University System of Georgia Format for New Program Proposal
A M.S./Ph.D. PROGRAM IN NEUROSCIENCE AT GSU WILL BE ENHANCED BY NEW FACILITIES IN OUR NEW SCIENCE PARK
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- NEUROSCIENCE IS PROFITABLE FOR GEORGIA STATE UNIVERSITY
- NEUROSCIENCE IS BIG BUSINESS
- Coursework Requirements
- Statistics Core (3 hours)
- Topics/Concept and Seminar Courses (7-8 hours)
A M.S./Ph.D. PROGRAM IN NEUROSCIENCE AT GSU WILL BE ENHANCED BY NEW FACILITIES IN OUR NEW SCIENCE PARK. GSU is currently building a new Science Park, which will house the neurosciences and other life sciences. This will bring together faculty from across the campus into contiguous space for teaching, research, and administration. Uniting the students doing Neuroscience research under one degree program and one building will promote collaborative work and should enhance acquisition of new grants. The new science buildings would help to unify Neuroscience researchers under one roof and provide space for new faculty recruitment in the Neurosciences. NEUROSCIENCE IS PROFITABLE FOR GEORGIA STATE UNIVERSITY Across the last five years, the average annual federal funding for Neuroscience at GSU has been $5,685,160, a sizable percentage of all NIH/NSF funding at our institution. With the help of more and even higher quality graduate students, as well as the inevitable increase in faculty that occurs with growing highly successful programs, we can do better, largely because Neuroscience research is a unifying theme across many of the National Institutes of Health (NIH) and Centers. The NIH Blueprint for Neuroscience Research was launched in 2004 with 15 participating Institutes and Centers to provide a framework for coordinating research, and developing tools and resources which are broadly useful for advancing Neuroscience research (http://Neuroscienceblueprint.nih.gov/). To this end, the NIH is generating a series of focused initiatives designed to catalyze Neuroscience research. In fiscal years 2005 and 2006, the Blueprint supported the creation and distribution of resources that are of broad utility to the entire Neuroscience community. In fiscal years 2007-2009, the NIH Blueprint plans to address three specific, cross-cutting themes: neurodegeneration, neurodevelopment, and neuronal plasticity. Note that the Neuroscience-related faculty members at GSU are particularly strong in these areas, and future hires will hopefully expand this expertise. NEUROSCIENCE IS BIG BUSINESS Neuroscience has attracted the lion’s share of federal funding in recent decades, particularly in the “Decade of the Brain” established by Congress from 1990 to 2000. Approximately $5 billion is currently awarded by NIH to Neuroscience-related projects in the USA. Another $800 million comes from NSF, with smaller amounts from Howard Hughes, the McKnight Foundation, March of Dimes, Whitehall Foundation, Klingenstein, drug companies, and neurological disease-specific funding agencies. Additional awards come from other government sectors such as the Departments of Defense and Education. The average annual level of Neuroscience funding at GSU over the last five years has been $5,685,160. The CBN seed funds for research and student training have leveraged over $8 million since inception. A neuroscience degree would act as a recruitment tool so that more highly trained scientists can be hired, and as a marketing strategy to get attention by funding agencies. Include reports of advisory committees and consultants, if available. For doctoral programs, the institution should involve at least three authorities in the field (outside of the institution) as consultants, and should include their reports as a part of the proposal. John Hildebrand (University of Arizona) http://www.neurobio.arizona.edu/faculty/hildebrand/ Dr. Hildebrand is a Regents Professor at the University of Arizona. Since 1985, he has been the Director of the Arizona Research Laboratories Division of Neurobiology. In 2007, he was elected as a member of the National Academy of Sciences. His research program focuses on moths as experimental models and emphasizes studies of olfaction, neuroethology, chemical ecology of insect-host interactions, neural development, and neurochemistry and neurosecretion. He has strong interests is science education for members of underrepresented groups and served for several years on the Advisory Committee for the Minority Fellowship Program in Neuroscience under the auspices of the American Psychological Association, the National Institute of Mental Health, and the Association of Neuroscience Departments and Programs. He is the President of the International Society for Chemical Ecology, Past-President of the International Society for Neuroethology; co-editor of the Journal of Comparative Physiology A.
