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Neuroscience and Education

Department of Biobehavioral Sciences

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Program Description

Our program, started in 1979, was the first of its kind to integrate research in Neuroscience with education and clinical practice. Our multidisciplinary approach works to prepare students who wish to bridge the gaps between brain, cognition, and behavior, and apply their knowledge to problems encountered in schools and other applied settings. In doing so, we provide a foundation for those wishing to pursue doctoral study in allied disciplines, or to apply scientific knowledge of brain-behavior relationships to practice in their professional domains.

Preparation for the Masters degree consists of 32 credits of study at Teachers College. Outside of Teachers College, our students have taken opportunities to work in labs associated with Columbia University, Columbia University Medical Center and other research institutions within the New York Area. At the same time, students have access to other resources within Teachers College associated more directly with all aspects of Educational Research and Practice.

The M.S. degree provides a broad background of advanced learning in neuroscience and education, supporting students to develop skills for studying behavior and brain activity. For many of our graduates, this is the springboard for pursuing a career in research. For others, the program offers a pathway towards medical school, other experiences in higher education, or a return to the clinic or classroom with deeper expertise and understanding.

The core competencies addressed in the program are as follows:

      I.         Foundational (disciplinary) and/or interdisciplinary knowledge and skills: Students will be systematically exposed to the fundamentals of neuroscience in developmental and cognitive domains, at several different levels of analysis: cellular and molecular neuroscience, systems neuroscience, and cognitive / psychological neuroscience. They will be trained in the scientific method, and will develop an understanding of the scientific foundations that underpin educational applications of neuroscience research.

     II.         Inquiry and research: Students will become familiar with the critical evaluation of the primary literature in neuroscience and will develop the skills to understand and critically evaluate experimental and relevant clinical research. They will develop the theoretical and experimental skills needed for the conceptualization, design, and interpretation of neuroscientific research.

    III.         Diversity, equity, and inclusion: Students will be equipped to explore and understand the neurobiological underpinnings of learning and cognition and how these insights can be applied to diverse learning and educational contexts. They will gain understanding of how neuroscientific research can inform inclusivity, address disparities, and ensure that practices and policies are applicable across diverse populations.

   IV.         Communication, collaboration, and leadership: Students will be exposed to responsible stewardship of science, receiving instruction and training in the ways in which scientific research is disseminated in different arenas of engagement, from journal articles to conference presentations and outreach activities. They will gain experience in cross-disciplinary communication within neuroscience and from neuroscience to applied domains, so that they are prepared to disseminate and translate research findings for other researchers, practitioners, and stakeholders.

Degrees

  • Master of Science

    • Points/Credits: 32

      Entry Terms: Fall

      Degree Requirements

      Neuroscience and Education 

      Program Director: Professor Karen Froud

       

      Core Program Faculty: Professors Peter Gordon, Karen Froud, Kimberly Noble, Lisa Levinson, Anlys Olivera, Andrew Gordon, Stephen Sands

       

      Program Support: Kellie Walker (Program Secretary), Maria Lamadrid (Director of Academic Administration)

       

      Program Advisors: You should already have received your assignment to a faculty member who will be your primary advisor throughout your time with us. If you are not sure, please contact the Program Director. 

       

      This document provides an outline of the Program Plan for the Masters in Neuroscience and Education. Each student will take a slightly different path through the program, under the supervision of your advisor. This document explains the basic requirements, and shows some of the possibilities for different pathways to the M.Sc. in Neuroscience and Education. 

       

      IMPORTANT DATES FOR AY 24-25:

      https://www.tc.columbia.edu/academics/academic-calendar/

       

      The Masters Program in Neuroscience and Education at Teachers College, Columbia University was the first graduate program in the country to focus on the educational and clinical implications of recent advances in understanding brain-behavior relationships. 

       

      We aim to prepare a new kind of specialist: professionals with dual preparation able to bridge the gap between research underlying brain, cognition and behavior, and the problems encountered in schools and other applied settings. We do so by providing rigorous training and relevant experiences that allow students to further their knowledge and make links between neuroscience, cognition, education, and clinical practice. Some graduates from the program continue in their respective areas of professional specialization, while others develop careers in research settings or apply to doctoral programs for further study.

