Students seeking admission to the program must complete a bachelor's degree in biology, biochemistry, chemistry, molecular biology, or a related area from an accredited college or university and should have a grade point average of at least 3.0 (on a 4.0 scale). The background of the applicant should include basic courses in these areas as well as several advanced courses in chemistry, microbiology, biochemistry, genetics, physiology, and molecular biology. Prior laboratory research experience is highly desirable.
Applicants must submit a completed online application, personal statement (reasons for graduate study), unofficial college transcripts, updated CV/resume (highlighting laboratory experience), and three letters of recommendation.
Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid. Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.
The program is committed to ensuring continuing financial support for all cancer biology PhD students in good standing. Financial support includes a competitive stipend and tuition remission. All graduate students are also eligible for comprehensive health insurance. PhD students are supported from a variety of different sources including research assistantships from faculty research grants, fellowships, and NIH training grants. There is no teaching requirement for cancer biology students; however, many opportunities exist on campus for those who wish to gain teaching experience.
Students are admitted into the Cancer Biology Program as a Research Assistant (RA) unless they have received a fellowship or training grant. Find more information here .
Major requirements.
Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.
Face to Face | Evening/Weekend | Online | Hybrid | Accelerated |
---|---|---|---|---|
Yes | No | No | No | No |
Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.
Evening/Weekend: Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules. Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.
Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.
Hybrid: These programs combine face-to-face and online learning formats. Contact the program for more specific information.
Online: These programs are offered 100% online. Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.
Requirements | Detail |
---|---|
Minimum Credit Requirement | 51 credits |
Minimum Residence Credit Requirement | 32 credits |
Minimum Graduate Coursework Requirement | 26 credits must be graduate-level coursework. Refer to the Graduate School: Minimum Graduate Coursework (50%) Requirement policy: . |
Overall Graduate GPA Requirement | 3.00 GPA required. Refer to the Graduate School: Grade Point Average (GPA) Requirement policy: . |
Other Grade Requirements | Students must earn a B or above in all required Core Courses, otherwise the course must be repeated. |
Assessments and Examinations | All doctoral students must pass an oral preliminary examination. All requirements for a doctoral degree, except for the dissertation, must be completed at this time. Six months before the final oral defense, all doctoral students must present a semifinal dissertation proposal to their committee for approval. All doctoral students must pass a final oral defense of their doctoral dissertation and subsequently deposit the dissertation in the Graduate School. |
Language Requirements | No language requirements. |
Graduate School Breadth Requirement | The Cancer Biology Program does not require students to complete a doctoral minor or graduate/professional certificate; however, the option is available to those who wish to do so. Acceptance of the minor or certificate requires the approval of the Advisor and respective department in which the minor or certificate is administered. If you wish to complete a minor or certificate, you must inform the Program Coordinator of your minor option selection by the end of the first year. The minor or certificate must be approved by your Certification Committee and must be completed along with the major course requirements by the end of your second year. Please note that breadth coursework may count towards the elective course requirements. |
The curriculum for Cancer Biology is designed to introduce you to research related to the induction, properties, and therapy of cancer and to ensure that you have the necessary background in one or more areas of related, fundamental science to enable you to do original research. Courses are drawn from the Department of Oncology as well as various related departments, including Bacteriology, Biochemistry, Biomolecular Chemistry, Chemistry, Genetics, Human Oncology, Medical Microbiology and Immunology, Pathology and Laboratory Medicine, and Pharmacology.
The Graduate School at UW-Madison requires PhD students to complete a minimum of 51 credits in order to obtain a PhD Degree. These credits are fulfilled via core curriculum courses, 990 research, and electives. Courses numbered below 300, audit, and pass/fail do not satisfy the minimum requirement. It is suggested that you take approximately 2 courses per semester with the remaining credits being 990 research. All courses must be completed by the end of your second year, before completing the Preliminary Exam.
Code | Title | Credits |
---|---|---|
Core Courses: | ||
General Virology-Multiplication of Viruses | 3 | |
Carcinogenesis and Tumor Cell Biology | 3 | |
Ethics in Science | 1 | |
Readings in Cancer Biology | 2 | |
Current Problems in Cancer Biology | 2 | |
Seminar (presentation) | 1 | |
Research Credits | ||
Research | ||
Quantitative Requirement | ||
Introduction to Biostatistics | 3 | |
or | Bioinformatics for Biologists | |
Electives (two courses) | ||
Total Credits | 51 |
Beginning in your second year, you will be required to give an annual, formal presentation in the Cancer Biology Student/Postdoc Seminar Series. You will register for ONCOLOGY 901 Seminar during the semester in which you present. Your seminars will be recorded and you will receive feedback from the seminar course instructor to help improve your public speaking and presentation skills. Attendance at this seminar series is required .
