Program in Neuroscience Curriculum Proposal
Fall, 2003
The College has been interested in developing departmental neuroscience curricula for several years.
Currently three faculty members (B. Wightman, J. Rudski, M. Byrne) are teaching neuroscience-related
courses with high sustained enrollment and student interest. The College recently committed to
formalizing a neuroscience program by hiring, in May 2003, Dr. Jeremy Teissere, a molecular
neurobiologist, as a tenure-track, assistant professor in the Biology Department. Dr. Teissere has been
specifically charged with creating a new cross-disciplinary major in neuroscience. The following
document presents a proposal for this major, outlining the coursework, rationale, and vision for
neuroscience at the College. This proposal has grown out of multiple conversations with all participating
departments.
I. Overview
The past decade has seen an explosive growth in formal undergraduate training in neuroscience.
In 1995, 22 institutions of higher education were represented at a Project Kaleidoscope (PKAL)
conference on undergraduate neuroscience education1. Currently, 63 colleges and universities
offer formal majors in neuroscience2. Approximately 60% of these institutions are primarily
undergraduate liberal arts colleges and universities. Although Muhlenberg does not currently
have a formal major in neuroscience, approximately 1-2 students create individually planned
majors in neuroscience or biopsychology each year3. The dramatic increases in the availability of
neuroscience training have been accompanied by increases in student interest, opportunities for
graduate study in the neurosciences, major advances in research and technology, and the growing
legitimization of neuroscience as a new interdisciplinary field of study.
At its most basic level, neuroscience is the study of the material basis of brains, minds, and
behavior. Rigorous training in neuroscience must therefore involve fundamental training in the
epistemology and research methods of not only the natural sciences, but also psychology and
philosophy. Generally, this training manifests itself at the undergraduate level as introductory
exposure to all of the supporting disciplines of the field, acquisition of quantitative skills
(calculus, statistics), and sufficient depth of focus in biology and psychology.
Although there is general agreement among neuroscientists about which fields of study
legitimately constitute “neuroscience” per se, the relative infancy of the field has produced an
astounding diversity of types of undergraduate neuroscience majors. In our survey of eleven
major programs, we discovered that no single neuroscience program could be considered
“representative” (see appendix). Some programs focus on the biological aspects of animal
behavior, others prioritize mathematical modeling and cognitive science or emphasize only
human behavior and psychopathology. Additionally, some programs appear to be cobbled
together from existing courses in representative disciplines, while others appear to have
developed new courses to create a singular, unified focus that transverses the cross-disciplinary
material. Due to the paucity of institutional (and field-wide) discussion about what constitutes a
successful undergraduate neuroscience major, there have been few opportunities to reflect on the
relative successes of these multiple models.
1
The majority of the participating institutions were primarily undergraduate liberal arts institutions. PKAL Workshop on
Interdisciplinary Connections: Undergraduate Neuroscience Education, July 28-30, 1995, Davidson College, Davidson, NC.
2
College Board, September, 2003.
3
Muhlenberg College Office of the Registrar. Since the beginning of the 2003-04 academic year, 12 students (and 1 prospective
student) have expressed an interest in majoring in neuroscience.
Neuroscience Curriculum Proposal
2
We believe the main challenge in developing a neuroscience major at Muhlenberg is to create a
program that is both cohesive and truly cross-disciplinary without sacrificing overall the breadth
of training outside a student’s major. Remaining mindful of this imperative, we have created a
major that we believe builds upon strong foundational training in the natural sciences,
psychology, and philosophy to impart core neuroscience knowledge. We have also considered
the most effective ways to get students to look beyond traditional disciplines as they search for
meanings and mechanisms in minds, brains, and behavior.
The proposed curricular changes described herein are mostly organizational but do involve the
following new developments:
• the creation of two new courses in neuroscience;
• formalization of research opportunities in neuroscience; and
• the creation of a new catalog designation for the core courses in neuroscience (NSC).
These changes fundamentally organize the proposed major around a common core of knowledge
while simultaneously enhancing both depth of focus and cross-disciplinary discourse in
neuroscience at the College.
