1. Information forPKAL Consultancy Review of Skidmore CollegesNeuroscience ProgramFall, 2003

2. TABLE OF CONTENTS INSTITUTIONAL INFORMATIONSkidmore Strategic Plan1A Vision for Science at Skidmore College...6Admissions Materials..13Course Catalogue.14Assessment....15Christian A. Johnson Endeavor Foundation Grant Executive Summary.......15Biographical Summary: Raymond J. Rodrigues, Director of Assessment...16Work on Skidmore Assessment.16 NEUROSCIENCE PROGRAM INFORMATIONProposal for Neuroscience Major..17Introduction.......17Mission Statement and Goals17Rationale for Proposed Curriculum...18Curriculum for Major19Gateway Course19Core Courses.19Integrative Course.....19Elective Courses...19Honors..20Tutorial Project.....20Projected Paths through Major.....20Schedule of Course Offerings..22Sample Student Schedules...25Course Descriptions28Gateway Course28Core Courses.28Integrative Course.29Elective Courses29Tutorial Research..32 I. 3. Course Syllabi34NS Student Data.....35Number of Graduates....35Enrollment Patterns for Lab-Based Introductory Neuroscience Course..36Students Reasons for Taking Neuroscience: Mind and Behavior (NS101)37Collaborative Research...38Course Offerings for Collaborative Research38Faculty-Student Collaborative Summer Research Grant through the Dean of FacultysOffice38Research Internship Opportunity.40Collaborative Research Summary42Administration and Budget of the Neuroscience Program..43 Director of the Neuroscience Program..43 Neuroscience Steering Committee43 Budget44Faculty Participating in Delivery of Neuroscience Major45Grants51Individual Faculty Grants..51 External Grants..51 Internal Grants...56Facilities58Research Laboratory Resources.58 Animal Care Facilities. .58 Faculty/Student Research Facilities. .58Teaching Laboratory Resources60Library Resources61Assessment62 DEPARTMENTAL REVIEWSDepartmental Reviews63Biology Department Self Study and Review (Spring 2003) 63Psychology Department Summary64II. 4. APPENDICESI. Admissions MaterialsII.Course CatalogueIII. Course SyllabiIV.Biology Department Self Study (Spring 2003)V. Review of Biology Department (April, 2003)VI.Exit Interview for Biology-Psychology/Neuroscience Majors 5. Relevant Websites:Skidmore homepagehttp://www.skidmore.edu/Neuroscience websitehttp://www.skidmore.edu/academics/neurosci/Biology Department homepagehttp://www.skidmore.edu/academics/biology/main.htmPsychology Department homepagehttp://www.skidmore.edu/~hfoley/psychology.htmSkidmore College Microscopy Imaging Center (SMIC) websitehttp://www.skidmore.edu/academics/biology/smic/index.htmlSkidmore Assessment websitehttp://www.skidmore.edu/administration/assessment/ 6. Institutional Information: Skidmore Strategic Plan1Institutional InformationSkidmore Strategic PlanThe Plan for Skidmore: Excellence & CommunityTo inspire and invigorate our growth and development, Skidmore College has gathered to affirmour identity and connection to our history, to articulate our fundamental principles, and toimagine creatively and hopefully -- our future. We do so as much to energize ourselves as toset concrete goals for achieving our vision.At its best, Skidmore is a community, utopian in the most optimistic sense, based on sharedconvictions about the nature and value of knowledge. Each member of this community has anopportunity and support to grow intellectually and flourish to his or her fullest through academic,co-curricular, work, and social experiences. Our community encourages each individual tocontribute to the spirit and quality of the institution as a whole.We understand who we are and what we aim to be: an exemplary liberal arts college whereexceptional faculty and students interact closely in a creative and diverse community. We arenationally recognized for our rich and innovative liberal arts curriculum, our vigorousinterdisciplinary offerings, and our dynamic arts and pre-professional programs. Since ourinception, we have promoted a strong connection between the theoretical and practical,complementary concepts that move along the same educational pathway. We have created anarray of Special Programs that exemplify Skidmores ideal of motivation and joy in learning andprovide a laboratory for innovation. We have successfully integrated our curricular offerings intoan intellectually coherent and vibrant educational experience.Central to that experience is the engagement of faculty and students in embracing the challengeof discovery and mastery. We work to develop our students capacities for critical inquiry, togive them disciplinary and interdisciplinary breadth and depth, and to instill in them a lifelonglove of learning. We urge them to test ideas, challenge assumptions, and cultivate intellectualcuriosity, flexibility, creativity, and independence. We have been committed from our foundingto preparing students to participate as wise and productive citizens in the world beyondSkidmores boundaries.Justifiably, we are proud of our achievements and our reputation for educational excellence.Now, we recognize in ourselves the desire to strengthen even further the academic culture andcommunity of the College: to intensify and invigorate the intellectual life of our students and tosupport in significant new ways the endeavors of our teacher-scholars. We also recognize theeducational imperative to bring greater diversity of people and perspectives to Skidmore, and tofoster genuine interchange among them, to stimulate intellectual inquiry and prepare students tothrive and lead in a dynamic multicultural, global environment.We will build upon our achievements and resources: our impressively qualified faculty, ourstrong and motivated student body, our curricular innovations, our talented and dedicated staff,and our successful graduates. With our passion for Skidmore, our sense of shared purpose, our 7. Institutional Information: Skidmore Strategic Plan2energy, imagination, ambition, and confidence, we can soar to the next level of excellence andrecognition.To achieve our vision requires that we begin immediately to realize our objectives: To challenge students to develop the qualities of mind and skills necessary for a life of meaning and accomplishment in a dynamic world To insure our ability to carry out our educational mission by increasing the size and diversity of the faculty To support vigorously our facultys work as teacher-scholars by offering enhanced opportunities and funding for development To attract and serve academically strong and highly motivated students who will contribute to the ethnic, racial, and socioeconomic diversity of the community To enrich our sense of community by creating opportunities and physical spaces in which all members can interact productively, share ideas, and fulfill their potentialAchieving these goals will significantly advance our vision of Skidmore as a distinguished,academically rigorous, and intellectually vital liberal arts college that celebrates and nourishes allof its members and that is attentive and responsive to the community beyond our campus. Strategic GoalsOur plan, as outlined below, focuses on the three highest strategic priorities that will foster a newlevel of intensity and rigor in the Skidmore educational experience. Each of these institutionalpriorities requires a substantial investment, which we will generate through an ambitiouscampaign for new resources and devotion of other resources to these highest priorities.At the same time, there are many other steps and changes that would measurably improve thequality of education, student experience, and work and community life at Skidmore. Theexamples here reflect the values we want to promote and provide a sense of texture for the waysthe College aspires to improve the character of daily life. They suggest some of the mostpromising ways for us to use, indeed to challenge, the faculty and students we bring to Skidmoreand the spaces we create through our strategic goals. GOAL 1: To enhance academic quality and faculty-student interaction by investing new resources in the faculty to enable them to fulfill their potential as teachers, scholars, and citizens of the community and academic facilities PRIORITY ACTIONS: Increase the size of the faculty by 10-15 to insure our ability to carry out oureducational mission Offer enhanced opportunities, funding, and other support for our facultys workas teacher-scholars Construct a new and long-needed music facility and renovate the current FileneMusic Building to provide vital classrooms and office space for new faculty andadditional performance space for student activities 8. Institutional Information: Skidmore Strategic Plan 3Skidmores dedicated faculty amply proves its commitment to teaching, service, and scholarship.Our faculty members are talented teachers, admirable role models for our students, andproductive scholars; they contribute substantially to College governance. Our plan is to supportinnovative pedagogical approaches that will continue to add to and enhance a fluid, vibrant, andcoherent curriculum; to sustain the indispensable scholarly efforts of current faculty; to attractand retain new faculty in an increasingly competitive job market; to diversify our faculty raciallyand ethnically; to provide essential academic space to house our faculty and programs; and tofoster a culture in which students and faculty will engage in meaningful exchanges across avariety of learning experiences.Fulfilling these priorities will add resources to meet student needs: additional sections of courses,greater breadth of offerings, increased opportunities for student-faculty interaction, smaller classsizes during the critical first stage of students experience, more collaborative research projects,independent studies, and the opportunity to test and develop innovative teaching and learningmodels. Increasing the size and development resources of the faculty will also enrich theintellectual depth of our curriculum and exploit natural opportunities and connections.To realize our first goal we will: Increase faculty diversity by investing in recruiting and addressing compensation competition and campus climate Provide an enriched, selective program offering substantial support for full-year sabbaticals, as well as increased funding for faculty development, research, and summer projects Create flexible assessment of faculty workloads responding to the evolution of faculty strengths, priorities, and interests Award increased recognition and credit for student-faculty collaboration, student mentoring, innovative projects, and independent studies Develop courses and programs that connect disciplines, build on historic strengths, and meet evolving student interest and post-graduate goalsThe renovation of the existing Filene Music Building, as well as the construction of a new musicbuilding, constitutes our most critical academic space requirements project. The renovated spacewill provide for much-needed new classrooms (6-7) and academic offices (about 15). Officesand classrooms are essential to support planned growth, and resulting space can be configured toserve pedagogical ambitions. A new music facility is necessary to support the academic program;to enhance Special Programs active music offerings; to enliven campus musical life; and to meetstudents rehearsal and performance demands. The new building will enhance the Collegesintellectual and community activities far beyond this planning cycle. The sooner we completethis project the sooner we reap the benefits of an improved academic program, gain expandedspace, aid recruiting, and guarantee the continuation of our strong performance tradition. 