In addition, you are expected to attend the Cancer Biology Seminar throughout your graduate career (no registration required). The Cancer Biology Seminar, which features local and outside faculty speakers, is held on Wednesdays at 10:30 a.m. in 1345 HSLC. The schedule is posted on the McArdle website .
Students will enroll in up to 12 credits per semester as pre-dissertators (only 2 credits during the summer term).
Students must select electives in consultation with their advisor. These courses should be numbered 500 and above. The list below provides some examples of commonly taken courses.
Code | Title | Credits |
---|---|---|
Protein and Enzyme Structure and Function | 2 | |
Prokaryotic Molecular Biology | 3 | |
Immunology | 3 | |
Advanced Microbial Genetics | 3 | |
Mechanisms of Microbial Pathogenesis | 3 | |
Pathogenesis of Major Human Diseases | 3 | |
Eukaryotic Molecular Biology | 3 | |
Mechanisms of Action of Vitamins and Minerals | 2 | |
Fundamentals of Stem Cell and Regenerative Biology | 3 | |
Molecular and Cellular Organogenesis | 3 | |
Cell Signaling and Human Disease | 1 | |
Stem Cell Bioengineering | 3 | |
Design of Biological Molecules | 3 | |
Cellular and Molecular Biology/Pathology | 2 | |
Host-Parasite Relationships in Vertebrate Viral Disease | 3 |
The Graduate School’s Academic Policies and Procedures provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.
Prior coursework, graduate credits earned at other institutions.
With program approval, students may transfer no more than 9 credits of graduate coursework from other institutions. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.
With program approval, students may transfer no more than 7 credits numbered 300 or above from a UW–Madison undergraduate degree, or the equivalent from other institutions.
Refer to the Graduate School: Transfer Credits for Prior Coursework policy.
With program approval, students may transfer no more than 15 credits of coursework numbered 300 or above taken as a UW–Madison Special student. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.
A semester GPA below 3.0 or an incomplete grade (I) will result in the student being placed on academic probation. If a semester GPA of 3.0 is not attained or the Incomplete grade is not cleared during the subsequent semester of full- time enrollment, the student may be dismissed from the program or allowed to continue for 1 additional semester based on advisor appeal to the Graduate School.
All students are required to have an advisor. Students must create a certification committee (advisor plus four additional faculty members) by the end of their first year. After passing their preliminary examination, students are required to conduct a progress report meeting with their certification committee each year. Failure to do so may result in a hold being placed on the student’s registration.
Time Limits
All doctoral students must pass their preliminary examination by the end of their second year (August 31). Under special circumstances, a one-semester extension may be granted when justified in writing by the student and advisor.
Refer to the Graduate School: Time Limits policy.
These resources may be helpful in addressing your concerns:
Any student in a School of Medicine and Public Health graduate program who feels that they have been treated unfairly in regards to educational decisions and/or outcomes or issues specific to the graduate program, including academic standing, progress to degree, professional activities, appropriate advising, and a program’s community standards by a faculty member, staff member, postdoc, or student has the right to complain about the treatment and to receive a prompt hearing of the grievance following these grievance procedures. Any student who discusses, inquiries about, or participates in the grievance procedure may do so openly and shall not be subject to intimidation, discipline, or retaliation because of such activity. Each program’s grievance advisor is listed on the “Research” tab of the SMPH intranet .
This policy does not apply to employment-related issues for Graduate Assistants in TA, PA and/or RA appointments. Graduate Assistants will utilize the Graduate Assistantship Policies and Procedures (GAPP) grievance process to resolve employment-related issues.
This policy does not apply to instances when a graduate student wishes to report research misconduct. For such reports refer to the UW-Madison Policy for Reporting Research Misconduct for Graduate Students and Postdoctoral Research Associates .
Requirements for Programs
The School of Medicine and Public Health Office of Basic Research, Biotechnology and Graduate Studies requires that each graduate program designate a grievance advisor, who should be a tenured faculty member, and will request the name of the grievance advisor annually. The program director will serve as the alternate grievance advisor in the event that the grievance advisor is named in the grievance. The program must notify students of the grievance advisor, including posting the grievance advisor’s name on the program’s Guide page and handbook.
The grievance advisor or program director may be approached for possible grievances of all types. They will spearhead the grievance response process described below for issues specific to the graduate program, including but not limited to academic standing, progress to degree, professional activities, appropriate advising, and a program’s community standards. They will ensure students are advised on reporting procedures for other types of possible grievances and are supported throughout the reporting process. Resources on identifying and reporting other issues have been compiled by the Graduate School.
