REQUEST FOR NEW ADMINISTRATIVE, RESEARCH1
OR PUBLIC SERVICE UNIT
BACKGROUND
University of Illinois at Chicago
1. Name of Institution: _________________________________________________________
Center for Cognitive Medicine
2. Title of Proposed Unit: _______________________________________________________
181023
3. CIP Code (6-digits): _________________________________________________________
May 1, 20084. Proposed Date for Initiation
of Unit: ___________________________________________
John A. Sweeney, Ph.D.
5. Contact Person _____________________________________________________________
312-413-9205
5.1. Telephone _____________________________________________________________
jsweeney@psych.uic.edu
5.2. E-mail ________________________________________________________________
312-413-8837
5.3. Fax __________________________________________________________________
PURPOSE: OBJECTIVES, MISSION AND PRIORITIES
6. Unit Objectives and Contributions
6.1. What are the goals and objectives of the new unit?
INTRODUCTION
The Center for Cognitive Medicine is requesting approval for formal status as a Center at
the University of Illinois at Chicago.
The Center was established informally in 2001 to organize a translational and
interdisciplinary program of research focusing on pathophysiology and treatment of
behavioral aspects of brain disorders. The Center has evolved over the last five years as
one of the largest and most successful translational research programs bridging basic
research and clinical practice at the university. To facilitate our growth and continued
success, we are now applying for formal approval to officially operate as a Center at the
University of Illinois at Chicago.
1
Temporary approval may be sought through reasonable and moderate extension for creation of a new,
formally organized, research or public service unit that has a temporary mission up to five years.
Following that time period, the institution must seek permanent approval if the unit continues operation.
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The Center’s mission is to develop new knowledge about the cognitive problems caused
by brain disorders and normal aging, and to apply the scientific discoveries gained
through research to improve the treatment and prevention of disease. Our mission will be
achieved through the coordinated efforts of our core faculty team.
The proposed Center has 32 core faculty members with primary appointments in six
Departments across four Colleges. Participating Colleges include Medicine
(Departments of Psychiatry, Neurology, Anatomy and Cell Biology), Applied Health
Sciences (Department of Movement Sciences), Pharmacy (Department of Pharmacy
Practice) and Liberal Arts & Sciences (Department of Psychology). Our faculty
members are PIs of active NIH grants supporting patient-oriented research in
schizophrenia, autism, movement disorders, women’s health and aging, traumatic brain
injury, stroke, Alzheimer’s disease, Parkinson’s disease and pediatric mood disorders.
Clinical investigators in the Center also conduct studies of electrical shock injury, normal
aging, endocrine disorders, pediatric neurological disorders, the sequelae of radiation and
chemotherapy for pediatric cancers, and HIV effects on the aging brain.
To help expand medical knowledge through research in a clinical setting, the Center
maintains specialty research clinics which include the First Episode Psychosis Clinic,
Cognitive Neuropsychiatry Clinic, Pediatric Mood Disorders Clinic and Traumatic Brain
Injury Clinic. In our clinical work, we use neuropsychological assessments,
neurophysiological measurements and brain imaging to diagnose the causes of cognitive
disabilities in our patients. In our research clinics, we treat patients with novel
pharmacologic approaches designed to enhance and preserve cognitive abilities.
The Center is the lead site for cognitive studies of lithium treatment in a large multisite
trial for pediatric bipolar supported by NIMH and a multisite study of Alzheimer’s
disease treatment, and are conducting a multisite study of the role of dopamine in
behavioral planning and control, an NIH P50 Center focusing on the pathophysiology and
treatment of autism, a multisite study investigating familial phenotypes for schizophrenia
and bipolar disorder, and an intervention to improve motor control in patients with
movement disorders. Center faculty members at the UIC College of Pharmacy support
our pharmacogenetic, pharmacodynamic and pharmacokinetic work. Links with the
Health Statistics Program provide the basis for ongoing development in statistical models
for the analysis of fMRI data sets and clinical trial data. The UIC Center for MR
Research provides MRI scanners for our clinical studies of brain anatomy and function.
Behavioral neuroscientists working with rodents in the Behavioral Neuroscience program
in Psychology and in Anatomy and Cell Biology, and with collaborating investigators at
pharmaceutical companies conducting related behavioral pharmacology studies, foster
the development of novel drugs and translational strategies for improving the treatment of
patients with brain disorders.
To facilitate training and continuing educational opportunities, as part of commitments to
home departments, the Center’s faculty participates in and directs several
interdisciplinary training programs. Many of the faculty members participate in the UIC
interdisciplinary program in neuroscience. Our faculty also participates in doctoral
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training programs in the Departments of Psychology, Anatomy and Cell Biology,
Pharmacy Practice and Movement Sciences, and in a wide variety of educational
programs for undergraduates, medical students, graduate students, and resident
physicians. Professional continuing education opportunities are provided through our
clinical neuroscience seminars, geropsychology seminars, fMRI methodologies seminar,
and weekly fMRI journal club, as well as those we provide at national meetings. The
Center runs a highly regarded weekly colloquium program on clinical aspects of
behavioral neuroscience. Our faculty members are heavily involved in training medical
students and residents in the Departments of Neurology and Psychiatry, and consistently
demonstrate their commitment to training and education.
The Center is also active in community outreach. We co-sponsor various community
events with family groups in the areas of neurodevelopmental disorders such as autism
and serious mental illness. We co-sponsor education forums for parents, educators and
other professionals to teach them about the importance of early detection and treatment of
brain disorders and how research advances affect diagnostic and treatment practice.
Faculty and staff often volunteer to speak to various groups to educate them about mental
illness and the importance of quality research, and sit on the board of directors of family
groups related to brain disorders. We also maintain a web site to inform the community
about our clinical treatment options, various research programs, general information
about cognitive disorders and available treatment, and clinical trial outreach activities.
MISSION
Neuropsychiatric disorders comprise 5 of the 10 greatest causes of functional disability
across the world. Cognitive deficits associated with these disorders are the best
established cause of this disability. The Center was designed to provide organization and
interdepartmental cohesion for a diverse group of faculty interested in the causes,
treatment and prevention of disturbances in cognition over the life span. A primary aim
is to integrate the work of basic neuroscience investigators working with animal models
with clinical investigators in this effort. This is thus a fundamentally translational
program of clinical research. Our mission is to achieve a better understanding of
cognitive deficits and to develop and test new treatment strategies to improve the health
of our population and to reduce personal and fiscal burdens of brain disorders on our
society.
This goal will be accomplished through a series of coordinated efforts. Center faculty
will:

Work together to develop new treatment models through scientific discovery,
conducting studies to bring new ideas from animal research about the
neuropharmacology of cognition into patient care ;

Test the utility of new treatment approaches and new models of the
pathophysiology of brain disorders in patient oriented research, especially
involving efforts to develop new effective medical treatment options;
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
Develop new clinical tools (i.e., biomarkers) for evaluating the impact of
drugs on brain function and cognitive systems.

Foster scholarship for undergraduates, medical students, graduate students,
resident physicians, post-residency and postdoctoral fellows, and junior
faculty.

Partner with the pharmaceutical industry to develop and evaluate novel
treatment intervention strategies for disorders where available treatment
options are often unsuccessful.
CENTER HISTORYDr. John Sweeney, the Center Director, was recruited to UIC in
2001 by Dean Flaherty (then Head of Psychiatry) together with the Head of Neurology,
the Chair of Psychology, Dean Moss of the College of Medicine and Dean Fish of the
College of Arts and Sciences, to establish the Center for Cognitive Medicine. The Center
was envisioned at that time as a program to integrate academic and clinical programs in
the area of cognitive disorders across the lifespan. Neurosurgery provided some
additional space to support the effort, and still does so.
A great deal of progress has occurred since 2001. In Psychiatry, Dr. Neil Pliskin was
recruited to run the Neurobehavioral Program, one of two large clinical programs in
Psychiatry that are part of the Center. We recruited Dr. Lisa Stanford, to run pediatric
neuropsychology, Dr. Michael Schrift to run the neuropsychiatry service with the recent
addition of Dr. Gaston Baslett to assist him, Dr. Eric Prensky to expand services provided
by Dr. Susan Labott in Health Psychology, Dr. Marilyn Kraus to set up a clinical research
program for traumatic brain injury, and Dr. Pauline Maki to set up another research
program examining endocrine effects on women’s cognitive and brain health over mid
and late life. Dr. Mani Pavuluri joined the group to study brain disturbances in pediatric
bipolar disorder. Other than Dr. Labott, this program was built from the ground up with
external recruitment. In the Psychotic Disorders Program, the second clinical component
of the Center in Psychiatry, we recruited Drs. Scot Hill, Sarah Keedy, and James Reilly to
UIC to join Drs. Robert Marvin and Ovidio DeLeon who functioned as the directors of
outpatient and inpatient clinical services for psychotic disorder patients respectively. Dr.
Peter Weiden, a national expert in schizophrenia treatment, joined the Center in May 07
to serve as Director of the Psychotic Disorders Program. Dr. Sweeney has continued his
NIH funding investigating treatment and outcomes in first episode psychosis, is CoDirector of a new Center grant from NIH on autism, and is site director of a new $20
million grant from NIH to study family genetics of schizophrenia and bipolar disorder.
Since joining the faculty, five of the assistant/associate professors in Psychiatry have
received NIH mentored K awards to work with Dr. Sweeney to develop skills in
neuroimaging and clinical research investigating cognitive outcomes of
neuropharmacological treatments. Two new K applications for Career Development
awards to junior faculty are under review. Overall, our funding has grown dramatically
over the past 3 years in large degree because of the multidisciplinary integration provided
by the Center. Over five years, dramatic changes have occurred in the level of patient
orient research related to brain disorders at UIC, with our Center as the hub of much of
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the program development and progress. In parallel with this research and clinical
program development, our clinical training programs have been greatly strengthened.
In planning this proposal, Dr. Sweeney met with staff in the Provost’s office and the
Vice-Chancellor of Research who both recommended that because of the strong clinical
focus of the Center and the diverse departmental homes of Center faculty, the reporting
line for the Center Director should be through the office of the Dean of Medicine. Dr.
Flaherty, Dean of Medicine, has agreed with this plan as indicated in his letter which is
appended to this application.
To facilitate review of the Center’s developmental trajectory and current contributions,
we include with this application a series of tables as appendices (focusing on the period
from 2004 – 2006):
Appendix A Authorship of peer reviewed papers by Center faculty
Appendix B Teaching commitments of Center faculty in their home departments
Appendix C State dollars supporting Center faculty
Appendix D Grants awarded to Center faculty
Note: two additional new grants to Drs. Sweeney and Corcos have been
awarded, each for over $2.5million direct costs from NIH
Appendix E Number of staff and students working with each Center faculty member
Appendix F Total grant dollars per Center faculty members
Appendix G Clinical responsibilities of Center faculty
Appendix H Departmental appointments of Center faculty
What is the relationship of the unit to the university’s mission and priorities?
Is the unit involved in instruction and, if so, to what extent?
6.2
The conduct of research, scholarship, and public service is at the core of the university's
mission. Our research unit is designed to support and maintain each of the guiding
principles of the university's mission. The university’s mission (italicized below) and the
Center’s relationship to the mission are discussed below.

Create knowledge that transforms our views of the world, and through
sharing and application transforms the world:
o Cognitive and behavioral problems associated with common
psychiatric and neurological disorders are a major cause of functional
disability across the lifespan for our citizens. Interdisciplinary and
translational collaboration across basic and clinical neuroscience
research programs is needed to speed drug-discovery and the wide use
of new diagnostic and treatment strategies. Sharing knowledge and
transforming medical care for our citizens is the primary mission of
Center faculty.
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
Provide a wide range of students with the educational opportunity only a
leading research university can offer:
o The Center’s research program is structured to support the
University’s commitment to education and training. The Center runs a
highly regarded weekly colloquium program on clinical aspects of
behavioral neuroscience, and provides professional continuing
education opportunities through our weekly clinical neuroscience
seminars, geropsychology seminars, fMRI methodologies seminar and
fMRI journal club. Our Health Psychology program has developed
web based professional education programs to update skills of
practicing clinicians. Dr. Pliskin directs educational programs of the
International Neuropsychological Society. Last year we held the
Midwest Neuropsychology Society annual meeting at UIC, and
organized a multiuniversity day-long symposium held at Columbia
College regarding the problem of suicide on college campuses. Our
faculty, recognized for their excellence in teaching, participates in and
directs training programs in the Departments of Psychiatry, Neurology,
Anatomy and Cell Biology, Pharmacy Practice and Movement
Sciences that impact educational programs for undergraduates,
medical students, graduate students and resident physicians.
o Some Center faculty members are involved in undergraduate teaching
as part of their commitments in their home department. However, the
majority of our faculty participates in professional education programs
for medical students, PharmD students, medical residents in
Psychiatry, Neurology and Pediatrics, and postdoctoral clinical
training fellowship in specialty areas.
o Graduate students and research-oriented post-docs have exceptional
training opportunities in our laboratories to learn cutting edge
scientific methodologies.