9. Institutional Information: Skidmore Strategic Plan4 GOAL 2: To attract and challenge an increasingly talented, motivated, and diverse student body PRIORITY ACTIONS: Increase financial aid for students who will contribute most to the goals of educationalexcellence, rigor, and diversity Recruit additional international and Academic Opportunity Program students andprovide appropriate support serviceThe quality of academic life at Skidmore reflects the quality of its students. For any college, eachapplicant pool marks a moment of transition and opportunity. We are attracting increasinglystrong applicants each year; now we must insure that our strongest accepted candidates chooseSkidmore. We seek students eager to engage energetically in intellectual inquiry acrossdisciplines and ways of learning; students who value educational excellence and will challengethemselves to meet the standards and expectations of the faculty. We seek students who willcontribute to the Colleges ethnic, racial, and socioeconomic diversity and who will contribute tothe sense of honor and responsibility of the campus, local, national, and global community.To achieve these goals we will: Strengthen academic advising and enhance connections between students undergraduate and post-graduate aspirations Support programs that inspire and celebrate academic excellence, such as Honors Forum and Academic Festival Support programs that enhance campus climate and promote understanding of and between cultures, races, religions, and individuals, such as the Intercultural Center Strengthen programs integrating academic, international and domestic study, co-curricular, residential, personal, and career development experiences Develop and implement a comprehensive plan for residential life and facilities, including Moore Hall and Scribner Village Address and support the contribution of athletics and recreation to student accomplishment and well-being Encourage cross-fertilization and participation between residential students and Special Programs degree programs and specialized offerings GOAL 3: To strengthen the sense of community at Skidmore and promote active citizenship among our students, faculty, staff, and alumniWe recognize that our success, present and future, depends on partnership among all themembers of the Skidmore community. We seek to represent ethnic and racial diversity in ouradministrative and support staff; to respect the contributions of and provide opportunities for allindividuals to fulfill their potential as productive members of the community; to contribute toand draw upon the vitality of the community of Saratoga Springs; and to welcome all membersin the rich cultural, intellectual, social, and recreational life of the College. 10. Institutional Information: Skidmore Strategic Plan 5We propose to realize these ambitions through the following efforts: Expand opportunities for employees growth and satisfaction through training, mentoring, and recognition Increase diversity among staff Maintain competitive compensation and increase rewards of Skidmore employment1. Promote environmental awareness and responsibility as a community commitment and utilize its educational potential Foster opportunities and spaces for communication among all sectors of the community and increase the flow of information and responsiveness Encourage staff participation in degree and other offerings of Special Programs and cultural and special events programming Enhance recreation, health, and fitness facilities and programsTo reach our goals, we have chosen to focus on those few priorities that will most forcefullyadvance Skidmore toward our vision. Our plans are ambitious, our potential boundless. Togetherwe can make the last decade of Skidmores first century a time of real and rewarding progress inthe intellectual intensity and community climate of the College.Approved by the Board of Trustees of Skidmore College, May 2002. 11. Institutional Information: Vision for the Sciences 6DraftA Vision for Science at Skidmore College Aspirations and ChallengesMotivation for this documentAt Skidmore, instruction and collaborative research in the natural sciences offer students superbopportunity to learn about scientific discovery and to engage scientific work. Faculty who reviewthe performance of our science departments consistently praise our science programs, ourdedication to high caliber instruction, our equipment, and our support for research. Students whostudy science at Skidmore often declare enthusiasm for the superb quality of the education theyencounter. These students are enthusiastic about their lively interaction with dedicated facultyand about laboratory studies of important work on meaningful problems -work that yieldsvaluable experience important in its own right and in informing others of the skills these studentsare acquiring.These circumstances, bright and promising as they are, invite a related question: why is it thatour natural science programs, staffed by superbly capable faculty and teaching associates,equipped with modern instrumentation and information technology, and energized bycommitment to working closely with students and to collaborative research enroll so fewstudents as majors in the natural sciences? Institutional Research data1 at Skidmore tell us that in2002 and 2003, exclusive of Psychology, 12-13% of our graduates majored in the remainingnatural sciences (Biology, Chemistry, Physics, Geosciences, Computer Science, ExerciseScience, Mathematics, Environmental Science, and Neuroscience.) A survey of twenty-twoother liberal arts colleges2, comparable in mission and size to Skidmore, exhibit, in the sameinterval, an average of 26% of their students graduating with degrees in the natural sciences. AtSkidmore, 8% of our 2002 and 2003 graduates majored in Psychology; at the other liberal artscolleges, 7%, on average, majored in Psychology.This difference in graduating science student populations (Psychology excepted) is stark, andsuggests that the natural sciences at Skidmore suffer from a deficiency of visibility, from anabsence of a college message and action that alert more prospective students to the greatopportunities that await them in science on our campus. Indeed, in this group of twenty-two, onlyBennington College graduates so few science majors, and indirect evidence suggests thatBennington is not as well equipped to deliver science education as we are at Skidmore.1 http://www.skidmore.edu/registrar/ir/fact_book/fact_book.htm.2 Survey of SCAFRO colleges, (Allegheny, Amherst, Bennington, Bowdoin, Bryn Mawr, Carleton, Claremont,Colgate, Colorado, Connecticut, Denison, Grinnell, Illinois Wesleyan, Kalamazoo, Macalester, Mt. Holyoke,Oberlin, Pomona, Reed, Skidmore, Swarthmore, Union), April, 2003. 12. Institutional Information: Vision for the Sciences 7Alas, we have additional evidence that the visibility of the sciences at Skidmore is insufficient.We have not been invited to compete for funding in the 2004 HHMI Undergraduate ScienceEducation Program. That invitation is dependent upon reaching a threshold of achievement forour science students who earn a Ph.D. in the sciences or an M.D. While we met that test in 2000,we have not done so in 2003. This is loss of an opportunity that we need to recover.Visibility of Skidmore will not be enhanced solely by our work in the classroom or in thelaboratory. To deal with this issue, we must approach overarching concerns about Skidmorescience, we must identify individual and shared aspirations for delivering science education, wemust explain to ourselves and to others why these aspirations are vital, and we must build a casefor gaining resources, staffing and support from the community, that help us achieve ourobjectives the best possible science programs offered to a significantly larger population ofscience students than we educate now, and designed to qualify our students for strong graduateprograms and challenging professional work.Thus, does a mission statement for the natural sciences make itself valuable, for the sciences, andfor the entire College as we work to strengthen the role and the content of science education onour campus.Who we areWe are an assembly of seven departments and two interdisciplinary programs staffed by sixty-sixpeople who are faculty, teaching associates, technicians, administrative assistants and secretaries.Our faculty and teaching associates are joined through their enthusiasm for teaching students andthrough a shared sense of the scientific enterprise. They understand, in depth, the role of theoryand experiment in scientific discovery, realize that all scientific conclusions are tentative, andthat the key to scientific progress is confirmation of experimental results.Our science faculty teach and explore a wide range of scientific interests as they seekunderstanding of cosmological features, terrestrial history and action, human behavior,mathematical systems, computing systems, organismic systems, molecular systems, andsubatomic behavior. They introduce students to the major discoveries of 18th, 19th, and 20thcentury science and to the quantitative applications of those discoveries in theoretical andexperimental problem solving. Increasingly, this instruction takes the form of collaborativeresearch, a partnership between faculty member and student devoted to scientific exploration andactive learning by the student.We reside not only in the context of Skidmore, but within a broader arena of liberal arts collegesdevoted to high-quality science education. Just as we are aware of scientific accomplishmentwithin our disciplines, so we are alert to the accomplishments of science education at othercolleges and to the challenges we face to provide comparable science instruction on our campus.That awareness illuminates our path and informs our vision of what we must become so we cancontinue to serve Skidmore science students well. 13. Institutional Information: Vision for the Sciences 8Vision: what wed like to attain for the natural sciences at SkidmoreWe know that the Vice-president for Academic Affairs/Dean of the Faculty has asked CEPP toexpress a vision for the curriculum of the College. The Chair of CEPP tells us that theCommittee will guide its expression through consideration of the following issues: Concern for excellence and rigor among faculty and students. Support for collaborative learning and for service learning. Attention to international and global issues. Achievement of a balanced core curriculum. Delivery of effective advising for students. Attainment of diversity among students. Achievement of information literacy by our students.So we will speak to these issues as they converge with the concerns of our