Steps in the grievance procedures must be initiated and completed within the designated time periods except when modified by mutual consent. If the student fails to initiate the next step in the grievance procedure within the designated time period, the grievance will be considered resolved by the decision at the last completed step.
Take advantage of the Graduate School's professional development resources to build skills, thrive academically, and launch your career.
For the most current list of faculty and descriptions of their research interests, visit the program website .
Cancer Biology Program, McArdle Laboratory for Cancer Research School of Medicine and Public Health [email protected] cancerbiology.wisc.edu
Hilary Berry, Graduate Program Manager [email protected] 608-262-4682 6435 Wisconsin Institutes for Medical Research
Eric Johannsen, Director of Graduate Studies [email protected]
Grievance Advisor, Lisa Arendt, Associate Professor [email protected]
Grievance Advisor, Shigeki Miyamoto, Professor [email protected]
Graduate Program Handbook View Here
Graduate School grad.wisc.edu
Search stanford cancer institute.
Established in 1978, the interdisciplinary Cancer Biology PhD Program is designed to provide graduate and medical students with the education and training they need to make significant contributions to the field of cancer biology. The program is led by Laura Attardi, PhD, and Julien Sage, PhD, and currently has over 60 participating faculty members representing a variety of specialties.
Coursework during the first year equips students with a broad understanding of the molecular, genetic, cellular biological and pathobiological aspects of cancer. By the beginning of the second year, students have chosen a research advisor and begun work on their dissertation projects. An annual program conference provides students with an opportunity to present their research findings, receive feedback and forge collaborations with faculty and fellow students.
The Cancer Biology program also sponsors a postdoctoral scholar track in which accepted MD and PhD scholars pursue research under the guidance of a faculty mentor.
Catharine and howard avery professor of the school of medicine and professor of genetics.
Elaine and john chambers professor of pediatric cancer and professor of genetics.
Health care.
©2024 Stanford Medicine
Sample Cancer Biology Postgraduate Personal Statement
It is perhaps not unusual for individuals who wish to be involved in cancer research to have a personal connection to cancer, usually in the form of a relative or loved one suffering the illness. In my particular case, the death of my grandfather when I was ten years old from a disease that I could not even begin to comprehend was the event that, once I had matured a little, stimulated my wish to make a contribution to human wellbeing. As I grew older and became increasingly interested in biology, I reached the conclusion that, based on my academic and personal skills, the best contribution that I could personally make to saving lives would take the form of a career in scientific research that sought to unlock the mysteries of cancers and work towards creating new treatments for the different forms of the disease. Consequently, I chose to study Cell Biology at the University of East Anglia, with the intention of subsequently undertaking postgraduate research. Now, in the final year of my BSc, my motivation to continue down this path remains as strong as ever.
I have enjoyed the full range of courses that I have taken in my undergraduate degree, something which I think is reflected in the excellent marks that I have received. I believe the BSc has served as an excellent and thorough foundation on which to build a research specialisation. Throughout my time as an undergraduate I have maintained my interest in cancer, and where possible I have selected courses related to this field. In preparation for undertaking postgraduate research in this area, I have chosen cancer as the focus of my final-year research project. Carrying out preparatory research into the area has been highly rewarding, and I am looking forward to the challenge of carrying out laboratory work and writing up the findings of the project.
Studying Cell Biology and carrying out research for my final-year project has helped me to develop a much greater understanding of the current state of cancer research. Over the past few years, for example, I have gained a much fuller understanding of the ways in which cancer cells develop multi-drug resistance, something which explains why in the past so many cancer drugs and therapies have been unsuccessful. This aspect of the fight against cancer captures my interest because it presents the possibility that, if researchers are able to develop methods of counteracting that resistance, previously unsuccessful treatments could become effective. This is just one of the strands of cancer research in which I would be interested to be involved. I have found that studying cancer as part of my degree has generated a wide range of areas that I am motivated to study in greater depth and, I would enter the MRes with an enthusiastic and open mind regarding the available research project options.
Whilst I see the MRes as an opportunity to specialise in cancer research, I am equally looking forward to the taught aspects of the course. I recognise that being a research scientist requires far more than a simple desire to contribute to scientific knowledge and an undergraduate science degree. My commitment to cancer research is a deep-rooted and long-term one, and as a consequence I am looking forward to the opportunity to gain a rigorous grounding in the biology of cancer and research methods and skills in preparation for being involved with a research project. I believe that the courses offered as part of the MRes and the world-class facilities of the University of London will provide me with the best possible training for a career in scientific research, and I hope to be able to progress from the MRes to undertaking doctoral research in the field.