Address the challenges and opportunities facing not only Chicago but all
Great Cities of the 21st century, as expressed by our Great Cities
Commitment:
o The goal of the university’s Great Cities Committee is to address
urban challenges facing Chicago through the strength of its faculty,
staff, students and community leaders. The Center’s faculty and staff
join the university in its commitment by dedicating their efforts to
research, and focusing on developing new knowledge about brain
disorders that affect thousands of residents in Chicago and all the
Great Cities of the 21st century.
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
Foster scholarship and practices that reflect and respond to the increasing
diversity of the U.S. in a rapidly globalizing world:
o By building an interdisciplinary research program, we promote
collaboration in scholarship and create opportunities for clinicians to
partner with clinical investigators and basic scientists in cutting-edge
clinical research projects. This type of collaboration will help us more
quickly translate new knowledge derived from scientific discovery into
improved clinical care, and it will facilitate the education of healthcare
professionals who are capable of addressing the increasingly diverse
aspects of brain health and disease of our nation.
o The ethnic and cultural diversity of the patients seeking care at the
University of Illinois Medical Center at Chicago provide an important
opportunity for our clinical investigators to examine diversity effects
in areas from pharmacogenetics to specialized family intervention
programs for neuropsychiatric illnesses across the agespan.
o Each of the educational programs in which our Center faculty
participates as part of their commitments to home departments has a
strong commitment to the diversity of our student populations, from
undergraduate to graduate/medical students to postdocs and medical
residents. Our track record in this area is especially strong.
o Our area of research, like most, has become globalized. Our faculty
maintains active collaborations not only across the country, but across
the world. Europeans often seek fellowship opportunities in our
programs, as reflected for example in two physician professors from
Germany independently recently receiving fellowships for advanced
training here in our Center. We also maintain peer-to-peer
collaborations with investigators in many countries to bring in special
expertise in laboratory research and computational methodologies to
keep our work at the cutting edge.

Train professionals in a wide range of public service disciplines, serving
Illinois as the principal educator of health science professionals and as a
major healthcare provider to underserved communities:
Education is one of the Center’s primary areas of focus. Our faculty, as
part of their commitment to their home department, participates in a wide
range of educational programs including traditional course presentations,
multiple seminar programs offering advanced training to medical
residents, medical students, graduate students and post-doctoral fellows.
We engage in public service and partner with community leaders to cosponsor community programs. We are currently working with leaders of
the Community Counseling Centers of Chicago, a behavioral health
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advocate and social service provider, to develop an early detection
program to identify mental health problems early in students in the public
school system.
6.3
What specific needs and measurable contributions will the unit make to
statewide priorities and needs?
The Center supports the policy areas of the Illinois Commitment through its research
activities, teaching commitments and community service endeavors. The policy areas
addressed in the University Committee (italicized) and the Center’s commitment are
listed below.

Policy Area One: Economic Growth
Higher education will help Illinois sustain strong economic growth through its
teaching, service and research activities.
o The Center will support Illinois’s economy by conducting biomedical
research in conjunction with the state and federal governments, and the
pharmaceutical industry, to develop new knowledge about cognitive
problems caused by brain disorders and their treatment. Our aim is to
improve the quality of life and economic circumstances of individuals
affected by brain disease. We work directly to improve the care of
Illinois residents who suffer from psychiatric and neurological
disorders in our clinics. We hope to have much broader impact
through development and implementation of cutting edge and new
diagnostic and treatment practices that will lead to increased
productivity and subsequent reductions in the economic burden of
brain disorders on the state and its population.

Policy Area Two: P-20 Partnerships
Higher education will join elementary and secondary education to improve
teaching and learning at all levels.
o Faculty members of the Center routinely partner with educators to help
them identify cognitive problems that affect learning. One aspect of
the Center’s educational mission is to help improve the quality of
teaching and learning in elementary and secondary education by
helping educators understand the struggles and strengths of children
suffering from brain disorders that affect learning. School
collaboration and consultation services are available through the
Pediatric Mood Disorders Clinic (Director, Mani Pavuluri, MD) and
the Learning and Neurodevelopment Program (Clinic Director, Lisa
Stanford, PhD, Medical Director, Carol Macmillan, MD). In both
programs, students are trained to be able to provide better consultation
services to young students throughout their professional careers.
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
Policy Area Three: Affordability
No Illinois resident will be denied an opportunity for a college education
because of financial need.
o Through the educational commitments of our faculty to undergraduate
education in their home departments, we work to provide a high
quality education to our student populations.
o As a research unit that offers clinical services in the Departments of
Psychiatry and Neurology, and through the College of Pharmacy, the
Center is committed to providing Illinois residents suffering from
brain disorders with an opportunity to obtain high-quality and
affordable health care services. Clinical services offered in our
research clinics (First Episode Psychosis Clinic, Cognitive
Neuropsychiatry Clinic, Metabolic Disorders Clinic, Pediatric Mood
Disorders Clinic and Traumatic Brain Injury Clinic) are linked to the
Center’s research programs, and through our research studies we
provide low cost treatment to uninsured patients.

Policy Area Four: Access and Diversity
Illinois will increase the number and diversity of residents completing training
and education programs
o Our faculty, as part of their commitments in their home department,
participates in the educational programs in four Colleges across the
university (Medicine, Arts and Sciences, Pharmacy, Allied Health
Sciences). Our Medical School is one of the largest and most diverse
in the country. We contribute to large medical residency programs in
neurology, psychiatry and pediatrics, and graduate and undergraduate
programs where access and diversity issues receive active and very
serious attention. Across the programs in which our faculty members
participate, we have a very positive track record for supporting the
education of a diverse student population, and for providing advance
training to diverse students who will become the educators and clinical
program directors of tomorrow.
o Our community outreach activities allow us to engage in public service
and partner with community leaders to co-sponsor events and
educational programs. We support activities that are designed to
increase the number of Illinois residents with knowledge about brain
disorders and help them gain access to scientific discoveries and
available treatment options. We have partnerships with the National
Alliance for Mental Illness, Chicago Public Schools, Columbia
College and the Community Counseling Centers of Chicago.
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o We maintain a website to inform the community about our clinical
treatment options, various research programs, general information
about cognitive disorders and available treatment, and clinical trial
outreach activities.
o We maintain a research registry to promote community involvement
and participation in research by providing individuals with a way to
gain access to novel treatment options.

Policy Area Five: High Quality
Illinois colleges and universities will be accountable for providing high
quality academic programs and systematic assessment of student learning
outcomes while holding students to ever higher expectations for learning and
growth.
o The Center’s commitment to quality education is the focal point of our
education agenda. Faculty members, as part of their commitment to
their home department, participate in a wide range of educational
programs across four Colleges ranging from traditional course
presentations to seminar programs to individual clinical and research
supervision. We teach our students to be innovative thinkers who can
use their skills to lead the charge in scientific discovery and deliver
high-quality and cost-efficient health care to the community. Our
Faculty strives for excellence in education and seeks opportunities to
develop high quality academic programs. An example of this
achievement is the recent accreditation of the Behavioral Neurology
and Neuropsychiatry training program, a new two-year clinical and
research fellowship program developed by Drs. Schrift and Pedelty,
that is the only one of its type in Chicago.
6.4. What is the demand for the unit’s services? What clients or population will the
unit serve?
The demand for the Center’s clinical services is great, as is the need for research to show
the way forward to more effective treatment and preventative interventions. Thus, the
potential to impact the lives of all individuals who suffer from cognitive problems
associated with brain disorders is enormous. We are located in the heart of the Chicago
metropolitan area and service an urban population with considerable ethnic and
socioeconomic diversity. We treat approximately 2900 patients per year in our clinics.
The impact of brain disorders on the health and productivity of residents in Illinois is
tremendous. Key facts and core statistics about the impact of mental illness on the state of
Illinois are listed below:

According to the U.S. Census 2000 and epidemiological prevalence estimates,
more than 700,000 adult Illinois residents have a severe mental illness. An
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



7.
additional large number suffer from neurodevelopmental disorders and
degenerative disorders of late life with great impact on personal functional
abilities, family stress and costs to the health care system.
The Illinois Department of Corrections estimates that 16 percent of inmates
suffer from mental illness, four or five times higher than rates of mental
illness among the general population.
An estimated 720,000 Illinois residents have been homeless at some point. At
least 140,000 of these individuals suffer from a severe mental Illness (Illinois
Center for Mental Health Services).
Emergency room physicians report (including respondents from Illinois State)
that the upsurge in people with mental illness seeking treatment in community
emergency departments is negatively affecting patient care, causing longer
wait times, and affecting everyone’s access to lifesaving treatment. (American
College of Emergency Physicians, national survey).
In addition to serious mental illnesses typically treated in Psychiatry, a large
number of additional individuals suffer serious cognitive problems from
neurodevelopment disorders such as autism, head injuries typically in young
adulthood (and now an increasingly common event in the lives of our
servicemen and women), and degenerative disorders of late life such as
Alzheimer’s and Parkinson’s diseases. Conservatively, across studies, these
disorders impact 10% of our population at some point in life. Typically, these
disorders lead to educational problems, unemployment and/or other serious
functional disabilities, and a requirement for active care or support. The costs
in terms of lost productivity and for medical care, together with the emotional
sequelae for patients and family, are major societal burdens.
Organization
Describe the proposed unit’s organizational structure.
The unit is structured as an interdisciplinary research program designed to facilitate the
development of new knowledge about cognitive problems caused by brain disorders and
normal aging. The Center is organized with three committees that serve to organize plans
to achieve our Center missions. Two operational committees are designed to enhance
progress in our two primary missions: research and education. Our participation in
clinical practice occurs through our participation in the various activities of our home
clinical Departments.
The Clinical Research Integration Committee has the aim of fostering interaction and
integration of clinicians and scientists. The group will address issues such as: 1)
developing intellectual synergies between those working with animal models and those
conducting patient-oriented research, 2) developing practical strategies for integrating
clinical research and clinical practice with the greatest benefit to both research programs
and patient care, and 3) ensuring that solutions and progress in these areas are rapidly
dispersed to all Center programs and their related clinical programs. We anticipate that
this committee will not only help optimize the efficiency of our programs, but provide a
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framework for developing new translational research programs and plan for the grant
applications needed to support them.
The second operational committee is the Education Committee. There are many ways in
which integration of educational programs across Psychiatry, Neurology, Psychology,
Pharmacy, Movement Sciences and other Departments will benefit from the
interdisciplinary collaboration of our faculty in student mentoring and course
preparation/delivery. Also, across clinical departments, sharing training opportunities
across departments will foster our overall education mission. This Committee will
organize special seminars, facilitate integration of the Center with the UIC
Interdisciplinary Neuroscience Program, foster career development of undergraduates,
graduate students, medical students, residents, postdoctoral fellows and junior faculty via
mentorship models and special educational programs organized by the Center (colloquia,
journal clubs, as well as formal courses implemented by faculty in their home
departments). The Committee will disperse information about speakers and courses
across home departments that may be of interest to Center faculty and students. One
longer term aim will be to organize submission of NIH T32 training grants for
postdoctoral students to work with Center faculty.
The third committee is our Executive Committee. This group will have representatives
from the two operational Committees. The committee will monitor progress of the
operational committees, make decisions about Center membership, provide for the
linkage of the Center with home departments of Center faculty, and organize plans for
resource allocation and professional development across the Center. We envision plans
for Center and Program Project Grant applications to NIH that will be greatly facilitated
by the multidisciplinary integration provided by the Center structure. The planning and
organization for these efforts will to a significant degree be implemented by the
Executive Committee. There also are going to be inevitable conflicts between people and
priorities, and issues of professional ethics that will be resolved, when necessary, by the
Executive Committee. Last, the Executive Committee will be well placed to evaluate
hiring needs at the University to fill “holes” in the faculty that slow important
multidisciplinary efforts, and to communicate those ideas to appropriate Deans and
Department Heads/Chairs. The Committee will also communicate to higher levels of
University leadership information related to programmatic needs of the Center with
regard to major equipment, developing infrastructure to support large program grants,
large equipment purchases, and important issues in the Center’s relation to Departments,
Centers, Institutes and Colleges at the University.
An external advisory committee will be established to monitor academic progress of the
Center, and to provide advice on prioritization of scientific aims. We anticipate that this
Committee will be asked to the University on an annual or biannual basis, that the
membership of the Committee will evolve to bring in new ideas and to have field leaders
in the developing areas of excellence of the Center represented in the visitor group.
The Center Director will report to the Dean of the College of Medicine. Dr. Sweeney has
a well established working relationship with Dr. Flaherty, and will meet with him on a
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quarterly basis and ad hoc as needed. Formal reports about Center progress will be
prepared as per University guidelines.
Director and Co-Director
The Center Director, Dr. John Sweeney, and Co-Director, Dr. Neil Pliskin, maintain the
day-to-day operations of the Center. Within Psychiatry, the Center Director coordinates
and directs clinical and academic activities within the Psychotic Disorders Program and
the Neurobehavior Program (including neuropsychiatry, neuropsychology and health
psychology), which represents approximately half of the clinical activity in adult
psychiatry. Within these clinical programs, the Center maintains several specialty clinics
(First Episode Psychosis Clinic, Traumatic Brain Injury, Cognitive Neuropsychiatry
Clinic, Clinic for Learning and Neurodevelopment). The Center Director has an overall
mentorship responsibility for junior faculty members, and currently serves as the primary
mentor of five active NIH mentored K awards to Assistant and Associate Professors.
Within the next 12 to 15 months, three additional junior faculty members (two in
Psychiatry, one in Pharmacy) are on course to apply for K awards, all with the Center
Director as the mentor. The Center Director also supervises administrative staff positions
in the Center, as well as the three programmers who maintain the Center’s Beowulf
cluster for MRI image analysis, develop databases, design computer-controlled stimuli
for psychological studies, and develop software for image analysis and for measuring
neurophysiological data. The Director also manages the Center’s eye movement
laboratory, and builds linkages between clinical investigators and basic neuroscientists.
Last, the Director has fiscal responsibility for the Center’s budget, which involves salary
coverage for faculty and staff in Psychiatry, balancing clinical and research commitments
for all Psychiatry faculty in the Center, and for allocating supplementary funds as
indicated for supporting pilot data collection and helping faculty through short-term
funding gaps. He has an overall administrative responsibility for integrating the
interdisciplinary academic programs of the Center.
The Co-Director of the Center coordinates educational programming in the Center. The
Co-Director also manages clinical activities in the Neurobehavior Program, is Chair of
the Psychiatry Department Space Committee, and plays an important role as a practicing
clinician in maintaining an active interface between clinicians and clinical investigators
in the Center.
8. Unit Outcomes
8.1. What targets have been set to assess the proposed unit’s success in achieving
objectives?
The following targets have been set to assess the unit’s success in achieving its
objectives.
We plan to enhance our group’s scientific impact on the national scene.