scientists forsustaining the best that they and their students do and for enriching the climate for science on ourcampus.Concern for excellence and rigorTo declare that our scientists yearn for excellence and rigor is virtually a tautology. What mattershere are the strategies, costs and implications of gaining greater excellence in the sciences. Firstamong those strategies is a revivified projection of the College, a strengthened assertion of theimportance of natural science education at Skidmore. Our vision resides in the belief thatexcellent science education begins with the convergence of dedicated faculty and a significantpopulation of bright, motivated, and curious students. While there surely are such sciencestudents on our campus, their population is often too small to support advanced level courses,collaborative research projects, seminars, and other campus science programs that embodycutting edge excitement in science.We need to deal with this issue, from the early moments of recruitment, into the admissionsoperations, through the educational experience of our science students where we must help themto build a greater appetite for excellence, and finally to our alumni who can tell others of scienceat Skidmore and help us to attract excellent students to our science programs. We are particularlyeager to attract more women and minorities into the study of science at Skidmore, and encouragethese groups, underrepresented generally in the sciences, to join the excitement, collaboration,and accomplishment that infuse science at Skidmore.In the sciences, what do we mean by excellence? Surely, we mean more than we will express onthis page, but among other things we mean faculty and students building together the foundationsof scientific understanding that equip students to tackle substantive scientific problems inimaginative, well-informed ways, and to move toward independent thought that productivelyguides their scientific studies. We mean acquiring knowledge and experimental abilities thatfoster theoretical or experimental progress. We mean developing understanding of their studiesin depth sufficient for them to convey their ideas, in speech and in writing, to peers who canassess their work. Finally, we mean, on occasion for every science student, accomplishment that 14. Institutional Information: Vision for the Sciences 9invites the respect of other students and of faculty who know the traditions of excellence instrong undergraduate science education.Collaborative learning and excellenceFor our scientists and their students, collaborative learning is an important vehicle for achievingexcellence. Contemporary science education at all excellent liberal arts colleges guides studentsto collaborative research and exposes them to the virtues of results oriented achievement.Experimental design, perseverance that overcomes experimental challenge, calibration andthorough understanding of instrumentation and experimental equipment, healthy skepticism thatassesses the reliability of data, insight that builds connections between experimental action andthe objectives of research all these things flow from disciplined, well-supervised collaborativeresearch.Therefore, we believe that every Skidmore science student who wishes to engage collaborativeresearch should be afforded opportunity to do so. We know that this work prepares them to enterthe best graduate schools and equips them to develop the professional abilities they will need tosucceed in their work after college.These are clearly important objectives, but they are costly to attain. Collaborative research is thework of one faculty member with one or perhaps several students. It operates without theleverage of large classes and without the convenience of regularly scheduled courses. Researchmoves ahead as it will, driven by the commitment of student and faculty member. Its schedule isoften fashioned by events, by the need that one experimental result evokes on the path to thenext. This is work that is not acknowledged in the teaching assignments of faculty. Our visionlooks to a day when the College acknowledges more fully the vital importance of collaborativeresearch, staffs the natural sciences so they are more able to deliver this valuable mode ofeducation, and finds a way to yield teaching credit for this work.Laboratory resources to support excellenceScience is the study of the natural world; effective, excellent science education requires the useof instrumentation and equipment that gather data and provide a basis for understanding thatworld. Our vision for science at Skidmore pictures a distribution of space sufficient to house andsupport the equipment of science and foster communication among our scientists supportive ofthe best education we can deliver. Spectrometers and spectrophotometers, and chromatographs,and microscopes, and imaging technology, and computers, and pH meters, and densitometers,and PCR devices, among other things, inhabit our laboratories. They aid our investigation ofnature as they serve the educational and research needs of students and faculty. We wish todeploy these resources in the most effective ways, sharing their capacity among departmentswhen there is educational and research leverage to do so, distributing them into focused anddedicated operations when that strategy is essential, establishing the balance of these strategiesthat affords the best possible applications of these very expensive resources.Furthermore, our vision focuses upon acquiring technical support for our instrumentation,properly trained people who will assure, as CITS does for campus computers, the reliable andeffective operation of our instruments so that they serve our educational and research needs on asustained basis. 15. Institutional Information: Vision for the Sciences 10Interdisciplinary programs to support excellenceContemporary scientific research often requires cooperation by scientists in differentfundamental fields. Cooperation among university and governmental scientists in a range offundamental scientific disciplines is a major path to scientific progress. This development alertsus to the continuing importance of teaching fundamental scientific concepts and of developinginterdisciplinary science programs that introduce students to concepts and research that dependupon multidisciplinary scientific knowledge.Our Neuroscience and Environmental Science programs reveal the value of suchinterdisciplinary programs. Our awareness of rapid change in modern science tells us that wewill have to develop other such programs to assure that our students continue to engageimportant new ideas in scientific discovery. To achieve this objective, we must encouragecooperation among scientists in differing disciplines, recognize the importance of collaborationbetween departments, and acknowledge the work of faculty who sustain such endeavor. In theabsence of such recognition, we will diminish this important work and weaken our capacity toteach modern science.Pursuit of external funding to support excellenceSustaining excellence within our science programs is costly and continually demanding ofmodern resources. Our vision informs us that the College cannot sustain our needs solely throughtraditional revenues, and that modernizing our programs and supporting our research must rely,to a degree, upon external funding of worthy projects. Agencies such as NSF, NIH, Dreyfus, theResearch Corp, and the Howard Hughes Medical Institute fund innovation in science educationand in research appropriate for faculty and students at liberal arts colleges.We must pursue these funds to gain some of the resources we need to enrich our scienceprograms and to facilitate the research that we expect of our faculty. Funding of our proposalswill also enhance the visibility of the sciences at Skidmore, alerting foundations, colleagueselsewhere, and the public of scientific enterprise on our campus. All of this work comes at a cost,and we need to recognize the effort and time that proposal development requires. We need toacknowledge such work, particularly when it is successful, in decisions on retention andpromotion.Attention to international and global issuesWe live in a material and an increasingly interdependent world, a place where the natural and thesynthetic converge, in a time when the use and disposal of these resources invite concern forsustainability of the global environment. Biology, Chemistry, Geosciences and EnvironmentalStudies speak to these issues in specific ways, and indeed their capacity to sustain contemporaryeducational importance depends, in part, upon their ability to investigate and report onenvironmental issues. We also inhabit our own bodies, and so we wish to educate students inhealth issues for the individual and for large populations. Our vision for the sciences in thesearenas compels strengthening work in our related programs. We wish to build intellectualconnections among the sciences and to disciplines outside of the sciences also concerned withsustaining a robust environment and with health issues, alert our students to the social, political, 16. Institutional Information: Vision for the Sciences 11economic, and scientific details of these matters, and provide a vehicle for strengthening everyaspect of environmental education from the core curriculum to capstone programs.Achievement of a balanced core curriculumOur vision for the natural sciences responds to how well all Skidmore students understandscientific discovery and how much they consider the implications of that discovery for publicpolicy, for choices of private and public values, and for understanding the human condition inthe physical world. In a time when technological achievement influences virtually everydimension of life, we must provide substantive encounters with science for all of our studentsand assure that liberal learning at Skidmore intersects the scientific enterprise. In these matters,too many Skidmore students are woefully undereducated; correcting this circumstance beginswith our scientists and their renewed effort to deliver well-designed, topical courses thatencourage all of our students to explore scientific accomplishment and consider the impact ofscience and technology upon society. This enterprise continues when our core curriculum asksall of our students to gain knowledge about science and its consequences to a degree greater thanit does now.In a related matter, we look to a day when Skidmore highlights and supports an annual majorpublic lecture in the sciences, as it does for the humanities with the Steloff Lecture, and for thepre-professional business program with the Harder Lecture, and for the social sciences with theFiscus Lecture. Such an event will stimulate serious discussion about scientific and technologicalissues and complement our endeavors to strengthen serious curricular consideration of science onour campus.Achievement of Information LiteracyEffective and timely use of information technology is a vital aspect of learning and doingscience. To prepare for graduate school or to begin professional work in the sciences, ourstudents must employ information technology to support