       

      The core competencies addressed in the program are as follows:

       

      1. Foundational knowledge of neuroscience at several different levels of analysis: cellular and molecular neuroscience, systems neuroscience, and cognitive / psychological neuroscience.

      2. Training in the scientific method, and an understanding of the scientific foundations that underpin educational applications of neuroscience research. You will become familiar with the critical evaluation of the primary literature in neuroscience and will develop the skills to understand and critically evaluate experimental research.

      3. Professional development, and what it means to be a responsible steward of science and a member of the field. You will receive instruction and training in the ways in which scientific research is disseminated in different arenas of engagement, from journal articles to conference presentations and outreach activities.

      4. Applications of neuroscientific research in different professional domains. As multidisciplinary practitioners, our students come from a variety of different backgrounds and move into a wide range of fields. The program offers individualized approaches to tailor your training to your goals, through electives and breadth courses as well  as through the Thesis experience.

       

      PROGRAM STRUCTURE

       

      1. College Requirements

       

      • To be awarded the degree, you must complete A MINIMUM OF 32 graduate degree credits at Columbia University, of which AT LEAST 20 must be taken at Teachers College. Undergraduate degree credits may not count towards this requirement. 

      • At least 6 of your credits must come from outside your home academic program, but within Teachers College more broadly. These are referred to as "breadth credits".

       

      1. Program Requirements

      • You must take at least 20 credits within the Neuroscience and Education program (BBSN courses). 

      • Of the 20 courses, you MUST take the CORE COURSES listed below:

       

      COURSE NUMBER

      COURSE TITLE

      CREDITS

      SEMESTERS OFFERED

      NOTES

      BBSN 4001

      Foundations of Neuroscience 1: Anatomy & Physiology**

      3

      Fall

      You may test out of the Foundations sequence if you have substantial neuroscience  background. Please see the Foundations instructor for information.

      BBSN 4002

      Foundations of Neuroscience 2: Systems**

      3

      Spring

      BBSN 4005

      Research Methods in Neuroscience**

      3

      Fall

      You may pass out of Research Methods if you already took a suitable similar course and achieved a grade of B or higher. Please provide a syllabus and your grade to the instructor for a decision. 

      BBSN 4007

      Neuroscience Applications to Education

      3

      Fall and Spring

      Take this course AFTER you finish the Foundations sequence (or test out)

      BBSN 5500

      Thesis and Professional Development

      3

      Fall and Spring

      Take this course in your last full semester (if you plan to graduate during the summer, take it in your last spring). 

      ** To remain in good standing, you must achieve a grade of B or higher in these courses. 



      • You must take AT LEAST 3 CREDITS from the Cognitive and Psychological Neuroscience Cluster, which includes the courses below: 

       

      COURSE NUMBER

      COURSE TITLE

      CREDITS

      SEMESTERS OFFERED

      NOTES

      BBSN 5003

      Cognitive Neuroscience

      3

      Spring

       

      BBSN 5070

      Developmental Cognitive Neuroscience

      3

      Spring

       

      BBSN 5080

      Social and Affective Neuroscience

      3

      Spring

       

      BBSN 5005

      Evaluation of Neuropsychological Instruments for Research 

      3

      Fall

       



      • You must take AT LEAST 6 elective credits within the program. Our current elective offerings are listed below; these may change from time to time. Also note that any of the courses in the Cognitive / Psychological Cluster above could count as in-program electives, too. 

       

      COURSE NUMBER

      COURSE TITLE

      CREDITS

      SEMESTERS OFFERED

      NOTES

      BBSN 5000

      EEG Lab Methods

      3

      Spring, Summer

      Requires in-person

      BBSN 5010

      Neuroscience of Reading

      3

      Fall

       

      BBSN 5022

      Eye Tracking Lab Methods

      3

      Summer

       

      BBSN 5122 

      Psychoneuroimmunology & Ed 

      3

      Spring

       

      BBSN 5152

      Neuroscience, Ethics and the Law

      3

      Fall

       

      BBSN 5193

      Neuroscience of Adversity 

      3

      Fall

      BBSN 5199

      Careers in Neuroscience

      3

      Summer

       

      BBSN 5199

      Neuroscience of Adolescence

      3

      Spring

       

       

      For most students, the Foundations sequence, plus the cognitive neuroscience cluster minimum, plus the electives minimum will add up to 24 (thus exceeding the required minimum within BBSN). 

