university of utah phd neuroscience

The Graduate School

University information technology (uit), main navigation, ph.d. degree requirements.

Ph.D. Degree   •   Supervisory Committee   •  Program of Study   •  Residency Enrollment   •  Approval of Program of Study   •  Qualifying Examination   •  Registration   •  Language Requirements   •  Dissertation   •  Final Examination   •  Time Limit   •  Exceptions

• The Doctor of Philosophy degree is awarded for high achievement in an advanced specialized field of study. It requires competence in independent research and an understanding of related subjects.
• The degree is not awarded simply for the fulfillment of residence requirements and the accumulation of credits.
• The committee chair and the majority of the committee must be tenure-line faculty in the student’s department.
• The outside member is normally from another University of Utah department.
• The dean of The Graduate School may approve requests to appoint a committee member from another university where appropriate justification and supporting documentation is provided.
• approving the student’s academic program,
• preparing and judging the qualifying examinations (unless delegated to a departmental examination committee),
• approving the dissertation subject and final dissertation,
• and administering and judging the final oral examination (dissertation defense).
• Some departments require more, check department’s handbook.
• More time may be required.
• In truly exceptional cases, a shorter period of time in graduate work may be approved by the dean of The Graduate School. 
• If a supervisory committee finds a graduate student’s preliminary work deficient, the student may be required to register for and complete supplementary courses that do not carry graduate credit.
• This form, which lists course work and research hours, is due one semester before graduation in order for the graduate coordinator to enter that information online in a timely manner.
• Faculty Consultation, course number 7980, does not count toward dissertation hours or the fulfillment of degree requirements, and should not be listed on the program of study.
• Courses taken through alternative delivery methods (e.g., via EDNET or the Internet) are approved on a programmatic basis through the Graduate Council.
• When a student proceeds directly from a master’s degree to a Ph.D. degree with no break in the program of study (except for authorized leaves of absence), the residency requirement may be fulfilled at any time during the course of study.
• Three hours of Thesis Research: Ph.D. (course number 7970) is also considered a full load after the residency requirement is fulfilled.
• The Graduate Council may approve departmental or programmatic exceptions to the minimum residency requirements and proposals for new programs or academic offerings using distance-learning technologies and/or off-campus sites, as provided by Graduate School policy.
• *Does not refer to or fulfill State Residency Requirements
• One semester prior to graduation, graduate students are required to meet with their graduate advisor to check that they have met all the requirements for their degree.
• Once enrolled in all required coursework, the graduate advisor will move coursework from the graduate student's transcript to their program of study in the Graduate Student Summary .
• They verify the graduate student has met all degree requirements then approve the program of study with their electronic signature.  
• After all approvals have been submitted, the graduate student's program of study will show as complete in the Program Plan Audit page of the Graduate Student Summary .
• The nature and format of these examinations are established by individual departments subject to approval by the Graduate Council.
• An examination or parts of an examination may be repeated only once and only at the discretion of the student’s supervisory committee .
• A department has the option of appointing a departmental examination committee that administers the qualifying examinations and ensures that examinations are properly prepared and evaluated.
• Once a graduate student has passed their Ph.D. Qualifying Exam this advances them to candidacy.
• The candidate must complete at least 14 hours of Thesis Research (course number 7970, Thesis Research: Ph.D.).
• The candidate must also be regularly enrolled at the University and registered for at least one course during the semester in which the final oral examination (dissertation defense) is taken.
• For details, see Minimum Continuous Registration as well as departmental and program requirements.
• The degree of proficiency in foreign language(s) required of candidates is determined by the policy of the academic departments.
• In some instances, language proficiency may be verified by individual departments if appropriate procedures have been approved in advance by the dean of The Graduate School.
• In most cases, however, fulfillment of the language requirements must be verified by the Department of World Languages & Cultures.
• The Language Verification form for certification is available in the Department of World Languages & Cultures .
• The candidate must submit a dissertation embodying the results of scientific or scholarly research or artistic creativity.
• The dissertation must provide evidence of originality and the ability to do independent investigation and it must contribute to knowledge or the creative arts.
• The style and format are determined by departmental policy and registered with the thesis and dissertation editor, who approves individual dissertations in accordance with departmental and Graduate School policy.
• At least three weeks before the final oral examination (dissertation defense), the student should submit an acceptable draft of the dissertation to the chair of the supervisory committee ; committee members should receive copies at least two weeks before the examination date.
• The entire dissertation is submitted to UMI Dissertation Publishing, ProQuest Information and Learning, and copies are made available for public sale.
• The abstract only is published if the entire dissertation has been previously published and distributed, exclusive of vanity publishing. The doctoral candidate may elect to microfilm the entire previously published work.
• Regardless of the option used for meeting the publication requirement, an abstract of each dissertation is published in UMI Dissertation Publishing, ProQuest Information and Learning, Dissertation Abstracts International.
• Detailed policies and procedures concerning publication requirements, use of restricted data, and other matters pertaining to the preparation and acceptance of the dissertation are contained in A Handbook for Theses and Dissertations .
• The student must pass a final oral examination before graduation.
• The examination must follow the receipt of the dissertation by the supervisory committee .
• The committee schedules and announces a public oral examination at which the candidate must defend the dissertation.
• This final oral examination may be chaired by any member of the supervisory committee consistent with departmental policy.
• The time limit for completing a Ph.D. degree is determined by individual departmental policy approved by the Graduate Council.
• Requests to exceed established time limits must be recommended by a candidate’s supervisory committee and approved by the departmental director of graduate studies and the dean of the Graduate School.
• Students whose studies have been interrupted for long periods of time and who have been granted extended time to complete their degrees may be required to complete additional courses, to pass examinations, or otherwise to demonstrate that they are current in their field. (PPM 6-203 III.B).
• Most departments require a seven year time limit for their PhD students.
• Petition for an extension of a Graduate student career
• Individual student exceptions to these general requirements for the Ph.D. must be approved by the dean of The Graduate School upon the recommendation of the student’s supervisory committee and director of graduate studies or department chair.
• Each program requires a distinct, complete set of courses. Course work used to meet the requirements of one program may not be used to meet the requirements of another.

Cognitive and Motor Neuroscience

College of health, cognitive and motor neuroscience (ms / phd) overview.

The Cognitive and Motor Neuroscience (CMN) theme strives to advance scientific understanding of the psychological, mechanical, and neural mechanisms underlying skilled human behaviors. We research how these mechanisms are influenced by changes across the life-span (development and aging), changes due to practice (learning and memory processes), or changes following pathology (neurodegenerative disease, athletic injuries, amputation) and rehabilitation.

Research Pillars

Learning and Memory

We investigate the role of perceptual, cognitive, and motor processes critical for the various stages along the learning and memory timeline (e.g., initial encoding, sleep-related consolidation, long-term retention, expertise). Understanding how these processes interact has significant implications for the training and development of domain-specific expertise across professional domains.

Biomechanics and Neural Control

We integrate concepts from biomechanics and neurophysiology to understand how sophisticated movement emerges from the skeletal, muscular, and nervous systems. Our research pillar focuses on how these systems interact to control movement relevant to activities of daily living (e.g., walking, running, standing), as well as navigating in uncertain environments (e.g., locomotion in unstable surfaces or in visually perturbing fields). These concepts are applied towards solutions aimed at improving mobility outcomes, including assistive technology such as prosthetics, orthotics, exoskeletons and shoes.

Injury and Rehabilitation

Following injury, or as the result of mobility-affecting conditions (e.g., traumatic brain injuries, neurodegenerative disease, amputation, etc), our capability for even basic movements can be compromised. Our goal is to understand how anatomical, physiological, and psychological variables interact to affect recovery and rehabilitation, whether this is a return to participation in the activities of daily living or a return to play in sport. 

Brain-Behavior Mapping

We adopt a multimodal neuro-imaging and -modulatory approach to examine the neural underpinnings of various motor behaviors. We employ electroencephalography (EEG) and magnetic resonance imaging (MRI), including functional and anatomical MRI as well as magnetic resonance spectroscopy (MRS). Brain areas and networks of interest can be modulated via non-invasive brain stimulation approaches such as transcranial direct current stimulation (tDCS) and transcranial magnetic stimulation (TMS).

Research Facilities

Students in the CMN theme will have access to state-of-the-art facilities that bridge research themes within the Department of Health & Kinesiology.  Our CMN theme is housed within the brand new College of Health Research Center to conduct cutting-edge research in the areas of biomechanics, motor control, cognitive neuroscience, exercise and circadian physiology and nutrition. Outside of the College of Health, CMN members also utilize motion capture lab spaces in the Craig H. Neilsen Rehabilitation Hospital as well as the magnetic resonance imaging (MRI) suite located in the Imaging and Neurosciences Center in nearby Research Park.

