THIS SPRING's NEUROSCIENCE-RELATED TALKS: ~~~ Feb. 26 & 27, 2015: Hugh Taylor Class of '88 Lecture Series Dept of Obstetrics, Gynecology, and Reproductive Sciences Yale School of Medicine Feb. 26 at 4:30 pm, MBH216: (general audience lecture) Feb. 27 at 12:30 pm, MBH 216: (research seminar) Titles TBA ~~~ March 13-14, 2015:
Symposium on Science and Religion (Sponsored by the Religion Department -details to follow) ~~~ March 9-10, 2015: Dr. Carol Greider, Nobel Laureate Johns Hopkins University Mar. 9 at 4:30 pm, MBH 216 (general audience lecture) Mar. 10 at 12:30 pm, MBH 216 (research seminar) Titles TBA ~~~ Apr. 3, 2015: Dana B. Barr Dept of Environmental Health, Rollins School of Public Health, Emory University, Atlanta Exposure Science: an emerging science spanning environmental health, chemistry, and epidemiology 12:30pm, MBH 216
~~~ Apr. 24, 2015: Guy Caldwell Biological Sciences, The University of Alabama A Predictable Worm: Application of C. elegans to Investigate Neurodegenerative Diseases 12:30pm, MBH 220
Congratulations to Prof. Mark Spritzer and grad Leanne Shulman on their new publication in the journal Physiology and Behavior: Leanne M. Shulman*, Mark D. Spritzer 2014. Changes in sexual behavior and testosterone levels of males rats in response to daily interactions with estrus females. Physiology and Behavior 133: 8-13.
Students should demonstrate a broad intellectual foundation in neuroscience, including molecular, cellular, cognitive, philosophical, and systems-level perspectives, and should understand how how those perspectives are interrelated.
Students should understand the significance of the scientific method as a route to understanding, including the importance of objective observation, hypothesis development, experimental design, statistical analysis, analytical reasoning, and arriving at conclusions based upon evidence.
Students should learn to critically assess neuroscience literature.
Students should develop their written and oral communication abilities, such that they can convey the essence of neuroscience to both technical and non-technical audiences.
Students should become proficient with neuroscience research techniques.
Because it reflects the nature of neuroscientific research, students should develop both the ability to work collaboratively, as well as independently, on scholarly projects.