       

      • You must take at least 6 breadth credits. These are within Teachers College, but outside of BBSN. 

       

      For students who do not have substantial background in psychology, statistics or data handling, we recommend that the breadth courses are taken in those areas. Suggested breadth courses are listed below, but in practice you may take almost any course outside of the BBSN listings to satisfy this requirement. Consult with your advisor first, and remember that in some cases instructor permission is also required. Some courses are limited to students in clinical course progressions and may not be open to all applicants. 

       

      COURSE NUMBER

      COURSE TITLE

      CREDITS

      SEMESTERS OFFERED

      NOTES


      STATISTICS AND DATA HANDLING

      HUDM 4120 

      Basic Concepts in Statistics 

      3

      Fall and Spring

       

      HUDM 4122

      Probability and Statistical Inference

      3

      Fall and Spring

       

      HUDM 5026

      Intro to Data Analysis in R

      3

      Fall

      Pre-req: HUDM 4122 or equivalent. Contact instructor. 

      HUDM 5122 

      Applied Regression Analysis (Advanced) 

      3

      Spring

      Pre-req: HUDM 4120 or 4122. 

      HUDM 5123 

      Linear Models and Experimental Design (Advanced) 

      3

      Spring

      Pre-req: HUDM 5122 or 5126. 

      HUDM 5126

      Linear models and regression analysis

      3

      Fall

       

      PSYCHOLOGY AND RELATED AREAS

      HUDK 5024

      Language Development 

      3

      Fall

      Taught by Dr. Gordon

               

      HUDK 4023

      Developmental Psychology: Adolescence

      Fall

       

      HUDK 5023

      Cognitive Development

      3

      Spring

      Usually runs two sections

      HUDK 4027

      Development of Mathematical Thinking

      3

      Spring

       

      HUDK 4020

      Theories of Human Development

      3

      Fall

       

      HUDK 4022

      Developmental Psychology: Childhood

      2 or 3

      Spring

       

      HUDK 4035

      Technology and Human Development

      3

      Fall

       

      HUDK 5121

      Children's Social and Emotional Development in Context

      3

      Spring

       

      HUDK 5037

      Psych of Children's TV

      3

      Spring

       

      HUDK 5040

      Developmental Psychopathology:  Atypical Contexts

      2 or 3

      Spring

       

      HUDK 5029

      Personal and Social Development across the lifespan

      3

      Spring

       

      HUDK 5120

      Development of Creativity: Case Study Methods

      2 or 3

      Spring

       

      HUDK 4015

      Psychology of Thinking

      3

      Spring

       

      HUDK 4029

      Human Cognition & Learning

      2 or 3

      Spring

       

      HUDK 5011

      Cognition of Social and Emotional Learning

      2 or 3

      Spring

       

      HBSK 5096

      Psychology of Memory

      3

      Fall

       

      HUDK 5025

      Spatial Thinking

      3

      Fall

       

      HUDK 5030

      Visual Explanations

      3

      Spring

       

      HUDK 4080

      Educational Psychology

      3

      Spring

       

      HUDK 5035

      Psychology of Media

      3

      Spring

       

      HUDK 5125

      Cross Cultural Psychology

      3

      Fall

       

       

      NOTE: although we check all listings each year, course offerings do change. Please always check current availability through the current course calendar, and consult with your advisor if considering an elective or breadth course not listed here. 

       

      • For most students, the Foundations sequence plus electives and breadth credits adds up to 30 credits. This leaves a minimum of 2 more credits to meet the minimum for the degree. These credits can be additional courses from the cog/psych cluster, additional electives, additional breadth courses, or practicum credits (see # 7 below).

       

      • Practicum, BBSN 4904, 0-3 credits. This course allocation is for students who undertake a significant practical learning component during their program. For example, if you volunteer in a lab, or if you attend external trainings such as the fMRI training at the Martinos Center, you may wish to have this reflected on your transcript as a practicum experience. This should be discussed with your advisor. 