A primary target is to expand our research productivity.
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

This goal will be accomplished by increasing our rate of
publication, boosting the impact factor of our publications by
publishing in higher ranking journals, and acquiring more
funding through the acquisition of NIH grants, financial
support from pharmaceutical companies and donations from
private foundations to support research and scientific efforts.

Success will be measured by calculating the annual scholarly
activity (sum of publication rates times impact factor of journal
where paper was published) of the Center’s faculty, the number
of publications total, and the amount of extramural research
funding received to support scientific efforts and activities.
These three measures will be the primary indices of our
success in the research domain.
We plan to increase collaborative research efforts and design new
research models that will have a broad impact in our field of research.
A primary benefit of the proposed unit’s organization is in its ability to
foster collaborative interdisciplinary work that otherwise would not
occur. This is the best pathway to successful high-impact clinically
relevant neuroscience research, and for obtaining grant funding to
support it.

Success will be indexed by the number of interdisciplinary
collaborations among the Center’s faculty per year, and the
number and quality of partnerships with federal agencies, other
universities, pharmaceutical companies, private foundations
and private donors. We will actively monitor the success and
effectiveness of our efforts by encouraging collaboration
among faculty and working to support functionality, providing
access to shared resources and working to expand our current
network of core faculty. Successful interdisciplinary
collaboration is difficult to quantify numerically. If we are to
be successful as a Center we will need an increasing number of
examples of such successful interactions that will evolve in
fundamentally different ways.

In this context, it is important to cite some successes in this
regard. One sign of collaborations is grants that have been
submitted. This is of course and early sign of intended
collaboration rather than a sign of established success, but we
are a young group in terms of our time working together and
this is the first step toward success.
1. Autism Center grant, NIH P50 grant, includes Drs. Sweeney
and Keedy and others doing clinical work in Psychiatry with
Revised: 05/01/07
14
2.
3.
4.
5.
6.
7.

Dr. Ragozzino in Psychology doing animal modeling of drug
effects to parallel human clinical trials with SSRI drugs.
Drs. Vaillancourt and Corcos in Movement Sciences submitted
a R01 application to NIH with Dr. Sweeney in Psychiatry to
study cognitive processes that impact movement deficits as
seen in Parkinson’s disease. Pilot work for this project is
underway.
Dr. Kraus in Psychiatry is working with Dr. Little in Neurology
to study brain white matter changes subsequent to traumatic
brain injury and its impact on cognition and mood. They have
an R01 and a DoD application under review to support that
work.
Drs. Ragozzino and Roitman in Psychology have internal UIC
funding with Dr. Chris Fall in Anatomy and Cell Biology in the
College of Medicine to study behaviorally relevant brain
chemistry in animal models.
Dr. Bishop in Pharmacy Practice has a career development
award under review to NIH with Dr. Sweeney as mentor to
study pharmacogenetic predictors of outcome when acute
schizophrenia is treated with a widely used antipsychotic
medication. Dr. Bishop also has funding with Dr. Maki in
Psychiatry and Psychology to examine genetic predictors of
cognitive changes through menopause in HIV infected women,
and with Dr. Pavuluri in Psychiatry to use genotype
information to predict treatment outcome in children with
bipolar disorder.
Dr. Zhou, a physicist in Neurosurgery, is now collaborating
with several clinical investigators in funded grants and grants
under review to develop new approaches for acquiring MRI
data.
Dr. Gibbons in Biostatistics has funding with Drs. Sweeney
and Keedy in Psychiatry to develop new statistical approaches
for analyzing functional MRI data, and two additional grants
under review with Dr. Sweeney to develop new statistical
models for this purpose.
There are essentially three groups of faculty in our unit, and our
success depends on our ability to enhance their mutual invigoration of
each other’s professional activities:


Academically oriented clinicians primarily dedicated to patient
care;
Clinical investigators working to improve understanding of
disease and developing evidenced-based approaches to
improve patient care;
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15

Basic science investigators working with animal models to
enhance the understanding of disease and treatment
mechanisms
-
We will work to ensure that considerable attention is
paid to faculty retention so we can retain our best and
attract new highly qualified personnel.
-
Success in integration will manifest itself in courses and
research projects for students, the promotion of crossdisciplinary collaboration and innovative thinking, and the
establishment of new treatments and diagnostic practices
that will translate into better care for our patient population
and the residents of Illinois.
In our research clinics, we have the primary aim of improving the
understanding, diagnosis and treatment of brain disease, and changes
associated with normal aging.
o
We work to produce new and improved diagnostic procedures
using neuropsychological tests, neurophysiological assessments, and
brain imaging with MRI and PET. New approaches will be tested,
validated and described in scientific papers. We work to include
genetic profiling in our clinical research programs to better
individualize treatment selection and drug dosage in order to
individualize care and enhance clinical outcomes. And, we work to
establish the efficacy of new medications and new uses for FDA
approved medications, and to develop new psychosocial interventions
that reduce morbidity to improve the clinical course of illnesses. Our
success will be reflected in new discoveries with high impact on
patient care.
Increase the unit’s participation in public service projects.
o Brain disorders are often under-recognized, misdiagnosed and poorly
treated in the community. This is a problem because delay to optimal
treatment often leads to poorer long-term outcomes. This is an
important issue in pediatric neurodevelopmental disorders, in major
psychiatric disorders of young adulthood, and degenerative disorders
of late life. Our plans include:

Helping clinicians in the community recognize brain disorders
by working with state agencies to enhance the education of
front-line service providers;
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16

Providing regular clinical educational programs to the broader
medical community;

Providing family educational programming to individuals with
loved ones or family members recently diagnosed with brain
disorders;

Working with local and national professional organizations and
clinical service providers in the community to coordinate
continuing professional education programs;

Assisting local family support groups in planning annual and
monthly meetings;

Maintaining a webpage that will inform the public about
current practices, novel approaches and new discoveries for the
treatment of brain disorders;

Continue to expand on-site clinical services and clinicalresearch programs while providing high-quality care.
Our success will be measured by calculating the number of public service
projects completed within a year. We will use feedback received from
participants to measure the quality of our service.
o To the extent possible given staffing, clinical space and academic priorities,
we will continue to expand clinical services and clinical research programs for
the local community.
Our success will be measured by calculating various outpatient/inpatient
quality measures that will be determined by the Center’s Executive
Committee.
Maintain our commitment to quality education by improving and
expanding our educational programs.
o The unit’s faculty, through their commitments in their home department, plays
a major role in the university’s educational programs. This includes
traditional course presentations, mentorship of doctoral students and
postdoctoral fellows, and clinical mentorship of medical students and
residents, psychology fellows, and PharmD students. Our continued success
in this area will be reflected in:

Continued development of the systems and human sections of
the multidisciplinary PhD program in neuroscience;
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17

Growth of the neuropsychology and health psychology
predoctoral and postdoctoral training programs;

Continued development of our multiple seminar programs;

