Testimonials
Nijmegen is a leader in the field of Cognitive Science, making it an excellent place to pursue your academic goals.
- Programme
- Cognitive Neuroscience (research)
Sabine Hunnius is a professor and researcher at Radboud University.
Can you introduce yourself?
I studied Psychology in Berlin and did my PhD research in Groningen. As a (PhD) student I occasionally taught subjects like statistics and supervised students which I enjoyed a lot. I now work as a Professor of Developmental Cognitive Neuroscience and as a Principle Investigator at the Donders Institute, where I am closely associated with the Master's programme in Cognitive Neuroscience. What I enjoy most is guiding the students in this Research Master's programme through their theses and internships. They typically study a topic for one year, conduct their own research and join one of the research groups, often at the Donders Institute!
Students who earned the Bachelor's degree in Psychology at Radboud University may also recognise me from the Honours programme, where I teach a course and also help students with their research.
Why did you choose to study/work in this field? What makes this field so interesting?
I began my studies with the ambition to train as a therapist. However, while studying I found that I enjoyed doing research more than anything else. The opportunity to constantly learn new things while also delving deeply into specific tops was what I liked the most.
A career in research means the field is constantly evolving, as are your tasks, and you change along with it. From the practical aspects, like setting up and conducting studies, to the more conceptual side such as developing theories and leading the research of a team, I've had the chance to experience it all. This kind of progression is incredibly rewarding. I'm glad I still get to work with students, because they bring a breath of fresh air, helping me stay connected with new perspectives.
What are you currently doing your own research on?
I do research in the field of developmental cognitive neuroscience. I want to understand how it is possible that we change from a helpless child to an inquisitive and adventurous toddler, in just a few years. How do we learn so quickly? In recent years, I have focused on the subject of curiosity. What is the role of curiosity, the drive to learn and get to know things, in early development?
What advice do you have for students choosing a Master's programme?
Follow your interests and your passion. Choose a path that truly suits you, even if it seems challenging.
What do you like about the Radboud University in Nijmegen?
For myself, I can't imagine a more inspiring and challenging place to work, and I find great joy in my work here. Nijmegen is a leader in the field of Cognitive Science, making it an excellent place to pursue your academic goals. Our Research Master's in Cognitive Neuroscience offers a unique and stimulating research environment at the Donders Institute. In short, it's a fun and rewarding place to study.
What does your work in practice bring to your academic work, and vice versa?
I find the interaction between research and practice incredibly important. At the Baby & Child Research Center, we make our findings accessible for the field and interested non-specialists through social media, blogs, and presentations. We maintain contact with colleagues in the field of childcare and infant mental health. They tell us more about their needs and questions, and in turn, we can inform them about the latest research findings and their implications for practice. This reciprocal relationship enriches both science and society.
What is the best part of being a lecturer?
Working with students who are smart, curious, and enthusiastic about a topic is truly enjoyable. I love watching them become experts in their field. Discussions become more substantial, and it is great to witness how they start challenging ideas and grow to be independent, critical thinkers.
The Master's proximity to the Donders Institute facilitates the interaction between students and ongoing research projects.
- Previous education
- Psychology
- Nationality
- Spanish
- Programme
- Cognitive Neuroscience (research)
- Study start date
- Study end date
Sara Romalde Jiménez is a Master's student Cognitive Neuroscience with a specialisation in the Development and Lifelong Plasticity track.
What do you like about the Master's and why?
My favorite thing about this programme is how useful the contents are in relationship to the field. Its proximity to the Donders Institute facilitates the interaction between students and ongoing research projects. This Master's also has a good balance between theoretical credits and more hands-on experience.
The main hassle I had while studying this specialisation, has been to acquire the fundamental knowledge of math, physics and programming that is required for the field. The programme makes it easier by always providing complementary materials, but it was still challenging for someone with a psychology background.
What do you think about the atmosphere in class?
Many classes have a structure that facilitate a conversation between the professor/researcher and the students. Also, because the Master's is embedded within the Donders Institute, you are in constant communication with researchers, also assisting seminars and other activities. Among students there is also a friendly atmosphere, partly because we have a very active student association, Dondrite. This association plans all sorts of activities, some have to do with neuroscience, and others meant just to form connections with other students.
What do you find most challenging in your Master’s? Have you encountered any obstacles?
As I mentioned, the main challenge I faced were the more technical subjects, since I did not have an extensive background in physics, math or programming. This varies from student to student, as those with a technical background seem to not struggle with it at all. Something most of us agree on, is that this programme tends to be intense at specific points of the year, which requires students to be organised.
Are you currently doing an internship? Or what is your thesis about?
I currently am doing an internship at the university medical center where I analyse fMRI data. My main goal is to determine if patients that have been operated on a tumor have any traceable white matter "damage", and if it can be related to reported symptoms.
Why do you think it is important that there are people with this degree? What are your plans once you have received your Master's degree?
This is a degree that prepares you well for becoming a neuroscience researcher, something I believe is crucial both for clinical and technological developments. Most people pursue an academic career after completing this programme, I would like to do a PHD too after graduating.
The freedom to choose your own path in this Master's and try out a lot of domains within neuroscience is really a great strength of this programme.
- Previous education
- Psychology (Radboud University)
- Nationality
- Dutch
- Programme
- Cognitive Neuroscience (research)
- Study start date
- Study end date
Master's student San Schoenmacker is studying Cognitive Neuroscience at Radboud University.
What do you like about the Research Master's programme and why? How has the programme challenged you?
What I really like about this Cognitive Neuroscience (CNS) programme is the freedom to really shape your own path within neuroscience. There are only a few compulsory courses, but for skill training, track courses and elective courses you've got many options to choose from. And the research internship for your Master's thesis make up 45 EC which you can also initiate and choose yourself. Since neuroscience is a super broad field, the freedom to create your own path in this Master's and try out a lot of domains within neuroscience is really a great strength of this programme.
My Bachelor's was in Psychology so for me a major challenge was, and still is, mathematics and programming. Although the amount of math/programming you encounter in the programme is also very much up to you.
What do you think about the atmosphere in class?
In my experience the teachers/researchers have a very open attitude towards students whenever there is more interest in a topic that was discussed in the lecture or workgroup. Teachers are very approachable and eager to help when something does not click right away, also after lecture hours. I get the feeling that teachers really want you to understand whatever they are discussing. So the atmosphere is in general very welcoming, open and ambitious.
What do you find most challenging in your Master’s ? Have you encountered any obstacles?
One of the most challenging things for me is constraining myself in terms of being concerned with details, be it when working on a research proposal, studying for an exam, etc. In my view, keeping in mind the big picture/common thread is very important in order to give all the cool knowledge you gain in the courses its place.
Are you currently doing an internship? Or what is your thesis about?
Not yet, but I will start my internship at the sensorimotor lab in September. Broadly, it will be about making it easier for neurological paediatric patients to rehabilitate at home, instead of in a clinic.