II. The Proposed Major (15 courses)
1. Four (4) core courses in neuroscience
• Mind and Brain (NSC 1XX; new course)
• Biological Psychology (PSY 208/NSC 2084; new designation)
• Neurobiology (BIO 248/NSC 248; new designation and course name)
• Advanced Topics in Neuroscience (NSC 4XX; new course)
2. Eight (8) cognate courses in science5
• Principles of Biology I, II, and III (BIO 150, 151, 152)
• General Chemistry I and II (CHM 103, 104)
• Calculus I (MTH 121)
• Introduction to Psychology (PSY 101)
• Philosophy of Mind (PHL 238)
3. Three (3) electives in neuroscience. At least 2 lists must be represented.
List A
• Cell Biology I (BIO 205)
• Genetics (BIO 215)
• Biochemistry (BIO 220)
• Developmental Biology (BIO 240)
• Comparative Anatomy (BIO 245)
• General Physiology (BIO 250)
4
• Ethology (BIO 265)
• Cell Biology II (BIO 305)
• Molecular Biology (BIO 412)
• Transmission EM (BIO 421)
• Physiological Ecology (BIO 460)
A current curriculum proposal from the Department of Psychology renumbers PSY 308 as PSY 208. This proposal is currently
under review.
5
In addition to these cognate requirements, students interested in graduate study in neuroscience or the health professions are strongly
encouraged to complete a year of organic chemistry and a year of introductory physics. Competency in statistical methods is also
strongly suggested.
Neuroscience Curriculum Proposal
3
II. The Proposed Major, cont.
List B
• Theory of Knowledge (PHL 231)6
• Philosophy of Science (PHL 237)
• Linguistic Philosophy (PHL 327)
• Phenomenology (PHL 329)
List C
• Learning and Behavior (PSY 201)
• Social Psychology (PSY 202)
• Sensation and Perception (PSY 207)
• Abnormal Psychology (PSY 213)
• Cognitive Processes (PSY 301)
• Psychopharmacology (PSY 3XX)7
List D
• Neuroscience Research/ Independent Study (NSC 970; new course)
III. Rationale for Each Curricular Change
Creation of two new neuroscience courses
The College presently offers two courses with explicit content in neuroscience: Neurobiology
(BIO 248)8 and Biological Psychology (PSY 308). These courses are rigorous surveys of core
knowledge in neuroscience: Neurobiology covers molecular, cellular, physiological, and
developmental aspects of neurons, whereas Biological Psychology covers systems and behavioral
approaches to brain function. Thus, taken together, both courses already contain an enmeshed
and somewhat sequential curriculum in which all of the subfields of neuroscience are introduced.
Both courses maintain high enrollments and have often been centerpieces of student-directed
majors in neuroscience. It therefore seems logical to build the neuroscience major around these
two existing courses. These courses will also augment training in neuroscience by allowing
students to carry out research projects under faculty guidance. This training will increase handson, problem-based learning opportunities while simultaneously exposing students to practical
research techniques in neuroscience.
We believe that core training in neuroscience should also include an introductory course that will
highlight the foundations and emerging critical issues of neuroscience in context (NSC 1XX –
Mind and Brain). We envision this course using a directed focus approach (rather than a broad
survey) to look at key problems or case studies in the field of neuroscience. This is partly a
reaction to the enormous breadth of the field; we believe that quality of topic development is a
more effective goal for an introductory class than quantity of topics discussed. Topics covered
may include the problem of consciousness; the correspondence between brain and mind; the
relationship of neurophysiology and animal behavior; and the neural substrates of mental illness.
We will also use this course as a means of introducing the various perspectives and theories of the
supporting fields of neuroscience, including biology, psychology, and philosophy, paying special
attention to their intersections and disagreements. A laboratory sequence will introduce students
to neuroanatomy, basic neurophysiology, and hypothesis testing within the field. We would like
6
Proposal under review
Proposal under review
8
The current name of BIO 248 is “Neuroscience”. We would like to change the course title to “Neurobiology” in keeping with the
course focus on biological mechanisms of brain function and behavior.
7
Neuroscience Curriculum Proposal
4
this course to carry the S designation9 and thereby expose nonmajors to neuroscience as an
interdisciplinary academic discourse (as well as encourage student majors from departments
outside of the natural sciences and psychology). The creation of this course will not alter staffing
needs within the biology or psychology departments. It is expected that J. Teissere will teach this
course on a yearly basis, and current projections for course offerings in the biology department
reflect this.
We would like to augment the breadth of our introductory training with opportunities to do
advanced work in the field prior to graduation. We believe that an capstone seminar focusing on
primary literature analysis will catalyze curricular integration and application among majors
(NSC 4XX – Advanced Topics in Neuroscience). It will also allow students to work within a
depth of focus previously unavailable to them in the major. We envision that this class could
change its specific focus as needed to reflect changes in faculty scholarship, innovations in the
field, and student interest. We anticipate that this course will use writing as a method through
which students will engage advanced topics in neuroscience, and therefore envision this course
carrying the W designation10. The creation of this course will not likely alter staffing needs
within the biology or psychology departments. It is expected that this course will be offered on a
yearly basis, and current projections for course offerings in the biology department reflect this.