MS Thesis Program Details

You will have a primary mentor but also be supported by all of the faculty in the Cognitive and Motor Neuroscience Research Theme.  You will complete a 36 hour program of study along with your thesis.  Your courses will emphasize content area knowledge, research methods and statistics, seminar experiences with your mentors, and the completion of your thesis.  Your completed thesis will be in manuscript form and submitted to a journal upon completion. 

Required for this Program

• BS in Kinesiology or a related field
• Undergraduate GPA of 3.0 or higher
• The GRE requirement has been suspended.  You do not need to submit your scores during the application process.

PhD Program Details

You will have a primary mentor but also be supported by all of the faculty in the Cognitive and Motor Neuroscience Research Theme.  You will complete a 67 hour program of study along with your dissertation.  Your courses will emphasize content area knowledge, research methods and statistics, specialized content knowledge, seminar experiences with your mentors, and the completion of your dissertation.  Your dissertation will consist of multiple manuscripts. 

• Students entering the PhD program must have a demonstrated capacity for independent research. This capacity is most commonly demonstrated through completion of a master’s thesis. However, other experiences, such as, but not limited to, intensive undergraduate research experience, industry experience, clinical research or practice, or experience presenting or publishing research can be examples of a capacity for independent research. Students with a bachelor’s degree who wish to enroll in the PhD program are encouraged to speak with a prospective mentor about their suitability for the PhD program. 
• Undergraduate GPA of 3.0 or higher 
• The GRE requirement has been suspended.  You do not need to submit your scores during the application process.

Core Faculty

• Peter Fino, PhD  
• Mukta Joshi, MS

Genevieve Albouy, PhD

• Bradley King, PhD
• Kota Takahashi, PhD
• Jenna Burnett, PhD
• Daniel Davis, PhD
• Cecilia Monoli, PhD

Graduate Students

• Jose Anguiano-Hernandez
• Breanna Dumke
• Paula Kramer Rodrigo
• Christopher Long
• Naira Saulle Araujo
• Ainsley Temudo
• Anke VanRoy
• Abigail White

Co-Directors of Graduate Studies

Julie Lucero, PhD

Tanya Halliday, PhD

Program Manager

Andrea Moss

Graduate Resources

Graduate Handbook 2023-2024

Department of Psychology

College of social & behavioral science, main navigation, clinical psychology program, program overview.

The APA-accredited1 Doctoral Program in Clinical Psychology at the University of Utah follows the principles of a clinical science2 model, which calls for vigorous training in the application of scientific principles to both the research and applied aspects of clinical psychology. We are committed to providing students with high-quality training in empirical research and in clinical work that is well-grounded in science. In order to accomplish these goals, the program draws upon the interests and versatility of the clinical faculty as well as the faculty in other areas of our highly collaborative department, in addition to many excellent training sites both on and off campus.

Students who thrive in our program tend to be those who have a substantial interest in research and intend for research to be a significant part of their future careers. Our program provides students with exposure to a broad range of evidence-based theoretical approaches. Students also have considerable flexibility in individualizing their course of study, and they may opt to cross areas within the department. Within this flexible framework, however, students are expected to select their electives, clinical settings, and research topics in such a way as to develop a "core professional identity." In addition to the core training in adult psychopathology, students may choose to follow the curriculum guidelines of one of the areas of specialization - Clinical Child and Family, Clinical Health/Behavioral Medicine, or Clinical Neuropsychology - as well as of the interest group in Human Sexuality.

• For Potential Applicants
• Take a virtual tour of the clinical program
• Clinical Handbook
• Student Admissions, Outcomes, and Other Data
• Program Policies Related to Working with Diverse Populations
• Council of University Directors of Clinical Psychology (CUDCP) - Choosing a School
• Consumer Information Disclosure

Faculty with Clinical Psychology Focus

• Anu Asnaani
• Katherine J.W. Baucom
• Brian Baucom
• Sheila Crowell
• Matthew Euler
• Michael Himle
• Patricia K. Kerig
• Timothy W. Smith
• Paula G. Williams

1 APA - Commission on Accreditation

750 First Street, NE Washington D.C. 20002-4242 (202) 336-5979

2 Clinical Science Model

As defined by the Academy of Psychological Clinical Science , the term "Clinical Science" refers to a training model that emphasizes the application of knowledge directed at the promotion of adaptive functioning in ways that are consistent with scientific evidence. In this regard, our program maintains a commitment to empirically-based approaches to investigating the validity of hypotheses regarding human functioning and interventions and to advancing knowledge by the use of the scientific method in whatever endeavors we are engaged in, whether research, teaching, or clinical work . As McFall (1991) has written: "Scientists are not necessarily academics, and persons working in applied settings are not necessarily nonscientists. Well-trained clinical scientists might function in any number of contexts, from the laboratory, to the clinic, to the administrator's office. What is important is not the setting, but how the individual functions within the setting," and thus the best graduate education in clinical psychology focuses on "training all students to think and function as scientists in every aspect and setting of their professional lives."

Clinical Specialty Tracks

The clinical child and family (ccf) program.

The Child Clinical and Family Program at the University of Utah emphasizes an integration of clinical and developmental theory and research. The general goals of the CCF program are to train students to develop competence and expertise in the following areas:

• Theories underlying clinical research and practice with children, adolescents and families
• Specific methodological issues relevant to conducting psychological research with children, adolescents, and families
• General clinical skills (diagnostic skills, assessment skills, alliance building skills, intervention skills) necessary for working effectively with specific populations of children and adolescents
• Interpersonal skills necessary for working with systems (family, school, community) relevant to the development of children and adolescents
• Cultural diversity training relevant to (a) providing appropriate clinical services to and (b) conducting culturally sensitive clinical research with youth and their families
• The unique professional and ethical issues involved on working with youth and families

Like the other clinical specialty programs, the CCF program emphasizes a cross-disciplinary approach, encouraging students to develop interests in other areas of psychology, including cognitive, social, developmental, and neuroscience. Furthermore, CCF students have the opportunity to receive clinical training in adult psychopathology, adult psychotherapy, neuropsychology, and health psychology.

The Clinical Health and Behavioral Medicine Program

The Health Psychology and Behavioral Medicine Specialization is intended to train psychologists who are experts in theory, research, and the application of health psychology. Students learn basic psychological theory and research, and learn how to integrate this with current biomedical knowledge in order to work effectively in medical settings. Clinical students pursuing this specialization gain training and experience consulting with health care professionals, working as part of an interdisciplinary treatment team, and assessing and conducting psychological interventions with a variety of medical patients.

Clinical students who pursue this specialization complete all requirements of our APA-approved clinical training program, conduct research with health psychology faculty throughout their time in the program, and take a set of health psychology courses as part of their electives. Clinical students are required to take a Behavioral Medicine Practicum and to complete their pre-doctoral clinical internship in a setting that provides additional training in clinical health psychology.

The Clinical Neuropsychology Program

Clinical neuropsychology is a formally recognized specialty area under the umbrella of clinical psychology. Clinical neuropsychologists are individuals who, in addition to being trained in general clinical psychology, are also trained in theoretical, empirical, and practical aspects of brain-behavior relationships. Most clinical neuropsychologists work in medical centers, hospitals, rehabilitation centers, or private practice, as well as medical schools or universities. Typical neuropsychologists spend at least some portion of their work week evaluating cognitive and emotional functioning of patients suffering from various types of brain dysfunction. Additionally, many clinical neuropsychologist also devote some portion of their time to patient treatment, such as conducting psychotherapy with brain-injured patients and their families, or developing cognitive rehabilitation programs. Finally, the majority of clinical neuropsychologists, whether employed primarily in clinical or academic settings, engage in research activities aimed at the advancement of our understanding of brain-behavior relationships, as well as the advancement of neuropsychological assessment techniques.

The clinical neuropsychology program at the University of Utah meets the requirements for designation as a Major Area of Study .

Get more information on the  Clinical Neuropsychology Program .

• Pharmacology and Toxicology
• Research Programs

IDEAS in Neuroscience

College of pharmacy, intermountain doctoral education to advance students (ideas) in neuroscience program.

About IDEAS in Neuroscience

Intermountain Doctoral Education to Advance Students (IDEAS) in Neuroscience is a 2 year, NIH funded post baccalaureate program at the University of Utah.  This is a paid training program ($35,000 a year stipend + health insurance + tuition) for recent college graduates from underrepresented backgrounds who are interested in applying to PhD programs in the neurosciences.

