Student Learning Outcomes
1. Identify cellular components of the nervous system
2. Identify the location and function of the major structures of the brain
3. Compare and contrast methods of imaging the brain
4. Critically evaluate research as it is presented in the media or used in the arts
5. Demonstrate knowledge in information literacy as it pertains to STEM fields
Integrated Learning Major in Neuroscience
Robin Jones (Primary Advisor)
366 Life Sciences Complex
Natalie Russo (NeuroILM Director)
430 Huntington Hall
Sandra Hewett (Executive Director of Neuroscience Studies)
107 College Place Room 362
Sandra Hewett, Natalie Russo, Dessa Bergen-Cico, Carlos A. Castañeda, Catherine Cornwell, Amy Criss, Joseph W. Ditre, Karen Doherty, Bart Farell, Joshua C. Felver, Paul Gold, Brooks B. Gump, Sarah Hall, Julie Hasenwinkel, Kevin Heffernan, James Hewett, Mike Kalish, Donna Korol, George M. Langford, Katharine (Kate) Lewis, Soren Y. Lowell, Jessica L. MacDonald, Shikha Nangia, Aesoon Park, Jonathan L. Preston, Beth A. Prieve, Ellyn Riley, John Russell, Lael Schooler, Robert Silver, Robert L. Smith, Victoria Tumanova, Margaret A. Voss, Kathy Vander Werff, Corey White, Torsten Woellert, Eric M. Deshaies, Brian Howell, Russell T Matthews, Daniel Y Tso
Professionals in technically demanding fields are commonly asked to apply their expertise to other seemingly unrelated disciplines. As a result, they must have a comprehensive understanding of not only their own field, but also secondary knowledge of another broadly based, often interdisciplinary, field of study. A chemist might lend his or her expertise to a matter of legal or ethical importance. A curator might evaluate scientific and historical evidence about a painting’s authenticity. A journalist might research a story involving science, medicine, and technology.
Integrated Learning Majors provide broad, interdisciplinary opportunities for students through valuable tools and knowledge in a variety of fields. This synergistic approach adds scholarly mettle to both the major and the interdisciplinary program, while exploiting their connective properties. For example, an undergraduate interested in chemistry could have an integrated learning program in forensic science. Or a student pursuing archeology could have an integrated learning major in ethics, with focus on social science research.
Majors in the integrated learning major in Neuroscience will integrate with: Biochemistry, Biology, Communication Sciences & Disorders (CSD), Linguistics, Philosophy, Physics and Psychology) and two majors in Engineering and Computer Sciences (Bioengineering and Chemical Engineering).
An overall GPA of at least 2.0; a GPA of no lower than 3.0 in the 24 credit hours counting towards the Neuroscience IL Major, a grade no lower than “B-” in the two required entry level courses (BIO 211 and PSY 223 ) and students must successfully complete all of the requirements necessary to obtain a major in one of the following majors: Biochemistry, Biology, Communication Sciences & Disorders (CSD), Linguistics, Philosophy, Physics and Psychology) and two majors in Engineering and Computer Sciences (Bioengineering and Chemical Engineering). Other requisite majors may also be possible with approval of director.
Required Entry Courses:
6 credits (Grade of B- or better required in these two entry courses)
Intersection of Mind and Brain; 9 credits
6 credits chosen from the courses listed below. Two courses must be thematically related to one another and from fields other than the students primary major. Courses with the same prefix are presumed to be thematically-related. Other courses may be paired as thematically-related with permission of the student’s advisor.
Communication Sciences & Disorders
Biomedical and Chemical Engineering
Engineering and Computer Sciences
Required Capstone Course: 3 credits