Both J. Teissere and B. Wightman have expressed interest in teaching this course.
The biology department has recently been invited to submit an application for a Howard Hughes
Medical Institute (HHMI) Grant in Undergraduate Science Education. A significant portion of
this application was devoted to an equipment and laboratory development proposal that, if
funded, would create a state-of-the-art laboratory teaching space for cellular and molecular
neuroscience. This space will be used by students in both Mind and Brain and Neurobiology, as
well as students completing research in neuroscience. Thus, the proposed curriculum described
herein will benefit extraordinarily from the technical innovations that will be made possible by
this grant if it is funded.
Research/ Independent Study Elective
This elective (see List D) provides an outstanding opportunity for students majoring in
neuroscience to complete independent scholarly activities under faculty guidance. In this
proposal, we formalized elective research activities in the major for several reasons:
• to facilitate hands-on, problem-based training and learning among majors;
• to create opportunities for students to integrate neuroscience core knowledge with other
fields of interest; and
• to move away from didactic models of pedagogy in support of a more student-driven
approach to neuroscience.
We are hopeful that an elective in research will act as a catalyst for the creation of a crossdisciplinary conversation about neuroscience at Muhlenberg, driven by primarily by student
scholarship. The nature of this work will obviously reflect the research methods and material
endemic to the project. For example, completion of this elective under the guidance of a biologist
may involve an analysis of research literature or the creation of a small, novel research project.
In contrast, research done with a faculty member in philosophy may involve a critical evaluation
9
The course catalog states that the S perspective course will include, “an exploration of our current understanding of natural
phenomena; a study of the methods employed to formulate a consistent set of explanations that are developed from and applied to
experimental observations.”
10
A proposal is currently underway.
Neuroscience Curriculum Proposal
5
of theory. Regardless of the mode of research employed, the final product of the research will be
a student-driven work developed in consultation with the faculty mentor. We envision creating
an audience for this work by creating a neuroscience seminar series in which students are able to
present their analyses. Alternatively, we may showcase the products of student research at formal
poster sessions. At the core of this elective are the common goals of enriching the integrative
training of a student and increasing opportunities for learning outside of the classroom.
Administration of this aspect of the major will be carried out by the director of the program and
will require the following new developments:
• Clear guidelines available to both students and faculty mentors who engage in research,
including a description of the possible kinds of projects and modes of
assessment;
• Availability of the affiliate faculty in neuroscience for research or independent study
consultation and/or mentorship; and
• Creation of a forum for student scholarship, such as a seminar series or an annual poster
session.
Creation of a neuroscience course designation in the College catalog
We propose a new course designation for the core neuroscience courses required by the major
(Neuroscience – NSC). We believe that this unification of core courses under a single rubric will
both legitimate neuroscience as a unique and novel major in its own right as well as provide a
clear course “roadmap” by which students can easily organize their major requirements. This is
analogous to the existing interdisciplinary major in environmental science.
Thus, Mind and Brain (NSC 1XX), Biological Psychology (NSC 208), Neurobiology (NSC
248), Advanced Topics in Neuroscience (NSC 4XX), and Neuroscience Research/ Independent
Study (NSC 970) will carry this new NSC designation. We would like to continue to use this
rubric for new courses in neuroscience as they are developed and implemented (e.g., a new course
in neural development, psychopharmacology, or neuroendocrinology could be grouped under the
NSC heading). Courses specifically developed for the neuroscience rubric will become eligible
as elective requirements under List D.
Because Neurobiology and Biological Psychology are existing courses within the biology and
psychology departments, respectively, we would like to cross-list Neurobiology as both NSC 248
and BIO 248 (existing course number) and Biological Psychology as both NSC 208 and PSY 208
(existing course number). Cross-listing of these courses will allow them to continue to be
available to biology and psychology majors wishing to take an elective course in neuroscience.
Cognate requirements
The cognate requirements of the neuroscience major allow broad training in biology (BIO 150,
151, 152), chemistry (CHM 103, 104), calculus (MTH 121), psychology (PSY 101), and
philosophy of mind (PHL 238) at the introductory level. There are no “hidden” prerequisites for
these courses.