their work. They employ informationtechnology to gain contemporary information from the literature, to gather data in the laboratory,to compute results, to organize information, to model experimental systems, and to communicatefindings. In the sciences, our vision for students is not merely for them to develop informationliteracy; it is to encourage students in the use of this technology for the solution of problems thatheretofore have been virtually intractable and to engage these students more deeply with thecontent of their studies.Concluding observationsThis narrative on vision is a work in progress, its content endorsed by the members of theScience Planning Group (SPG), its fundamental concepts shared and largely accepted by thefaculty in the natural science departments, though this latter group has not yet read thisdocument. We know that Skidmore aspires to be among the best liberal arts colleges in thenation. We believe that strengthening the presence of the natural sciences on our campus willhelp the College gain on that aspiration. It is in that light and with knowledge that CEPP isworking on a vision for the College curriculum that we convey our aspirations and thoughts.We hope that our expression will provide a basis for exchange between CEPP and SPG, a meansfor helping CEPP to guide SPG in its thinking about how the sciences mesh with the College 17. Institutional Information: Vision for the Sciences 12curriculum and for SPG to aid CEPP as it thinks about the role of the natural sciences in theeducation of our students. For the Science Planning Group, Robert P. DeSienoMembers of the Science Planning Group:Robert DeSieno, Sponsored Research Office, Mathematics and Computer ScienceDavid Domozych, Co-Chair, BiologyDenise Evert, Program Director, NeuroscienceMary Ann Foley, Chair, PsychologySarah Goodwin, Associate Dean of the FacultyJudith Halstead, Director, Environmental StudiesAnn Henderson, Registrar and Director, Institutional Research,Mark Hofmann, Chair, Mathematics and Computer ScienceRichard Lindemann, Chair, GeosciencesVasantha Narasimhan, Chair, ChemistryBernard Possidente, Co-Chair, BiologyBarry Pritzker, Director, Foundations and Corporate RelationsDenise Smith, Chair, Exercise ScienceWilliam Standish, Chair, Physics 18. Institutional Information: Admissions Materials 13Admissions MaterialsSee Appendix I, which includes: Freshman application packet Application Materials Brochure on Science and Mathematics (including description of Porter Scholarship) Brochure on Filene Music Scholarships Financing Your Education Is Early Decision Right for You? 2002-2003 Prospectus: 12 Reasons to Choose Skidmore College Skidmore College: Snapshot of a College on the Move Skidmore College: Believe it Greeting to the Class of 2002 19. Institutional Information: Course Catalogue 14Course CatalogueSee Appendix II or visit http://www.skidmore.edu/catalog/ 20. Institutional Information: Assessment 15AssessmentDeveloping formal tools that assess how well our majors are meeting the goals outlined in themission statement for the neuroscience program is one issue that we have asked the PKALconsultants to address. To provide you with some context for assessment at the institutionallevel, we have provided below information that describes institutional support for assessment atthe college, including a director of assessment, and a description of current work beingconducted on assessment at the college.Executive summary from an assessment grant awarded to Skidmore Collegeby the Christian A. Johnson Endeavor Foundation:Skidmore College requests a grant of $281,252 from the Christian A. Johnson EndeavorFoundation to transform teaching and student learning on our campus by developing acomprehensive college assessment plan. Over the past four years, we have devoted considerableattention to clarifying academic standards, examining student life, and working on outcomes-oriented institutional planning. In the process, we have accumulated a great deal of baseline dataon various ways of measuring educational effectiveness.A major shift in our curriculum--reconfiguring many of our courses to carry a value of fourrather than three credit hours--combined with a current emphasis on strategic planning providesan ideal opportunity to build on and follow through with the assessment model we have alreadybegun to create. Our goal is to be able to evaluate the sum total of students growth anddevelopment as a way of driving our institutional effectiveness and establishing for students ahabit of lifelong learning. What is most needed at this stage of Skidmores assessment project isa coordinated effort that (1) brings together College personnel from different disciplines andareas, (2) identifies common standards for measuring student learning, and (3) offers expertguidance in interpreting and responding to the results of those measurements.The vehicle we have chosen to advance our long-standing assessment project is fairly traditional.Rather than propose a flashy project with a catchy title, we have identified our real needs: anassessment expert able to concentrate on and guide this initiative. We seek the resources to bringtogether faculty and staff who are already stretched thin for concentrated work on the realopportunities for, and barriers to, culture change and genuine institutionalization of assessment.Our vision includes the capacity to cross-fertilize and draw on lessons learned from otherschools, indeed, other industries. This will be a major project for Skidmore, and we arecommitted to making it a part of the continuing life of the college.We propose to appoint an Assessment Director who will oversee this effort for the next fouryears. We will also hold a series of faculty workshops to focus on assessment issues and willbring to campus nationally recognized assessment experts to add perspective to our project. Theworth of this project will be measured by far more than mere accountability. We expect todiscover better uses of faculty and college resources, gain a clearer sense of pedagogical and co-curricular effectiveness, measurably improve student learning, and gauge the direction of futureinnovation. Since we intend our results to help illuminate the value of a liberal arts education,we also expect that our findings will be of interest to other colleges interested in issues ofassessment. 21. Institutional Information: Assessment16Biographical Summary: Raymond J. Rodrigues, Director of AssessmentA former provost in the University of Texas System, Vice President for Academic Affairs atwhat is now the Massachusetts College of Liberal Arts, and Associate Provost at Colorado StateUniversity, Ray Rodrigues has led assessment efforts in all those institutions. The University ofTexas System assigned him to lead the development of assessment planning across all nineacademic institutions of the System. In addition to having published thirteen books in areas ofEnglish and English education, as well as numerous articles, he has worked on assessment effortsbecause he is a strong proponent of the scholarship of teaching and the need to know whether ourstudents are actually learning what we believe we are teaching them.Work on Skidmore Assessment:During this first year, our efforts have focused primarily upon developing assessment plans forall of our academic programs, both majors and interdisciplinary programs. Some departmentshad begun assessment efforts earlier, while some had not even started to discuss assessmentplans. Our goal is to have all academic departments and interdisciplinary programs implementassessment plans during the 2003-2004 academic year and build upon what they had learned,both for the curriculum and ongoing assessment plans, during the 2004-2005 academic year andbeyond. * In support of these efforts, an assessment website(http://www.skidmore.edu/administration/assessment) and online assessment handbook havebeen developed and distributed, including sample assessment plans for all academic majorsrepresented on this campus. During the 2003-2004 academic year, the assessment plans for thecore curriculum will be developed. A future goal of the project is to build the assessment plansfor non-academic units, particularly as they support academic teaching and learning.(*Neuroscience is an exception to this timeframe because our assessment planning involves thePKAL consultancy review.)Each department and interdisciplinary program is expected to formulate their assessment planaccording to the following categories (taken from the assessment website): What students should learn: In the literature of assessment, these are usually referred to as learning outcomes. What should students be able to do, know, or value? How their learning will be assessed: One or more methods may be used for each learning outcome. When possible, direct assessments of student work should be used for assessment, but indirect methods may help flesh out the overall assessment. Direct methods include portfolios, work in capstone courses, embedded work such as research papers and examination answers, and student creative products such as art, dance, theatre, and writing. How the results will be analyzed and by whom: More than one faculty member should assess student work, not just the instructor of a course. Methods might include evaluations using rubrics or written summaries or statistical analyses. Assessment schedule: Some assessments should occur every year, but not everything needs to be assessed every year. Develop a cycle of assessment that might be one to three years long. Allow additional assessments to be developed as additional questions arise about student learning. Other information 22. NS Program Information: Proposal for the Major 17 Neuroscience Program InformationProposal for major: The following pages contain selected excerpts from the all-collegecurriculum committee proposal for an interdisciplinary neuroscience major (approvedspring, 2001)IntroductionThe Department of Psychology and the Department of Biology propose the evolution of ourcurrent Biology-Psychology joint major into an integrated, interdisciplinary Neurosciencemajor. The curriculum that we propose draws upon existing faculty and facilities, along withlong standing and recently developed courses, and comprises a suite of research-basedexperiences in which students will participate in scientific inquiry and actively integrate materialacross scientific disciplines. Such an approach is in keeping both with Skidmores traditional anddistinctive emphasis on interdisciplinary approaches and with the current trend towarddissolution of sharply defined boundaries among scientific disciplines. Creative interplay andtruly exciting science often take place where previously distinct methodologies and ideas interact it is here that new paradigms and syntheses are born. In our new interdisciplinaryNeuroscience major, our students will partake of this excitement.Neuroscience is the scientific communitys effort to understand the mechanisms that give riseto thoughts, motives, and behavior. The central mechanism of behavior is the central nervoussystem, and exploring it is a fascinating odyssey in