This 2 year post baccalaureate program will include mentored laboratory research, graduate level courses, professional development, and a holistic, culturally competent mentored experience. Students will also attend scientific conferences and have opportunities to present their research. An essential part of the IDEAS curricula is inclusive mentoring, providing career-long scientific, personal, and cultural support.

Key activities include:

• Graduate Coursework
• Community Building
• Independent Laboratory Research
• Professional Development, including public speaking, science communication, and professional skills
• Graduate Program Application Prep

Building on institutional momentum and infrastructure at the University of Utah that is dedicated to supporting STEM equity, diversity and inclusion, IDEAS in Neuroscience will support the intellectual, professional, and scientific development of trainees from underrepresented backgrounds so they can flourish and continue on the path to a career in biomedical science.

Apply to IDEAS in Neuroscience at the University of Utah

Who can apply.

IDEAS in Neuroscience will recruit four students from diverse backgrounds, with a specific focus on students from Intermountain West institutions that serve Hispanic/Latino and Native American communities, and Historically Black Colleges and Universities (HBCUs).

Important Application Dates

Applications are Open

March 30, 2024:  Application Deadline 

TBD:  Notification of Awards

Week of July 8, 2023:  2 Year Program Begins

program directors

Karen Wilcox, PhD

Professor and Chair, Pharmacology and Toxicology

Karen Wilcox Research

Dr. Wilcox also participates as a faculty mentor in the program

Ryan O'Connell, PhD

Associate Chief, Division of Microbiology and Immunology

Ryan O'Connell Research

Dr. O'Connell also participates as a faculty mentor in the program

University of Utah Hospital

General questions.

• Billing & Insurance

Mark B. Bromberg, MD, PhD

Clinical locations, clinical neurosciences center, st. george specialty clinic at richens eye center.

• Clinical Information
• Academic Information

Dr. Mark Bromberg is a professor of neurology and chief of the Division of General Neurology at the University of Utah. He received a doctoral degree in neurophysiology from the University of Vermont and his medical degree and his neurology residency training from the University of Michigan. He also completed a fellowship in clinical neurophysiology and neuromuscular diseases at the University of Michigan.

His clinical interests are in neuromuscular disorders and electrodiagnosis (EMG). Within neuromuscular disorders his focus is on amyotrophic lateral sclerosis (ALS), peripheral neuropathies, and myasthenia gravis. He directs the motor neuron disease/ALS clinic at the University of Utah.

He has published extensively in the area of ALS, peripheral neuropathies, and myasthenia gravis. He has completed a book on peripheral neuropathies and a book for patients with ALS and caregivers, Navigating Life with ALS , as part of a series for the American Academy of Neurology. He also participates in clinical trials for diseases in these areas.

Specialties

• General Neurology
• Muscular Dystrophy
• Neuromuscular Diseases

Board Certification

Patient rating.

The patient rating score is an average of all responses on our patient experience survey. The rating averages scores for all questions about care from our providers.

The scale on which responses are measured is 1 to 5 with 5 being the best score.

Patient Comments

Patient comments are gathered from our patient experience survey and displayed in their entirety. Patients are de-identified for confidentiality and patient privacy.

He was very thorough and examining me

Dr. Bromberg is a consummate professional with a unique ability to teach you how to see your health condition as a doctor does. I left the consult with an understanding of my condition unlike any other appointment I¿ve ever had!

I don't think that I could have found a better person to be taking care of my problem situation. I believe that Dr Bromberg has/is going beyond what I expected someone to do with my case.

He is extremely knowledgeable and I value his opinions.

Dr Bromberg is a very good Dr.

Dr. Bromberg seems most impressive. Time will tell if his treatment plan leads to positive outcomes.

Very knowledgeable and compassionate

Dr Bromberg explained things to where I was able to understand most things and those I didn't, my EMT wife was able to fill in the blanks/not understanding items to me.

He was training someone and was telling him exactly what he was doing and it helped me and my father understand what was being done.

I was delighted and thankful that I was able to have time with Dr. Bromberg. He was thorough in his exam and definitely was concerned about my well-being and future. He questioned my past history, coming from knowledge and research about me. I was impressed.

Very knowledgeable, but very busy. I appreciate all the help he could provide.

Dr Bromberg was thorough, professional, knowledgeable, kind, compassionate, careful to get the right diagnosis, making sure we understood, answered our questions, took time with us. He was amazing with a difficult serious diagnosis. He got me in fast after being seen in Neurosurgery.

He is very thorough in his work.

Dr Bromberg is the consummate professional treating his patients with the utmost care and understanding.

I have been seeing Dr. Bromberg for 25 years and with every year he is better and better for me with my condition I trust him completely

Great neurologist

Dr. Bromberg is very knowledgeable, understanding, kind doctor. It is always enjoyable to visit with him.

Said he would get back to me and I have not heard back on my test results from my DNA gene test

Dr. Bromberg has always made me feel cared for and I trust his expertise without question. In addition, he is a very good teacher and takes time to answer my questions and help me understand my condition better.

Thank you - great guy

Very caring person.

He was knowledgeable and understanding

He is a very good doctor and very concerned about me . He gave me help when I needed it and took ver good care of me

Dr. Bromberg is amazing. He listens to my concerns, answers my questions and is understanding and compassionate. He always uplifts me while being honest about my condition. He explains everything and includes me in decision making about my health. He has a passion for caring for his patients and helping improve their lives.

Dr. Bromberg was great! He listened and showed genuine care for my well being. He really seems to be going above and beyond to help me!

Likely one of the most informed Neurologists for ALS in the world. I research advances in the field daily and Dr. Bromberg is well informed in considerable detail and makes recommendations based on fact rather than hope. This is critical for a patient with a terminal disease.

Everything i needed

Dealing with problems regarding numerology is challenging. Dr. Bromberg really focused on us, took his time making sure we understood the information.

see previous comments, I have had the honor of being his patient for the last 11 years, and wit each year he is more caring and more considerate - amazing bed side manner.....Technically, there is non better. I trust him 100%

Very informative and professional. Answered all of my questions. Staff was wonderful. I feel very confident and trust Dr. Bromberg very much. He is the best!!!

The best Dr. For ALS

Thanks for your encouragement

He listened to everything I had to say, explained everything.

Didn't feel the doctor was thinking of me as someone who has dealt with insulin dependent diabetes for 48 years and now dealing with ALS, these two issues are inseparably to me.

A 5 is not a high enough score to give everyone that I received care from! They were all so kind and very helpful! I would give them a million for a score if I could! I really appreciated the care they gave to me! Thank you!!!!!

I was quite happy with his thoroughness and extensive explanations.

Board Certification and Academic Information

Education history, selected publications, journal article.

• Bromberg MB (2019). What Is in the Literature. J Clin Neuromuscul Dis , 21 (2), 84-89. ( Read full article )
• Bromberg MB (2019). The motor unit and quantitative electromyography. Muscle Nerve . ( Read full article )
• Bromberg MB , Brownell AA, Forshew DA, Swenson M (2009). A timeline for predicting durable medical equipment needs and interventions for amyotrophic lateral sclerosis patients. Amyotroph Lateral Scler , 11 (1-2), 110-5. ( Read full article )
• Felgoise SH, Stewart JL, Bremer BA, Walsh SM, Bromberg MB , Simmons Z (2009). The SEIQoL-DW for assessing quality of life in ALS: strengths and limitations. Amyotroph Lateral Scler , 10 (5-6), 456-62. ( Read full article )
• Bromberg MB (2009). Acute neuropathies. Front Neurol Neurosci , 26 , 1-11. ( Read full article )
• Swoboda KJ, Kissel JT, Crawford TO, Bromberg MB , Acsadi G, DAnjou G, Krosschell KJ, Reyna SP, Schroth MK, Scott CB, Simard LR (2007). Perspectives on clinical trials in spinal muscular atrophy. J Child Neurol , 22 (8), 957-66. ( Read full article )
• Brownell AA, Bromberg MB (2007). Comparison of standard and pediatric size concentric needle EMG electrodes. Clin Neurophysiol , 118 (5), 1162-5. ( Read full article )
• Bromberg MB (2006). Updating motor unit number estimation (MUNE). Clin Neurophysiol , 118 (1), 1-8. ( Read full article )
• Bromberg MB (2005). Motor unit number estimation: new techniques and new uses. Suppl Clin Neurophysiol , 57 , 120-36. ( Read full article )
• Bromberg MB , Swoboda KJ, Lawson VH (2003). Counting motor units in chronic motor neuropathies. Exp Neurol , 184 Suppl 1 , S53-7. ( Read full article )
• Bromberg MB , Harati Y (2008). Neuromuscular highlights from the american academy of neurology annual meeting. J Clin Neuromuscul Dis , 3 (1), 39-44. ( Read full article )
• Bromberg MB , Brooks BR (1996). Issues in clinical trial design. II: Selection of end point measures. Neurology , 47 (4 Suppl 2), S100-2. ( Read full article )
• Bromberg MB , Larson WL (1996). Relationships between motor-unit number estimates and isometric strength in distal muscles in ALS/MND. J Neurol Sci , 139 Suppl , 38-42. ( Read full article )
• Nau KL, Bromberg MB , Forshew DA, Katch VL (1995). Individuals with amyotrophic lateral sclerosis are in caloric balance despite losses in mass. J Neurol Sci , 129 Suppl , 47-9. ( Read full article )
• Whitehorn D, Bromberg MB , Howe JF, Putnam JE, Burgess PR (1972). Activation of gracile nucleus: time distribution of activity in presynaptic and postsynaptic elements. Exp Neurol , 37 (2), 312-21. ( Read full article )
• Herrmann DN, Bromberg MB (2007). Chili peppers, nerve regeneration, and clinical trial design. Neurology , 68 (16), 1247-8. ( Read full article )