http://www.faculty.uci.edu/profile.cfm?faculty_id=4564 Professor, Neurobiology and Behavior, School of Biological Sciences
Geert de Vries (University of Massachusetts-Amherst) http://www.umass.edu/cns/geert/index.htm Professor, Department of Psychology Director of Center for Neuroendocrine Studies and Head of Neuroscience Division in Psychology. Dr. de Vries’s research focuses on the cellular and molecular mechanisms underlying sexual differentiation of vasopressin synthesis and release. His laboratory also studies the functional significance of sex differences in this hormone-sensitive system, and focuses on its role in parental behavior. He has been the President of the Society for Behavioral Neuroendocrinology since 2003 and has received two Independent Scientist Awards from the National Institute of Mental Health (1998-2008). He has published more than 70 articles in leading journals as well as serving on the editorial boards of the journals Endocrinology and Hormones and Behavior. Tony Nuñez (Michigan State University) http://grad.msu.edu/directory/nunez.htm Professor, Department of Psychology Associate Dean of the Graduate School. Dr. Nunez’s laboratory is interested in the neural and endocrine control of circadian and seasonal rhythms in mammals, focusing on the neural circuits that connect the circadian clock of the suprachiasmatic nucleus to other regions of the brain that regulate sleep and reproductive functions. He has published more than 50 articles in leading journals. Cheryl Sisk (Michigan State University) http://neuroscience.msu.edu/people/faculty/sisk.htm Professor, Department of Psychology Director of Neuroscience Program. Dr. Sisk’s research program is focused on how steroid hormones influence nervous system structure and function and specifically how pubertal hormones shape development of the adolescent brain and maturation of adult behaviors. She has served as the President of the Association of Neuroscience Departments and Programs as well as Treasurer of the Society for Behavioral Neuroendocrinology. She has published more than 50 articles in leading journals as well as serving on the editorial boards of the journals Endocrinology, Hormones and Behavior and Journal of Experimental Biology. Russell Fernald (Stanford University) http://www.stanford.edu/group/fernaldlab/russellFernald.shtml Professor, Psychology, Biological Sciences, Neurosciences and Benjamin Scott Crocker Professor of Human Biology Director, Human Biology Program Dr. Fernald’s research focuses on the mechanisms whereby social interactions among individuals produce specific changes in the brain and alters subsequent behavior. He has received the Javits Neuroscience Investigator Award from NINDS (1999-2006) as well as the Rank Prize in Vision/Opto-electronics (2004). He has also received numerous teaching awards: Bing Prize for Excellence & Innovation in Undergraduate Teaching (1996-1999), Cox Medal for Excellence in Fostering Undergraduate Research (1998) and the Dinkelspiel Prize for Outstanding Contributions to Undergraduate Education (2000). Dr. Fernald is on the editorial boards of Brains, Behavior and Evolution, Journal of Comparative Physiology and Endocrinology and has had more than 100 articles published in leading journals. In September 2003 he was elected a fellow of the American Association for the Advancement of Science. Catherine Carr (University of Maryland, College Park) http://www.glue.umd.edu/~cecarr/ Professor, Biology Dr. Carr’s research in the field of neuroethology focuses on neural mechanisms of sound localization in the barn owl. Among her many honors, she was a Sloan research Fellow (1988), served on the Hearing Research panel at NIH (NIDCD)(2002-2006), was Co-Director of the Neural Systems Course (2000-2005) and is now Director of the Grass Lab (2006-2009) at the Marine Biological Lab in Woods Hole, MA, was Director of the Howard Hughes Undergraduate Research Program at Univ. Maryland (2001-2005). She is an Associate Editor of the Journal of Neurophysiology. She has published more than 60 articles in leading journals. List all public and private institutions in the state offering similar programs. Also, for doctoral programs, list at least five institutions in other southeastern states that are offering similar programs. If no such programs exist, so indicate. Georgia: Private: Emory University Public: University of Georgia, Medical College of Georgia