natural science. Neuroscientists investigatethe connections between events that occur at the subcellular level and the behavior of the wholeorganism. Addressing the fundamental questions of neuroscience requires the collaboration ofspecialists in diverse fields. Thus, although neuroscientists specialize in one particulardiscipline, they need to be cognizant of many related areas. Our neuroscience major will becross-disciplinary and taught primarily by professors in the biology and psychology departments;however, students desiring to do advanced work may choose to work with faculty from a widevariety of departments. This major is well suited for students who wish to pursue a career inresearch as well as in a variety of health related fields.Mission Statement and Goals1. Students will engage in broadly based study of the nervous system. This study will be multidisciplinary, integrating the perspectives of biology, psychology, and related sciences.2. Students will develop a foundation in concepts, issues, discoveries and methodological approaches to the interdisciplinary endeavor of neuroscience.3. Students will discover how approaches from different neuroscience subdisciplines complement one another and how the findings can be integrated to provide a more global understanding of the functioning of the nervous system.4. Students will gather, analyze and interpret scientific data and summarize and communicate empirical results; this process will enhance their familiarity and facility with scientific methodology.5. Students will develop their verbal, quantitative and writing skills.6. Students will focus in a subfield of neuroscience, and may conduct research with faculty members. 23. NS Program Information: Proposal for the Major187. Students will gain experience in integrating and synthesizing data, develop a broad background in the sciences and humanities, and acquire skills adaptable to a wide variety of areas and interests. The major will prepare students for career paths that include graduate school, the health professions, research and clinical work.Rationale for Proposed Curriculum The Neuroscience major is comprised of a gateway Neuroscience course (taught by stafffrom either the Psychology or Biology Department), a group of foundation courses, anintegrative seminar course, and a selection of upper level electives and tutorial projects chosen inconsultation with a students advisors in Psychology and Biology and based upon a studentsinterests and professional goals.Neuroscience 1XX, the proposed gateway course for the major, fully integrates biologicaland psychological approaches to the study of the nervous system and behavior and constitutes amultidisciplinary introduction to Neuroscience. In the foundation courses Cell and Molecular Biology (BI 233), Comparative VertebratePhysiology (BI 236), Statistical Methods in Psychology 1 (PS 217) and either ExperimentalPsychology (PS 217) or Physiological Psychology (PS 304), students explore, at differentorganizational levels and from both psychological and biological perspectives, concepts, issuesand discoveries necessary to understand the context for and substance of Neuroscience. In sodoing, students also apply methods of critical inquiry within the discipline, and develop skills forupper level coursework and research tutorials. Based upon past successful experience withBiology-Psychology joint majors, Neuroscience majors will have the prerequisite of PS 101waived by the Psychology department for the foundation courses PS 217 and PS 306. In thefoundation course Chemical Principles I (CH 105), fundamental concepts of chemistry necessaryfor understanding molecular mechanisms in the neurosciences are introduced. Integrative Seminar in Neuroscience Research (a proposed 200 level Honors Forumcourse) will bring Neuroscience students and faculty together at the point when students arebeginning directed studies in the form of coursework and research tutorials at the advanced level.In this course, students will analyze and critique research papers, hear from Skidmoresneuroscience faculty first-hand accounts of investigations in Neuroscience, and develop theirskills in identifying research questions and constructing experimental approaches that wouldenable them to answer those questions. They will observe the complimentary nature of differentapproaches to neuroscience, and discuss how the various methodologies and findings can beintegrated to provide a fuller understanding of nervous system function. Finally, through a seriesof upper-level electives chosen based on each students interests and aspirations, students willfocus upon a sub-field of Neuroscience, and will have the option of conducting research inNeuroscience with faculty members in various departments. This major is characterized by rigor, breadth and integration as students develop afoundation in Neuroscience, and by the flexibility (illustrated in Projected Paths Through theMajor) to pursue a variety of interests at the upper level. Throughout their studies in the major,students will gather, analyze and interpret scientific data and communicate empirical results.Through this process, they will develop analytical skills and gain experience in oral and writtencommunication. In conjunction with their all-college studies, Neuroscience majors will developa broad background in the sciences and humanities, acquire skills adaptable to a wide variety ofareas and interests, and prepare themselves for a wide variety of career paths that includegraduate school, the health professions, research and clinical work. 24. NS Program Information: Curriculum19Curriculum for MajorRequirements of the Neuroscience MajorTo fulfill the major, students must complete the following:Gateway course: NS 101 (Neuroscience: Mind and Behavior)Core courses: CH105 (Chemical Principles I) PS217 (Statistical Methods in Psychology I)* BI233 (Cell and Molecular Biology) BI236 (Comparative Vertebrate Physiology) PS304 (Physiological Psych) or PS306 (Experimental Psych)*Integrative course: NS 277 (Integrative Seminar in Neuroscience Research)Elective courses:Students must take four courses from the following list of electives. No more than three coursestaken in one department will count toward the major. LS 202 (Psychoactive Drugs: Scientific & Social Context) PS 213 (Hormones & Behavior) PS 231 (Neuropsychology)* PS 304 (Physiological Psychology)** PS 306 (Experimental Psychology)** BI 306 (Mammalian Physiology) BI 308 (Principles of Genetics) BI 311 (Biological Electron Microscopy) PS 312 (Seminar in Neuropsychology of Perception & Attention) BI 316 (Animal Behavior) BI 323 (Developmental Biology) BI 326 (Behavioral Genetics) PS 341 (Seminar in Cognitive Neuroscience: Left Brain/Right Brain) BI 344 (Biological Clocks) BI 349 (Neuroendocrinology) BI 351 (Frontiers in Molecular Neuroscience)*The pre-requisite of PS 101 (Introduction to General Psychology) is waived for Neurosciencemajors taking these courses**unless taken to fulfill the Core requirement 25. NS Program Information: Curriculum 20None of the regular semester courses that count toward the major may be taken on a satisfactory/unsatisfactory basis.HONORS: Successful completion of a Tutorial Project (PS 375, 376, BI 375) is required forconsideration for Honors.Tutorial projectStudents are strongly encouraged to undertake 1-credit Introduction to Neuroscience Research(NS 275) and a tutorial project (PS 375, 376, BI 375) prior to completion of the Neurosciencemajor. Those students who plan on completing a senior tutorial project should consider takingthe 1-credit research experience during their junior year which allows students to exploreparticular areas of research introduced in NS 101 or NS 277. This additional experience will helpstudents to make more informed decisions about the particular area of research they are mostinterested in pursuing for a senior tutorial project.Advice on Choosing Electives:Students choices of electives (both within and beyond the requirements specified by theNeuroscience Major) may be guided by interests as well as professional goals. For example, inthe Core course Chemical Principles I (CH 105), students are introduced to fundamentalconcepts of chemistry that are necessary for understanding molecular mechanisms in theneurosciences; students wishing to deepen this understanding are encouraged to take additionalcourses in Chemistry. Examples of Projected Paths through the Major are intended asillustrations of groupings of electives informed by different kinds of interests and goals. For eachillustration, suggestions are offered for electives within and beyond the major.Projected Paths through the MajorPATH 1: A BIOBEHAVIORAL FOCUSWithin Major: Consider three electives from the biology courses (e.g., BI306, 308 316, 324,351), and PS213, 304, or 306.Beyond Major: Additional electives from such areas as philosophy, ethics, chemistry, andbiology (BI317, 343, 370).PATH 2: A COGNITIVE NEUROSCIENCE FOCUSWithin Major: Consider three electives from the cognitive neuroscience courses (PS231, 312,341) and BI308 or 316.Beyond Major: Additional electives from such areas as philosophy and psychology (PS324,325).PATH 3: A COGNITIVE SCIENCE FOCUSWithin Major: Consider three electives from the cognitive neuroscience courses (PS231, 312,341). 26. NS Program Information: Curriculum21Beyond Major: Consider electives from anthropology, philosophy, computer science, psychology(PS323, 324, 325) or interdisciplinary courses on cognitive processes (LS2 129).PATH 4: A DEVELOPMENTAL FOCUSWithin Major: Consider as electives BI308, 323 and 324.Beyond Major: Consider electives from philosophy and psychology (PS305, 312a).PATH 5: AN APPLIED FOCUSWithin Major: Distribute electives equally in biology and psychology.Beyond Major: Consider electives from psychology (PS315, 326), sociology or social work.Note: Those students interested in pre-med and other health professions should consultwith the HP Advisory Committee for guidance in selecting options. 27. NS Program Information: Curriculum 22Schedule of Course OfferingsGateway Course: CourseCourse Name Frequency ofSemester(s)CreditsLab? Prereqs.All-Prof.