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• Neuroengineering Graduate Track
• Graduate Program Overview

The Neuroengineering Track (formerly called “Neural Interfaces”) trains students in the fields of basic and applied neuroscience and neuroengineering. This track aims to treat neural dysfunction with engineering approaches and repurpose strategies utilized by biological nervous systems to solve traditional engineering problems. Research specializations of BME faculty in this track include electrical neural interfaces and neuroprostheses; cell and chemical delivery systems for neural tissue; engineering of neural self-repair; neural plasticity; neural coding in sensory and motor systems; neural imaging; and non-traditional modes of stimulating neural tissue (e.g., focused ultrasound and magnetic stimulation)

M.S. Students

Masters students within this track complete the same fundamental courses as the Ph.D. students (see below). However, whereas Ph.D. students must take NEUSC 6040 Cellular & Molecular Neuroscience, M.S. students are given more flexibility to satisfy the Cell & Molecular Biology credits of their Life-Sciences Fundamentals requirement with any supervisory-committee approved cell/molecular biology course. Understanding of cellular/molecular neuroscience is nonetheless required for any M.S. comprehensive exams: written, oral, project presentations, and thesis defenses.

Ph.D. Students

Ph.D. studentswithin this track must complete the courses listed below, intended to provide knowledge in the major areas of the field. A student’s supervisory committee may grant exemptions to the following course requirements on a case-by-case basis, pending sufficient justification. However, these courses provide considerable assistance in preparing for the Neuroengineering written qualifying exam, which combines topics across courses; e.g., questions regarding cellular or systems neuroscience may be asked from a quantitative perspective. The written qualifying exam will draw from material covered in both required life-science fundamentals courses and all three required track fundamentals courses (excluding NERG). The exam aims to encourage students to approach their graduate education as an experience that transcends the boundaries of single courses; revisit the fundamental principles in basic and applied neuroscience; and consolidate, synthesize, and integrate this material. Students are encouraged to keep their course textbooks and use them to help prepare for the qualifying exam.

Neuroengineering Texts

Course readings also serve as a way for students to prepare for the qualifying exam, although not all core courses have assigned textbooks. The first portion of Kandel et al., Principles of Neural Science, provides an excellent text for the study of cellular neurosciences; the latter portion of this text is used for BME 6430 Systems Neuroscience.

Life-Science Fundamentals

As options in the standard guidelines for their Life-Science Fundamentals, students in this track must take the following courses to satisfy the physiology and cell/molecular biology credits of the life-science fundamental requirement.

• BME 6000 – Systems Physiology I: Cardiovascular, Respiratory and Renal Systems
• NEUSC 6040 – Cellular & Molecular Neuroscience

Neuroengineering Track Fundamentals

Mandated: 4 of 4 required.

• BME 6005 – Computational Neuroscience
• BME 6430 – Systems Neuroscience
• BME 6440 – Neural Engineering
• *Students are expected to participate in BME 6470 (NERG) even after completing their credit requirements.

Neuroengineering Advanced Electives

Biomedical engineering.

• BME 6003 – Cellular Electrophysiology & Biophysics *
• BME 6230 – Functional Anatomy for Engineers
• BME 6433 – Biological Statistical Signal Processing *
• BME 6460 – Electrophysiology and Bioelectricity *

Electrical & Computer Engineering

• ECE 5960 – Special Topics: Neural Data Analysis & Modeling *
• ECE 6520 – Information Theory
• ECE 6540 – Estimation Theory

Neuroscience

• NEUSC 6010 – Frontiers in Neuroscience (seminar)
• NEUSC 6060 – Neuroanatomy for Biomedical Scientists *
• NEUSC 7750 – Developmental Neurobiology

Computer Science

• CS 6210 – Advanced Scientific Computing I
• CS 6355 – Structured Prediction (machine learning)
• CS 6955 – Deep Learning (advanced neural networks and applications)
• CS 7960 – Neuromorphic Architectures (neural networks)

Mathematics

• MATH 6070 – Mathematical Statistics
• MATH 6440 – Advanced Dynamical Systems
• MATH 6630 – Numerical Solutions of Partial Differential Equations
• MATH 6740 – Bifurcation Theory
• MATH 6770 – Mathematical Biology I
• MATH 6780 – Mathematical Biology II
• MATH 6790 – Case Studies in Computational Engineering and Science

Mechanical Engineering

• ME EN 7200 – Nonlinear Controls
• ME EN 7210 – Optimal Controls

* Recommended

Questions regarding the Neuroengineering track should be directed to Dr. Richard Rabbitt (801-581-6968).

Neural Engineering Research Group (NERG)

Neural Engineering

Welcome! The University of Utah Interdepartmental Neuroengineering Track consists of faculty and graduate students from the Department of Biomedical Engineering and the Department of Electrical & Computer Engineering with a curriculum that imparts fundamental knowledge about neuroengineering and specific courses in neural interface design, neurophysiology, neural data analysis, neurorehabilitation and neurorobotic applications. Reflecting neuroengineerings interdisciplinary nature, the neuroengineering faculty and the curriculum show involvement from the Department of Biomedical Engineering and the Department of Electrical & Computer Engineering.

Neuroengineering is an emerging interdisciplinary research area that brings to bear neuroscience and engineering methods to analyze neurological function as well as to design solutions to problems associated with neurological limitations and dysfunction. Neuroengineers seek to solve neuroscience-related problems and provide rehabilitative solutions for nervous system conditions through engineering and quantitative methodology.

The University of Utah's graduate track in neuroengineering is a varied research program that covers key areas such as implanted electrode design, neuromodulation, neuroregeneration, neural signal analysis, neuroprostheses, and neurorehabilitation. The field of neuroengineering has expanded tremendously in the last few decades, and now also includes diverse topics such as deep brain stimulation, visual and motor neuroprostheses, bioelectric treatments for pain, artificial memory, bioinspired artificial intelligence, noninvasive neuroimaging and neuromodulation, neural-tissue regeneration, and neuroethics. Neurotechnology is now rapidly entering the commercial market with novel medical applications offering treatments for a variety of neurological impairments and direct-to-consumer products in the areas of augmented and virtual reality offering enhanced human-computer interactions.

Utah is world-famous for its neuroengineering. The University of Utah has been a major player in the field of neural engineering and rose to international prominence with the development of the Utah Electrode Array in the 1990s. The Utah Electrode Array is now the industry standard for high-density single-unit neural recordings from the brain and peripheral nerves, and has been implanted in dozens of human patients worldwide. Spin-off companies from the University of Utah, such as Blackrock Neurotech , Ripple Neuro , and Epitel , are leading the way in neurotechnology. Faculty expertise at the University of Utah is especially strong in the design and manufacturing of neural implants, computational modelling of bioelectric treatments, minimally invasive neuromodulation, and functional demonstrations of sensory and motor neuroprostheses.