Duke University, Vanderbilt University, University of Alabama- Birmingham, Wake Forest University, Florida State University, University of Florida, University of Miami, University of North Carolina-Chapel Hill, Louisiana State University Procedures used to develop the program. Describe the process by which the institution developed the proposed program. The proposed program was developed through a well-considered and highly collaborative process that has been ongoing for several years. As the number, strength, and reputation of our students and faculty increased, the motivation for creating the degree has overcome the energetic and administrative barriers standing in the way. Communication and collaborations between neuroscience researchers and educators in Atlanta are already extensive, and numerous retreats, workshops, seminars, and meetings are held annually, facilitating development of a program proposal with a high level of buy-in from all stake holders. Furthermore, with the creation of an interdisciplinary Neuroscience Institute, it has become clear how such a degree program would be administered. Curriculum List the entire course of study required and recommended to complete the degree program. Give a sample program of study that might be followed by a representative student. Indicate ways in which the proposed program is consistent with national standards. Students in the Neuroscience M.S./Ph.D. Program must fulfill all requirements of the Graduate School of Arts and Sciences and their department of enrollment as well as Neuroscience program requirements. A Master of Science degree will be earned in the course of the Neuroscience Ph.D. program. In addition to course work and research available at the university, students are encouraged to take advantage of research and professional experiences, conferences, workshops and seminars related to the Neurosciences both nation- and world-wide. Coursework Requirements A minimum of 90 hours of graduate credit is required for the Ph.D. degree in Neuroscience. To satisfy the requirements for the degree, the student must complete successfully: 1. A minimum of 30 hours of graduate classroom coursework, which must include: Neuroscience core courses (11 hours) Neuroscience electives (4 hours) Statistics core course (3 hours) Introduction to Graduate Studies core courses (4 hours) Topics, Concepts and Seminar courses (8 hours) 2. Students are required to take a minimum of 60 semester hours of research credit. This requirement can be satisfied by enrolling in Biol 8800/9999 or Psyc 8999/9999 or similar courses in other departments. At least 30 hours of Dissertation Research are required. Students may enroll in Dissertation Research only after they have chosen a research advisor and prepared a dissertation proposal that has been approved by their Dissertation Committee. 3. Doctoral students are expected to earn an M.S. degree en-route to the completion of the Neuroscience Ph.D. degree. To do so, students are required to register for a relevant course in their department such as Biol 8888 (Non-thesis Master’s Paper Preparation) or Psyc 8999 (Psychology Masters’ Thesis Research) during the preparation of their dissertation proposal. The dissertation proposal will count as the Masters’ thesis. With acceptance of the proposal, students who have completed their Ph.D. coursework will have earned the 40 credit hours necessary for the completion of the M.S. degree. M.S. degree requirements: Neuroscience core courses (11 hours) Neuroscience electives (3-4 hours) Statistics core course (3 hours) Introduction to Graduate Studies core courses (4 hours) Topics, Concepts and Seminar courses (7-8 hours) Biol 8800 or equivalent (4 hours) Biol 6900 or equivalent (2 hours) Biol 8888 or Psyc 8999 (4 hours) or equivalent Courses It is anticipated that neuro-related courses will be designated by the prefix NEUR and will be cross-listed with Biology, Psychology, and other departments as appropriate. Core Courses (11 hours) Biol 8010/ Psyc 8616 Cellular Neurobiology (4) AND Biol 8020/ Psyc 8617 Integrative Neurobiology (4) AND Biol 8070 /Psyc 8618 Advanced Behavioral Neuroscience (3)