# Offering Offered collegeNS 101Neuroscience: Mind Yearly (three Fall, Spring 4yesnoneNaturalDE, GG,and Behavior sections)ScienceMT, RMCore Courses:CH 105Chemical Principles IYearlyFall 4yesSee NaturalSF, MF,catalogue Science, DWQR2PS 217Statistical Methods in Every semesterFall and 4yesPS 101 or None HF, FP,Psychology Spring permis.JDBI 233Cell and Molecular YearlyFall 4yesCH105 None ERBiology (concur. orpermis.)BI 236Comparative Vertebrate YearlySpring 4yesBI 233None RMPhysiologyPS 304PhysiologicalYearlySpring 4yesPS 217None GGPsychologyPS 306Experimental Every semesterFall and 4yesPS 101 or NaturalMF, HF,Psychology Spring permis.,Science, FPPS 217QR2Integrative Course:NS 277Integrative Seminar in YearlySpring 1 noNS 101, 1 None AlternateNeuroscience Research other NS Depts.course 28. NS Program Information: Curriculum 23Elective Courses: CourseCourse NameFrequency ofSemester(s) CreditsLab? Prereqs.All-Prof. # Offering OfferedcollegeLS2 202 Psychoactive Drugs Yearly Spring3 noLS ILS GGPS 213Hormones & BehaviorYearly Fall4 noPS 101 or None GGpermis.PS 231NeuropsychologyYearly Fall3 noPS 101 or None DEpermis.PS 304PhysiologicalYearly Spring4yesPS 217None GGPsychologyPS 306Experimental Every semester Fall and4yesPS 101 or NaturalMF, HF,PsychologySpringpermis.,Science, FPPS 217QR2BI 306Mammalian Physiology Every other year Fall or 4yesBI 236None RMSpring(alt.w/Cardio.Phys)BI 308Principles of Genetics Yearly Fall4yesBI 233None BPBI 311Biological ElectronYearly Fall4yesBI 233 or None DDMicroscopypermis.PS 312Neuropsychology of Once Spring3 noPS 231 or None DE, HFPerception andpermisAttentionBI 316Animal BehaviorEvery other year (at Spring4yesBI 236None MRR least)BI 323Developmental BiologyEvery other year Fall4yesBI 233 or None ERpermisBI 326Behavioral GeneticsEvery other year Fall (alt. with 4yesBI 233None BPBI 344) BI 236 29. NS Program Information: Curriculum24Elective Courses (cont): Course Course Name Frequency of Semester(s) CreditsLab? Prereqs.All-Prof. # OfferingOfferedcollegePS 341 Cognitive Neuroscience: YearlySpring3 noPS 231 or None DE Left Brain/Right BrainpermisBI 344 Biological Clocks Every other yearFall (alt. with 4yesBI 236 or none BP BI 326) permisBI 349 NeuroendocrinologyEvery other yearFall4yesBI 233, none MT BI 236BI 351 Frontiers in MolecularYearlySpring3No BI 233, none MT NeuroscienceBI 236Tutorial Research:NS 275 Introduction to Every semesterFall and1 NS 101 noneDept. Neuroscience Research SpringBI 375 Research in Biology Every semesterFall and4 See none Dept. SpringcataloguePS 375 Senior Research Project YearlyFall3 PS 304 or none Dept. I 306PS 376 Senior Research Project YearlySpring3 PS 304 or none Dept. II306 30. NS Program Information: Curriculum 25 Sample Student SchedulesSeveral sample student schedules for how students can structure their curriculum across their four yearsbased on their individual interests are presented in the following two pages. 31. NS Program Information: Curriculum 26Sample Student Schedules( indicates a required course) Sample schedule for a student who gets a laterSample schedule for a student who wishes start on neuroscience major and conductsto conduct senior research in Biologysenior research in Biology Fall SpringFallSpringFreshmanCH 105 NS 101 FreshmanYear YearSophomoreBI 233 BI 236 SophomoreCH 105 NS 101 Year PS 217 PS 304 YearNS 277 Junior Year BI 233 BI 236 Junior YearBI 311 BI 324 PS 217 PS 306 LS2 202NS 277 Senior YearBI 375Senior YearPS 2xxBI 316 BI 326 BI 375BI 324BI 344Sample schedule for a student who wishes Sample schedule for a student who gets a later startto conduct senior research in Psychologyon neuroscience major and conducts senior researchin Psychology FallSpringFallSpringFreshmanNS 101 PS 217 YearCH 105 Freshman YearSophomoreBI 233 BI 236 Year PS 306 NS 277 Sophomore NS 101 PS 217 YearCH 105 NS 277 Junior Year PS 231 PS 341 LS2 202 Junior Year BI 233 BI 236 PS 231PS 304 Senior Year PS 375PS 376LS2 202BI 323 Senior YearBI 326PS 341PS 375PS 376 32. NS Program Information: Curriculum 27Sample schedule for a student who conducts seniorSample schedule for a student who wishes to focus onresearch in Biology and spends a semester abroad Cognitive Neuroscience path Fall SpringFall SpringFreshmanCH 105 NS 101 Freshman NS 101 Year Year CH 105 SophomoreBI 233 BI 236 Sophomore BI 233 BI 236 Year PS 217 PS 304 YearPS 217 PS 306 NS 277 PS 231LS2 202Junior YearBI 311 Abroad Junior YearPS 324 orPS 312a BI 326PS 325 NS 277 Senior YearBI 375LS2 202 Senior YearPS 375 PS 376 BI 344 BI 311 PS 341PS 312 Sample schedule for a student who wishesto focus on Cognitive Science FallSpringSample schedule for a student who conducts seniorFreshman NS 101 LS2 129research in Psychology and spends junior year abroad YearCH 105 Fall SpringFreshmanNS 101 Sophomore BI 233 BI 236 Year CH 105 YearPS 217 NS 277 PS 306 SophomoreBI 233 BI 236 Junior YearPS 231 PS 325Year PS 217 PS 306 PS 324 Phil/AnthroPS 231LS2 202 ElectiveNS 277 Senior YearPS 375 PS 376Junior Year AbroadAbroadBI 311 PS 341Senior YearPS 375 PS 376 BI 311 PS 341 33. NS Program Information: Course Descriptions28Course DescriptionsGateway CourseNS 101 Neuroscience: Mind and Behavior 4An interdisciplinary examination of the neurobiological bases of behavior and mental processing.Topics include the structure and functioning of the nervous system, brain-behavior relationships,and hormonal and genetic effects on behavior and mental processing. Laboratories developstudents understanding of functional neuroanatomy, neural transmission, and humanpsychophysiology. (Fulfills natural sciences breadth requirement.). D. Evert, G. Goodwin, R.Meyers, M. TetelCore CoursesCH 105 Chemical Principles I 4Fundamental concepts of chemistry are presented. Emphasis is placed upon atomic andmolecular structure, physical and chemical properties related to structure, periodic relationships,mass relationships, thermo-chemistry, and properties of solutions. The lab experiments provideapplications of the principles. Students will take a general chemistry readiness exam the first dayof class to assist the department in advising them for which course, CH105 or 105H, they arebest prepared. Prerequisite: high-school algebra (two years), chemistry (one year) or CH101 or103, and QR1. Three hours of lecture-discussion and one three-hour lab per week. (Fulfills QR2and natural sciences requirements.) S. Frey, D. Weis, M. FreyPS 217 Statistical Methods in Psychology 4A survey of methods used to describe, correlate, and make inferences about frequencydistributions, including the use of binomial distribution, normal distribution, t-distribution, chi-square, sign tests, and the analysis of variance. Three hours of lecture, two hours of lab a week.Prerequisite: PS101 or consent of instructor. J. Douglas, H. Foley, F. PhillipsBI 233 Cell and Molecular Biology 4A study of living processes on a cellular and molecular level. Cell structure and function, theregulation of information flow, and biochemical processes in both eukaryotes and prokaryoteswill be examined. Prerequisite: BI 237, completion or concurrent registration in CH 105, orpermission of instructor. Three hours of lecture, three hours of laboratory per week. Offered inthe fall semester. E. RubensteinBI 236 Comparative Vertebrate Physiology 4The adaptive function and structure of major systems in vertebrates considered principally fromthe perspective of their ability to meet environmental demands. Prerequisite: BI 233 orpermission of the instructor. Three hours of lecture, three hours of laboratory per week. Offeredin the spring semester. R. Meyers 34. NS Program Information: Course Descriptions 29PS 304 Physiological Psychology 4The study of physiological structures of the central nervous system, muscles and glands inhumans and animals with emphasis on the use of animal models to understand humanpsychopathologies such as anxiety, depression, and drug addition. Laboratory sessions are usedto test various animal models of psychopathology to better understand their validity andlimitations. Three hours of lecture and two hours of lab per week. Prerequisites: NS101 andPS217. G. GoodwinPS 306 Experimental Psychology 4A theoretical and empirical introduction to psychology as a natural science. Emphasis will be onthe basic phenomena in physiological psychology, cognition, perception, and social psychologyand the principle experimental paradigms employed in their investigation. Three hours of lecture,three hours of lab a week. Prerequisites: QR1, PS217 (Fulfills QR2 requirement and naturalsciences breadth requirements.) H. Foley, M. Foley, F. PhillipsIntegrative CourseNS 277 Integrative Seminar in Neuroscience Research 1A study of selected areas of neuroscience research and techniques. Both primary source articlesand first person accounts by faculty in the Biology and Psychology departments are used tointroduce the theoretical and practical aspects of neuroscience research. Emphasis will be placedon understanding the multiple levels (e.g. molecular to behavioral) at which research topics inneuroscience can be addressed and also the ways in which research techniques define the typesof questions that can be asked at a given level of analysis. Prerequisites: This course should betaken upon completion of NS101 and the completion of (or current enrollment in) at least oneother Core or Elective course from the list of courses in the major.Elective CoursesLS2 202. Psychoactive Drugs: Scientific and Social Contexts 3This course will trace the interaction between scientific knowledge and social responses to suchknowledge regarding the use of psychoactive drug substances. After a consideration of the natureof consciousness, and introduction to the structure and the function of the nervous system, andexposure to some basic pharmacological concepts, we will study the specific psychological andphysiological effects of various psychoactive substances (e.g., caffeine, nicotine, alcohol,marijuana, cocaine, heroin, and LSD). Psychological, historical, and cultural influences of druguse and the social regulation of drug use will then be examined to demonstrate that thedistinction between legal and illegal substances is social rather than pharmacological, and thatsocial attitudes and legal proscriptions of drug substances are not based on scientific and/orpharmacological concerns. Finally, the general nature of the social use (or in this case, nonuse)of scientific knowledge will be explored. G. Goodwin, Psychology 35. NS Program Information: Course Descriptions30PS 213 Hormones and Behavior 4An introduction to the study of how hormones coordinate the behavioral and physiologicalcomponents of important psychological processes like reproduction, defense, aggression,learning, and emotions. A comparative approach (cross-species) is used to explore the endocrinesystem and many of the effects of hormones on both the body and brain. Whenever possibleresearch findings in humans are integrated into this discussion. To help illustratehormone/behavior relationships, several in class experiments are conducted using both animaland human subjects. G. GoodwinPS 231 Neuropsychology 3An introduction to the relationship between the brain and mind through the assessment of humanpatients (and animals) with brain damage. This focus will show how scientists are better able tounderstand components of the mind (i.e. processes related to attention, perception, cognition,personality, emotion, memory, language, consciousness) and behavior, and how this informationcan be used to refine theories of psychological functioning. A case-study approach of humanswith brain damage will be adopted in this course. D. EvertPS 304 Physiological Psychology 4 (see description under Core Courses)PS 306 Experimental Psychology 4 (see description under Core Courses)BI 306 Mammalian Physiology 4An intensive study of selected topics in mammalian neural, respiratory, and renal physiology.Prerequisites: 236, or permission of the instructor. Three hours of lecture, three hours oflaboratory per week. Offered in alternate years. R. MeyersBI 308 Principles of Genetics 4A study of the principles underlying the structure and function of hereditary mechanisms. Topicsinclude