Savanna Cespedes ’26
As I have grown up, I have always had a deep draw to the sciences, more so to the brain. As I thought about college, I thought I would major in biology or something close to the topic. When I decided to attend Pomona, I knew that neuroscience was something I was interested in and wanted to take classes in. As a first-year student, I thought I wanted to enter an MD program post-grad, so I did what most pre-medical students do, take Introductory Genetics and Introductory Chemistry. I am part of the Pomona Science Scholars program and was able to take these entry-level classes alongside my cohort, making my experiences with the science departments much more expansive and supportive. In the spring of my first year, I decided that I did not want to attend an MD program and that I wanted to attend a PA program post-grad. I have a deep draw to the medical field, but also realize how valuable balance is. The more I read about medicine, the more I read about the brain. The brain has so much depth and is fascinating. As I decided which career path may be right for me, I also got to learn more about my brain and all that it endures while I learn every day.
I always found the brain amazing as it controls so many bodily processes, but as I got to study ions and learn more about neurons and their functions, I knew that taking Introductory Neuroscience was going to be the class for me. Fall of my sophomore year, I took Neuro101A (Introduction to Neuroscience) with Professor Jonathan King and Professor Elizabeth Glater. I was in awe of the way this class was taught and the content we discussed. As I have continued with my studies of neuroscience I have taken an elective course and an upper division class. My elective course was called The Stressed Brain, and I had the privilege of being taught by Professor King again! Professor King does an amazing job of making class engaging and making sure his students feel supported and heard. This elective class was engaging, applicable to a college student, and taught me so much about research and the way our brain works while under stress. I also got the opportunity to take Math Methods and Models in Neuroscience taught by Professor Yuqing Zhu. This class focused on higher level math and how we can use coding programs (python) to work with neurological data sets and manipulate them to get different outputs that describe the desired information. This class was outside of my comfort zone, but Professor Zhu really made my learning seamless. She pushed our class to be the best we could be, but never left us feeling alone with the material (even when it was dense). She takes the time to make sure every student in her class has a deep understanding of the content she covers.
While the brain has always been something of interest to me, being at Pomona has solidified my draw to Neuroscience. I am a true believer that the people make the place, and this is a prime example. Pomona is an amazing place to be, but the faculty, lab coordinators, and the students really make the Neuroscience Department unlike any other department.
Santiago Serrano ’25
Before I arrived at Pomona College, my relationship with science was limited. In high school, I was not involved in advanced science courses, often finding myself overshadowed by peers who seemed more innately talented in the scientific world. However, this belief went through a transformation upon joining the Pomona community. The Pomona Science Scholars program was a pivotal turning point, engaging me in a vibrant cohort where underrepresented groups in science thrived. It was within this nurturing environment that my fascination with neuroscience was established, unveiling a profound interest in the intricate workings of the human brain.
A course that significantly reshaped my academic journey was neurobiology, taught by Professor Karen Parfitt. This class epitomized the ideal learning experience, characterized by its small size and a curriculum that ensured each student's comprehension and engagement. The content and coursework were more intense than typical classes as they involved a thorough understanding of biology and neuroscience, but the vibrant dialogues in Professor Parfitt’s class stimulated an active educational experience, continually challenging and expanding our understanding of neurobiology.
Beyond the classroom, my neuroscience journey has been further advanced by the Beckman Fellowship. This opportunity has allowed me to delve into the intricate world of electrophysiology and Alzheimer’s Disease research. My experiences in the lab range from utilizing transgenic mouse models to examine learning impairments in Alzheimer’s Disease to employing innovative click chemistry techniques for identifying specific peptide binding sites in the brain. This multifaceted research approach not only enriches my educational experience but also opens new horizons in my academic career, a unique advantage made possible by the supportive and explorative spirit at Pomona College. The faculty’s commitment to fostering student interests has been instrumental in shaping my academic career, guiding me toward a future in the sphere of neuroscience.
Caitlin McIntyre ’24
Majoring in neuroscience at Pomona was an easy decision, confirmed by my positive experiences with Pomona’s faculty and students. My initial interest in the field was inspired by my youngest sister who was diagnosed with autism spectrum disorder (ASD) at age 3. In my general biology classes, I became curious about the neurological mechanisms that made up her condition. What in the brain caused her deficits in socialization? Why do so many individuals with ASD also struggle with fine motor skills? One fateful lecture on the mirror neuron system in Professor [Richard] Lewis’ “The Human Brain” course made everything make sense. I couldn’t wait to learn more! With the support of the neuroscience faculty, I’ve combined my interests in mirror neuron deficits in ASD with my other passions through my project thesis, “Utilizing Dance Movement Therapy for Autism Spectrum Disorder.” The Neuroscience Department offers the unique option for students to build a “community-based project” rather than an experimental thesis. For my project, I am excited to give back to my community by teaching a 10-week dance session in Claremont to teens and adults with disabilities. It’s rewarding to use my neuroscience education to help people like my sister.
The neuroscience program at Pomona College offers a comprehensive foundation while also encouraging exploration of one’s interests, ranging from the cellular mechanisms of neuropharmacology to the broader perspectives on human behavior. My favorite classes so far have been “The Stressed Brain” and “Psychological Disorders.” Going to a liberal arts college and taking humanities classes in addition to STEM have been invaluable, providing context for discussion of health inequities or biological ethical dilemmas. As a future healthcare professional, I believe it is so important for physicians to receive a well-rounded education, including studies in the humanities and social sciences.
Neuroscience courses at Pomona are challenging, yet rewarding. Students at Pomona are eager to learn, and our enthusiasm for the field only grows with support from faculty. Unlike lecture-based courses at larger universities, Pomona prioritizes collaboration with one’s peers and an understanding of the material beyond memorization. The beauty of a small liberal arts school is the accessibility of professors, as well as opportunities for undergraduate students to take on leadership roles through mentoring and teaching assistant positions. The Introduction to Neuroscience course, Neuro101A, is the quintessential model of such. Utilizing a flipped lecture format, class sessions are spent in small group discussions led by student mentors. This was one of the first classes where I felt completely engaged and active in my learning process. In-class activities challenged me to think outside the box and apply my learning to novel scenarios. One memorable activity was using our new knowledge of motor pathways to diagnose “patients” in the clinic. As both a student in this course and a mentor, I’ve felt the benefits of such a model for learning and a sense of community.
Outside of the classroom, I’ve participated in basic science and clinical research through the Pomona College Internship Program (PCIP). My favorite research experience has been working with children and teens with Down Syndrome through a clinical Alzheimer’s biomarker study. It felt surreal to participate in the literature review process and propose future directions. I couldn’t believe I was one of the “scientists” I was reading about in textbooks! I plan to continue my interest in neuroscience in the clinic as a physician, specializing in either pediatric or adult neurology.