Increased numbers of completed doctoral dissertations
supervised by CCM faculty.
We expect that our Center Executive Committee will continue to evolve
new performance evaluation metrics based on how the progress of the
Center evolves, and as we develop new ways to progress toward
achievement of our Center mission.
9. Resources
9.1. Indicate the number of students, business, industries, and/or other clients to be
served by this unit. Include a description of faculty participation and student
involvement in the unit if applicable. Table II should be completed (even if no
new state funding is requested in the budget year) and should reflect all sources
of funds, both state and non-state, and reallocations. A narrative budget
statement should be provided to explain Table II, to include the following
information:
 Explain projected increments in total resource requirements (line 1) in terms
of projected staff requirements, equipment and materials, and contractual
services.
 Explain new state resources required (line 6) in the budget year in terms of
assumptions and factors used to construct line items 7 through 11. If resource
requirements in the budget year include non-recurring costs (e.g., one-time
equipment purchases), describe how these resources will be reallocated in
subsequent years.
Faculty Participation
The scientific diversity of the Center faculty across disciplines and departments reflects
the breadth of neuroscience-related academic activity across UIC, and our desire to
integrate diverse basic and clinical neuroscience research programs to address
fundamental clinical problems. Our Center is designed to foster clinical services, clinical
research, basic-clinical translational research integration, and educational programs in
human and systems neuroscience. This structure aims to build linkages across
neuroscience faculty without separating them from diverse home departments. This is
crucial because in the field of neuroscience, faculty need linkage in their home
department for professional development and methodological expertise as much as they
need the collaboration of faculty in other Departments to move forward in innovative
ways. Thus, salaries for faculty and their clinical and research staff, laboratory costs and
space, and other research expenses are planned to be supported by external grants and
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18
existing departmental budgets. Similarly, the primary academic home of the Center
faculty will remain with their primary Department, where salary, promotion and tenure
decisions will be made.
Participating faculty are listed in the attached documents. Their participation in Center
activities includes sitting on the three committees we maintain to govern our progress
(executive, education, and clinical research integration). We coordinate several Center
programs, including a weekly grand rounds/colloquium program on clinical behavioral
neuroscience (Dr. Neil Pliskin), a weekly clinical neuroscience data presentation program
(Dr. Pauline Maki), a weekly readings group on clinical neuroscience issues (Dr. Michael
Schrift), and a weekly neuroimaging statistics methodology meeting (Dr. Sarah Keedy).
Our faculty serves in various administrative leadership positions across campus:
Clinical Programs
Director of Inpatient Psychiatry (DeLeon)
Director of Clinical Training in Psychology (Kassel)
Director of Traumatic Brain Injury Clinic (Kraus)
Director of Cognitive Rehabilitation (Laatsch)
Director of Health Psychology (Labott)
Director of Pediatric Neurology (Macmillan)
Director of Pediatric Mood Disorders Program (Pavuluri)
Director of the Neurobehavioral Program in Psychiatry (Pliskin)
Director of Neuropsychology and Neurobehavioral Program in Psychiatry (Pliskin)
Director of Neuropsychiatry (Schrift)
Director of Clinic for Learning and Neurodevelopment (Stanford)
Director of Psychotic Disorders Program in Psychiatry (Weiden)
Research Programs
Director of Neural Control of Movement Laboratory (Corcos)
Director of the Health Statistics Program (Gibbons)
Director of Neuroimaging Research in Neurology (Little)
Director of Clinical Research in Neurology (Nyenhuis)
Director of Bipolar Disorder Research Program (Pavuluri)
Director of Behavioral Neuroscience Division in Psychology (Ragozzino)
Director of Behavior Sciences Animal Research Facility (Ragozzino)
Research Director of Psychotic Disorders Program in Psychiatry (Sweeney)
Educational Programs
Director of Clinical Training in Psychology (Kassel)
Co-Director of Clinical Psychology Internship Training (Labott)
Director of Essentials of Clinical Medicine in Neurology (Macmillan)
Director of Residency Training and Education Programs in Psychiatry (Marvin)
Training Director, Clinical Neuropsychology Residency Program (Stanford)
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19
The Center for Cognitive Medicine’s faculty serve as training faculty in doctoral degree
granting programs at UIC in Psychology, Movement Sciences, Anatomy and Cell
Biology, Bioengineering and Pharmacy Practice. Undergraduate teaching is an element of
our commitment in most of these departments. Undergraduate students, graduate
students, medical students, medical residents and postdoctoral fellows all receive training
in our laboratories, conducting basic science and/or clinical research. Center faculty
members play key roles in residency training in Psychiatry and Neurology. Many faculty
members are active in the interdisciplinary PhD neuroscience program.
Our faculty provides diverse clinical services to patients living in the Chicago
community, translating new findings into practice and conducting clinical research to
study, and eventually enhance clinical diagnostic and treatment practices. Our clinical
faculty maintains specialty research clinics in behavioral neurology/neuropsychiatry, first
episode psychosis, pediatric mood disorders, traumatic brain injury, metabolic disorders
associated with antipsychotic drugs, and neurodevelopmental disorders.
We maintain a Center website to inform patients and their families about our clinical
programs and research studies. Another goal of the website is to inform the community
about research advances in our programs and in laboratories across the world related to
brain disorders.
We have linkages with the pharmaceutical industry and hope to develop them further.
We conduct clinical trials of new medications or new applications of FDA-approved
drugs, and serve on scientific advisory boards to drug companies as they plan
development of new treatments for brain disorders. We also consult regularly to various
scientific journals as peer reviewers and as members of editorial boards. Our faculty
members also sit on study sections for NIH, NSF, the VA, international funding agencies,
and several private foundations, and serve on various boards for national professional
organizations.
Budget Issues:
The financial structure of the Center is supported through the home departments of the
Center’s faculty. Administrative assistance, salaries, laboratory equipment and space are
provided to Center investigators through existing mechanisms in their primary academic
Department. This is working well and we see no reason to disrupt this status quo. State
funds are currently used to support the salaries of key administrative positions in the
Center. As a result, seeking direct indirect cost recovery (ICR) to the Center at this time
is not necessary. And, from a practical perspective, engaging in struggles with multiple
University Colleges and Departments over the control of ICR simultaneously would be
highly disruptive to the flexible and collaborative interactions that are crucial to our
success.
Some Centers and Institutes at UIC are structured in no small part to provide a
mechanism for direct ICR recovery to research groups, and to maintain independence
from existing departmental structures for various reasons. Reasonable ICR is already
directed to our Center faculty from their home Departments, and none of our faculty
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20
desires operational separation from their home Department. Our faculty needs to
maintain a strong position in their existing departmental structures for their long term
scientific and professional success. Since we view our share of ICR recovery from
Departments as reasonable, we do not want to pursue this path. Instead, we developed a
Center organizational structure that facilitates our success by fostering interdepartmental
organization and diversity while at the same time maintaining faculty integration and
location in their home academic department. Department leaders and Center faculty are
all in agreement that this is the best strategy for us to move forward.
Research support for Center faculty comes primarily from external grant funds, as
outlined in the attached summary of existing funding to Center faculty. We believe our
Center model will facilitate our ability to be even more successful in obtaining external
support. The initial establishment of the Center has been primarily through state money
through the Department of Psychiatry and indirect cost recovery from the Provost as part
of the star recruit of the Center’s Director (Dr. Sweeney).
In the future, we may consider submitting NIH applications for fellowship programs
(T32) through the Center to provide funds for more postdoctoral fellows to work with
Center faculty, and potentially Center grant and shared equipment grant proposals to
NIH.
The laboratories we need to do our work are established and functional. Faculty
members that conduct animal work are either in new or recently refurbished space. The
pharmacogenetics lab was recently established little more than a year ago, and already we
have three grants funded for this work and have had to buy additional –80 deg. freezers to
store blood and a computerized tube labeling system for safer storage supported with
funds across Colleges. Clinical space is always extremely difficult to find at the hospital,
especially for a program such as ours that has largely grown de novo over the past five
years. Approximately two-thirds of the Center faculty joined UIC within the past five
years, often with the Center as a hub for collaboration that was crucial in recruitments.
Most of these recruitments were new lines, not replacement for existing lines, so it has
led to some space compression for faculty in our clinical departments. However, much as
we would like to have more space, the fact is that without a new building for the hospital,
there simply is not clinical space to be had. And, we need to be in clinical space to take
care of patients in our research protocols and general clinical practice. Most importantly,
we have the absolutely necessary clinical space that we need to function effectively, but
space limitations for clinical services are certainly at times problematic.
As to major equipment, our faculty’s three animal labs were just fully established and are
state of the art. For clinical research, we have three linked and redundant computer
servers for data storage and image analysis maintained across the Departments of
Psychiatry, Neurology and Movement Science. These are adequate in computational
power (more than 70 total nodes on Beowulf clusters) and storage capacity (nearly 15 Tb)
for our work.
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21
For the future, new human neuroscience technologies are developing, and as that happens
we will want to have access to them in the Center to keep our clinical research at the
cutting edge. This typically involves ways to monitor brain anatomy and function. Our
current 3 Tesla MRI system is nearing the end of its utility cycle as a research tool.
Nearly all the funded human brain MRI studies at UIC are led by our Center faculty. We
are beginning to consider applying together for a shared instrumentation grant to support
the purchase of a new 3 Tesla MRI system for human research work fully dedicated to
research use by Center faculty. This will greatly improve our access to scanners for
research studies (the existing scanner is now shared 50% or more with clinical programs),
and access to the scanner for students learning to conduct brain imaging research.
Current charges at approximately $400/hr ($600/study) for scan costs makes it nearly
impossible for students to learn MRI applications, which accounts in an nontrivial way to
the failure of the east campus at UIC to become involved in human brain imaging,
something most Psychology Departments and BioE departments actively pursue. In fact,
many Psychology Departments are now purchasing their own MRI systems, and to that
degree our educational programs are beginning to fall behind in competitiveness. In a
related way, the lack of sufficient time to unfunded pilot approaches for new lines of
work limits our future research potential. Housing a new 3T system in the Center would
facilitate access, education, and get us back at the cutting edge of imaging technology. If
we pursue this course, an idea still only in the initial phases of consideration, we will
need some institutional commitment for support by way of appropriate space for the
system, but such a request is some time off.
Other costs depend on the ongoing development of imaging technology, such as: 1)