Core strengths:

• Motor neuroprostheses
• Somatosensory neuroprostheses
• Neurorobotics and neurorehabilitation
• Deep-brain stimulation
• Epilepsy monitoring
• Electrical field modeling & visualization
• Minimally-invasive neuroimaging and neuromodulation
• Neural tissue engineering
• Optogenetics
• Electrode design & manufacturing
• Thin-film materials and encapulations
• Accelerated ageing and modeling
• Regulatory approval for implanted devices

• MEET THE LAB
• CURRENT PROJECTS
• PARTICIPATE IN A STUDY
• Initial Content

Dr. Elisabeth Wilde is an Associate Professor in the Department of Neurology at the University of Utah. She also holds an appointment as a Health Research Scientist in the US Veterans Affairs Health System (VA Salt Lake City Healthcare System). Her research interests include the use of advanced forms of neuroimaging to enhance diagnosis and prognosis, monitor recovery and neurodegeneration, evaluate the efficacy of therapeutic intervention, and elucidate aspects of neuroplasticity in traumatic brain injury. As a clinical neuropsychologist, she has an interest in brain-behavior relationships involving cognitive, neurological, and functional outcome and clinical trials in traumatic brain injury and associated comorbidities. For the last 20 years, she has worked with patients with traumatic brain injury and concussion across a spectrum of age, severity, and acuity, with particular interests in children and adolescents, athletes, and Veteran and Active Duty Service Members with concussion or traumatic brain injury. She has participated in over 40 federally-funded clinical projects in TBI, and has authored over 140 peer-reviewed publications. Dr. Wilde is currently the Director of the Neuroimaging Core for the Department of Defense and Veterans Affairs co-funded Chronic Effects of Neurotrauma Consortium (CENC) Neuroimaging Core and has been actively involved in the International Common Data Elements (CDE) initiative and co-leads the Enhancing Neuroimaging Genetics Meta-analysis (ENIGMA) Working Group for TBI.

Elisabeth A. Wilde, PhD

[email protected]

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Neuroscience - phd.

About This Degree

The primary goal of the doctoral program in neuroscinece is to provide students with a strong educational and research foundation in cellular, cognitive and behavioral neuroscience.

What You Will Learn

Students will apply critical concepts in neuroscience to understanding normal and disordered processes of sensation, movement, cognition, language and communication across the lifespan. This goal will be accomplished through a core set of neuroscience courses, advanced electives and laboratory experiences.

Students in the neuroscience doctoral program are expected to align themselves with a focus area. Currently, these include Translational Neuroscience, Educational Neuroscience, and Lifespan Neuroscience.

Specialization:

Educational neuroscience:.

This focus area is designed to apply the principles of behavioral, cognitive, and biological neuroscience to core problems in education related to cognition, socialization, learning, and/or teaching.

Lifespan Neuroscience:

This emphasis studies the changes in central and peripheral nervous system structures from infancy to late adulthood with corresponding effects on behavior in cognition, language and emotion.

Translational Neuroscience:

This emphasis focuses on understanding the signal transduction pathways underlying neurophysiological function in normal and disease states at the molecular, cellular, tissue, and system levels.

At a Glance

College: Emma Eccles Jones College of Education & Human Services , College of Science

Department: Biology Department , Communicative Disorders and Deaf Education Department , Kinesiology and Health Science Department , Psychology Department

USU Locations:

• Logan campus

Program Requirements

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Career And Outcomes

Career opportunities.

The Neuroscience PhD program prepares students for careers in research settings.  Graduates may find jobs in academic settings as well as in private industry and other research settings.

Job Outlook

Request for information and advising.

Professor Email: [email protected] Office: ECERC 224 Phone: (435) 797-1704

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USU Locations

LOGAN CAMPUS

Admission Requirements

All applications are submitted with the USU Graduate School.

As part of the application prospective students must submit the following:

• A statement of purpose describing interest in graduate school and relevant experiences and qualifications
• A curriculum vita / resume
• Three letters of recommendation
• Official transcripts from all previous schools attended

Admissions criteria include the following:

• GPA for the last 60 credits taken of 3.0 or higher
• GRE scores for the verbal and quantitative areas at the 40th percentile or above
• Fit with a current faculty member involved in the neuroscience program
• Application deadline for Fall admission: January 15th.
• Application deadline for Spring admission: July 15th.

Financial Aid

The full-time PhD graduate students in this program will receive graduate research or graduate teaching assistantships to help finance their education.  All students with assistantships also receive the doctoral tuition award which covers the tuition for classes taken for the doctoral program.

Take The Next Step

How to apply.

View our step-by-step guide on how to become an Aggie.

Request Information

Contact the School of Graduate Studies to ask questions or receive more information.

Cost and Funding

Calculate the cost of graduate school and learn about funding opportunities.

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Rehabilitation Counseling

Graduate from the highest-ranked program at USU with job possibilities in mental health, addiction, and disability care facilities. Students with any undergraduate major can apply.

Special Education

Enhance your skills as an educator. Study in a nationally recognized college and make a difference to the students you teach.

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Utahn may be on verge of a significant breakthrough in treating Alzheimer’s

University of utah research professor donna j. cross has helped mice overcome brain disorders. are humans next.

By Lee Benson

Is a research professor at the University of Utah on the verge of a significant breakthrough in the treatment of Alzheimer’s disease and other brain disorders?

Not only would a bunch of lab mice vote yes, they’d remember to do so.

Donna J. Cross, who has a doctoral degree in neuroscience, has spent the past 25 years shepherding research that favorably suggests a small, specialized dose of a chemotherapy drug called Paclitaxel might be capable of repairing injuries, whether caused by pathology or by trauma, to the human brain.

The quest began at the University of Michigan, where Cross earned her doctorate, then to the University of Washington when she joined that faculty, and finally to the University of Utah, when Cross’ mentor and the man who began the research, Dr. Satoshi Minoshima, came to the U. as chair of the department of radiology and imaging sciences.

In a nutshell, when the scientists have administered their version of the cancer drug to mice that have been bred to develop Alzheimer’s, the mice have experienced “a complete reversal of their cognitive deficit.” Same thing happened when mice that had suffered concussions were given the medication.

Suddenly, mice that couldn’t remember things and/or had traumatic brain injury were acting cognitively normal again.

“Whether that would happen in humans, we have a lot of work still to do,” says Cross. But if it did? She doesn’t equivocate. “It would be huge.”

This is personal for Donna Cross. Like so many of us, she knows what it’s like to watch loved ones suffer from brain diseases. Her grandmother’s Alzheimer’s diagnosis was her chief motivation for joining Minoshima’s team when she started graduate school. Recently, a father-in-law with severe dementia has only heightened her sense of urgency.

“Even though it’s too late for my grandmother and likely too late for my father-in-law, it’s not too late for vast, vast numbers of people in the world,” she says, “that’s why we have to keep moving forward.”

Still, scientific research takes time and money. With dwindling amounts of both when she came to the University of Utah (Alzheimer’s research isn’t her only iron in the fire), Cross confesses she was “almost ready to give up.”

She desperately needed help in repurposing Paclitaxel into a form that could be applied to the human brain and didn’t know where to turn.

Once she’d settled into her lab at the U. she did a Google search to see if any pharmaceutical scientists might be in the area.

That’s when she discovered she’d been given an office, quite randomly, in the Biomedical Polymers Research Building, where the world-renowned Czech-born pharmaceutical chemist Jindrich (Henry) Kopecek has set up his headquarters.

The drug makers she needed were literally right next door.

Kopecek and Dr. Jiyuan (Jane) Yang have been integrally involved ever since, lending their expertise in figuring out how to develop and safely deliver to the brain a potential game-changing drug.

“I’m just very, very lucky to be placed in their building for no other reason than they had space,” says Cross. “These guys are rock stars. I came to them as a brain person who was interested in treating neurological conditions and they are the drug developer/drug delivery people. It’s a collaboration that is very strong because of our different areas of expertise.”

The goal now is to get the drug developed and ready for clinical trials. It will be costly — Cross estimates they need to raise at least $2 million — but the potential upside could be priceless.

“We would treat not just Alzheimer’s,” she says, “but also any kind of dementia: ALS, Parkinson’s, multiple sclerosis, spinal cord injury, any kind of condition where nerve cells are dying.”

In a best case scenario, not only would the neurological damage be halted, but the brain would conceivably be healed.

How long will it take to find out? As long as it takes, says Cross. “This is my passion. It started out personal to me; it still is, extremely so.”

This week Cross will be giving a presentation about her work at the free Alzheimer’s & Caregiving Education Conference scheduled to be held Wednesday, May 15, from 10 a.m. to 1 p.m. at the Embassy Suites Hotel in West Valley City. The conference, hosted by the Alzheimer’s Foundation of America, is open to the public.

“My motivation for doing these public lectures is twofold: one, to draw attention to the work we’re doing, and two, to give hope,” says Cross. “I think it’s extremely important that people have hope.”

To register in advance for the conference, go to www.alzfdn.org/tour . You can stay connected with Cross’ research by following @UofURadiology.

Neurology Department

• Fellowship Programs

Headache Medicine Fellowship

The United Council of Neurology Subspecialties (UCNS)-accredited Headache Medicine Fellowship at the University of Utah is a one-year fellowship focused on training fellows to effectively manage patients with complex headaches and associated comorbidities.