        • If you are working in a lab within the Neuroscience Program (the labs directed by Dr. Froud, Dr. Gordon, and Dr. Noble), the relevant lab director may agree to supervise you for Practicum credits. The number of credits associated with the Practicum registration will reflect the hours you are working in that laboratory and/or your needs for registration, at the discretion of the lab director. This should be discussed with the lab director and communicated to your advisor. 

       

      • If you are working in a lab elsewhere in the College, or external to Teachers College, you will need to obtain a letter of support from the lab director or from someone who is directly supervising you (a postdoc, lab manager or similar). The number of credits associated with the Practicum registration will reflect the hours you are working in that laboratory and/or your needs for registration, at the discretion of your academic advisor and in consultation with your supervisor in the lab. Please see your advisor for further information about this requirement. 

       

      • If you are undertaking the Martinos Center fMRI training (see # 9 below), you may register for 0 or 1 credit of BBSN 4904, under the section operated by your academic advisor. Please see your advisor if you wish to add this registration to your transcript. 

       

      • The Thesis. The Thesis is required for graduation. It constitutes a summative assessment, and should be an APA-formatted document that provides a comprehensive review of the literature in a selected field of neuroscience. 

       

      The Thesis and Professional Development course (BBSN 5500, 3 credits) must be taken by every student in their last regular (fall or spring) semester before graduation.

       

      The thesis course instructor will be the first reader for all theses, and will provide your feedback and request any needed edits or changes before the submission deadline. After submission, your thesis will be reviewed by a second faculty member, who will confirm that the thesis meets acceptable standards. 

       

      • fMRI training. For students interested in gaining some experience in the application of fMRI for neuroscience research, we recommend the excellent functional MRI Visiting Fellowship training experience offered as a five day, residential course at Massachusetts General Hospital, by the Martinos Center. Further information, including course fees and registration deadlines, is available here: https://www.nmr.mgh.harvard.edu/training/fmri

       

      If you register for the fMRI training, you may wish to also register for BBSN 4904 Practicum so that this experience is reflected on your transcript. Please discuss with your advisor if you wish to do this.

      Please note that Teachers College cannot offer financial support to attend the Martinos fMRI fellowship, as this is completely external to our institution. 

       

      • Students entering the program in the Spring or Summer Terms should take breadth and statistics courses, and then begin the foundational sequence in their first Fall Term (though Neuroscience Research Methods is offered some summers). Please discuss with your advisor. 

       

      • Excluded courses:

        • Do not register for Brain and Behavior I or II (BBS 5068, 5069) for intro courses, since these are not tailored for neuroscience students.

       

      • Previous undergraduate or graduate coursework in various areas may be petitioned to fulfill program requirements (discuss with your advisor), but credits cannot be transferred from other institutions. In order to have a course from another institution "count" towards a program requirement, you must provide an original syllabus and evidence of your grade. A copy-paste of a catalog or web entry is not sufficient. 

       

      • Courses that offer non-traditional or alternative approaches to neuroscience may not be allowed to count toward your degree if they are not considered by program faculty to be scientifically rigorous. Always consult with your advisor before taking an elective or breadth course that is not listed in this document. 





      Websites For Registration and Course Selection:

      Teachers College

      Biobehavioral Sciences, Human

      Development & Other Departments

      https://www.tc.columbia.edu/academics/courses/?_ga=2.189886507.1275265622.1727884473-258127907.1667575038

      Columbia University

      Directory of Classes


      http://www.columbia.edu/cu/bulletin/uwb/


      Columbia University GSAS

      Graduate Program in Psychology

      http://www.columbia.edu/cu/psychology/dept/curri culum/index.html


      Note: Only 4000 level (graduate) classes and above can count towards program requirements. 

       

      Academic Progress Audit

      The College maintains an online Degree Audit system that gives you a way to monitor your progress towards the degree. Please check this regularly through the myTC Portal. 