arterial spin labeling hardware for MRI to permit quantitative blood flow measurements,
2) high density EEG systems (128 or 256 leads) to monitor brain activity at high temporal
resolution to delineate the sequences of how the brain processes and transfers information
during complex cognitive activity and action planning, 3) support for positron emission
tomography studies to measure cerebral metabolism or protein/receptor binding, 4)
transcranial magnetic stimulation, and 5) near infrared blood flow monitoring at the
cortical surface. These are all longer term options, and our decisions to move forward
with them will depend on ongoing technology development, cost/benefit considerations,
and faculty scientific interests.
Space:
Research space available to Center faculty through departmental structures is adequate at
this time. Because the space is departmental, the locations are diverse. Basic behavioral
and systems neuroscience research with animal models is conducted in the basement of
the Biological Science Building (BSB) (Psychology) and in the new biomedical sciences
building at the medical school (Anatomy and Cell Biology). This keeps these
investigators close to their animal colonies, and near multiuser laboratory equipment.
The laboratory for pharmacogenetic research is housed in the College of Pharmacy,
where shared equipment is also needed for drug level and gene analysis. The motor
control laboratory in Movement Sciences is in the basement of the College of Allied
Health Sciences building. It is a large and outstanding laboratory, housed where
interaction with diverse motor control and physical therapy programs which are
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22
immediately nearby can be readily fostered. Clinical investigators need to run clinics in
space approved for patient care (and so certified by the State), which includes the NPI
(Neuropsychiatric Institute) building for Psychiatry (three floors in the South wing (2, 7
and 8 are fully devoted to Center clinical and clinical-research missions) and Neurology
(floors 1, 7 and 8 on the North wing) as well as the Stroke Center space for some
Neurology faculty who are members of our Center.
Additional information on space used by Center’s faculty:
The Pharmacogenetic Laboratory is located in the College of Pharmacy and directed
by Dr. Jeff Bishop. This 1300 square foot facility is in close proximity to NPI (across the
street) and is fully equipped for long term DNA storage and for conducting
pharmacogenetic analyses.
The Psychiatric Inpatient Unit is located at the University of Illinois Medical Center at
Chicago and directed by Dr. Ovidio DeLeon. The 34-bed unit is connected by an indoor
overhead bridge to NPI, and has 700 dedicated research days/yr. provided by funds for
Center investigators.
Anatomy and Cell Biology: The lab space for Dr. Fall is approximately 800 sq. ft and is
located in the new College of Medicine Research Building. It is equipped for state of the
art physiological imaging and three systems for electrophysiology of brain slice
preparations, one being a real time confocal device.
Psychology: Mitchell Roitman’s laboratory, consisting of 1600 sq. ft of lab space, has a
16 channel Multichannel Acquisition Processor from Plexon Incorporated and
accessories. This system permits the simultaneous recording of many individual neurons
and electromyographic activity in awake and behaving rats. In addition, Dr. Roitman has
2 in vivo electrochemical stations to perform fast-scan cyclic voltammetry. This
technique permits measurement of neurotransmitter release in real-time. These state-ofthe-art stations are used in conjunction with 4 Med-Associates behavioral chambers so
that stimuli can be delivered to rats in a carefully controlled manner and behavioral,
neurophysiological and neurochemical responses can be recorded. Dr. Roitman also has
a Kopf stereotaxic instrument, Narishige vertical electrode puller and other equipment for
the fabrication of voltammetry electrodes. Finally, Dr. Roitman has an in vitro
electrochemical station located in the laboratory of Dr. Chris Fall to measure electricallyevoked neurotransmitter release in brain slices. Michael Ragozzino has 1100 square feet
of laboratory space including rooms set aside for small animal surgery and behavioral
testing in the Department of Psychology. The major equipment in his laboratory include
two high-pressure liquid chromatography machines for assaying acetylcholine and
monoamines. There are also two separate microdialysis set-ups for collecting brain
neurotransmitters in awake and behaving animals. He has one stereotaxic frame for
conducting surgery for rats and mice, and one cryostat for sectioning brain tissue. The
laboratory is equiped with a fume hood used for surgical and histological procedures, and
for behavioral testing has 4 cross-mazes, 2 eight-arm radial mazes and one 12-arm radial
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23
maze. The laboratory contains one pH meter, a microscale, two water filtration systems
for deionized and distilled water and two vortex machines for mixing different solutions.
Center for Stroke Research (CSR): The CSR is a 9,000 square foot complex located
within walking distance of the University of Illinois Medical Center. The CSR includes
four fully equipped patient examination rooms, two conference rooms, laboratory
equipped with refrigeration and centrifuge equipment, computer resources and office
space for study personnel. The CSR houses the neuropsychology, neuroepidemiology,
data management units, and computing resources for data analysis and image analysis for
the Department of Neurology and Rehabilitation (including resources for Drs. Little,
Nyenhuis and Pedelty).
Planned increments in resource requirements:
There are no immediate fiscal needs for the Center. With the future growth, there may be
needs in coming years for greater administrative assistance, and perhaps for purchasing
large pieces of shared equipment as new approaches for human brain research are
developed. We expect to seek funding for such equipment via federal shared equipment
grants. We hope to be able to meet these needs via donors and external funding, but at
some point we may need to seek additional funding from the University. We do not see
that eventuality on the near term horizon.
New state resources required: None at this time.
o Focusing purely on research activities, at the time of the preparation of this
application, the approximate total of the unit’s annual research budget of
$10,234,060 is accrued from the following sources (details of total direct
dollars in Appendix D):
Federal (NIH):
Drug Companies:
Foundations
State:
$7,633,489
$ 569,834
$ 307,258
$1,723,479
This leaves a ratio of external to internal funds of 4.9, which is a positive number
in the context of current NIH funding levels and the fact that we are a young
program both in the duration of our unit’s organization and youth of most of our
faculty.
There are two additional relevant points that are important to note. First, the
fiscal estimates provided above are based on our research activities, and do not
include effort or cost recovery from clinical work (which is approximately 268
hrs/wk in Psychiatry, 95 hrs/wk in Neurology, 24 hrs/wk in Pharmacy, and 5
hrs/wk in Psychology) or teaching (for which funding streams pay faculty salaries
through traditional departmental funding mechanisms), which represent the
Revised: 05/01/07
24
primary funding stream for many of our faculty. Thus, funding for the unit’s
activities is larger than the estimates provided above.
Second, of the total $1,723,479 state dollars/yr. that supports the unit’s current
activities, all but $120,000 comes through the Department of Psychiatry. The
Psychiatry department receives state funding directly to support mental health
research as part of the transition of the Illinois State Psychiatric Institute to UIC
approximately 10 years ago. This follows the historical funding pattern in the
United States, in which states typically have accepted a special responsibility for
funding and supporting research to improve mental health in their populations.
The Psychiatry Department has generously allocated a portion of these state funds
to support the development and operation of the Center for Cognitive Medicine.
At present, about $950,000 directly supports the Center to cover costs such as
administrative assistance, faculty salaries, equipment expenses and some support
staff for the cognitive, neurophysiological and neuroimaging research programs in
Psychiatry. The Department provides an addition amount equal to approximately
half that amount for Dr. Gibbons’ group of statisticians in our Department. These
funds provide salary support for faculty who are active collaborators to our group
by way of analyzing data from clinical trials and developing new statistical
approaches for analyzing functional brain imaging data. While their activities
extend far beyond this Center’s mission, we list it as part of our estimated annual
$1.7 million state dollars because of their group’s many close collaborations with
our Center’s program. This contribution to our Center from the Psychiatry
Department accounts for the large representation of Psychiatry faculty who are
hired and supported with Center funds. Essentially the state funds were leveraged
to hire junior research faculty, whose success freed funds to recruit new faculty in
Psychiatry. A parallel level of funding for faculty members from other
departments is currently not available, though faculty members in other
departments who are part of the Center are actively and strongly supported by
their home department’s fiscal resources. It is important for us to state and
express our appreciation for the support Deans and Chairs/Heads of Departments
to the academic programs of participating Center faculty. This has been generous
with regard to start up packages and funds to support the increasingly
interdepartmental success of faculty in the Center.
We recognize that the funding strategy for the Center is atypical (we are accepting
a share of indirect costs provided through department mechanism rather than
asking for a direct transfer of such funds to the Center – or for additional funds to
initiate a new Center). In part, this reflects the wide diversity of fields
contributing to the field of neuroscience from basic animal research to its eventual
clinical application, and the need for nimble flexibility in this new dynamically
developing field. Faculty members from four Colleges at UIC participate in the
Center, including Medicine (Psychiatry, Neurology, Anatomy and Cell Biology),
Allied Health Sciences (Movement Sciences), Pharmacy (Pharmacy Practice) and
Arts and Sciences (Psychology). Trying to move faculty to a common space, or
direct ICR from home departments and colleges, would in our mind simply strain
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25
what now are very effective linkages of faculty with their home departments with
far too little potential benefit. In short, this is not an area where the diverse
faculty need or want to move into a Center from their home department, or where
protracted contentious negotiations over ICR costs will help us since the
Departments are giving us a reasonable component of their ICR recover already.
For clinical neuroscience research programs to prosper long term, they need
BOTH strong linkages to home Departments and strong linkages to
interdisciplinary Centers. It is a somewhat atypical nature of our broad new field,
and one reflected in our strategies for the proposed structural organization of our
Center.
At this point, our faculty needs a structure that will foster career development,
serve as a platform for training and center grant applications, and facilitate
academic work in a field that needs to be highly interdisciplinary to function at
the highest level. To do this, we believe our Center organization optimally builds
on the intellectual and technical expertise of UIC colleagues in the Center to the
best advantage of Center faculty and the University. It respects departmental
structures, and builds upon them. The organizational plan proposed for this
Center provides the structure for interdisciplinary integration human/systems
neuroscientists need, while maintaining linkages of this diverse group to their
home department which retains responsibility for research space, salaries, and
tenure/promotion decisions for all faculty members in the Center. This is the
fastest way to move forward to successfully pursue our primary mission, and in
our view is the most functional organizational strategy in the long term.
Planned increments in resource requirements:
There are no urgent fiscal needs for the Center at this time. With the growth of our
Center, there will be needs in coming years for greater administrative assistance, more
funds for postdoctoral fellow salaries, and perhaps for purchasing large pieces of shared
equipment such as for high-density EEG or other human brain imaging equipment.
New state resources required: None at this time
10. Quality Assurance Processes
10.1. Briefly describe the processes that will yield evidence to demonstrate the quality
of the unit. Address the following elements:

The unit embraces the university’s mission of teaching, research, service and
economic development through its research endeavors, academic training
programs and community service initiatives.
o Our interdisciplinary design and program mission supports increased
collaboration among our faculty, and provides the infrastructure necessary
to conduct novel research to improve the quality of patient care. Teams of
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26
clinical investigators, physicians and basic scientists work together to
develop new treatment paradigms for treating cognitive and behavioral
problems caused by brain disorders and normal aging. Knowledge gained
from collaborative efforts is translated into improved clinical care for
patients treated in our specialty clinics (First Episode Psychosis Clinic,
Cognitive Neuropsychiatry Clinic, Metabolic Disorders Clinic, Pediatric
Mood Disorders Clinic and Traumatic Brain Injury Clinic) and to other
hospitals across the world.
o Center faculty members, as part of their commitments to their home
department, participate in a wide variety of educational programs for
undergraduates, medical students, graduate students, and resident
physicians. Faculty members participate in and direct training programs
in the Departments of Neurology, Psychology, Anatomy and Cell Biology,
Pharmacy Practice and Movement Science. Professional continuing
education opportunities are available through our clinical neuroscience
seminars, geropsychology seminars, fMRI methodologies seminar, and
weekly fMRI journal club, as well as those we provide at national
meetings. We also run a highly regarded weekly colloquium program on
clinical aspects of behavioral neuroscience whose regular attendance has
grown so dramatically that it has nearly outgrown the NPI auditorium.
o Community service is at the forefront of our mission. We provide
therapeutic and educational resources to family members and patients who
are seen in our clinics. We work with community partners to co-sponsor
events and support activities for families impacted by neurodevelopmental
disorders such as autism and serious mental illness.
 Evidence that the unit’s product or outcomes achieve stated objectives;
The primary metric for our Center’s success is in its development of interdepartmental
collaboration that fosters new avenues of faculty exchange and research into the
diagnosis and treatment of brain disorders. Examples of such integrative efforts include
the following grant applications, some of which will be funded and others are or will
soon be submitted:
o Excellence for Autism: Interdisciplinary Studies of Insistence on
Sameness in Autism (Center Director, E. Cook; Co-Director: J. Sweeney;
other participating Center faculty include Drs. Pavuluri and Ragozzino). –
Funding to begin in June 07.
o Role of the Cortex and Cerebellum in Visually-Guided Motor Behavior.
(D. Vaillancourt, PI, with Drs. Sweeney and Corcos) – pending
o Clinical and Computational Studies of Dopamine Function in
Schizophrenia. (E Herbener and J Sweeney). To be funded
Revised: 05/01/07
27
o Genetics of Cognition. (P Maki and J Bishop). To be funded.
o Our group now regularly submits more than 5 NIH applications per round
of submissions, with the majority of applications combining the
interdisciplinary strengths of Center faculty.
 Determination of organizational effectiveness in clinical programs;
Currently, we treat approximately 2900 patients per year in our clinics. The
numbers continue to grow.
 Faculty and staff qualifications and reward structures;
We recruit physicians, scientists and clinical investigators with MD and/or
PhD degrees who have a strong interest in cognitive disorders or normal
aging, and an interest in contributing to the mission of the unit. All Center
members are UIC faculty members, but this may change as our crossuniversity integration continues to grow. Our Center structure has and will
enhance recruitment efforts in multiple Departments across the University.
Monetary incentives and reward structures for faculty and staff are handled at
the department level.
 Determination of adequate support staff, equipment, and other resources;
Administrative support to manage grants is provided by the primary
departments of each faculty member. Use of shared services and
interdepartmental collaborations will be coordinated by the Center.
Determination of adequate support will be decided by the Executive
Committee, or any subcommittee that it may authorize. However, research
staff, administrative assistance, laboratory space and other resources are
provided to the Center’s investigators through existing mechanisms in their
primary department.
 Use of results from evaluations to improve the unit’s effectiveness.
The unit’s Executive Committee, or any subcommittee of the Executive
Committee that it may authorize, shall define the expected results that will be
used to improve the effectiveness of the Center.
Evaluation of expected results will be accomplished through production of
high impact publications reflecting interdisciplinary integration, increased
success in obtaining external funding for our Center projects, improved
quality of clinical services provided to patients with brain disorders, increased
involvement in interdisciplinary educational programs, and increased
community outreach activities.
Revised: 05/01/07
28
Appendices for Center of Cognitive Medicine Application
Appendix A
Peer Reviewed Papers by Center Faculty
Appendix B
Teaching/Supervisory Activity of Center Faculty
Appendix C
State Dollars Supporting Center for Cognitive Medicine Faculty
Appendix D
Current Grant Funding to Center for Cognitive Medicine Faculty
Appendix E
Number of Academic Program Staff Members Working with Center Faculty
Appendix F
Research Grant Dollars per CCM Faculty
Appendix G
Clinical Responsibilities of Center Faculty
Appendix H
Center Faculty and Their UIC Academic Appointments
Revised: 05/01/07
29
Table II
TOTAL RESOURCE REQUIREMENTS FOR THE NEW UNIT
Current
Year
10,234,060
Budget
Year
10,234,060
2nd
Year
10 mil.
3rd
Year
10 mil.
4th
Year
10 mil.
1
Total Resource Requirements
2
Resources Available from Federal
Sources1
7,633,489
7,633,489
7 mil.
7 mil.
7 mil.
3
Resources Available from Other
Non-State Sources1
877,092
877,092
800K
800K
800K
4
Existing State Resources2
1,723,479
1,723,479
1.7 mil
1.7 mil
1.7 mil
5
Resources Available through Internal
Reallocation3
0
0
0
0
0
6
New State Resources Required4
0
0
0
0
0
0
0
0
0
0
7
Breakdown: New State Resources
Required
FTE Staff5
0
0
0
0
0
8
Personal Services
0
0
0
0
0
9
Equipment and Instructional Needs
0
0
0
0
0
10
Library
0
0
0
0
0
11
Other Support Services6
0
0
0
0
0
1
These lines reflect funds available (not incremental funds) from non-state sources in any given year
Existing state resources in each successive year are equal to the sum of the previous year’s existing state
resources (line 4); plus resources made available through internal reallocation (line 5); plus new state
resources (line 6). If state resources allocated to a program in any given year (line 4) exceed state resource
requirements needed to support the program in the following year, state resource requirements should be
reduced with a negative dollar adjustment on line 5. The sum of lines 2 through 6 will always equal line 1.
2
3
Numbers can be either positive (allocated to the program) or negative (allocated away from the program).
4
Reflects the level of state funding requested in the referenced year. Dollars reported are incremental.
5
Reflects the number of FTE staff to be supported with requested funds. Not a dollar entry.
6
Other dollars directly assigned to the program. Do not include allocated support services.
Revised: 05/01/07
30
Appendix A
Peer Reviewed Papers by Center Faculty (2004 – 2006)
Investigator
Peer Reviewed
Papers (in press,
under review, or
published)
1
10
21
0
5
16
11
12
13
4
2
8
4
12
4
15
0
10
20
0
7
0
6
4
8
1
2
10
2
61
18
9
Baslet, Gaston
Bishop, Jeff
Corcos, Daniel
DeLeon, Ovidio
Fall, Chris
Gibbons, Robert
Herbener, Ellen
Hill, Scot
Kassel, Jon
Keedy, Sarah
Kraus, Marilyn
Laatsch, Linda
Labott, Susan
Little, Deborah
MacMillan, Carol
Maki, Pauline
Marvin, Robert
Nyenhuis, David
Pavuluri, Mani
Pedelty, Laura
Pliskin, Neil
Prensky, Eric
Ragozzino, Michael
Reilly, James
Roitman, Michael
Schneiderhan, Mark
Schrift, Michael
Shankman, Stewart
Stanford, Lisa
Sweeney, John
Vaillancourt, David
Weiden, Peter
Papers
296
Revised: 05/01/07
31
Appendix B: Teaching/Supervisory Activity of Center Faculty
Investigator
Course
Lecture
yearly
Baslet, Gaston
Psychopharmacology Seminar PGY - 2
4
Baslet, Gaston (con’t)
Essentials of Clinical Medicine
Mental Status Workshop - 2nd
year Medical Students
2
Baslet, Gaston (con’t)
Introduction to
Psychopharmacology – PGY –1
Baslet, Gaston (con’t)
Bishop, Jeff
Bishop, Jeff (con’t)
Corcos, Daniel
Corcos, Daniel (con’t)
DeLeon, Ovidio
DeLeon, Ovidio
(con’t)
DeLeon, Ovidio
(con’t)
DeLeon, Ovidio
(con’t)
DeLeon, Ovidio
(con’t)
DeLeon, Ovidio
Neuropsychiatric Clinic (M3, M4,
PGY-3)
PHAR403 Pharmacology Drug
Action and Therapeutics in
Psychiatry for PharmD students
20 wks
BPS555 Pharmacogenomics for
Graduate Students 20 wks
Movement Science 502 Graduate
Students Fall
Movement Neuroscience 472
Undergraduates and Graduate
Students Spring
Suicide (3rd yr medical students)
COURSE
1
COURSE
COURSE
COURSE
COURSE
6
Psychopathology (PGY 2)
4
Neuropsychiatry Seminar (PGY 4)
2
Emergency Psychiatry
Psychiatry Clerkship for Medical
Students – 2 students per rotation
6 rotations
Inpatient Psychiatry (PGY-1 5/yr 2
4
Revised: 05/01/07
32
Supervision
Clinical
(students/wk)
2 students
per rotation –
6 rotations/yr
Supervision Sup
Masters
students
st
Investigator
(con’t)
DeLeon, Ovidio
(con’t)
DeLeon, Ovidio
(con’t)
DeLeon, Ovidio
(con’t)
Fall, Chris
Fall, Chris (con’t)
Gibbons, Robert
Course
month rotation; PGY-2 4/yr 3
month rotation)
Psychotherapy Supervision
(PGY2, PGY3, PGY4 – one hour
weekly/one per year)
Inpatient Psychosis PGY-4 (2/yr
/6 month rotation)
Emergency Psychiatry PGY-4 (2
yr/6 months rotation)
Neuroanatomy - 8 weeks
Graduate Student Mentoring
None
Lecture
yearly
Supervision
Clinical
(students/wk)
COURSE
Clinical Research Methods PGYIII
(10 weeks)
COURSE
2
Kassel, Jon
Keedy, Sarah
Kraus, Marilyn
Laatsch, Linda
Limbic System (medical students)
None
Clinical Interventions (doctoral
students in clinical psychology)
Neuroanatomy Seminar
Brain Behavior
None
2
COURSE
COURSE
2
4
2
1
3
Labott, Susan
Health Psychology Seminar
5
5
Little, Deborah
Gross Human Neuroanatomy
Laboratory (medical students - 10
weeks yr)
Little, Deborah (con’t)
Neuroimaging – Residents
3/yr
Little, Deborah (con’t)
Neuroanatomy – Residents
2/yr
Little, Deborah (con’t)
Neuroanatomy - Interns
2/yr
Herbener, Ellen
Herbener, Ellen
(con’t)
Hill, Scot
Revised: 05/01/07
33
Supervision Sup
Masters
students
st
1
4
COURSE
3
Investigator
Course
Little, Deborah (con’t)
MRI Physics
Little, Deborah (con’t)
Human Neuroscience
Little, Deborah (con’t)
Macmillan, Carol
None
M2 Neurology Essentials of
Clinical Medicine Workshops
Maki, Pauline
fMRI Journal Data group
(medical/graduate students)
Maki, Pauline (con’t)
Marvin, Robert
Marvin, Robert (con’t)
Marvin, Robert (con’t)
Marvin, Robert (con’t)
Marvin, Robert (con’t)
Marvin, Robert (con’t)
Marvin, Robert (con’t)
Marvin, Robert (con’t)
Lecture
yearly
Supervision
Clinical