Skip to Application Information

View Headache Fellowship Brochure

To be able to practice headache medicine ethically, thoughtfully, comprehensively, independently, and confidently through clinical work, research, teaching, and presentations. The fellow will gain experience in both adult and pediatric headache disorders from five United Council for Neurologic Subspecialties (UCNS)–certified headache specialists and eight adult and one pediatric faculty, as well as other experienced headache specialists.

As a graduate of the program, you will be eligible to sit for the UCNS Headache Medicine Examination and ultimately become certified in headache medicine by the UCNS.

Expectations

Presentations.

• Present at AHS's annual meeting (original work)
• Teach residents and students headache medicine
• Present at the University of Utah Department of Neurology's Grand Rounds
• Present clinical cases at division meetings on Wednesdays at 10 a.m. 
• Present clinical case or original research work at the Western Intermountain Neurologic Organization (WINO) meeting
• Deliver two to three virtual  Headache School talks (second Tuesday of the month)

Research Goals

• Formulate research project in consultation with Drs. Brennan and Digre/Pham/Cortez at the start of the fellowship
• Write two to three papers (case studies and/or related to research)
• Headache structured history and examination
• Botox for chronic migraine
• Trigger point injections and nerve and SPG blocks
• Neuro-ophthalmology training to diagnose headache disorders
• Miles for Migraine's ACT NOW : Join at least seven of the nine live/recorded ACT NOW programs offered on alternating Tuesdays and Thursdays at 8 p.m. EST beginning in July. This includes participation in Facebook private group discussions and a final proficiency project in April.
• Headache on the Hill participation (usually in February)

Conference Attendance

• Weekly neurology Grand Rounds (9–10 a.m. on Wednesdays)
•  AHS annual scientific meeting (usually in June)
•  AHS Scottsdale meeting (usually in November)
• Wolff’s Headache , 8th edition. Editors Stephen D. Silberstein, Richard B. Lipton, and David W. Dodick, Oxford University Press 2008 (9th edition soon to be published)
• Headache in Clinical Practice : Editors Stephen D. Silberstein, Richard B. Lipton, and Peter J. Goadsby, ISIS Medical Media, 1998
• You may be mentored in the development and execution of individual research or quality improvement projects.
• You may be formally trained in epidemiology, biostatistics, and research methods.
• You will participate in the American Headache Society’s quarterly journal club via teleconference.
• You will participate in the clinical teaching of medical students and residents from four different departments during their rotations in headache clinic.
• You will have the option to participate in the Headache Medicine Lecture Series for the residents and medical students.
• Adult Headache Clinic: You will be trained in the diagnosis and management of complex headache patients.
• Pediatric Headache and Integrative Medicine: Your training will encompass medical and nonpharmacological management of headaches in adolescents and children (one half-day per week).
• Nonpharmacological Management of Complex Headaches: You will be trained in stress relief techniques, biofeedback, and cognitive behavioral therapy.
• Anesthesia/Physical Medicine & Rehabilitation: You will have the option to complete rotations in anesthesia, pain medicine, or PM&R.

Proposed Schedule

(Changes will be considered for fellows from family medicine, pediatrics, internal medicine, and physical medicine and rehabilitation backgrounds)

July:  epidemiology and biostatistics and research training Any Chosen Month: one to two days per week for a one-month rotation in the pain clinic 

Monday: Bartell, Baggaley, and Pham Tuesday: Digre, or when she is out of town: VA HCOE with Bartell or INC with Pham Wednesday: Neurology Grand Rounds and Division of Headache & Neuro-Ophthalmology meeting (mornings) and pediatric headache clinic (afternoons)  Thursday: Baggaley, Pippitt, Bokat, and Pham; Translational Neuroscience Rounds on Thursday evenings once a month Friday: Brennan, Cortez (occasional), and Pham

We have plenty of time built in for clinical research or other research opportunities.

Core Curriculum

Training will address the following core concepts:

• An adequate knowledge of general neurology to critically evaluate the history and physical examination of the patient presenting with headaches
• The neuroanatomy, neurophysiology, and neurochemistry of the processes underlying head-pain syndromes and associated problems including comorbidity, neuropsychiatry, and cerebral vascular disease
• The anatomy and pathogenesis of migraine headache and its relevance to all forms of cephalgia—primary or secondary
• The pathophysiology of the recognized subtypes of head pain including cluster headache and other trigeminal autonomic cephalalgias, trigeminal and other craniofacial neuralgias, and tension-type headache
• The classification of headache employing the International Headache Society Classification , 3rd edition
• The adequate teaching of headache medicine requires extensive knowledge of the epidemiology, economic and pharmacology of migraine, and other headaches
• The characterization, typical clinical signs and symptoms, and recognition of secondary or symptomatic headache (a headache specialist must be facile in the diagnosis of these illnesses)
• The evaluation and treatment of complex headache disorders

Application

Eligible applicants:

• Must be BC/BE neurologists or individuals who have completed their ACGME-accredited neurology residency training by the fellowship start date
• Must be a US citizen or permanent resident. Unfortunately, we are unable to accept applicants who are in need of J1 visa sponsorship at this time.

To apply, please email your current CV, three (3) letters of recommendation, a personal statement, your USMLE scores, and your ECGMG certification (if applicable) to [email protected].

We abide by the recommendations of AAN and AHS

• to begin the fellowship application process no earlier than March 1 of PGY‐3 Adult/PGY‐4 Child and NDD year and
• to provide fellowship job offers no earlier than August 1 of PGY‐4 Adult/ PGY‐5 Child and NDD year.

Our program participates in the NRMP Match.

Susan Baggaley, FNP Jared Bartell, MD (also at the VA Headache Center of Excellence) KC Brennan, MD Kathleen Digre, MD Kendra Pham, MD, MPH

Meghan Candee, MD, Pediatric Headache Karly Pippitt, MD, Family Medicine Christina Bokat, MD, Pain Medicine Melissa Cortez, DO, Autonomic Neurology Erica Marini, Pharm D, Pharmacist for Headache

Other clinic participants: Dorothy Williams, MD Jamie Jaynes, RN Jenn Mayer, RN  Sharon Poulter, RN

VA Headache Center of Excellence (HCOE) Staff Lynn Horton, RN  Anthony Minjarez, PharmD Nancy Hennig

Adjunct Faculty to Headache Program Scott Junkins, MD, Pain Medicine Lisa Ord, PhD, Psychology Sarah Maulden, MD, VA hospital John Speed, MD, Rehabilitation

CURRENT FELLOWS

[email protected]

Civil | Construction | Nuclear

A Message from Dr. Barber

Join us in welcoming our new department chair – dr. tong qiu.

Dear colleagues and friends of the Department of Civil & Environmental Engineering at the University of Utah,

I’m pleased to share that after an extensive national search, Dr. Tong Qiu has accepted our offer to lead as our department chair, beginning July 1. Dr. Qiu is currently a professor of Civil Engineering at Penn State University where he has risen through the ranks since 2010. Professor Qiu boasts an impressive array of professional achievements, both in academia and industry. An ASCE Fellow, he possesses the precise blend of skills, personality, and vision needed to elevate our department’s atmosphere and foster excellence in both education and research. We are excited to welcome and support him as he steps into this important leadership role.

Dr. Qiu’s doctoral studies in Civil Engineering were completed at the University of California – Los Angeles. He is a very active researcher who incorporates leading technology which results in real engineering products. His research spans a broad spectrum, from theoretical explorations to hands-on experimentation, encompassing soil dynamics, fluid mechanics in porous materials, and the modeling of geological systems. Dr. Qiu also harnesses the power of artificial intelligence to address various geotechnical engineering challenges. His work receives support from a diverse range of funding sources, including federal agencies like NSF, FHWA, DOS, FRA, and SERDP, state entities such as PennDOT and the State Police, as well as private sector partners like Google, Tensar International Corporation, Alpine Equipment LLC, and Mission Critical Solutions, in addition to backing from DOT University Transportation Centers. The University of Utah is the perfect fit for his continued career growth.

It’s been my honor to serve as Department Chair for the past 11 years. I would like to take this opportunity to thank everyone for their support over that time. Just a few of my privileges have included recruiting a number of excellent faculty members and seeing the growth of our department , both in the quality of education we provide our students as well as the caliber and capability of our excellent faculty and staff. I look forward to continuing as a professor in the department striving to contribute to our collective success, including offering support to Dr. Qiu as he steers our department forward.

Please join me in extending a warm welcome to Dr. Qiu and in providing him with our unwavering support as he assumes leadership.