Most of these courses are expected requirements for a major within the natural sciences and are
generally prerequisites for advanced work within the participating departments. These
requirements will ensure that all majors receive basic training in biology at all levels of
organization; understand the fundamental principles of chemistry and calculus; develop fluency
in principles of psychology; and cultivate an appreciation for philosophical approaches to minds
Neuroscience Curriculum Proposal
6
and behavior. Additionally, completion of these cognate requirements simultaneously satisfies
the S, G, and P general academic requirements and one-half of the B requirement.
Ideally, we would also like a student major to possess a year of training in physics (PHY 211,
212) and organic chemistry (CHM 201, 202) and a semester of training in statistical methods
(PSY 103). Unfortunately, including these courses in the cognate requirements would result in a
20-course major, far exceeding the College’s guidelines. Thus, we built the cognate requirements
upon what we felt would be the key courses necessary for foundational training (we also
minimized the cognate requirements to allow for more core training in neuroscience and to
increase elective opportunities). However, we recognize that students wishing to pursue graduate
work in neuroscience (or biology or psychology) or students interested in the health professions
must complete some or all of these courses because they are virtually always required prior to
matriculation. We will therefore strongly encourage all neuroscience majors to complete both
semesters of introductory physics, both semesters of organic chemistry, and at least one semester
of statistical methods. These courses, however, will not count toward major requirements.
Elective requirements
We have selected elective courses from biology (List A); philosophy (List B); psychology (List
C); and neuroscience (List D). We have included courses with subject matter that is explicitly
neuroscientific, implicitly related to the study of behavior or cognition, and/or tangential to
neuroscience as a discipline but with theoretical relevance. We are hopeful that offerings in each
list will increase and diversify as faculty interests dictate (especially in List B, which we envision
will include courses from not only philosophy but also computer science and mathematics). We
have been mindful of creating cross-disciplinary and field-expanding opportunities and have
included courses for which we envision a fruitful integration with neuroscience (e.g., ethology;
phenomenology; social psychology).
There are three elective courses required by the major. We have specified that at least two of the
lists must be represented in the students’ selection of electives. We believe that this structure will
create both depth and breadth of training among student majors. This will allow students to build
upon foundational cognate training and core neuroscience training in unique ways, and will
ideally attract a large, diverse population of students (i.e., both AI enthusiasts and molecular
neurobiologists will receive the same training but will be allowed to tailor their elective choices
to their specific interests). We envision this elective and tutorial structure to be ideal preparation
for the capstone advanced seminar as well as graduate study in a variety of related fields.
Fifteen courses necessary to complete the major
We are aware that the proposed major contains an especially large number of required courses
compared to similar departmental and interdisciplinary majors at the College. The majors that are
most similar to neuroscience in terms of course number are biochemistry, environmental science,
natural science, and physical science (see below). Beyond the number of courses required to
complete the major, there is very little similarity between these interdisciplinary majors.
We believe that the proposed neuroscience major represents a radical departure from existing
structures of interdisciplinary education at the College. In contrast, our proposed major is not
founded or housed in one academic discourse rooted in only one way of knowing. We believe
that a “monoculture” model is not representative of neuroscience as an academic field of study.
Within the subfields that underlie neuroscience knowledge, there are frequently conflicts between
several splintered epistemologies (e.g., is the mind best studied by philosophers, psychologists,
computer modelers, or biologists? What kind of philosophers? What kind of biologists?). We
believe that a student is best trained in neuroscience (and the liberal arts) while keeping this
Neuroscience Curriculum Proposal
7
complexity in mind. We envision the neuroscience major as a liberal education in the self and its
material basis. To that end, we have tried to engineer multiple approaches/voices into the
curriculum of the major in order to complement the training of the liberal arts undergraduate.
In contrast to existing programs, the neuroscience major:
• is enormously multidisciplinary, requiring the participation of faculty in biology,
chemistry, mathematics/computer science, philosophy, and psychology;
• requires training in all three divisions at the College (natural science, social science,
humanities);
• satisfies multiple general academic requirements (S, G, P, ½ of B, ½ of W); and
• awards elective credit for integrative research or independent study.
Total
Neuroscience
15
Biochemistry
15 (+ 1
recommended)
15
14
14
Envr. Science
Natural Science
Physical Science
Interdisciplinary
Core
4
Number of Courses
Within the Nat Sci
Division
6-8
Within the Soc
Sci Division
1-3
Within the Humn
Division
1-3
None
15 + 1
None
None
3
None
None
10
14
14
0-2
None
None
0-2
None
None
It is worth noting that the total number of courses in the neuroscience major is similar to
neuroscience majors at other undergraduate institutions (see Appendix).