(students/wk)
Supervision Sup
Masters
students
st
5
Seminar in Cognitive Psychology
PSCH 558 “Hormones and
Behavior”
M2 Behavioral Science Psychotic Disorders
PGY2 Essentials of Modern
Psychotherapy
PGY3 Introduction to Evidence
Based Medicine
PGY2 Psychopathology
Dissociative Disorders
PGY3 Intake Clinic Supervision
PGY3 Psychosis Clinic
Supervision
M3, M4, PGY1, PGY2, PGY3,
Morning Report
M3, PGY3, PGY4 Continuity
Clinic Supervision
Revised: 05/01/07
34
COURSE
3
COURSE
3
COURSE
COURSE
+4
lectures
outside
of weekly
course
2
Lectures
COURSE
12
months
COURSE
4 months
2
Lectures
3
2
2
10
6
Investigator
Marvin, Robert (con’t)
Marvin, Robert (con’t)
Course
Lecture
yearly
PGY2, PGY3, PGY4
Psychotherapy Supervision
2
Marvin, Robert (con’t)
Nyenhuis, David
DMH Grand Rounds
Lectures to campus and local
organizations
None
8
Pavuluri, Mani
Human Development (medical
students)
2
Pavuluri, Mani (con’t)
Neurobiology-child (fellows)
2
Pavuluri, Mani (con’t)
Research Methods (residents)
Mood Disorders Series
(Residents)
1
Psychopathology (fellows)
Treatment of Mood Disorders
(fellows)
Clinical Neurology Series:
Overview of the Dementias;
Introduction to the
Neurobehavioral Examination;
Overview of Cognitive
Neuroanatomy
2
Pavuluri, Mani (con’t)
Pavuluri, Mani (con’t)
Pavuluri, Mani (con’t)
Pedelty, Laura
Pliskin, Neil (con’t)
Pliskin, Neil (con’t)
Geropsychology Distance
Course: Neuropsychology
Brain and Behavior
Introduction to Psychological
Assessment
Applied Neuropsychology
Seminar
Behavioral Neurosciences
Seminar
Geropsychology Seminar
Pliskin, Neil (con’t)
Pliskin, Neil (con’t)
Geriatric Psychiatry Seminar
Neuroanatomy
Pliskin, Neil
Pliskin, Neil (con’t)
Pliskin, Neil (con’t)
Pliskin, Neil (con’t)
Revised: 05/01/07
35
Supervision
Clinical
(students/wk)
2
12 bedside
and individual
supervision
combined)
4
6
12
2
COURSE
3
8
30
30
4
1
2
Supervision Sup
Masters
students
st
Investigator
Course
Pliskin, Neil (con’t)
Medical Neuroanatomy
Pliskin, Neil (con’t)
Professional Issues Seminar
Prensky, Eric
Mental Status Workshops
(residents)
Prensky, Eric (con’t)
Ragozzino, Michael
Ragozzino, Michael
(con’t)
Reilly, James
Reilly, James (con’t)
Reilly, James (con’t)
Roitman, Mitchell
Roitman, Mitchell
(con’t)
Schneiderhan, Mark
Schneiderhan, Mark
(con’t)
Schrift, Michael
Schrift, Michael (con’t)
Schrift, Michael (con’t)
Schrift, Michael (con’t)
Schrift, Michael (con’t)
Health Psychology Seminar
Current Issues in Behavior
Neuroscience
Neural Basis of Learning &
Memory
Neuroanatomy seminar
Applied Neuropsychology
seminar
Adult Neuropsychology Practicum
PSCH 262 Introduction to
Physiological Psychology
(undergraduate). Taught in fall
semester (15 weeks)
PSCH 363 Laboratory in
Physiological Psychology
(undergraduate)
Lecture
yearly
Revised: 05/01/07
36
Supervision Sup
Masters
students
st
1
2
1
3
COURSE
COURSE
1
1
2
1
3
COURSE
COURSE
PGY4 Clerkship Rotations
Pharmacology of Drug Action and
Therapeutics in Psychiatry PHAR
403
COURSE
Neuropsychiatry/Psychopathology
(Year long, weekly)
COURSE
Advanced Psychopharmacology Psychiatry Residents PGY-3
Behavioral Neurology &
Neuropsychiatry Course PGY-3
Evidenced – Based Literature
Seminar PGY 1-4 monthly
Introduction to Brain & Behavior
PGY-1
Supervision
Clinical
(students/wk)
24
12
12
12
18
6
Investigator
Course
Schrift, Michael (con’t)
Clinical Supervision of Psychiatry
Residents PGY-3&4
Schrift, Michael (con’t)
Neuropsychiatry of Conversion
Disorder
Schrift, Michael (con’t)
Introduction to Behavior
Neuroscience
Schrift, Michael (con’t)
Schrift, Michael (con’t)
Schrift, Michael (con’t)
Shankman, Stewart
Shankman, Stewart
(con’t)
Stanford, Lisa
Stanford, Lisa (con’t)
Stanford, Lisa (con’t)
Stanford, Lisa (con’t)
Stanford, Lisa (con’t)
Stanford, Lisa (con’t)
Sweeney, John
Lecturer, Brain Behavior Course,
M2
Neuropsychiatry Clinic and
Consultation Service PGY-3&4
Residents
Neuropsychiatry Clinic and
Consultation Service M3-M4
Medical Students
Statistics for Psychology for
Undergraduates (semester)
Psychopathology for Graduate
Students (semester)
Applied Neuropsychology
Assessment Seminar
Post-Doc Professional
Development Seminar
Neuropsychological Assessment
Neuroanatomy Seminar
Neuropsychological Case
Conference
Brain Behavior, MS1
Brain and Behavior course, MS1,
annual lectures
Clinical Research Methodologies,
PGY II Psychiatry Residents
Sweeney, John (con’t)
Sweeney, John (con’t)
Lecture
yearly
Revised: 05/01/07
37
Supervision Sup
Masters
students
st
3
COURSE
COURSE
3
COURSE
COURSE
9
12
12
2
COURSE
1
1
12
Cognitive and Behavioral
Assessment, Psych 573
Supervision
Clinical
(students/wk)
COURSE
1
2
Investigator
Course
Vaillancourt, David
NEUS 588 Functional MR
Imaging Lecture
Vaillancourt, David
(con’t)
MVSC 501 – Current Research in
Movement Science – Graduate
class
Vaillancourt, David
(con’t)
MVSC 472 - Movement
Neuroscience Undergraduates
and Graduates
None yet – NEW TO UIC
Planned courses include:
Lecture
yearly
1
COURSE
COURSE
CBT for Psychosis
Advanced Topics in
Psychopharmacology
Weiden, Peter
Assessment and Management of
Medication Noncompliance in
Psychiatric Disorders
Revised: 05/01/07
38
COURSE
Supervision
Clinical
(students/wk)
Supervision Sup
Masters
students
st
Appendix C
State Dollars Supporting Center for Cognitive Medicine Faculty
Investigator
Baslet, Gaston
Bishop, Jeff
Corcos, Daniel
DeLeon, Ovidio
Fall, Chris
Gibbons, Robert
Herbener, Ellen
Hill, Scot
Kassel, Jon
Keedy, Sarah
Kraus, Marilyn
Laatsch, Linda
Labott, Susan
Little, Deborah
Macmillan, Carol
Maki, Pauline
Marvin, Robert
Nyenhuis, David
Pavuluri, Mani
Pedelty, Laura
Pliskin, Neil
Prensky, Eric
Ragozzino,
Michael
Reilly, James
Roitman, Michael
Schneiderhan,
Mark
Schrift, Michael
Shankman,
Stewart
Stanford, Lisa
Sweeney, John
Vaillancourt, David
Weiden, Peter
Use of Funds
None
Pharmacogenomics Lab
Operations from College of
Pharmacy
None
None
None
Health Statistics Program
Funds From Psychiatry
None
None
None
None
None
None
Clinical Psychology Intern
Stipends from Psychiatry
Dean's Start Up Package,
College of Medicine
None
None
None
None
Faculty Salary from Psychiatry
None
None
None
None
$ per year
0
90,000
0
0
0
500,000
0
0
0
0
0
50,000
15,000
30,000
33,479
0
0
0
20,000
0
0
0
0
0
0
None
None
None
0
0
None
None
None
Center for Cognitive Medicine
Funds From Psychiatry for
Academic, Educational and
Clinical Activities
None
None
Total Dollars per Year
Revised: 05/01/07
39
35,000
0
950,000
0
0
1,723,479
(blank page)
Revised: 05/01/07
40
Appendix D: Current Grant Funding to Center for Cognitive Medicine Faculty
Investigator
Grant Name
Grant Type
Baslet, Gaston
Bishop, Jeff
None
ACCP Frontiers Career Development
Award
ACCP Investigator Development
Central Nervous System Award
N/A
Foundation
N/A
7/1/06
End
Fund
N/A
12/31/08
Foundation
10/1/06
9/30/07
20,000
WIHS Subcontract (Co-PI with
Pauline Maki
UIC Campus Research Board
Federal
Grant
Foundation
4/15/07
12/31/07
28,860
7/1/06
6/30/07
12,258
Federal
Grant
Federal
Grant
9/1/05
8/31/10
1,156,250
1/1/93
2/28/07
1,043,147
Federal
Grant
Drug
Company
pending
pending
0
12/1/04
11/30/06
126,360
Drug
Company
12/1/04
11/30/06
126,360
Federal
Grant
Foundation
9/1/02
8/31/07
640,000
9/1/06
8/31/08
60,000
Bishop, Jeff
Bishop, Jeff
Bishop, Jeff
Corcos, Daniel
Corcos, Daniel
Corcos, Daniel
STN Stimulation Neural Control of
Movement and Posture
Motor Deficits - Experimental and
Clinical Correlates
Fall, Chris
Age of Onset: Neurophysiological
Determinants of Disease Progression
Double Blind Placebo Controlled
Investigation of Lamotrigine in the
Treatment of Psychosis in subjects
with Dementia
Double Blind Placebo Controlled
Study Evaluating the Efficacy and
Safety of Lamotrigine Treatment in
Subjects with Mild to Moderate
Alzheimer's Disease
MH64611
Fall, Chris
NARSAD
Deleon, Ovidio
Deleon, Ovidio
Begin Fund
Total Direct $$
0
30,000
41
Revised 05/01/07
Investigator
Grant Name
Fall, Chris
Gibbons, Robert
UIC-CRB
Multimodal Treatment Study of
Children with ADHD
Gibbons, Robert
University
Federal
Grant
9/1/06
2/1/01
End
Fund
8/31/07
1/31/07
A Multivariate Probit Model for Health
Services Research
Federal
Grant
6/1/04
5/30/07
450,000
Gibbons, Robert
Statistical Testing and Powser for MH
Services Research
Federal
Grant
5/1/05
3/31/08
450,000
Gibbons, Robert
Computerized Adaptive Testing Depression Inventory
Federal
Grant
9/20/02
8/31/11
3,703,950
Gibbons, Robert
Antidepressant Treatment and
Suicidality:Biostatistical/Methodlogical
Solutions
Affective Deficits in Schizophrenia
Federal
Grant
9/30/06
8/31/07
150,000
Federal
Grant
Federal
Grant
Federal
Grant
N/A
Federal
Grant
N/A
Federal
Grant
University
1/1/04
12/31/08
720,921
3/1/06
2/1/11
736,298
9/1/05
8/31/09
1,000,000
N/A
4/1/04
N/A
3/31/09
0
894,755
N/A
pending
N/A
pending
0
0
1/1/07
12/31/07
49,979
Herbener, Ellen
Hill, Scot
Kassel, Jon
Keedy, Sarah
Kraus, Marilyn
Laatsch, Linda
Labott, Susan
Labott, Susan
Enhancing Cognition in
Schizophrenia
Smoking's Effect on Emotion in
Adolescent Smokers
None
Neuropsychiatry of Traumatic Brain
Injury
None
Underserved and Chronic Illness
The Effects of Cytochrome P450
(CYP) 2D6 Genotype on Pain
Management with Codeine in Sickle
Cell Disease
Grant Type
Begin Fund
Total Direct $$
10,000
754,762
42
Revised 05/01/07
Investigator
Grant Name
Grant Type
Labott, Susan
Geropsychology Education at UIC
Labott, Susan
Emotional Risks of Survey Research
Little, Deborah
Role of Feedback to Facilitate
Category Learning
Anatomical Correlates of Executive
Function Decline in Normal Aging
Federal
Grant
Federal
Grant
Federal
Grant
Federal
Grant
Macmillan, Carol
Multicenter Trial of Vitamin E in Aging
Persons with Down Syndrome
Maki, Pauline
Begin Fund
7/1/03
End
Fund
3/1/07
Total Direct $$
400,000
pending
pending
0
8/1/04
12/31/06
76,058
7/1/07
6/30/09
405,487
Federal
Grant
2004
2007
9,375
Botanical Menopausal Therapies
Mechanisms of CNS Action
Federal
Grant
8/15/04
7/14/09
653,884
Maki, Pauline
Effects of Botanicals on Cognition in
Midlife Women
Federal
Grant
8/15/04
1/1/08
389,674
Maki, Pauline
Federal
Grant
Federal
Grant
8/1/03
1/1/08
50,000
Maki, Pauline
Effects of Botanicals on Cognition in
Midlife Women
Cognition, Brain Function, and Affect
in Midlife HIV + Women: The
Influence of Menopause
12/1/04
12/30/06
122,355
Maki, Pauline
WIHS Subcontract
4/15/07
12/31/07
28,860
Maki, Pauline
Effects of Hormone Therapy on
Cognition in Midlife Women
Federal
Grant
Drug
Company
4/6/02
no cost
extension
94,849
Marvin, Robert
Nyenhuis, David
None
Validation of the NINDS VCI
Neuropsychology Protocols
fMRI Study of Cognition and Affective
Circuitry in PBD
N/A
Federal
Grant
Federal
Grant
N/A
7/1/07
N/A
6/30/10
0
1,312,145
2003
2008
736,830
Little, Deborah
Pavuluri, Mani
43
Revised 05/01/07
Investigator
Grant Name
Grant Type
Pavuluri, Mani
fMRI and Neurocognitive Effects of
Lamotrigine in PBD
Collaborative Lithium Trials (COLT)
Drug
Company
Federal
Grant
Foundation
Drug
Company
Pavuluri, Mani
Pavuluri, Mani
Pavuluri, Mani
Genomics in PBD
fMRI study of Focalin XR in Pediatric
Bipolar Depression
Pavuluri, Mani
fMRI study of Paliperidone in PBD
Pavuluri, Mani
fMRI study of Quetiapine XR in
Pediatric Bipolar Depression
Pavuluri, Mani
Quetiapine XR compared to abilify
and risperidal in PBD
Affective Neuroscience of PBD
Pavuluri, Mani
Pavuluri, Mani
Pavuluri, Mani
Pavuluri, Mani
Pedelty, Laura
Pliskin, Neil
Prensky, Eric
Ragozzino, Michael
Ragozzino, Michael
DTI and fMRI study of Neural
Circuitry in PBD
Mood disorders Program in the
Community
