ABSTRACT
Directors of graduate and undergraduate programs in neuroscience were asked to describe the optimal preparatory background of undergraduates entering graduate programs in neuroscience. Both undergraduate and graduate directors ranked research experience as the most important credential. Graduate directors considered grades/grade point averages and graduate record examination scores as the second and third most important variables. Undergraduate directors ranked courses and grades/grade point averages as their second and third choices. The most essential course for both types of directors was introduction to biology. The next most essential courses for the undergraduate directors were organic/inorganic chemistry and introduction to neuroscience (tied percentages), whereas the graduate directors chose calculus. This latter choice was interpreted as a symbolic representation of the need for quantification in science, generally. Both types of directors chose a course in biochemistry as the most important or desirable course but not necessarily an essential course. These findings have important implications for the training of future undergraduate neuroscience majors.