classical genetics, DNA structure and function, transcription, translation, regulation ofgene expression, and recombinant DNA methods. Prerequisites: CH106, BI233, or permissionof instructor. Three hours of lecture, three hours of lab a week. B. PossidenteBI 311 Biological Electron Microscopy 4Practical and theoretical study of the operation and application of electron microscopes and thepreparation of samples for electron microscopy. Topics include: chemical fixation, cryofixation,cytochemistry, immunolabeling, ultramicrotomy, transmission electron microscopy, scanningelectron microscopy and electron microscopic photography. Prerequisite: BI 233 or permissionof instructor. Two hours of lecture and four hours of lab a week. D. DomozychPS 312 Neuropsychology of Perception and Attention 3An in-depth examination of the neuropsychology of perceptual and attentional processing. Theability to perceive and attend to information in our environment is often taken for granted.However, as this course will show, the mechanisms regulating perception and attention are farfrom simple. The main goal of the course is to develop and understanding of how these processesoperate. As a means to reach this goal, we will learn about the underlying neural basis ofperceptual and attentional processes discussing work with animals and with humans. Researchwith brain-damaged and healthy individuals will be examined, including that based on functionalimaging studies. D. Evert, H. Foley 36. NS Program Information: Course Descriptions 31BI 316 Animal Behavior 4Behavior is a product of evolution and a means of animal adaptation. This course considers themechanisms, proximate causes and ultimate origins of behavior. Prerequisite: BI 236. Threelectures, three hours of lab or fieldwork a week. One Saturday field trip. M. Raveret RichterBI 323 Developmental Biology 4The study of the progressive, sequential changes that occur within cells, tissues, and organismsover time. The study of development encompasses molecular, biochemical, cellular,morphological, and physiological organizational levels. Course topics range from gametogenesisand embryonic development to molecular mechanisms of gene regulation. Prerequisite: BI233 orpermission of instructor. Three lectures, three hours of lab a week. E. Rubenstein.BI 326 Behavioral Genetics 4An introduction to the study of genetic mechanisms that regulate the development andexpression of behavior and the relationships between genetic variation and variation inbehavioral traits. Model systems examined will emphasize analysis of genetic components ofphenotypic variation and covariation, and mapping of genes involved in regulation andexpression of behavior. Three hours of lecture, three hours of lab per week. Prerequisites BI233and BI236. B. PossidentePS 341 Seminar in Cognitive Neuroscience: Left Brain/Right Brain 3Discussion-based study of hemispheric specialization for cognitive functioning (includingperception, attention, memory, creativity, emotional processing, and language) from a cognitiveneuroscience perspective. Cognitive neuroscience is the interdisciplinary science built up tounderstand the gap between biological processes of the central nervous system and the process ofthe mind. In learning about hemispheric specialization of function, we will draw on researchfrom such fields as experimental psychology, neuroscience, neuropsychology, brain imaging,and computer modeling. The first part of the course is designed to teach you about the methodsand techniques used in the study of cognitive neuroscience, including theoretical issuesassociated with each approach. Throughout the second part of the course, we will learn some ofthe ways these methodologies have been utilized to understand hemispheric specialization ofcognitive function. D. EvertBI 344 Biological Clocks 4Organisms in all the major taxonomic groups have internalized geophysical and otherperiodicities in the form of endogenous biological mechanisms that function as clocks.Theoretical, molecular, cellular, physiological, behavioral, ecological and biomedical aspects ofbiological clocks will be examined with an emphasis on circadian clocks. Three hours of lecture,three hours of lab per week. B. PossidenteBI 349 Neuroendocrinology 4Hormones act throughout the body to coordinate basic biological functions such as development,reproduction and metabolism. This course will investigate how hormones work in the brain toregulate physiology and behavior. We will study the molecular bases of neuroendocrineregulation, with a focus on how the hypothalamic-pituitary-gonadal axis functions to regulatereproduction, homeostasis, growth, metabolism and stress. Laboratory sessions will explorevarious approaches to neuroendocrine research, including detection of hormone receptors in 37. NS Program Information: Course Descriptions 32brain and assessment of biological functions through bioassays. Three hours of lecture, threehours of lab per week. Prerequisites BI 233 and BI236. M. TetelBI 351 Frontiers in Molecular Neuroscience 4This course will explore hot topics in Neuroscience. We will discuss how novel approaches incell culture, animal and human studies are being used in current Neuroscience research. Studentswill review current literature from top journals, give group presentations in class and write apaper. This course will be divided into two sections: 1) topics in Neurogenesis (neuron birth inthe adult brain, stem cell research) and 2) topics in Neurodegeneration (mechanisms of cell deathin disorders such as Alzheimers and Parkinsons Disease). Students will develop skills incritically reading research papers and giving presentations. A prerequisite of BI 233 and BI 236is required, a prerequisite of NS 101 is recommended. M. TetelBiological and Computational Vision* 3In this class we will explore the ideas of seeing in biological systems (humans, animals, insects,et al.) as compared to computer and machine vision. As it turns out the fields of computer andhuman vision seem to have had a parting of ways in the late 1970s-- biologicalvision concentrated on higher level cognition while computer vision began to concentrate onpragmatic tasks similar to those outlined above. Does the traffic light "eye see the car the sameway a human being would? Probably not. What about the terrorist stereotyping computer?Perhaps so. Today, the two fields are again on friendly terms as we are able to better model thebrain-- both theoretically and computationally. What can the two groups learn from each other inlight of this? F. Phillips*Although not part of the regular NS curriculum, this course counts as a NS elective when offered (approximatelyevery other year).Tutorial ResearchNS 275 Introduction to Neuroscience Research 1An introductory exploration of conducting research in neuroscience. The purpose of this learningexperience is to provide students with an interactive research experience in the laboratory or fieldin coordination with a faculty member. Students may be exposed to, and participate in, severalaspects of the research process, including planning, designing, and implementing the research, aswell as in data analysis and interpretation of the results. This experience will allow students atvarious stages of their careers to sample research questions/methodologies in particularsubdisciplines of Neuroscience, and will enhance the students ability for more independentwork. Must be taken S/U. Prerequisites: Completion of NS 101 and permission of instructor. 38. NS Program Information: Course Descriptions 33BI 375 Research in Biology 4An opportunity for students to engage in laboratory or field research under the guidance of afaculty member. The emphasis is on the development of analytical and technical expertise inbiological research. Students present their results in the form of a written thesis and an oralpresentation. Prerequisite: agreement by a faculty member to serve as a tutor, completion of the200-level course requirements, and permission of the department. Biology majors may takeeither BI371 or 375 only once to substitute for a 300-level biology requirement; however, withdepartmental approval, BI375 may be repeated once for credit toward all-college requirements.The DepartmentPS 375 Senior Research Project I 3Students will work with an individual faculty member to develop a major research project. Thisdevelopment will include definition of topic, review of the scientific literature, the learning ofany necessary research techniques, execution of any necessary preliminary research, andsubmission of a written proposal to the faculty supervisor. Each student will make an oralpresentation of the proposal to other senior thesis students. Prerequisites: PS306 and consent ofinstructor.PS 376 Senior Research Project II 3Students will work with an individual faculty member to complete the major research projectdeveloped in Senior Research Project I. A final project will be submitted in thesis form to thefaculty supervisor at least two weeks before the end of the term. Prerequisite: PS375. May not betaken concurrently with PS378. Senior Research Project II may be used to fulfill the thesisrequirement for departmental honors in psychology. 39. NS Program Information: Syllabi 34Course SyllabiSee Appendix III. 40. NS Program Information: NS Student Data 35 NS Student DataNumber of GraduatesNumber of Graduates with a Major in Biology (BI), Psychology (PS), Biology-Psychology(BI-PS Interdepartmental Major), and Neuroscience (NS) Class of:BIPS BI-PS* NS19911061819921255119931363319941049619951465319961574619971963119982249419991328220002767620011154120023248212003214119*Starting with the class of 2004, there will no longer be graduates who have majored in BI-PS. 41. NS Program Information: NS Student Data36The enrollment patterns for the lab-based introductory neuroscience course are presented in the following table. This course has beenoffered for six semesters and once during the summer session. For the first two semesters that it was offered, the course was calledIntroduction to Biopsychology (PS216). The title for the course was changed to Neuroscience: Mind and Behavior (NS101) upon all-college approval of the Neuroscience Program in 2001. Enrollment Patterns for the Lab-Based Introductory Neuroscience Course TermSectionCap Enrollment Freshmen Sophomores Juniors SeniorsOtherFall, 2000PS 216 (1) 24 18 2114 1PS 216 (2) 248 0 61 1Spring, 2001PS 216 (1) 24 24 5144 0 1Fall, 2001NS 101 (1) 24 22 0154 3NS 101 (2) 24 24 1144 5Spring, 2002NS 101 (1) 32 26 1474 1NS 101 (2) 24 23 1362 2NS 101 (3) 24 21 10 101 0Summer, 2002 NS 101 (1)247 13 0 2 1Fall, 2002NS 101 (1) 32 28 12 124 0Spring, 2003NS 101 (1) 32 29 21 5 2 1NS 101 (2) 32 32 20 8 1 2 1 42. NS Program Information: NS Student Data37At the beginning of each semester, all students enrolled in Neuroscience: Mind and Behavior (NS101) are asked to indicate theirreason(s) for taking the course. Students responses are presented in the table below.Students Reasons for Taking Neuroscience: Mind and Behavior (NS101) Reasons for Taking NS 101F 01F 01S 02S 02S 02 F 02S 03S 03 Sect. 1Sect. 2 Sect.1Sect. 2Sect. 3 Sect. 1Sect. 1Sect. 2To meet