ADHD vs. PBD: fMRI Study of Neural
Circuitry Function
None
None
None
Striatal Acetylcholine and Behavioral
Flexibility
The Effects of 5-HT4 Agents and
Acetylcholinesterase Inhibitors on
Cognition
Begin Fund
2005
End
Fund
2008
Total Direct $$
2006
2009
2,476,937
2006
pending
2007
pending
25,000
0
Drug
Company
Drug
Company
pending
pending
0
pending
pending
0
Drug
Company
Federal
Grant
Foundation
pending
pending
0
pending
pending
0
pending
pending
0
Foundation
pending
pending
0
Foundation
2006
2008
60,000
N/A
N/A
N/A
Federal
Grant
Drug
Company
N/A
N/A
N/A
7/1/03
N/A
N/A
N/A
6/1/07
0
0
0
375,000
12/1/05
4/1/07
330,000
301,875
44
Revised 05/01/07
Investigator
Grant Name
Ragozzino, Michael
Neurohormonal Regulation of
Cocaine-Induced Behaviors
(pending)
Aging, Serotonin & Reversal Learning
(pending)
The Effects of 5-HT6 Antagonists on
Cognitive Flexibility (pending)
Performance on Translational
Attention and Working Memory Tasks
in First Episode Psychosis Before
and After Atypical Antipsychotic
Treatment
Rapid Da-Acb Signaling In Ingestive
Behaviors
None
None
Anticipating Reward & Threat: A Test
of Biobehavioral Processes in MDD
vs. Anxiety.
Sensitivity to Reward and Threat: An
Examination of Neurobehavioral
Processes
UIC Campus Research Board Grant
Ragozzino, Michael
Ragozzino, Michael
Reilly, James
Roitman, Mitchell
Schneiderhan, Mark
Schrift, Michael
Shankman, Stewart
Shankman, Stewart
Shankman, Stewart
Stanford, Lisa
Stanford, Lisa
Sweeney, John
Sweeney, John
Julie Foundation
PKU Foundation
In Vivo Quantification of Myelination
in Autism and Related Disorders.
Insistence on Sameness in Autism:
fMRI studies
Grant Type
Begin Fund
Federal
Grant
6/1/07
End
Fund
5/1/11
Total Direct $$
Federal
Grant
Drug
Company
Foundation
6/1/07
5/1/09
100,000
4/1/07
6/1/08
83,000
7/1/07
6/1/09
60,000
Federal
Grant
N/A
N/A
Federal
Grant
9/10/04
6/30/09
490,000
N/A
N/A
pending
N/A
N/A
pending
0
0
0
Foundation
pending
pending
0
University
6/30/06
7/1/07
11,758
Foundation
Foundation
Foundation
1/1/07
1/1/07
6/1/06
1/1/08
1/1/08
6/1/08
20,000
10,000
100,000
Foundation
3/1/06
2/1/07
50,000
1,000,000
45
Revised 05/01/07
Investigator
Grant Name
Sweeney, John
Autism Center of Excellence:
Interdisciplinary Studies of Insistence
on Sameness in Autism
Neurobiologic and Cognitive
Mechanisms of Autism
Oculomotor & Spatial Cognition
Deficits in Schizophrenia.
Scaling and Sequencing Motor
Output in Humans: an fMRI Study
Federal
Grant
6/1/07
End
Fund
6/1/12
Federal
Grant
Federal
Grant
Federal
Grant
6/1/02
5/1/07
1,836,602
7/1/01
6/1/07
1,200,000
8/1/05
7/31/09
800,000
Vaillancourt, David
Role of the Cortex and Cerebellum in
Visually-Guided Motor Behavior
Federal
Grant
pending
pending
0
Weiden, Peter
None
N/A
N/A
N/A
0
Sweeney, John
Sweeney, John
Vaillancourt, David
Grant Type
Begin Fund
Total Direct $$
8,303,000
34,076,589
46
Revised 05/01/07
Appendix E
Number of Academic Program Staff Members Working with Center Faculty (excluding clinical program staff)
CCM Faculty
Last
CCM
Faculty
First
Baslet
Gaston
Bishop
Jeff
Corcos
Daniel
DeLeon
Ovidio
Fall
Chris
Gibbons
Robert
Herbener
Ellen
Hill
Scot
Kassel
Jon
Keedy
Sarah
Kraus
Marilyn
Laatsch
Linda
Labott
Susan
Little
Deborah
Macmillian
Carol
Maki
Pauline
Marvin
Robert
Nyenhuis
David
Pavuluri
Mani
Pedelty
Laura
Pliskin
Neil
Prensky
Eric
Ragozzino
Michael
Reilly
James
Roitman
Mitchell
Schneiderhan Mark
Schrift
Michael
Shankman
Stewart
Stanford
Lisa
Sweeney
John
Vaillancourt
David
Weiden
Peter
Totals
Revised: 03/27/07
Full Time Administrative
Research
Staff
Assistants
0
0
1
0
0
0
1
0
0
0
2
1
1
0
1
0
2
6
0
0
1
0
0
0
0
0.5
2
0
0
0
2
0
0
0
0
0.33
2.5
0.5
0
0
0
2
0
0
1.5
0
0
0
0
0
0
0
0
0
0
0
2
0
9.5
2
0
0
1
0
29.5
12.33
Post
Docs
Graduate Medical
Students Students
0
0
0.5
0
1
2
0
0
2
0
0
0
1
0
0
0
0
1
1
0
2
0
0
0
0
0
0
0
2
1
1.25
0
0
0
2
0
1
2
0
0
5
0
0
0
0.2
0
0
2
0
0
0.5
0
0
0
2
0
0
0
0
1.5
7
3
1.5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
4
0
0
0
0
0
0
0
0
0
1
2
0
0
14.75
27.7
7
Revised: 03/27/07
Appendix F
Research Grant Dollars per CCM Faculty
(current or soon to begin, total over all years)
Investigator
Baslet, Gaston
Bishop, Jeff
Corcos, Daniel
Deleon, Ovidio
Fall, Chris
Gibbons, Robert
Herbener, Ellen
Hill, Scot
Kassel, Jon
Keedy, Sarah
Kraus, Marilyn
Laatsch, Linda
Labott, Susan
Little, Deborah
MacMillan, Carol
Maki, Pauline
Marvin, Robert
Nyenhuis, David
Pavuluri, Mani
Pedelty, Laura
Pliskin, Neil
Prensky, Eric
Ragozzino, Michael
Reilly, James
Roitman, Mitchell
Schneiderhan, Mark
Schrift, Michael
Shankman, Stewart
Stanford, Lisa
Sweeney, John
Vaillancourt, David
Weiden, Peter
Grand Total
Revised: 03/27/07
Total Direct $$
0
91,118
2,199,397
252,720
710,000
5,508,712
720,921
736,298
1,000,000
0
894,755
0
449,979
481,545
9,375
1,339,622
0
1,312,145
3,600,642
0
0
0
1,888,000
60,000
490,000
0
0
11,758
30,000
11,489,602
800,000
0
34,076,589
Revised: 03/27/07
Appendix G
Clinical Responsibilities of Center Faculty
Investigator
Baslet, Gaston
Bishop, Jeff
Corcos, Daniel
DeLeon, Ovidio
Fall, Chris
Gibbons, Robert
Herbener, Ellen
Hill, Scot
Kassel, Jon
Keedy, Sarah
Kraus, Marilyn
Laatsch, Linda
Labott, Susan
Little, Deborah
MacMillan, Carol
Maki, Pauline
Marvin, Robert
Nyenhuis, David
Pavuluri, Mani
Pedelty, Laura
Pliskin, Neil
Prensky, Eric
Ragozzino, Michael
Reilly, James
Roitman, Michael
Schneiderhan, Mark
Schrift, Michael
Shankman, Stewart
Stanford, Lisa
Sweeney, John
Vaillancourt, David
Weiden, Peter
Total Hours
Revised: 03/27/07
Wkly hrs
committed to
patient care
35
4
0
30
0
0
2
0
4
20
15
25
15
0
33
0
12
12
8
30
28
25
0
20
0
20
30
0.5
28
0
0
20
416.5
Revised: 03/27/07
Appendix H
Center Faculty and Their UIC Academic Appointments
Investigator
Baslet, Gaston
Bishop, Jeff
Corcos, Daniel
DeLeon, Ovidio
Revised: 03/27/07
Primary
Department
Psychiatry
Pharmacy
Practice
Movement
Sciences
Fall, Chris
Gibbons, Robert
Herbener, Ellen
Hill, Scot
Kassel, Jon
Keedy, Sarah
Kraus, Marilyn
Laatsch, Linda
Labott, Susan
Psychiatry
Anatomy and Cell
Biology
Psychiatry
Psychology
Psychiatry
Psychology
Psychiatry
Psychiatry
Neurology
Psychiatry
Little, Deborah
Macmillian, Carol
Maki, Pauline
Marvin, Robert
Nyenhuis, David
Pavuluri, Mani
Pedelty, Laura
Pliskin, Neil
Prensky, Eric
Ragozzino, Michael
Reilly, James
Roitman, Michael
Schneiderhan,
Mark
Schrift, Michael
Shankman, Stewart
Neurology
Neurology
Psychiatry
Psychiatry
Neurology
Psychiatry
Neurology
Psychiatry
Psychiatry
Psychology
Psychiatry
Psychology
Pharmacy
Practice
Psychiatry
Psychology
Secondary
Department
Additional Secondary
Department
Psychiatry
Physical
Therapy
Bioengineering,
Neurology
Psychiatry
Biostatistics
Psychiatry
Neurology
Anatomy & Cell
Biology
Pediatrics
Psychology
Neurology
Psychiatry
Psychiatry
Ophthalmology &
Visual Sciences
Psychiatry
Stanford, Lisa
ppendix
Appendix
I.1 I.2
Sweeney, John
enter
Center
forfor
Cognitive
Cognitive
Medicine
Medicine
Departmental
Participation Vaillancourt, David
ommittee
Structure
Weiden, Peter
Psychology
Dean of Medicine
Dean of Medicine
Psychiatry
Neurology
Movement
Bioengineering
Science
John A. Sweeney, PhD, Director
Psychiatry
Neil H. Pliskin, PhD, Co-Director
Neurology
Psychology &
Bioengineering
Neurology
John A. Sweeney, PhD, Director
Neil H. Pliskin, PhD, Co-Director
Medicine
Appendix
ClinicalI.3
Neuroscience
Committee
CenterEducation
for Cognitive
Medicine
Department
of
Psychiatry
Department of Neurology
Academic Areas of Interest
Neil Pliskin, PhD
Co-Chair
Gaston Baslet, MD
ssistant Professor of
Psychiatry
Robert Marvin, MD
Assistant Professor of
Daniel
Corcos, PhD
Psychiatry
Co-Chair
Ovidio DeLeon, MD
ofessor of Psychiatry
Mani Pavuluri, MD, PhD
Associate Professor of
Ovidio
MD
Child DeLeon,
Psychiatry
Psychotic
obert Gibbons,Disorders
PhD
Professor ofProgram
Biostatistics and
Psychiatry
Peter Weiden, MD
Director
llen Herbener, PhD
ssistant Professor of
Psychiatry
John Sweeney,
PhD
Scot Hill,
PhD Director
Research
ssistant Professor of
Psychiatry
Ovidio DeLeon,
MD
Sarah Keedy, PhD
ssistant Professor of
Ellen Herbener,
Psychiatry
PhD
Marilyn Kraus, MD
Scot Hill,ofPhD
sociate Professor
hiatry and Neurology
Sarah Keedy,
Susan Labott,
PhD PhD
sociate Professor of
Psychiatry
Robert
Marvin,
Pauline Maki,
PhD
MDof
sociate Professor
Revised:
Neurobehavioral
Neil Pliskin,
Programs
PhD
Professor of Psychiatry
Susan
Labott, PhD
and Neurology
Neuropsychology
Neil Pliskin,
Eric Prensky,
PhDPhD
Assistant
Robert Marvin,
Professor
MDof
Director
Psychiatry
Cognitive
JamesNeuropsychiatry
Reilly, PhD
Assistant
Laura Pedelty,
Professor
MDof
Psychiatry
Michael Schrift, DO,
Medical Director
Michael Schrift, DO
Michael
Associate
Ragozzino,
ProfessorPhD
of
Gaston Baslet, MD
Psychiatry
Dean of Medicine
Executive Committee
Applied Health Sciences
Department of Anatomy
John Sweeney, PhD
Department of
and Cell Biology
Chair John A.Movement
Sweeney, PhD,
Director
Sciences
Neil Pliskin, PhD, Co-Director
and Rehabilitation
Medicine
Linda Laatsch, PhD
Associate Professor of Neurology
Education Committee
Laura Pedelty, MD
Assistant Professor of
David
Nyenhuis,
Neurology
PhD
Pauline Maki, of
PhD
Department
Co-chair
Pharmacy
Practice
Fall, PhD
Mark Chris
Schneiderhan,
PharmD
David Vaillancourt, PhD
Assistant Professor of
Assistant Professor of
Pharmacy and Psychiatry
Movement
Pharmacogenetics/Ph
Statistical
Movement Sciences,
Pauline Maki, PhD Disorders
Methods
Bioengineering and armacodynamics Stephanne Foster-Crane
Ex-Officio
Neurology
David Nyenhuis, PhD
Learning
Daniel Corcos, PhD
and
Director
Neurodevelopment
Clinic
Peter Weiden, David
MD Vaillancourt,
PhD
Carol Macmillan,
MD
Medical Director
Kimberly Skinner
Ex-Officio
Lisa Stanford, PhD
Director, Pediatric
Neuropsychology
Department of
Psychology
Jeffrey Bishop, PharmD
Jon Kassel, PhD
Jeff Bishop,
PharmD
Assistant
Professor
of
Professor of
Co-chair
Pharmacy and
Psychiatry
Psychology
Clinical
Research Integration
Committee
Chris Fall, PhD
Daniel Corcos, PhD
Neil Pliskin,
Assistant Professor
of PhD
Professor of
Co-chair Executive
Anatomy & Cell Biology
Committee
Movement
Sciences,
and Psychiatry
Neurology,
Physical Therapy
and Bioengineering
Daniel Corcos, PhD
Deborah Little, PhD
Assistant Professor of Neurology,
Anatomy & Cell Biology,
Ophthalmology & Visual Sciences
Pediatric
Aging
and
Psychology
Programs
Carol Macmillan, MD
Associate Professor of
Neurology and Pediatrics
Deborah Little,
PhD
David Nyenhuis, PhD
Associate Professor of
Neurology
Pauline Maki, PhD
Liberal Arts and
Clinical Research
PharmacyIntegration Committee
Sciences
Jeff Bishop
PharmD
Mark Schneiderhan,
PharmD
MarilynRobert
Kraus,Gibbons,
MD
PhD
Director
Deborah Little, PhD
David Nyenhuis, PhD
Michael Ragozzino, PhD
Associate Professor of
Psychology
Mitchell Animal
Roitman, PhD
AssistantModels
Professor of
Psychology
Psychology
Programs
Stewart
ChrisShankman,
Fall, PhD PhD
Assistant Professor of
Psychology and Psychiatry
Health
Psychology
Mike Ragozzino
PhD
Mitchell Roitman,
PhD
Susan Labott, PhD
Director
Eric Prensky, PhD
Mani Pavuluri, MD
Traumatic
Brain
Lisa
Michael
Stanford,
Schrift,PhD
DO
Injury of
Associate Professor
Psychiatry
Marilyn Kraus, MD
Director
John Sweeney,
PhD
Lisa Stanford,
PhD
Professor
of Psychiatry,
Cognitive
Disorders
Neurology
and Psychology
Pediatric Mood
Disorders
James Reilly, PhD
Mani Pavuluri, MD,
PhD
Director
David Vaillancourt, PhD
Pedelty,
Peter Laura
Weiden,
MD PhD
Director
Professor of Psychiatry
03/27/07
Affective
Neuroscience
Jon Kassel, PhD
Director
Revised: 03/27/07