Student Learning Goals

Below are the departmental learning goals mapped to College-wide goals for student learning.

1. Learning goal 1: Demonstrate a breadth of knowledge in neuroscience, which showcases the interrelatedness of molecular, cellular, physiological, behavioral, and cognitive levels of analysis.
2. Learning goal 2: Critically assess primary source neuroscience literature.
3. Learning goal 3: Communicate scientific facts and ideas in written, oral, and visual formats.
4. Learning goal 4: Apply scientific methods to neuroscience questions.

Information Literacy

• Be able to define the scope of their research questions/theses and determine the relevance of acquired information. (Ia, Ic, IIa, IIb, IIc, IIe, IIId, IVa, IVb, IVd)
• Be able to access relevant published scientific literature and databases. (Ia, Ic, IIa, IIb, IIc, IIe, IIId, IVa, IVd)
• Be able to assess the degree to which information has been critically reviewed prior to its dissemination. (Ia, Ic, IIa, IIb, IIC, IIe, IIId, IVa,IVb, IVd)
• Be able to access, use, and cite information in ethical and appropriate fashions. (Ia, Ic, IIa, IIb, IIc, IIe, IVa, IVb, IVd)

Visual Literacy

• Be able to create, describe, and interpret figures and/or tables suitable for evaluating combinations of continuous and/or categorical information. (Ia, Ic, IIa, IIb, IIc, IIe, IVa, IVd)
• Be able to use visuals in order to identify patterns, either for the visual articulation of hypothesis or to measure congruence between observed and predicted values. (Ia, Ic, IIa, IIb, IIc, IIe, IVa, IVd)
• Be able to create visuals suitable for particular contexts, for example visuals appropriate for being accompanied by text, those accompanying an oral presentation, or those acting as an independent visual. (Ia, Ic, IIa, IIb, IIc, IIe, IVa, IVd)

Technological Literacy

• Be able to identify and use appropriate technology for inquiry at molecular, cellular, cognitive, and behavioral levels. (Ia, Ic, IIa, IIb, IIe, IIId, IAa, IVb, IVd)
• Be able to identify appropriate strategies to organize, store, and retrieve samples, data, or observations. (Ia, Ic, IIa, IIb, IIe, IIId, IVa, IVb, IVd)
• Be able to select appropriate software to summarize and/or draw inferences from data or observations. (Ia, Ic, IIa, IIb, IIe, IIId, IVa, IVb, IVd)

Oral Communication

• Be able to organize material logically and provide effective transitions. (Ia, Ic, IIa, IIb, IIc, IIe, IIIc, IIId, IVa, IVb, IVd)
• Be able to use precise language that effectively supports the presentation and is appropriate to the audience and make the presentation engaging. Students are expected to appear practiced and confident.  (Ic, IIa, IIb, IIc, IIe, IIIc, IIId, IVa, IVb, IVd)
• Be able to present a central message that is concise and convincing (precisely stated, appropriately emphasized, and evidence-based). Relevance of the central message is clearly stated. (Ia, Ic, IIa, IIb, IIc, IIe, IIIc, IIId, IVa, IVb, IVd)