I believe that I have developed the skills and attributes that are necessary for the demands of scientific research work. I have greatly enjoyedthe laboratory work that I have carried out to date, both during the course of my BSc and whilst carrying out a three-month work placement at a hospital in Cyprus. I believe that the results I have achieved so far in my BSc so far demonstrate my aptitude for advanced study. I am equally comfortable working on my own or as part of a team, something of which I have ample experience through both extracurricular activities such as my period of national service in the Cypriot military and through university work. Above all, however, I have an unwavering motivation to pursue a career in the field of cancer research, based around the desire to make a meaningful contribution to helping people that I have developed not just through the passing of my grandfather, but also through carrying out voluntary work and hospital work experience in Cyprus.
We hope that this sample Cancer Biology postgraduate personal statement will be a useful guide for those looking for help with writing a personal statement of their own.
Personal Statement
Criteria for success.
The graduate school personal statement tells your story and demonstrates that you are a good match for a particular department or program. Matching goes both ways: they should be interested in you, and you should be interested in them. Your personal statement should make this match clear.
Your personal statement will be read by a graduate committee: a handful of faculty from the program. They’re trying to determine if you will be a successful graduate student in their department, a positive force in the department’s intellectual life, and a successful scientist after you graduate. They are therefore interested in your qualifications as a researcher, your career goals, and how your personality matches their labs and department.
The graduate committee probably reads hundreds of applications a year. To make it easy for them to figure out that you are a good fit, make direct, concrete statements about your accomplishments and qualifications. To make it easy for them to remember you, create a narrative that “brands” you.
PhD programs invest in the professional and scientific growth of their students. Get the committee excited about investing in you by opening your essay with a brief portrait of what drives you as a scientist. What research directions are you passionate about, and why? What do you picture yourself doing in 10 years?
Close your essay with a 2-3 sentence discussion of your career interests. No one will hold you to this; this just helps your committee visualize your potential trajectory.
Experiences are the “what” of your essay. What experiences led you to develop your skill set and passions? Where have you demonstrated accomplishment, leadership, and collaboration? Include research, teaching, and relevant extracurriculars. State concrete achievements and outcomes like awards, discoveries, or publications.
Quantify your experiences to show concrete impact. How many people were on your team? How many protocols did you develop? How many people were in competition for an award? As a TA, how often did you meet with your students?
Describe actions, not just changes in your internal mental or emotional state. A personal statement is a way to make a narrative out of your CV. It is not a diary entry.
During this project, my mind was opened to the possibility of using different programming languages together to create code that is faster to run and easier to understand and modify. | During this project, I collaborated with other group members to develop a user-friendly Python wrapper for a 10,000-line Fortran library. |
I showed initiative in my second project in the lab. | Frustrated with the direction of my first project, I consulted with other faculty and proposed an entirely new project. |
During my first year, I became a more curious and capable scientist. | I explored the literature and proposed two alternative procedures to make the experiment efficient. |
I won the physic department’s Laser Focus prize. | I won the physics department’s prize for top student among my cohort of 20 students. |
I learned about the role of enzymes in cancer. | I quantified the kinetics of three enzymes implicated in cancer onset. |
Meaning is the “why” or “so what” of the document. Why was this experience important to your growth as a scientist? What does it say about your abilities and potential? It feels obvious to you, but you need to be explicit with your audience. Your descriptions of meaning should also act as transition statements between experiences: try to “wrap” meaning around your experiences.
Demonstrate an understanding of the program to which you’re applying and how you will be successful in that program. To do this:
This content was adapted from from an article originally created by the MIT Biological Engineering Communication Lab .
Annotated example 1.
Selected sections from the personal statement a graduate student wrote in a successful application to MIT BE. 536 KB
Personal statement from a graduate student’s successful application to the MIT BE program. 9 MB
Details about submitting a statement of purpose, personal statement, and a writing sample as part of your degree program application
The statement of purpose is very important to programs when deciding whether to admit a candidate. Your statement should be focused, informative, and convey your research interests and qualifications. You should describe your reasons and motivations for pursuing a graduate degree in your chosen degree program, noting the experiences that shaped your research ambitions, indicating briefly your career objectives, and concisely stating your past work in your intended field of study and in related fields. Your degree program of interest may have specific guidance or requirements for the statement of purpose, so be sure to review the degree program page for more information. Unless otherwise noted, your statement should not exceed 1,000 words.
