I knew I wanted to major in neuroscience as soon as I started my academic career at Washington and Lee. The human body as a whole has always interested me. I’m a science geek, and learning why things are the way they are sparked a lightning strike in me every time. The brain alone is beyond fascinating, though, and I just had to learn more. Us humans are using our own brains, that we don’t fully understand, to learn more about our own brains. That’s pretty extraordinary if you ask me. Listed below are the five learning objectives outlined in the neuroscience major at W&L. Next to each are two examples of my academic work that reflect my growth regarding these objectives. Click around!

I created both of the above presentations during my winter term of freshman year in 2020 for the course NEUR121 – Introduction to Neuroscience Workshop. The main objectives for these presentations were to learn effective oral presentation skills, understand fundamental neuroscience techniques, and improve communication of scientific research. The intended audiences were professors of the course and fellow students. I believe these presentations best exemplify the first learning objective because basic neuroscience comprehension and learning/research strategies were necessary to sufficiently complete both. I completed the first presentation alone, but the second presentation was completed with a peer which taught me effective strategies in working with others and creating pieces of work we were both content with submitting for a grade. I chose to include my first-ever neuroscience presentation in my portfolio because when compared to my later works, it’s very clear to see how far I’ve come in this field of study. From just my first to my second presentation, I learned just how important and impactful the initial “hook” of a presentation can be, and I also learned more is not always better when it comes to visual appeal.

I completed the biology research paper with a peer during my winter term of freshman year in 2020 for the course BIOL111 – Fundamentals of Biology. The main objectives were to achieve effective scientific communication, use and understand the scientific method, learn major concepts in biology, and demonstrate scientific literacy. I completed the obesity research paper during my winter term of junior year in 2022 for the course CBSC253 – Neural Mechanisms of Motivated Behaviors. The main objectives for this assignment were to write a white paper proposing a policy or major revision to a policy related to a motivated behavior. The audiences for both papers were the professors of the courses. Both of these works best exemplify the second learning objective because research and extensive comprehension of the research was necessary to complete each. Looking back, the biology research paper is one of the most difficult and complicated papers I’ve written, but my partner and I worked closely and diligently to bring our heads together and make the final product. I chose to include this item in my portfolio because it reflects my ability to effectively communicate more complex and extensive scientific information. I chose to include the obesity research paper as well because I truly believe the obesity epidemic is an important topic of discussion. The paper includes both useful information and a proposed solution which might not change anything right now but could at least spark a call-to-action.

I completed the taste stimuli presentation with a peer during my winter term of junior year in 2022 for the course CBSC253 – Neural Mechanisms of Motivated Behaviors. The main objectives were to develop critical reading skills and self-directed learning and application skills regarding scientific literature. I completed the bipolar disorder and nutrition presentation with a group of peers during my winter term of senior year in 2023 for the course CBSC298 – Nutritional Neuroscience. The main objectives for this assignment were to critically review primary scientific literature and present an extensive analysis of strengths and weaknesses to the class in a lecture and discussion format. The audiences for both presentations were the professors of the courses and my fellow peers. I believe completing the first assignment with a peer strongly enhanced my knowledge on the topic as we worked collaboratively to get through any confusions each of us had. The second presentation was particularly enjoyable as well because I was able to apply my leadership skills in a way that I believe effectively encouraged my peers to be confident in our ability as a group. In completing the first presentation, I learned humans have the capability to distinguish different taste stimuli with no other stimuli present (i.e. removing factors like touch, sight, etc.). From the second presentation, I learned how to effectively emphasize the growing interest in and necessity for nutritional research as it applies to neuropathology.

I completed the Nrg4 protein report with a peer during my fall term of junior year in 2021 for the course BIOL250 – Vertebrate Endocrinology. The main objectives were to improve written scientific communication skills, knowledge of major concepts in biology, and scientific literacy. The intended audience was the professor of the course, but the report was written similarly to a Wikipedia article. I completed the Rett syndrome presentation with a group of peers during my winter term of freshman year in 2020 for the course NEUR121 – Introduction to Neuroscience Workshop. The main objectives for this assignment were to enhance oral presentation skills, knowledge of basic neuroscience, and effective communication of scientific literature. The intended audiences were the professors of the course and my fellow peers. Working collaboratively with classmates on both projects helped me to better understand the topics in each case. I also learned new, useful techniques from my peers during these projects regarding the effective communication of scientific material. I chose to include the Nrg4 work in my portfolio because it was a challenging assignment for me, but it’s fulfilling to see the final product and be reminded of my ability to produce a complete work, no matter what obstacles arise. I chose to include the presentation in my portfolio because I believe it reflects the growth one can have in just a single semester at W&L. The two presentations from objective one were done for the same course but earlier in the semester, and it’s very clear to see my and my peers’ presentation and scientific communication skills develop throughout.

I created the exercise psychology podcast during my fall term of senior year in 2022 for the course CBSC298C – Myth of Multitasking. The main objectives were to improve abilities to research, read professional sources in psychology, and think critically to problem-solve. I wrote the grant proposal with a peer during my fall term of junior year in 2021 for the course BIOL250 – Vertebrate Endocrinology. The main objectives for this assignment were to understand and effectively use the scientific method, improve scientific literacy, and build analysis and discussion skills regarding research. The intended audiences for both projects were the professors of the courses, but the grant proposal was written as if it were to be submitted to the Institutional Review Board (IRB) or the Committee for Animal Care (CAC). I believe writing the grant proposal with a peer helped enhance the impact of the proposal as well as my own skill set regarding the ability to convey both information and the importance of that information. I chose to include the podcast in my portfolio because it was out of my comfort zone but pushed me to work on my oral scientific communication skills, and I ended up thoroughly enjoying the project. I also chose to include the proposal in my portfolio because it reflects my growth and capabilities regarding effectively expressing scientific facts and significance.