Absence of “tracks” within the major
In our survey of neuroscience programs at other undergraduate institutions, it was apparent that
the enormity of the field was packaged and conceptualized in different ways. In order to deal
with the scope of the field, some neuroscience majors allowed students to self-select into various
“tracks” (e.g.,. behavioral neuroscience vs. molecular neuroscience) following introductory
training. Theoretically, this model allows students (1) to first learn core neuroscience knowledge;
and (2) subsequently to focus their interests within a specific subfield of neuroscience.
Additionally, because students in one track versus another track will need different prerequisite
courses, this model is one way to limit the overall number of courses in the major.
We believe that this approach, while seeming to allow both breadth and focus, is not in keeping
with rigorous training within the liberal arts and our vision for the College’s neuroscience major.
This model has the effect of imparting interdisciplinary knowledge in the early stages of the
major and then reclassifying the student back into traditional disciplines for the latter half of the
major. Thus, a student interested in behavioral neuroscience would move back into the
Department of Psychology after the initial core training in order to complete upper division
electives. This model has several effects:
• it isolates students within the major based on their own interests – effectively undoing
any cross-disciplinary conversation among students and faculty at the upper division;
• it reduces the breadth of the major in favor of more specialized discourses;
• it minimizes knowledge/training common to all majors; and
• it fractionates diverse discourses instead of trying to highlight their intersection.
Neuroscience Curriculum Proposal
8
We believe a major in neuroscience should resist the temptation to move upper division discourse
back into only psychology or only biology or only philosophy. We have worked to create a major
in neuroscience that provides a common training in neuroscience to all students regardless of
specific interest, that engenders a unified cross-disciplinary community at the College, without
sacrificing opportunities for students to do specific work in one subfield of neuroscience.
Within this interdisciplinary framework, we are aware that there is not equal representation
between the divisions (see the table above). This inequality is based on the disproportionate
representation of the natural science division within the cognate requirements for the major.
Because training in calculus, general chemistry, and the fundamentals of biology are all necessary
for the scientific study of life, there are five cognate courses drawn from the natural sciences
within the major11. In contrast, only one cognate course from the social sciences (Introduction to
Psychology) and one cognate course from the humanities (Philosophy of Mind) are included in
the major – but this is because we believe these courses are sufficient for foundational training in
their respective divisions. Although this results in an apparent disproportionality, we believe that
this is an “equal” interdisciplinary foundation for undergraduate training in neuroscience.
Administration of the Program
Director
The director of the neuroscience major will be J. Teissere. The director will work in close
consultation with all relevant faculty leadership to shepherd the creation of the major, assess the
success of the curriculum, and coordinate efforts to attract prospective students and track
graduates of the major. The director and relevant faculty may also work in tandem to sponsor
College programming and/or propose innovations to the curriculum stated herein.
Faculty Advisory Committee
The faculty advisory committee will be comprised of the director (J. Teissere) and the chairs of
the participating academic departments (Biology – P. Meier; Mathematics/Computer Science –
G. Benjamin; Philosophy – T. Schick; Psychology – K. Harring). The faculty advisory
committee will be responsible for coordinating the policies and course offerings of the
participating departments in order to ensure consistency in the neuroscience major.
Affiliate Faculty
This group will be comprised of all faculty who are involved in the neuroscience major in some
capacity (teaching, advisory committee, interest). The full listing of the faculty participation is as
follows:
Director: Assistant Professor Jeremy Teissere
Affiliate Faculty:
Professors: George Benjamin; Kathleen Harring; Theodore Schick; Laura Snodgrass
Associate Professors: Elizabeth McCain; Jeffrey Rudski; Bruce Wightman
Assistant Professors: Thomas A. Gardner; Clifton Kussmaul; Paul Meier
Lecturer: Mary Constant Byrne
11
The major curriculum for the Department of Biology includes a three semester introductory sequence. Although this is somewhat
unusual for current undergraduate majors in biology, it describes a current trend in biology education to (a) spend more time
introducing key problems/concepts; and (b) adequately survey life from molecules through organismal ecology.
Neuroscience Curriculum Proposal
9
IV. Relevant Courses
Neuroscience (NSC)
1XX.