Please describe the personal experiences that led you to pursue graduate education and how these experiences will contribute to the academic environment and/or community in your program or Harvard Griffin GSAS. These may include social and cultural experiences, leadership positions, community engagement, equity and inclusion efforts, other opportunities, or challenges. Your statement should be no longer than 500 words.
Please note that there is no expectation to share detailed sensitive information and you should refrain from including anything that you would not feel at ease sharing. Please also note that the Personal Statement should complement rather than duplicate the content provided in the Statement of Purpose.
Visit Degree Programs and navigate to your degree program of interest to determine if a Personal Statement is required. The degree program pages will be updated by early September indicating if the Personal Statement is required for your program.
Please visit Degree Programs and navigate to your degree program of interest to determine if a writing sample is required. When preparing your writing sample, be sure to follow program requirements, which may include format, topic, or length.
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Your personal statement is an important part of your application to Oxford. It allows you to tell us about your interests, achievements and ambitions in your own words. Although we do not formally score your statement we read it carefully and use the information it contains as part of our short-listing exercise. If you are invited for interview, the statement is likely to provide a focus for the questions that you are asked. It is therefore essential that your statement is an accurate, unembellished account of your activities. We may check the claims that you make on your statement: discovery of fabricated or exaggerated material – during the admissions exercise, or even later on during your time as a student – may bring into question your suitability to study on the course.
Present yourself in the best light: the same basic facts about yourself (in terms of education, interests, experience), when presented differently, can quite dramatically convey positive or negative messages about you to tutors.
For Biomedical Sciences, whilst your academic record and BMAT performance data will come into play when candidates are being short-listed for interview, time spent in drafting an effective personal statement should also help your overall chances of success. Every detail becomes even more important once you have reached the interviews and are being considered for a place.
These may help us to put your achievements or personality within a finer context. We actively look for reasons why you may have under-performed in examinations, or performed well against the odds. These may be factors associated with your schooling, health or domestic circumstances. If you are returning to study after a break, or switching vocation, it is even more important to highlight your reasons for choosing a course at Oxford, and for you to demonstrate your determination, resilience, ability and commitment.
We’re looking for quality, not quantity! Remember that large numbers of candidates apply for our courses. Tell us in what ways you will stand out from the crowd. In choosing to talk about an activity, describe what you have drawn from the experience: has it changed you as a person? Did it surprise you?
If you have undertaken extra-curricular activities, or hold positions of responsibility at school, tell us why you sought these, and why they are important to you. You will not impress us by simply recounting that you took up a placement in Thailand, but we might be more appreciative if you tell us what you personally learnt from the experience, about your interaction with local people, and about shadowing the medical team working within your village.
Example: I have become involved with a city music and drama group, and work especially with the younger members. I find this exciting and more than occasionally challenging. Coaching for the group has given me experience in organising others, as well as teaching them. Watching group members learn and progress is thrilling, especially in the case of one of them who has ADHD. At first he was incapable of remaining still, silent or attentive for even a few minutes, but eventually became far more focused and calmer, making excellent progress in many areas.
Example: My interest has always been in how the body works in the way it does, and why. This was triggered early on by my mother's cancer, and I felt compelled to find out all about this condition, and what could be done to help treat it. I am thirsty for new knowledge, and am fascinated by the interrelatedness of systems in the human body.
Example: I read beyond the syllabus topics covered at A-level extensively, and decided to research and write an extended essay discussing ethics and science, with particular emphasis on 'living wills'. I enjoyed the challenge and discipline of studying independently, and follow recent developments and debate in this area.
Example 1: I have worked as a hotel waitress during the summer conference season, which allowed me to develop teamwork skills, and work under various time pressures. It also allowed me to interact with many different members of the public.
Example 2: I took part in my school's open day, and demonstrated experiments in the Chemistry lab. During the last year I have also participated in a reading scheme, helping younger pupils with learning difficulties.
If you try this, make sure it helps tutors to learn something about what motivates and enthuses you.
Example: My vast collection of books and videos on "How the Body Works" when I was 7 years old first triggered my interest in the functions of the body. Watching the little personified, cartoon blobs that represented red blood cells run around an animated yet functioning body fascinated me and I longed to find out more. As a result, when a friend received a letter explaining their little girl had just been diagnosed with X at just 14 months old, I was intrigued to find out what this was.
It should be written by you, not by your parents, siblings, or teachers. Do not plagiarise material that you find on the web as there is a great chance that such deception will be discovered.
We look for bright and independent thinkers, so try to be original!
In personal statement samples by field.
Here is the personal statement of a student who made it to John Hopkins University with a 100% scholarship in the field of cancer biology.
I want to emphasise that you must be honest in writing your personal statements. If you borrow content from other places, refer to them in your personal statement. Admissions officers in the US read many essays each year and can easily detect plagiarism.
