Meet your SAC Reps, NSCI Professors, learn about NSCI activities, share ideas, ask questions. PIZZA too!
Nov. 14, 2014: Kevin Madore 12:30pm, MBH 220 "To remember and imagine: Enhancing episodic specificity with training in young and older adults." Kevin is a graduate student at Harvard working in Daniel Schacter's lab and a Midd alum. For more information visit: http://www.middlebury.edu/academics/psych Co-sponsored by the Program in Neuroscience
March 13-14, 2015:
Symposium on Science and Religion (Sponsored by the Religion Department -details to follow)
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.