       

      2023-2024 Neuroscience and Education Graduation Checklist

       

      # of credits

      Semester Taken (or substitution info) and grade

      Foundational Courses (must take or substitute all of the following)

      BBSN 4001 Foundations of Neuroscience 1: Anatomy & Physiology

      3

       

      BBSN 4002 Foundations of Neuroscience 2: Systems

      3

       

      BBSN 4005 Research Methods in Neuroscience

      3

       

      BBSN 4007 Neuroscience Applications to Education

      3

       

      BBSN 5500 Thesis 

      3

       

      Cognitive & Psychological Neuroscience Cluster (minimum 3 credits, 1 course)

      BBSN 5003 Cognitive Neuroscience

      3

       

      BBSN 5070 Developmental Cognitive Neuroscience

      3

       

      BBSN 5080 Social and Affective Neuroscience

      3

       

      BBSN 5005 Evaluation of Neuropsychological Instruments for Research

      3

       

      Neuroscience Electives (minimum 6 credits, 2 courses)

           
           
           
           

      BBSN 4904 Practicum 

      (if taken)

         

      TOTAL BBSN CREDITS (must add up to at least 20)

       

      Breadth Courses (minimum 6 credits, 2 courses)

           
           
           
           

      TOTAL CREDITS (must add up to at least 32)

       

       

      Thesis submitted (date): _________________

       

      Requirements completed and approved by advisor:

       

      Advisor Signature __________________________ Date ______________________

Faculty

  • Faculty

    • Karen Froud Associate Professor of Neuroscience and Education
    • Peter Gordon Associate Professor of Neuroscience and Education
    • Kimberly G Noble Professor of Neuroscience and Education
  • Lecturers

    • Lisa Merideth Levinson Lecturer
  • Adjunct Faculty

    • Adriel Brown Adjunct Assistant Professor
    • Anlys Olivera Adjunct Professor
    • Stephen Alan Sands Adjunct Professor