Warm regards,

Dr. Michael Barber

More News From Our Department

PhD Student Proposes Vision for the Future of Engineering in Utah

Mina Golazad, Construction Engineering PhD student, has been awarded second place in the ASCE Utah Younger Member Forum Scholarship program for her vision of engineering in the future state. Mina’s response to the prompt, “Be Future Ready,” garnered recognition from the ASCE Utah Younger Member Forum. This year’s prompt challenged participants to envision the challenges […]

$1M DOE Grant for Advanced Nuclear Energy Research

Dr. Peter Zhu’s team Plays Key Role in Securing $1M DOE Grant for Advanced Nuclear Energy Research We are thrilled to announce that Dr. Peter Zhu, Assistant Professor of Civil and Environmental Engineering, and his lab have been collaborating with a team at the University of Illinois on a proposal that has just been awarded […]

Research at the U is Building Better Utah Infrastructure

Dr. Pedro Romero Honored with Friend of Industry Award at the 2024 Utah Asphalt Conference The Utah Asphalt Paving Association—the driving force behind our road infrastructure—recently hosted the 2024 Utah Asphalt Conference from February 27 to 28. Recognized as the premier asphalt-related event in the state, the conference brought together the industry’s best minds, including […]

Dr. Cathy Liu Earns Prestigious Educator Award

CvEEN Professor Earns 2023 Outstanding Educator Award The Institute of Transportation Engineers (ITE) is a global organization dedicated to improving transportation systems and creating smarter, more livable communities. Within this vast network, the Mountain District ITE represents the U.S.’s mountain states and recognizes outstanding educators in the field. Dr. Cathy Liu has been honored with […]

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S.J. Quinney College of Law

A passion for pro bono work: new graduate alessandra amato pays it forward.

by Lindsay Wilcox

“My clients were some of the bravest and most inspiring individuals I have ever met. When I began to experience the criminal justice system through some of them, I decided to go to law school to become a criminal defense attorney. I doubted myself, and finding the courage to commit to law school wasn’t easy. My clients’ strength and resilience inspired me to apply,” Amato says. “This year marks my 17th year living in this country, and I couldn’t be happier to celebrate it by graduating from the S.J. Quinney College of Law.”

Since Amato liked the small classroom experience at Westminster University, also in Salt Lake City, she wanted a similar experience in law school.

“S.J. Quinney’s small classes and practicum experience repertoire were the strongest features of the law school for me,” Amato recalls. “I also came to law school knowing where I wanted to be after, so through the practical experiences offered through SJQ, I was able to create the path that led me to my goal.”

Noting that S.J. Quinney has an incredible community, Amato says that the professors, deans and staff know each student personally.

“Looking back, I see all the people who helped me get here. Professor Morrison was instrumental in the success of my practicum experiences, making my dreams come true. During my 1L year, Professor Andersen Jones and my Constitutional Law I class surprised me with a celebration when I became a U.S. citizen,” she says. “I feel lucky to be part of the SJQ community.”

Amato was recently awarded the Pro Bono Publico Student of the Year Award by the Utah State Bar, which she says she was honored to receive.

As the Rocky Regnlie Fellow during her last year of law school, Amato served as the student director for two new PBI sites at The Road Home (a shelter for families experiencing homelessness) and the Volunteers of America’s Youth Resource Center, in addition to the expungement and justice law site, at which she became student director when she finished her 1L year.

“I [previously] worked with many clients with criminal records, and through their experiences, I witnessed the consequences of having a criminal record. It limits people’s ability to find stable housing, pursue education, and gain employment—all necessary to achieve self-sufficiency and a prosperous life,” Amato explains. “The expungement process is long and intimidating, and I felt compelled to contribute to increasing access to legal resources for expunging criminal records.”

While taking Professor Jensie Anderson ‘s Post-Conviction Remedies class, Amato wrote a manual for pro-se litigants on preparing their post-conviction relief petition, which she said she is most proud of during her time at S.J. Quinney College of Law.

“Through the class, I learned that there was a shortage of attorneys specializing in this area and, more importantly, that there is no right to counsel in post-conviction proceedings. Utah’s best PCRA expert attorneys are currently vetting the manual, and I am excited to see what use we can make of it in our community,” Amato says.

Now that Amato has graduated from law school, she is excited to join the Salt Lake Legal Defender Association after passing the bar.

“What I love most about the field of law is that it allows me to pursue a career that aligns with my morals while also urging personal growth,” she says. “Representing clients that face criminal charges demands mastery of the law, refinement of rhetorical skills, and the ability to be tactical, innovative, and adaptable. I find all that thrilling and deeply meaningful.”

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My unusual path to neuroscience, and research.

I remember having a conversation with my mom where I essentially regurgitated my desire to research plants and plant medicine in college.

I've loved plants for as long as I've known. I've had plants like this one in my room since I first got my own room.

As a kid, I knew little about research, but I knew I wanted to be part of it when I grew older. Fast forward a few years, and I’m now working in the Faja Lab at the Boston Children’s Hospital as a student intern.

What happened in between? A lot!

Since I was little, I’ve always wanted to do research. As a kid, I thought scientists looked so cool with their bottles, lab coats, and bubbling chemicals. Later, I realized research was about so much more than that. In high school, I studied genetics through fruit fly experiments, learned about the lens through dissecting cow eyes, and wrote papers upon papers about literature and how the disconnect between agricultural science and farmers contributed to the Great American Dust Bowl.

In high school, I realized research was a limitless adventure where I could explore just about anything. It’s a curious kid’s playground, a skeptic’s dreamland. When I realized I had a passion for plants, chemicals, and psychology, I thought, “Why not research all of these?”

I was (and still am) particularly interested in terpenes and terpenoids in herbs like lavender.

So, I came into college ready to take on a unique branch of science: plant chemistry. But, when I arrived, I realized there were few labs studying plants, and no labs studying plant chemistry. My passion was a unique one at best.

It took a while to realize that my passions were not what I had thought they were. Through the past few years, I’ve learned so much about myself and what I am interested in. In this blog, I’d like to share my journey to choosing Neuroscience and working in a research lab.

An Unexpected Path to Neuroscience

Interested in plants and their chemicals, I came into college with one concentration (Harvard’s word for major) in mind: Molecular and Cellular Biology (MCB). There are around  9 life sciences concentrations at Harvard, but I  just knew I wanted to do MCB. I’d done my research. I’d get the chance to study how chemicals interact with the body and brain, I thought. I’d learn about how individual cells might interact with different compounds, I thought.

Well, I was wrong—in two ways. First, despite thinking I knew everything about MCB, MCB was not the only concentration that studied those interactions. If anything, Chemical and Physical Biology (or just Chemistry) might be better suited to studying those relationships. Second, after taking a few classes on molecular biology, I realized that MCB was awesome, but it wasn’t the only subject that interested me.

During sophomore year, I decided to take an intro neuroscience class called Neuro 80, one of the foundational MCB classes that double counts as a neuroscience class. I loved it! I realized I was fascinated by the brain and how it worked. My journey in neuroscience began with learning about neurons and the history of neuroscience and evolved into studying the molecular basis of behavior. I found myself drawn to the inner workings of the mind and brain. I took a psychology class, and since then, I’ve taken four more. By the time I realized I was interested in the mind and brain, I had already declared Neuroscience on the Mind, Brain, and Behavior (MBB) track as my concentration.

Brains are cool!

Then, this year, I realized that my passion for plants and plant science had never disappeared. I took an MBB seminar called “Drug Use in Nature” (one of the best classes I’ve taken at Harvard!) where we learned about bugs that can sense chemicals released by rotting wood to find homes, cardiac glycosides and why monarch butterflies are resistant to them, and the role of terpenes and terpenoids in plant survival. The class was eye-opening. Somehow, it brought together everything I was interested in—plants, chemistry, psychology, the brain, and medicine. After junior fall, I realized my “passion” was not one thing, but rather a conglomerate of many things. Realizing that opened up my eyes to so many new possibilities, perspectives, and opportunities.

Like "Tree," a class on trees that I took my first year, this class brought me a new appreciation of plants and how they work.

A winding road to research.

I’d always wanted to do research, but I came into college set on doing one thing: plants. I realized later on that there were other interesting topics, too—like behavioral and developmental neuroscience! At the beginning of my junior year, I’d been thinking about joining a lab when, one day, I got an email about an opportunity at the Boston Children’s Hospital. The Faja Lab was a clinical psychology and cognitive neuroscience lab studying individual differences observed in autistic children. I was fascinated by psychiatry, developmental psychology, and cognitive neuroscience, so this lab felt like the perfect match. I applied with great hopes, and was invited to join the team!

However, my journey to this point took a while. When I came in as a first-year, I was intimidated by research. After attending the annual Harvard Undergraduate Research Opportunities in Science (HUROS) fair, I realized research was far more complex than I had thought. Without any previous research experience, I didn’t feel ready. However, the fair seeded in me a hope to learn more.