Electives (3-4 hours) Biol 6074 Developmental Biology (4) Biol 6094 Developmental Neurobiology (4) Biol 6114 Neural Mechanisms of Regulatory Behavior (4) Biol 6180 Neurobiology Laboratory (4) Biol 6240 Endocrinology (4) Biol 6241 Hormones and Behavior (4) Biol 6242 Circadian Rhythms (4) Biol 6246 Advanced Animal Physiology (4) Biol 6248 Cell Physiology (4) Biol 6500 Human Genetics (4) Biol 6696 Laboratory in Molecular Biological Techniques (4) Biol 8220 Molecular Cell Biology (4) Biol 8220 Physiology and Genetics of Prokaryotes (4) Biol 8620 Eukaryotic Molecular Genetics (4) Biol 8910 Topics in Biology (4) Chem 6610 Advanced Biochemistry (3) Phil 6130 Philosophy of Science (3) Phil 6330 Philosophy of Mind (3) Psyc 6116 Primate Behavior (3) Psyc 6130 Sensation and Perception (3) Psyc 6140 Introduction to Psychophysiology (4) Psyc 7560 Psychology of Animal Behavior (3) Psyc 8010 Research Methods in Psychology (3) Psyc 8420 Psychological Research Statistics II (3) Psyc 8430 Psychological Research Statistics III (3) Psyc 8615 Functional Human Neuroanatomy (3) Psyc 8620 Introduction to Clinical Neuropsychology (3) Psyc 8630 Developmental Neuropsychology (3) Psyc 8640 Psychopharmacology (3) Psyc 9140 Neuropsychological Assessment (3) Statistics Core (3 hours) Psyc 8410 Psychological Research Statistics I (3) OR Biol 6744 Biostatistics (3) Introduction to Graduate Studies (4 hours) Biol 8550 Introduction to Graduate Studies (1) Bio/Psyc 6801 Survival Skills in Academia (3) Topics/Concept and Seminar Courses (7-8 hours) Biol 8110 Concepts in Neurobiology (2) Biol 8700 Seminar (1) Biol 8950 Topics in Behavior and Neurobiology (1) Biol 8960 Topics in Cell Physiology and Biochemistry (1) Biol 8970 Topics in Molecular Biological Sciences (1) Phil 8130 Seminar in Philosophy of Science (3) Phil 8330 Seminar in Philosophy of Mind (3) Psyc 6800 Seminar (1-3) Psyc 8910 Topics in Neuropsychology (3) Psyc 8956 Topics in Behavioral Neuroscience (1) Psyc 9900 Seminar in Psychology (1-3)
Biol 8010/ Psyc 8616 Cellular Neurobiology (4) Bio 8550 Introduction to Graduate Studies (1)
Biol 8020/ Psyc 8617 Integrative Neurobiology (4) Bio/Phil/PsycXXXX Topics, Concepts or Seminar Course (1-3)
Biol 8070 /Psyc 8618 Advanced Behavioral Neuroscience (3) Psyc 8410/ Biol 6744 Statistics Core Course (3)
Bio/Psyc 6801 Survival Skills in Academia (3) Bio/PsycXXXX Electives course (3-4) Bio/PsycXXXX Topics, Concepts or Seminar Course (1-3) Year 3 (Fall) Qualifying Exam Bio/PsycXXXX Topics, Concepts or Seminar Course (1-3)
Bio 8888/Psyc 8999 Non-thesis Master’s Paper (4) Bio/PsycXXXX Topics, Concepts or Seminar Course (1-3)
Bio 8800/Psyc 8999 Research (26) Bio 9999/Psyc 9999 Dissertation Research (30) Clearly differentiate which courses exist and which are newly developed courses. All courses listed above and in Appendix II already exist and most will be cross-listed with the originating department and the Neuroscience Institute (NEUR prefix). Append course description for all courses (existing and new courses). Course descriptions are in Appendix II. There are no new courses proposed because the curriculum is viable at present. New courses will be added as new faculty are hired in the future. When describing required or elective courses, list all course prerequisites. Course prerequisites are listed under each course in Appendix II Indicate whether courses in a proposed masters program are cross-listed as undergraduate courses and, if so, what safeguards are employed to ensure that courses taken as undergraduates are not repeated or that requirements are significantly different for graduate students and undergraduates enrolled in the same course. According to the College of Arts and Sciences curriculum approval process, all dual-level, cross-listed courses must have different requirements at the graduate and undergraduate levels. Provide documentation that all courses in the proposed curriculum have met all institutional requirements for approval. All courses are listed in the University Course Catalog and have, therefore, met all institutional requirements for approval. Append any materials available from national accrediting agencies or professional organization as they relate to curriculum standards for the proposed program. There is no accrediting agency nor are there existing curriculum standards from the Society for Neuroscience or Association of Neuroscience Departments and Programs. Our proposed curriculum is comparable to that offered in competing institutions’ Neuroscience programs. When internships or field experiences are required as part of the program, provide information documenting internship availability as well as how students will be assigned and supervised. Not applicable. Internships or field experiences will not be a required part of the program. Indicate ways in which the proposed program is consistent with national standards. Not applicable. Please see answer to question #6. List student outcomes associated with this program. Current Learning Outcome Assessment Standards in the Departments of Biology and Psychology will be used to assess students in the Neuroscience M.S./Ph.D. Program. These include (see Appendix IIIa (Biology) and IIIb (Psychology) for details): BIOLOGY:
II. Communication III. History, Nature, and Impact of the Discipline IV. Content in the Discipline PSYCHOLOGY: I. Expertise in Theory and Content II. Expertise in Research Methods III. Application of Psychological Principles in Professional Activities IV. Communication and Collaboration Skills V. Critical Thinking Skills VI. Personal Development VII. Information and Technology Literacy VIII. Ethics and Values IX. Sociocultural Awareness X. Career Planning and Development. Critical evaluations of students in the program will be conducted in the course of their qualifying exam, thesis proposal defense, and dissertation defense. All students are expected to publish their original data in peer-reviewed scientific journals. The rating of the journal will provide an additional assessment measure, although journals to be selected vary by subdiscipline. Inventory of faculty directly involved. Core faculty will have a disciplinary focus in the neurosciences and a primary appointment in the Neuroscience Institute. They may have a joint appointment in another department. Their promotion and tenure decisions and workload (research, teaching, and service) will be reviewed within the Neuroscience Institute and will follow the College workload policy. Their graduate students will come primarily from the Neuroscience M.S./Ph.D. program, but core faculty in the Neuroscience Institute may chair committees in other departments depending on the nature of their individual appointments with those departments. Associate faculty may have a disciplinary focus outside the neurosciences. They will have a strong interest in the neurosciences and a commitment to the goals and activities of the Neuroscience Institute. They will maintain a primary appointment in another department. They may have a joint appointment in the Neuroscience Institute. All of their budgetary affairs, promotion and tenure decisions, and workload will be determined by their primary department. Associate members will normally be expected to (a) teach courses that are part of the neuroscience degrees and/or certificate (many of the courses taught will be cross-listed courses between the Neuroscience Institute and the associate member’s home department), (b) direct students (e.g., fellows) in the Neuroscience Institute or in their primary department, (c) serve on committees for students in the Neuroscience Institute, and (d) participate significantly in Neuroscience Institute activities. Affiliate faculty likely will have a disciplinary focus outside the neurosciences. They will have an interest in the neurosciences and in the goals and activities of the Neuroscience Institute. They may teach courses that are electives in the Program. They will have a primary appointment in another department. Affiliate members may serve as co-investigators on a seed grant, but not as a primary investigator or as chair of a dissertation/thesis committee. Affiliates should be willing to serve on committees of students in the Neuroscience Institute and participate in Neuroscience Institute activities. The following table gives a summary of faculty currently electing to be core or associate members of the graduate faculty in the Neuroscience Institute. Their curriculum vitae are in Appendix IV. In the College of Arts and Sciences at GSU the base teaching load is five 3-credit courses per year. This includes teaching graduate students within each lab in research methods and relevant literature. Adjustments are made if faculty have research and/or administrative responsibilities that are above the norm. Each faculty member in the Neuroscience Program is expected to continue with their current teaching load. Core faculty in Neuroscience are expected to teach Neuroscience courses, conduct federally-funded research, train graduate and undergraduate students and postdoctoral researchers, and contribute service to the Program, College, and University. Alphabetical list of core and associate faculty in the proposed Program:
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