Mind and Brain (S)
This course serves as a multidisciplinary introduction to the major themes and research problems of
neuroscience. The development of neuroscience as an empirical discipline will be traced by studying the
writing of key biologists, psychologists and philosophers in the field. Class discussions will center on the
early history of research in neuroanatomy and neurophysiology; philosophical problems of consciousness;
experimental approaches to consciousness and self-knowledge; and dysregulations of mind and brain. A
laboratory will explore the structure and function of the nervous system from a physiological perspective.
Three class hours and three laboratory hours per week.
208.
Biological Psychology (Cross-listed with PSY 208) (S)
A study of the systems and behavioral manifestations of nervous system function in human beings and
animals. The mechanisms underlying sensory and motor processes, learning, emotion, and innate behavior
patterns will be examined. Prerequisite: PSY 101
248.
Neurobiology (Cross-listed with BIO 248)
An exploration of the molecular, cellular, and physiological, and developmental foundations of nervous
system function. Topics discussed will include the ionic and electrical properties of neurons; the
biochemistry of synaptic signaling; neuronal and synaptic plasticity; basic neuronal circuits; the
development and target specification of neurons; and neuroendocrine regulation. Relevant primary
literature will be introduced through class discussions and independent critical analyses. A laboratory will
introduce the research methods of anatomy and neurophysiology and will culminate in a student-driven
independent project. Three class hours and three laboratory hours per week. Prerequisite: BIO 152.
4XX.
Advanced Topics in Neuroscience (W12)
This course serves as a capstone seminar for the neuroscience major and will stress reading and discussion
of primary texts and timely issues within the field. Topics discussed may include: synaptic mechanisms in
memory and learning; analysis of simple neuronal circuits; cortical architecture; neuroendocrinology; the
neural basis of sleep and dreaming; pain mechanisms and integration; neurogenetics; and/or the relationship
of neuronal physiology and behavior. Prerequisites: NSC 1XX, 208 and 248.
970.
Neuroscience Research/ Independent Study
Open to majors in neuroscience. Proposals for research or independent study will be developed in
consultation with a faculty sponsor and are subject to approval by the program director. May be enrolled
more than once, but only one enrollment may be counted toward the major in neuroscience.
Biology (BIO)
150.
Principles of Biology I: Organisms and Populations (S)
The first course in the introductory biology sequence for intended majors and for those interested in a more
substantial introduction to biology. An introduction to core themes of biology emphasizing the scientific
method, evolution, the diversity of life, and how organisms interact with their environment. Three class
hours per week and biweekly recitations.
151.
Principles of Biology II: Cells and Organisms (S)
The second course in the introductory biology sequence for majors. Study of the relationship of structure
and function in plants and animals. Laboratories emphasize the scientific method as a way of knowing.
Three class hours and three laboratory hours per week. Prerequisites: BIO 150 or permission of instructor.
12
A proposal is currently underway
Neuroscience Curriculum Proposal
10
152.
Principles of Biology III: Molecules and Cells (S)
The third course in the introductory biology sequence. Study of the relationship of structure and function at
the molecular and cellular level, molecular and Mendelian genetics, and microbiology. Three class hours
and three laboratory hours per week. Prerequisites: BIO 150, 151; CHM 103, 104.
205.
Cell Biology I
Exploration of life at the cellular level. Integrates the molecular and biochemical underpinnings of modern
cell biology with larger scale implications of cell signaling pathways, cell membranes, protein targeting
mechanisms, regulation of the cell cycle, cell motility, cancer and programmed cell death. Primary
literature in current cell biology is introduced through recitation sections and rigorous literature review
exercises. Laboratory provides experience in methods of cell fractionation, biochemical analysis of cellular
organelles, cell culture and cytological staining. Self-designed independent laboratory investigations
address questions in cellular biology using fluorescent microscopy and a wide array of molecular probes
for cellular organelles and cytoskeletal components. Three class hours, three laboratory hours, and one
recitation hour per week. Prerequisite: BIO 152.
215.
Genetics
Study of genetic analysis in the three main branches of genetics: classical genetics, molecular genetics, and
population genetics. Topics include the chromosome theory of inheritance, classical and molecular
strategies for gene mapping, strategies for identifying and isolating genes, the genetics of bacteria and
viruses, DNA damage and repair, gene expression, and human genetics diseases. Three class hours, three
laboratory hours, and one recitation hour per week. Prerequisite: BIO 152.
220.
Biochemistry
Study of the chemical and biological properties of proteins, carbohydrates, lipids, and nucleic acids. Topics
include structure-function relationships of biologically relevant molecules, biochemical techniques, and
intermediary metabolism. Three class hours, three laboratory hours, and one recitation hour per week.