“Raise your hand if your first memory was at age five,” prompted the professor on the first day of my classes. By the time he reached age two, most hands had lowered, but mine remained high. When I was two, I vividly remember when my aunt hugged her daughter tightly and exclaimed to her, “Someone is really brave and is soon going to become even braver!”
I must have looked bewildered because then my aunt started to sob uncontrollably. How could I have known then what she meant? A couple of days later, my cousin was on an operating table, screaming and crying, with bright lights and nurses poking at her – she never came out of that operation theatre.
However, it was not until I was in grade 8 that I learned that she had breast cancer, but I have long considered it a defining characteristic. Now years later, I wonder about the rareness of this disorder, the steadfast will of her parents throughout the hardship, and the failure of medicine to save her. From this experience as an onlooker, my passion for medicine emerged.
During my primary education, I expressly recall interacting with several people in the late stages of cancer. I knew my actions would not cure them at that point, yet I endured and persevered with patience. The immovable barriers of affliction I encountered during my academic years were far too menacing to be left unaddressed; during this time, I learned about the staggering number of deaths due to breast cancer alone. After realizing the cost of inaction, I decided to search for a career involving action against affliction.
Since R&D provides a vehicle for such action, I delved into several research efforts at the Molecular Biology (Human Genetics) Lab under the supervision of Dr Brown. Although I wanted to work in the area of breast cancer since I had taken several courses in cancer biology, due to a lack of research in the area of my interest, I decided to get involved in a similar domain called “hereditary hypotrichosis” or research on hair related diseases; also a genetic disease with research techniques similar to that of cancer biology. These experiences have drawn me to research as I have seen its potential to engage disease.
But could I pursue research for the rest of my life? This question resonated in my head countless times and is still faintly heard. I am attracted to research by its potential for action but am detracted by its distance from the afflicted and its consequent neglect of presence. Unsatisfied, I looked for a vocation involving both presence and action.
Being born and raised in a remote rural village 130km away from the nearest city, I used to walk 6km every day to a shelter home school when I was in grade 5. Later, at the age of 12, I left my home permanently to study at another rural school 30km away – but these efforts and hardships paid off; as I stood ranked 1st in my enrollment. With the help of the Education Scholarship, I could continue my education.
During these years, I also focused on teaching and ensuring that my rural village benefited from my expertise. However, what drew me to teaching was the capacity to love with both presence and action. This became evident over the years as I have spent countless hours counselling and mentoring those afflicted with educational concerns, both in my home city and places I have been to for work.
Beyond teaching at various schools, where I taught about biological disorders, genetics, biochemistry, and nutrition to teachers from an arts background, I have also extended my efforts to community work by disseminating scholarship information to our community. Being associated with a village-based development organization as a community mobilizer, I have won rewards for my role in completely eradicating drug addiction in my area. I have also extended my philosophy to social, economic, and emotional affliction by wholeheartedly working on schemes such as “Water Supply”, “Don’t Let Our Environment Get Contaminated”, “Stitching and Handicraft”, and “Try to Boast Economy” – projects that engage in a struggle against poverty, mortality, and social injustice. As my conception of affliction broadened, I began to see many exciting career paths in various fields. However, thought, prayer, and counsel have revealed that my efforts would be best spent focusing on one form of affliction.
This circuitous path has thus brought me back to medicine. In considering teaching, volunteering, and social work as potential vocations, I have confirmed my desire to become a researcher in the field of breast cancer and to focus on physical affliction. Nonetheless, my experiences in these fields have helped me to forge a new conception of medicine that I can uphold as a future researcher.
From my study and interactions with cancer patients, I have learned about the capacity to love when facing a terminal illness. In addition, my research pursuits have revealed the importance of action in combination with presence. Finally, my experiences with teaching and social service have stretched my conception of affliction.
A further degree will amalgamate my existing knowledge and experiences with a command of the causes and effects of illness, yielding an acute insight into the field of breast cancer. A multidisciplinary approach that involves collaboration across the fields of basic science, medicine, and public health can tackle the roots of problems with a high rate of breast cancer. I believe I can make a significant difference in the health of our society, and I cannot wait for the opportunity to do so actively.
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In this article, I will discuss 4 law school personal statement samples. These statements have been written by successful applicants who gained admission to prestigious US Law schools like Yale, Harvard, and Stanford. The purpose of these examples is to demonstrate...
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Applied in: winter 2013, university offers: bristol.