By the end of my first year, I had reached out to several labs, but I realized that many of them weren’t the right fit for me. So, I waited. During sophomore year, I had found a few cool plant science labs, but, unfortunately, I was busy during the school year and already had summer plans, so the timing didn’t work out. Some of the labs were also at capacity, so I would have to wait. When my junior year began, I had started thinking more about ways to explore the intersection between psychology and neuroscience. That’s when I came across the Faja Lab!

A picture I took the first time I visited the Boston Children's Hospital to get my badge.

I will never forget the first day I went to Boston Children’s Hospital. I was excited to work with children, and everyone on the team was incredibly kind, fun, and supportive. I feel incredibly lucky to be a part of the team!

Meet Pompom, our lab mascot!

Reflections.

I remember receiving a letter that I wrote for myself last year. “Are you still studying neuroscience on MBB—are you now working in a lab?” Yes, and yes! It’s been a crazy ride, but I’m so happy about where I've ended up. I could never have imagined that after a few years, I’d be working in an awesome lab studying something I love. I’m excited for this summer and upcoming year when I’ll be working on a project exploring the relationship between executive function and play that will (hopefully!) culminate in a senior thesis. Here’s to a new beginning!

A picture I drew in one of my psychology classes. Somehow, "Braintree" sums up what I'm interested in.

I’d like to shout out everyone at my lab and Ryan, my Neuroscience concentration advisor, for making my experience in research so great! I’m looking forward to this upcoming year and am excited about this summer.

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Raymond Class of '25

Hey everyone! My name is Raymond, and I’m a junior at Harvard College studying Neuroscience on the Mind, Brain, and Behavior track. I live in Currier House—objectively the best house at the College!

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PhD Candidate / EU MSCA Fellow 100 % at the Donders Centre of Neuroscience - Motor Disorder Rehabilitation

Job Information

Offer description.

Are you intrigued by the interplay between feedforward and feedback models in motor control? And are you curious about the role of expectation, attention, and emotion? Then join the interdisciplinary and intersectoral training network TReND as a PhD candidate!

We offer a position for a PhD candidate/EU MSCA Fellow for the EU-funded Marie Skłodowska-Curie Actions (MSCA) Doctoral Network ’Translational Research Network in Motor Disorder Rehabilitation: Advancing understanding of variability in motor control and learning, to enhance clinical practice (TReND)’ commencing on 1 September 2024. We are offering a fixed-term full-time position for 4 years until 31 August 2027. More Information about the project can be found  here . For this position, we will focus on the mechanisms underlying functional neurological movements disorders. Functional neurological movement disorders are common and disabling, and thought to result from dysfunction in the sensorimotor control circuitry comparing feedforward and feedback models. It is hypothesised that feedforward signals in planning and preparation of movement are overweighed under the influence of previous expectation, attention and emotion. Feedback signals are subsequently insufficiently used to update the feedforward model using a prediction error, resulting in neurological symptoms and signs. Here, we aim to assess this hypothesis by applying ambulatory EEG in various tasks, including walking.

You will be focusing on motor control in individuals with functional neurological disorders. Collaborating closely with your supervisors, you will be responsible for designing the study protocol. This entails recruiting participants, conducting measurements, analyzing data, and drafting scientific papers. Additionally, you will be tasked with communicating and disseminating research findings to various audiences and sectors, including research, clinical practice, and industry. Your work will involve publishing research results in esteemed international journals and presenting them at recognized international conferences. Furthermore, you will engage in collaboration with an international consortium as part of the externally funded MSCA doctoral network TReND. Participation in the network's comprehensive training program is also expected, which includes attendance at both in-person events, such as summer schools, and online events like lecture series and colloquia. Ultimately, this position encompasses working towards a doctorate.

• A graduate degree (Master’s degree) in Neuroscience, Biomedical Engineering, Medical Biology, Human Movement Science, Cognitive Science or a related discipline is required, and thereby solid knowledge of human movement analysis (e.g. motion tracking) and neuroscience methods (e.g. EEG).
• You have previous experience working with human subjects and patients.
• You are team-oriented but can also work independently, and you have excellent communication and organisational skills.
• The MSCA mobility rule applies: researchers must not have resided or carried out their main activity (work, studies, etc.) in the Netherlands for more than 12 months in the 36 months immediately before their date of recruitment (1 September 2024). You do not yet hold a doctoral degree.
• You have good knowledge of statistical methods. You have a good command of written and spoken English and Dutch (or are willing to learn Dutch).
• You must be willing to visit network partners Westphalische Wilhelm University (Muenster, Germany) and Aix-Marseille Université (Marseille, France) for a maximum duration of three months per visit.
• You must be willing to travel to different international network events.  

At the  Donders Centre for Neuroscience  (DCN), we aim to understand the complex neural networks underlying perceptual, motor and cognitive brain functions. We study these networks by employing experimental as well as computational approaches. DCN is a part of the world-renowned Donders Institute for Brain, Cognition and Behaviour and research institute of the Faculty of Science of Radboud University. 

By joining the EU-funded Doctoral Network TReND, you will join an interdisciplinary and intersectoral training network involving six beneficiaries, two employing associated partners and several other associated partners. The network will provide online and in-person training to support the fellows in obtaining their doctoral degree including two secondments to consortium partners.

Radboud University

At Radboud University, we aim to make an impact through our work. We achieve this by conducting groundbreaking research, providing high-quality education, offering excellent support, and fostering collaborations within and outside the university. In doing so, we contribute indispensably to a healthy, free world with equal opportunities for all. To accomplish this, we need even more colleagues who, based on their expertise, are willing to search for answers. We advocate for an inclusive community and welcome employees with diverse backgrounds, cultures, and perspectives. Will you also contribute to making the world a little better? You have a part to play.

If you want to learn more about working at Radboud University, follow our  Instagram account  and read stories from our colleagues.

Faculty of Science The  Faculty of Science  (FNWI), part of Radboud University, engages in groundbreaking research and excellent education. In doing so, we push the boundaries of scientific knowledge and pass that knowledge on to the next generation. We seek solutions to major societal challenges, such as cybercrime and climate change and work on major scientific challenges, such as those in the quantum world. At the same time, we prepare our students for careers both within and outside the scientific field. Currently, more than 1,300 colleagues contribute to research and education, some as researchers and lecturers, others as technical and administrative support officers. The faculty has a strong international character with staff from more than 70 countries. Together, we work in an informal, accessible and welcoming environment, with attention and space for personal and professional development for all.

• We will give you a temporary employment contract (1.0 FTE) of 1,5 years, after which your performance will be evaluated. If the evaluation is positive, your contract will be extended by 2.5 years (4-year contract).     
• You will receive a starting salary of €2,770 gross per month based on a 38-hour working week, which will increase to €3,539 in the fourth year ( salary scale P ).
• Please check  here  what the financial aspects of a Marie Skłodowska-Curie fellowship in the Netherlands are.
• You will receive an 8% holiday allowance and an 8,3% end-of-year bonus. 
• You will be able to use our  Dual Career and Family Support Service . The Dual Career Programme assists your partner via support, tools, and resources to improve their chances of independently finding employment in the Netherlands. Our Family Support Service helps you and your partner feel welcome and at home by providing customised assistance in navigating local facilities, schools, and amenities. Also take a look at our  support for international staff  page to discover all our services for international employees.
• You will receive extra days off. With full-time employment, you can choose between  30 or 41 days  of annual leave instead of the statutory 20. 

Additional employment conditions

Work and science require good employment practices. Radboud University's primary and secondary  employment conditions  reflect this. You can make arrangements for the best possible work-life balance with flexible working hours, various leave arrangements and working from home. You are also able to compose part of your employment conditions yourself. For example, exchange income for extra leave days and receive a reimbursement for your sports membership. And, of course, we offer a good pension plan. We also give you plenty of room and responsibility to develop your talents and realise your ambitions. Therefore, we provide various training and development schemes.

Practical information and applying

Please note that the other network partners will also be involved in the selection process and that your documents will be passed on to the other members of the MSCA doctoral network in this context.

In addition to the one position offered here, 10 more doctoral projects are available in the TReND network (an overview of the projects can be found  here ).

Applications will be evaluated by the TReND selection committee; suitable candidates will be invited to online interviews.

You can apply only via the button below. Address your letter of application to Prof. Richard van Wezel In the application form, you will find which documents you need to include with your application.

The first interviews will take place between June 10 and June 14. You will preferably start your employment on 1 September 2024.

We can imagine you're curious about our  application procedure . It describes what you can expect during the application procedure and how we handle your personal data and internal and external candidates. 

Requirements

Additional information, work location(s), where to apply.