-major , current students must meet with a neuroscience advisor. To do so, please first attend an in-person information session. At the end of the session, you will be able to schedule an appointment with an advisor to officially declare. Study abroad programs are a great way to engage in cross-cultural interactions, conduct research on topics of interest, and enhance your time at Ohio State.

From conducting research in Copenhagen to helping build more connected communities in Ghana, neuroscience students have participated in a variety of study abroad experiences. Please contact your neuroscience advisor for more information about the different types of study abroad programs that are available to neuroscience students.

Having significant domain and training experience, the radiation oncology team at Ohio State is well equipped to teach the All India Institute of Medical Sciences team and help them build the first of its kind Center for Translational Research in Preventive Oncology. The partnership with the All India Institute of Medical Sciences, led by Arnab Chakravarti, professor and chair of the Department of Radiation Oncology, has been in effect since June and is expected to further open avenues to facilitate clinical trials as well as hands on clinical training in radiosurgery.

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