When I read ‘The Greatest Show on Earth’ by Dawkins and ‘Cancer’ by Scotting, I realised that Biology was more than just a school subject. From fossil records to more modern DNA mapping used for identifying relationships between species, Dawkins showed me just how many different ways there are to prove evolution. Scotting revealed to me the more scientific and medical side to Biology, from the risk factors of carcinogens leading up to how cancer cells form and are transported around the body using the lymphatic system. My interest in learning more about the wider world of Biology led me to organise work experience shadowing a surgical team at Hillingdon Hospital. Observing the team in theatre allowed me to see how having a biological knowledge is used in a more practical setting. I also had work experience in a biochemistry research lab at the University of Reading. I followed a researcher introducing DNA into cells and detecting proteins using antibodies by a process called Western blotting. This was very interesting and enabled me to see how diligent researchers have to be in order to conduct successful experiments. I have been to exhibitions and lectures at the Wellcome Trust Museum, including a talk about how radiology was used at the Olympic Games. I was interested in how varied sports injuries can be and how some bodies are able to cope better than others with intense exercise.
My surgical work experience allowed me to see the more human aspect of Biological research, specifically immunology. I now have a clearer idea of the challenges that researchers must face and the practical, ethical and scientific questions that they must answer. I recently read an article in the New Scientist on the benefits of the BCG vaccine in reducing susceptibility to eczema and asthma by up to twenty five percent, an effect that until recently was unknown to the vaccine’s developers. The ethics behind this are complicated since the researchers were unaware of these effects and yet the vaccine was given anyway. What if there were adverse effects that were not known about? How would patients affected by this be treated and who would be blamed for allowing the vaccine to be distributed? This showed me how the field of immunology is constantly being reassessed and the importance of precise research. I attended a course on BDNF to research a field that wasn’t covered by the school syllabus. I learnt how this chemical can assist with neurogenesis and be produced through exercising to help treat conditions such as dementia and depression. This encouraged me to co-write a paper on the effects of BDNF on Dementia which was published by Medlink (http://bit.ly/18TUK3n). I enjoyed the aspect of researching a new topic beyond my school course and attempting to come up with ideas for possible uses of the knowledge.
Being appointed a senior Non-Commissioned Officer in my school’s Combined Cadet Force and achieving the Duke of Edinburgh’s silver award have helped me develop my teamwork. Through my positions of responsibility at school, being elected as both a Senior Prefect and a Head of House, I have improved my leadership and confidence skills. I have mentored in GCSE Biology, refreshing and reinforcing my own knowledge. I also organised a school team to participate in the Great Gorilla Run, a charity event for the conservation of gorillas. My participation in squash and running teams at Borough level and for national races has developed my team working skills and also time management, as training must fit around my school work. I believe these qualities are essential for the modern scientist working in a team and managing large amounts of research effectively.
My long-term ambition is to work for a body such as the World Health Organisation, which influences healthcare on an international scale. I believe that studying this course will help me realise this ambition while opening my eyes to the varied world of Biology.
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The following statement of purpose is written by an applicant who got accepted to top Ph.D. programs in cancer research/cancer biology. Variations of this SOP got accepted at JHU. Read this essay to get inspiration and understand what a top Ph.D. SOP should look like. Sample Statement of Purpose Ph.D. Cancer Research
Microsoft Word - Gates.rtf. #1. Molecular staging of colon cancer, or the correlation between phenotype and the discrete genetic mutations present at a particular pre-malignant stage, will lead to more accurate prognosis, therapeutic intervention, and treatment targeted for a precise genetic profile. With these theories in mind, I plan to ...
For more advice on writing residency personal statements, check this infographic: ... My program in medical school was an MD-PhD, which I think I selected so that I could spend more time in the lab than ever. ... The latest research has been investigating cancer's relationship to diet, obesity, and other health issues. European studies have ...
1) Submit a personal statement (include your research experience and career goals). 2) Letter of intent summarizing your background and outlining your short- and long-term training and research goals in this discipline. 3) In the statement of purpose, briefly explain why you want to pursue an advanced degree.
individual work ethic. When my grandfather passed away from colon cancer in July 2014, I promised myself that I would strive to reach the peak of education. Graduate Research and Education: Since joining the program at in August , I have delved into new scientific disciplines to mold myself into an increasingly well-rounded scientist.
Personal statements should tell your story and be compelling across fields. Remember that a PhD program trains you to build and utilize scientific skills to advance research. You won't want to try to convince the reader that you'll cure cancer or discover the flu vaccine.
Personal Statement. They say that when a young grey wolf—eager and uncertain upon its feet—sinks its incisors into the flesh of a North American elk for the first time, the young sapling stretches its grateful limbs skyward to embrace the flocks of rejoicing birds which come to nest among its branches. The beavers fashion sturdy dams of the ...