Prerequisites: BIO 152; CHM 103, 104; CHM 201or 203 (may be taken concurrently).
240.
Developmental Biology
An overview of the cellular and developmental mechanisms that control embryogenesis. Laboratories
include the study of live embryos from sea urchins to chickens, as well as preserved embryo slides. Three
class hours and three laboratory hours per week. Prerequisite: BIO 152.
245.
Comparative Anatomy
Study of the evolution and morphology of vertebrates. Emphasis is given to the comparative study of
vertebrate homology and the adaptive value of structure. Laboratories consist of detailed dissection of
representative taxa. Three class hours and three laboratory hours per week. Prerequisite: BIO 151.
250.
General Physiology
Study of the concepts and principles that form the basis for understanding the mechanisms of animal
physiology. The emphasis of the course is on the interrelationship of physiological processes and how they
relate to the biological needs of mammals. Three class hours, three laboratory hours, and one recitation
hour per week. Prerequisite: BIO 152.
265.
Ethology (W)
The biological study of behavior. Emphasis is given to the comparative study of genetics, morphology and
physiology, ecology, and evolution of animal behavior. Laboratories are exercises or field trips to observe,
describe, and interpret the actions of animals in their natural habitat; special emphasis is given to
hypothesis development and study design, and the collection, analysis, interpretation, and presentation of
research results. Three class hours plus three laboratory hours per week. Prerequisite: BIO 152.
Neuroscience Curriculum Proposal
11
305.
Cell Biology II: Cell Biology of Human Disease (W)
Selected topics on cell biology as it relates to human disease will be explored in depth using contemporary
primary cell biology literature as the principal resource. An emphasis will be placed on an analysis of
experimental design, methodology and interpretation of data. Topics of investigation will include the
extracellular matrix and its role in therapeutic stem cell research, cell signaling pathways as they relate to
cancer, programmed cell death in autoimmune disease and Alzheimer's disease, the role of cytoskeletal
proteins in heart disease and a cellular investigation of malaria. As a writing intensive course, students will
critically analyze current controversies in the cell biology literature. Prerequisite: BIO 205 or permission
of instructor.
412.
Molecular Biology (W)
A topical course investigating the techniques and applications of recombinant DNA. This course provides
a detailed treatment of recombinant methodologies such as gene cloning strategies and considers the
process of scientific research. Topics covered include gene regulation, gene organization, and the
molecular aspects of development and cell biology. Discussions and writing assignments focus on the
analysis of primary literature. Three class hours per week. Prerequisites: BIO 152 and one of the
following: BIO 205, 215, 220, 225; the five cognate courses (taken prior to or concurrent with this course)
or permission of instructor.
421.
Transmission Electron Microscopy (W)
Students learn how to prepare specimens for transmission electron microscopy; instruction includes
fixation procedures, thin sectioning, staining, and operation of the microscope. Students design and
complete an independent research project, analyze and discuss scientific literature, and learn how to write a
scientific paper. Three class hours plus three laboratory hours per week. Prerequisite: Any two biology
courses numbered between 200 and 299. PHJY 211 and CHM 201 should also be previously completed or
concurrently enrolled.
460.
Physiological Ecology (W)
A seminar course investigating the physiological adaptations of vertebrates to their environment. Readings
are from the primary literature. Students design and complete an independent research project and learn
how to write a scientific paper. Three class hours plus three laboratory hours per week. Prerequisite: Any
two biology courses numbered between 200 and 299.
Chemistry (CHM)
103.
General Chemistry I (S)
Designed as a basic course for students majoring in the physical or biological sciences. A study of the
fundamental principles of chemistry and of the important elements and their compounds. Lecturedemonstrations and computer-assisted instruction are employed to illustrate concepts. Weekly recitations
provide a small group setting for discussions and problem-solving. A laboratory component introduces
students to a variety of fundamental techniques with emphasis on volumetric analysis, chemical
equilibrium, and descriptive chemistry of selected elements. Three hours of lecture, three hours of
laboratory, and one hour of recitation per week.
104.
General Chemistry II (S)
A continuation of CHM 103 General Chemistry I. Three hours of lecture, three hours of laboratory, and
one hour of recitation per week. Prerequisite: CHM 103.
Mathematical Sciences (MTH) and Computer Science (CSI)
MTH 121.