the all-college natural science13 11 13 18919 16 16requirementTo meet a cluster requirement for the 7 2 95849 3psychology majorTo start a neuroscience major 3 4 52474 9May be interested in neuroscience, so11 619 1212 19 26 13exploring the areaJust wanted to take the course 13 14 15 1517 12 13 14Respondents are asked to choose each reason that applies.F = fall semester, S = spring semester 43. NS Program Information: Collaborative Research3838Collaborative Research Faculty-Student Collaborative Research OpportunitiesFaculty-student collaborative research is in integral component of the sciences at SkidmoreCollege. The curriculum for the NS program emphasizes research experience as a critical andvaluable experience for the students. The curriculum is structured to guide students through bothintroductory and advanced level research.This section includes descriptions of the following faculty-student collaborative researchopportunities: Course offerings Dean of Facultys office summer research grant Neuropsychology/Health Psychology research internshipCourse Offerings for Collaborative Research:There are a variety of course offerings in which students may enroll to engage in student/facultycollaborative research. These include introductory-level offerings (NS 275), and opportunitiesfor more advanced and in-depth research experiences (PS 375, 376, 399; BI 375, 399). Atpresent, there is no NS designation for senior research; the home department of the studentsfaculty mentor determines the course designation for NS majors research experience.Faculty/Student Collaborative Summer Research Grant through the Dean of FacultysOffice:PROGRAM. The Summer Collaborative Research Program, initially funded by the W. W. KeckFoundation, enables teams of Skidmore faculty and students to engage in significant projectsover a ten-week period during the summer. The project should be closely related to the facultymembers curricular, pedagogical, scholarly, or creative interests and should be planned andexecuted by the student and faculty member working together. The relationship between teammembers is expected to be truly collaborative; the student is a junior colleague rather than aresearch assistant. The project should be defined in such a way as to permit completion of asubstantial portion of the project by the end of the ten weeks. Each team will give an oral reporton the planned project, explaining goals and methods, early in the period; participate in adiscussion about the collaborative research program in early; and a final report, demonstration,poster show, or other appropriate activity on progress and achievements at the close. A finalwritten report is due no later than September 15. The project should produce a finished work,such as a jointly authored paper for publication or presentation a t a professional meeting or anartistic work exhibited for public, critical review. The teams may also participate in periodicinformal meetings to discuss the collaborative concept and share observations on the researchprocess. 44. NS Program Information: Collaborative Research39 39AWARDS: (1) Each faculty participant will be given a stipend of $3000. (2) Each studentparticipant will be provided with a stipend of $1550 and free room and board at the campus.Because the program emphasizes the sharing of ideas and experiences, students are stronglyurged to live on campus. In exceptional circumstances, students may be granted permission bythe Faculty Development Committee and/or the Associate Dean of the Faculty to live off campus(in such cases the students will have to provide for their own housing). Whether living on or offcampus, students are expected to participate in all collaborative research group activities. (3)Faculty may apply for funds to purchase supplies and equipment of modest cost (not more than$750). Faculty may also request funds to pay for the costs of travel to conferences where theywill report the results of their research or further costs of printed publication. The FDC budgetfor such costs is limited and faculty are urged to use departmental funds as well to help pay fortheir costs.APPLICATION PROCEDURE: Faculty/Student teams wishing to participate in theCollaborative Research Program should submit an application to the Office of the Dean of theFaculty by FEBRUARY 17, 2003. The Faculty Development Committee will communicate itsselection of funded proposals to all applicants prior to spring break. The application shouldconsist of the following clearly marked components:1. The names of the student and faculty team members. Indicate if either has participated in theCollaborative Research Program before, and if so, when they participated.2. The title of the project.3. A brief description or abstract of the project (125 words maximum) written in a fashioncomprehensible to non-specialists.4. A statement of the goals, proposed activities, and type of the final outcome (e.g., journalarticle, exhibit, etc.).5. A brief description of the roles of the student and faculty member in completing the project.6. An itemized budget, listing the costs of equipment and supplies needed to complete theproject.7. A complete description of the project in language accessible to the non-specialist.8. A signed description of project responsibilities written by the student.9. Attach this information to a copy of the guidelines.10. Signatures of both the faculty and student applicants.CRITERIA FOR SELECTION1. Each proposal will be judged on the merits of the project, its feasibility, and the clarity ofpresentation.2. Projects which have the potential for generating continuing work of an intellectuallystimulating nature after the ten-week period has ended will be favored.3. Projects which are truly collaborative in nature in which the student member serves in acollegial relationship with the faculty member will be favored.4. Where proposals are equivalent in merit, selection of proposals will favor distribution ofproposals across the largest possible number of disciplines.5. In general, proposals from faculty returning to the College for the 2002-03 year will be givenpriority over proposals from other faculty. 45. NS Program Information: Collaborative Research40406. Teams will be selected by the Associate Dean of the Faculty following recommendation by theFaculty Development Committee. 46. NS Program Information: Collaborative Research 4141CONDITIONS1. Other summer commitments that either the student or the faculty member may have must notinterfere with the demands of this program. Please note that during the grant period students maynot enroll in summer school and they may not be otherwise employed. Students should notexpect to stay on campus beyond the ten-week period for which they have been funded.Respectively, faculty members are discouraged from teaching in summer school or participatingin any other grant program during the grant period.2. Teams are expected to be present for the three group sessions unless prior arrangements havebeen made with the Associate Dean of the Faculty when the awards are accepted.3. The applications which are funded may be placed in a file accessible to the public,foundations, media, and future applicants.4. Teams may be asked to participate in programs where they can present reports of their workfrom the summer to the larger Skidmore community during the succeeding academic year.5. Work submitted for publication or public presentation should acknowledge the role of theSkidmore College Collaborative Research Program, funded in part by the W. M. KeckFoundation. Research Internship OpportunityDenise Evert and Cay Anderson-Hanley (Research Associate, Department of Psychology)organized and instituted an internship experience focused on exposing students toneuropsychology/health psychology research and practice in a clinical setting. The internship is mainlybased at The Cancer Center at Glens Falls Hospital, but was recently extended to also includeopportunities at The Saratoga Hospital and Nursing Home. Professor Evert primarily serves as theSkidmore faculty advisor for the interns and the administrator for the internship, and ProfessorAnderson-Hanley, who has clinical and research positions in the community, serves as the on-sitesupervisor for the interns.With this internship experience, students have the opportunity to find out first-hand what itmeans to conduct research in a clinical setting. Students are involved in a variety of research projects,including assessing the possible neuropsychological consequences of systemic treatments in cancerpatients (e.g., chemotherapy, hormones), comparing the efficacy of different kinds of support groups inwomen who are newly diagnosed with breast cancer, and assessing outcome measures for chronic painpatients. The students activities during the internship include: attending multidisciplinary researchmeetings, training with a licensed psychologist, administering neuropsychological test batteries andcomputer-generated experiments to patients, and reviewing medical charts. At the research meetingsstudents interact with a variety of health care professionals, including physicians, nurses, pharmacists,clinicians, and researchers. The interns also have an opportunity to take a field trip to a research lab atthe University of Vermont and interact with doctoral and postdoctoral students in psychology.Since its inception in the summer of 2000, 16 students have participated in the internshipprogram. To date, over half of the interns have continued their research interests/experience beyond theinternship in the form of independent studies, senior thesis projects, and research assistant positions.Three of the students recently presented their research from the internship at a conference and severalstudents are working on publishing their findings. 47. NS Program Information: Collaborative Research 42 42Following are the descriptions of the internship experiences posted for the students:Neuropsychology/Health Psychology Research Internship OpportunitiesIn collaboration with Glens Falls Hospital, the Department of Psychology at SkidmoreCollege has internship opportunities available in Neuropsychology/Health Psychology.Students will have the opportunity to get involved in a variety of research projects inneuropsychology and psychooncology being conducted at the Cancer Treatment Center at GlensFalls Hospital. The internship is available during the Summer, Fall, or Spring sessions.Students will receive three-credits for the internship and it is only offered as S/U.Between 2 and 4 students will be selected for each term. Preference will be given topsychology and neuroscience majors who have completed their sophomore year. You areexpected to have some background working with computers and you must have completedcourses in Introduction to Psychology and Statistics. Coursework in Neuropsychology, HealthPsychology, Psychological Testing, or Clinical Psychology is highly recommended. You willneed your own transportation to Glens Falls Hospital (located about 20 minutes away).Research: assessing the possible neuropsychological consequences of systemic treatments in breastcancer patients comparing the efficac