SAMPLE: PERSONAL STATEMENT My pursuit of a Ph.D. in cancer research started with Oprah. It may seem silly, but my childhood interest in cancer research was sparked when I watched Oprah [s guests donate hair to Locks of Love. This nonprofit organization makes wigs for children with medical hair loss from chemotherapy or other cancer treatments.
8700 Beverly Blvd. Davis Building, Room 2058 Los Angeles, CA 90048. 310-423-0551. Send A Message. Personal Statement ResearchResearch LabsTanaka Lab Personal Statement. Hisashi Tanaka, MD, PhD, provided novel insights on both genetic and genomic factors involved in gene amplification and into human genetic variation and genome evolution.
Aim to be concise in your writing. The university may set a limit on the word count, but if not, your personal statement should ideally be no longer than one side of A4. Be concise and make every word count. Your statement should reflect the academic nature of the writing you'll be doing in the PhD. For example, if your work is scientific ...
Universities often ask prospective students to provide a personal statement for PhD study. This is likely to be a key part of your PhD application.. Whereas your research proposal explains the potential of your project, your personal statement (also known as a PhD statement of purpose) demonstrates your suitability for doctoral work in general.. Writing a PhD personal statement can seem ...
The Cancer Biology Graduate Program was established at the McArdle Laboratory for Cancer Research in 1940 as the first graduate program in the United States to offer a degree in basic cancer research. ... personal statement (reasons for graduate study), unofficial college transcripts, updated CV/resume (highlighting laboratory experience), and ...
Cancer Biology PhD Program. Established in 1978, the interdisciplinary Cancer Biology PhD Program is designed to provide graduate and medical students with the education and training they need to make significant contributions to the field of cancer biology. The program is led by Laura Attardi, PhD, and Julien Sage, PhD, and currently has over ...
Sample Cancer Biology Postgraduate Personal Statement. It is perhaps not unusual for individuals who wish to be involved in cancer research to have a personal connection to cancer, usually in the form of a relative or loved one suffering the illness. In my particular case, the death of my grandfather when I was ten years old from a disease that ...
Your personal statement will be read by a graduate committee: a handful of faculty from the program. They're trying to determine if you will be a successful graduate student in their department, a positive force in the department's intellectual life, and a successful scientist after you graduate. They are therefore interested in your ...
Your statement should be focused, informative, and convey your research interests and qualifications. You should describe your reasons and motivations for pursuing a graduate degree in your chosen degree program, noting the experiences that shaped your research ambitions, indicating briefly your career objectives, and concisely stating your ...
Your personal statement is an important part of your application to Oxford. It allows you to tell us about your interests, achievements and ambitions in your own words. Although we do not formally score your statement we read it carefully and use the information it contains as part of our short-listing exercise.
Cancer Biology Personal Statement of Purpose for Graduate School, Help. Born in Afghanistan, my memories of growing up first in Uzbekistan and then in Russia are not generally pleasant ones, given ...
MD/PhD candidates: must submit two additional essays ("MD/PhD Essay" and "Significant Research Experience Essay"). SPECIFICS OF THE AADSAS ESSAY / PERSONAL STATEMENT Your personal statement is a one-page essay that gives dental schools a clear picture of who you are and, most importantly, why you want to pursue a career in dentistry.
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Here is the personal statement of a student who made it to John Hopkins University with a 100% scholarship in the field of cancer biology. I want to emphasise that you must be honest in writing your personal statements. If you borrow content from other places, refer to them in your personal statement.
We invite applications to our highly competitive Convergence Science PhD Programme, which is four-years in length under the guidance of a supervisory team of world-class researchers across the two institutions. Successful candidates will receive a fixed, tax-free annual stipend of £23,000 per annum, and project costs including tuition fees ...
Tips for writing your Personal History Statement. Personal History Statement. The Personal History Statement helps reviewers learn more about you as a whole person and as a potential graduate student. This may include relevant details on community service, leadership roles, participation in diverse teams, and significant barriers that you overcame to pursue graduate studies.
My long-term ambition is to work for a body such as the World Health Organisation, which influences healthcare on an international scale. I believe that studying this course will help me realise this ambition while opening my eyes to the varied world of Biology. UCAS free and trustworthy example of a Cancer Biology and Immunology personal ...
Satisfactory Essays. 359 Words. 2 Pages. Open Document. Personal Statement of Cancer Research Interest. Biological sciences have always been the interest of my academic path. Later, in my high school career it became increasingly clear that oral study was my passion. I have since dedicated my efforts to becoming a general dentist, however ...