Calculus I (G)
Differentiation of algebraic and transcendental functions, application of the derivative to related rates, maxmin problems, and graphing. Introduction to integration, the Fundamental Theorem of Calculus. Four
meetings per week. Prerequisite: 3.5 years of high school mathematics or MTH 103.
Neuroscience Curriculum Proposal
12
Philosophy (PHL)
231.
Theory of Knowledge (P)
This course is an exploration into the nature, scope, and sources of human knowledge. When and under
what conditions do people have knowledge? Do we really know things that we think we know? Is
knowledge acquired by using the senses, the intellect, or both? Although some attention will be paid to the
views of historical figures, the focus of the course will be on contemporary issues. Possible topics include
skepticism, the problem of analyzing the concept of knowledge, theories about the nature and structure of
justification, a priori knowledge, feminist theories of knowledge, and the naturalization of knowledge.
237.
Philosophy of Science (P)
An examination of the goals, methods, and assumptions of modern science. What distinguishes scientific
explanations from non-scientific ones? How are scientific theories discovered and confirmed? What
criteria of adequacy are used to decide between competing scientific theories? Are all sciences reducible to
physics? Has physics proven that the world does not exist independently of our consciousness? Does
science give us objective knowledge about the world? Is science a religion?
238.
Philosophy of Mind (P)
An inquiry into the nature of mind and an examination of the theoretical foundations of psychology. What
is it to have a mind? How are mental states related to physical states? Is psychology reducible to biology?
What methodology provides the best approach to understanding the mind? What is a person? Could a
computer have a mind or be a person? What is the relationship between language, thought, and reality?
Does the language we speak determine how we perceive the world?
327.
Linguistic Philosophy
A study of the major movements in twentieth century philosophy arising out of the study of language and
meaning. This “linguistic turn” in philosophy includes logical atomism, logical positivism, ordinary
language philosophy, and deconstruction. Readings will be drawn from the work of Russell, Wittgenstein,
Ayer, Dummett, Quine, and Derrida. Prerequisite: Any previous course in philosophy.
328.
Phenomenology
In the 20th century, phenomenology has emerged as a new and powerful philosophical program. At its core
is the impulse to reveal the reality which underlies and gets obscured by scientific activity, and “everyday”
thinking. But while the thinkers who carry out this project share a similarity of method, their writings
reveal a provocative variation in results. What does this mean? And what are the strengths and weaknesses
of phenomenology as a method, program, and as a type of argument? We will consider these questions by
considering the writings of thinkers such as Husserl, Heidegger, Sartre, Merleau Ponty, Irigaray, and
Levinas. Prerequisite: Any previous course in philosophy.
Psychology (PSY)
101.
Introductory Psychology (B)
A survey of all the major areas of psychology. Includes an orientation to the attitudes and methods of the
psychologist, the physiological basis of behavior, growth and development, sensation, perception,
conditioning, human learning, cognitive processes, social interaction, personality, conflict adjustment,
methods of measurement, behavior disorders, and applied psychology.
201.
Learning and Behavior
An investigation of how our behavior is changed by experience. Topics will include the nature-nurture
issue, conditioned reflexes, operant conditioning, observational learning, reinforcement schedules,
punishment, and the stimulus-control of behavior. Prerequisite: PSY 101.
202.
Social Psychology
The study of social influences on individual behavior, including topics in social cognition, attitude change,
interpersonal behavior, social influence, and small group behavior. Prerequisite: PSY 101.
Neuroscience Curriculum Proposal
13
207.
Sensation and Perception (S)
Exploration of the human sensory systems and perception. The course is focused on investigating the
relationship between our conscious experience of the world and the anatomy and physiology of the sensory
systems. We start with very basic sensory coding and work up to looking at individual differences and the
influence of learning and development on perception. There is an emphasis on classroom demonstrations
and laboratory experiences. All students run a perception experiment. Prerequisite: PSY 101.
213.
Abnormal Psychology
An exploration of psychological problems ranging from the commonplace to the bizarre. The
classification, assessment, causes, course treatment, and prevention of the major types of abnormal
behavior will be addressed. Pertinent scientific research, narrative approaches, and major theories will be
emphasized. Prerequisite: PSY 101.
3XX.
(Under review)
Psychopharmacology
301.
Cognitive Processes
The study of human mental processes, including perception, attention, memory, problem solving, language,
cognitive styles, and gender differences. All students participate in classroom demonstrations and run a
cognitive experiment. This is an upper level class and is not recommended for first year students.
Recommended for teacher education candidates. Taught in the spring semester. Prerequisite: PSY 101
and at least one other psychology course.