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. Identify, locate, evaluate, and effectively and responsibly use and share information as it pertains to STEM
Integrated Learning Major in Neuroscience
Robin Jones (Primary Advisor)
366 Life Sciences Complex
Katharine (Kate) Lewis (Neuroscience ILM Director)
Room 262 Life Sciences Complex
Sandra Hewett (Executive Director of Neuroscience Studies)
Room 362 Life Sciences Complex
Emily Ansell, Kevin Antshel, Dessa Bergen-Cico, Carlos A. Castañeda, Catherine Cornwell, Amy Criss, Joseph W. Ditre, Karen Doherty, Bart Farell, Joshua C. Felver, Brooks B. Gump, Sarah Hall, Julie Hasenwinkel, Kevin Heffernan, James Hewett, Sandra Hewett, Brittany Jakubiak, Robin Jones, Mike Kalish, George M. Langford, Katharine Lewis, Lynn Lohnas, Soren Y. Lowell, Jessica L. MacDonald, Shikha Nangia, Aesoon Park, Jonathan L. Preston, Beth A. Prieve, Ellyn Riley, Emily Russo, Lael Schooler, Bradley Seymour, Robert Silver, Victoria Tumanova, Margaret A. Voss, Kathy Vander Werff, and Torsten Woellert.
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.
The integrated learning major in Neuroscience can be combined with majors in: Biochemistry, Biology, Biotechnology, Chemistry, Communication Sciences & Disorders (CSD), Computer Science, Linguistics, Nutrition, Philosophy, Physics, Psychology, Public Health, and two majors in Engineering and Computer Sciences (Bioengineering and Chemical Engineering). The ILM in Neuroscience may also be combined with other primary majors with approval of the Neuroscience ILM director.
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/NEU 211 and PSY 223/NEU 223 ) and students must successfully complete all of the requirements necessary to obtain a major in one of the following subjects: Biochemistry, Biology, Biotechnology, Chemistry, Communication Sciences & Disorders (CSD), Computer Science, Linguistics, Nutrition, Philosophy, Physics, Psychology, Public Health, Bioengineering or Chemical Engineering. Other requisite majors may also be possible with the approval of the Neuroscience ILM Director.
Required Entry Courses:
6 credits (Grade of B- or better required in these two entry courses)
Required Capstone Course: 3 credits
Six credits (two courses) must be chosen from the list below. Both courses must be from fields other than the students primary major(s) and they cannot be classes required for any of the student’s other majors. Other courses may be taken with permission of the Neuroscience ILM Director and the Neuroscience ILM committee.
Communication Sciences & Disorders
Biomedical and Chemical Engineering
Engineering and Computer Sciences