Courses

  • BBSN 4001 - Foundations in Neuroscience I: Anatomy & Physiology
    This course is an introduction to the mammalian nervous system, emphasizing the structure and function of the human brain. It provides foundational knowledge for students with little or no background in neuroscience and an essential review for students with limited course work in neuroscience. Topics to be covered include the history of neuroscience, the function of brain cells, intra- and intercellular communication, and the anatomy of the human nervous system. This course takes a Flipped Learning approach to introduce the mammalian nervous system, emphasizing the structure and function of the human brain. It provides foundational knowledge for students with little or no background in neuroscience and an essential review for students with coursework in neuroscience. Topics to be covered include the history of neuroscience, the function of brain cells, intra- and intercellular communication, and the anatomy of the human nervous system. This course incorporates online lectures to emphasize essential topics from the text, weekly quizzes to support students’ consolidation of material and gauge comprehension, in-class discussions to extend topics covered, discussion follow-up work, and group projects. You should expect to spend 7 to 10 hours each week outside of class engaging with course content.
  • BBSN 4002 - Foundations in Neuroscience II: Systems Neuroscience
    This course is a continuation of the Foundations in Neuroscience series, and is intended for students who have completed Foundations I: Neuroanatomy & Physiology. The topics to be covered include the visual system, the auditory system, the somatosensory system, motor movement, chemical control of brain & behavior, and memory. This course takes a flipped learning approach, incorporating a weekly online lecture that emphasizes essential topics from the textbook alongside weekly quizzes to support students’ consolidation of material and gauge comprehension. In-class discussions and activities extend topics covered and involve follow-up discussion work. Group projects are assigned to support collaborative learning. You should expect to spend 7 to 10 hours each week outside of class engaging with course content.
  • BBSN 4005 - Research Methods in Neuroscience
    This course is intended to provide an overview of the scientific methods used in the field of neuroscience. We will be discussing the basic tenets of experimental design and statistical analysis as they are used by all behavioral and cognitive scientists. We also will work to apply those design and analysis concepts to the specific methodologies used by neuroscientists.
  • BBSN 4904 - Research Practicum and Independent Study: Neuroscience and Education
    Students may register for this course if they are involved in a practicum experience such as working in a lab, an educational setting, or clinical treatment setting doing research independently, such as research toward writing the thesis. The course also covers students who are taking external workshops such as the functional MRI training at MGH's Martinos Center. Registration is for 0 to 3 credits depending on the level of commitment and/ or financial constraints; registering for zero credits is at no tuition cost to the student. Students should consult with their advisor prior to registration.
  • BBSN 5000 - Electroencephalography (EEG) Lab Methods
    This course provides basic understanding of electroencephalography (EEG) and event-related potential (ERP) methods as they are used in investigations of language and cognitive processes. The course covers the neurophysiology of EEG, principles of experiment design, and some methods for preliminary data processing.
  • BBSN 5003 - Cognitive Neuroscience
    This course reviews the history of cognitive neuroscience, provides an overview of the structure & function of the nervous system, and delves into the methods used to investigate the cognitive and neural processes that support visual object recognition, attention, language, memory, and cognitive control. We will consider evidence from healthy study participants as well as patients with neurological disorders. Students will be introduced to relevant theoretical perspectives and converging evidence for each covered topic. Students will work both independently and collaboratively to gain a deeper understanding of the topics covered by synthesizing the extant literature.
  • BBSN 5005 - Evaluation of Neuropsychological Instruments for Research
    This course will examine various neuropsychological testing instruments and their role in research and the evaluation of neuropsychological disorders in children and adults. The course will focus on the basic theoretical and clinical foundations of neuropsychological testing.
  • BBSN 5007 - Neuroscience Applications to Education
    This course will survey the application of current neuroscience research to educational practice. We will discuss how neuroscience can (and cannot) inform current pedagogical methodologies, including neuroethical issues as they pertain to education, as well as educational “neuromyths.” We will cover the neural bases of selected cognitive and academic systems (including literacy, math, and self-regulation), as well as the current science of intervention in these domains. We discuss experience-based brain plasticity across a variety of contexts (sleep, physical activity, stress, bilingualism, socioeconomic status, music exposure). Finally, we will discuss the future of neuroeducational research and policy. Throughout the course, we focus on the ability to evaluate, critique, and interpret scientific evidence as it relates to educational practice and policy.
  • BBSN 5010 - Neuroscience of Reading
    This course is an introduction to the neuroscience of reading, its development, and disorders. We will contemplate questions about the reading brain, including: What is reading? How do we make meaning of marks on a page? How does language development support reading development? What is the significance of this technology to society? How do we study the reading brain? What goes on in the brain when learning to read and in skilled readers? What is or isn't happening in the brains of children who struggle to read? We will consider theoretical frameworks and how they provide a foundation for discussing the neurological underpinnings of sub-processes supporting reading. Experimental findings from neuroscience and cognitive neuroscience will be reviewed and evaluated. The insights gathered from this work will help build an understanding of the sub-processes supporting reading across a lifespan and among linguistic communities. We will also review how developmental and acquired reading disorders have contributed to our understanding of the reading brain and its implications for instruction.
  • BBSN 5019 - Human Functional Neuroanatomy
    This course will review neuroanatomical terminology and identify structure and function of major landmarks and pathways in the human brain, peripheral nervous system, and spinal cord using clinical cases, MRI images, brain models, and preserved human brain specimens. We will also discuss neurological disorders and pathology as is relevant to each structure.
  • BBSN 5022 - Eye Tracking Methods
    This course aims to explore the applications, methods, neurophysiology, and psychometrics associated with the use of eye tracking in cognitive, linguistic, developmental and clinical research. Students will learn to use TOBII eye trackers and will explore the use of other head mounted systems as well. Students will design, run and analyze an experiment employing these technologies. In addition, we will learn to use other dynamic event recording systems, including ELAN, MACSHAPA/DATAVYU, PRAAT and CHILDES. These systems are designed for coding video, sound, speech, language and other event based data sets. We will also explore the contents of the shared datasets on CHILDES and DATABERY (as it comes on line).
  • BBSN 5044 - Current Issues in Neuroscience and Education
    This course is built around a series of talks by visiting speakers presenting their cutting-edge neuroscientific research. By introducing graduate students to a range of topics and researchers, the format provides an opportunity for students to engage directly with scientists in a professional arena. For each talk, students will be required to read background papers that describe aspects of the work presented by a visiting speaker. Assigned groups will submit questions/topics of interest for discussion after the talks. Lecture topics seek to expand student exposure to a diversity of neuroscientific research methods and topics. Assignments encourage reflection on the topics presented and how the material covered contributes to a deeper understanding of neuroscience more generally.
  • BBSN 5055 - No Title Found in Banner
    Join our in-person weekly course to explore the incredible world of adolescent brain development. Learn how neuroscience has expanded our understanding of this critical life stage, bridging childhood and adulthood. We'll examine adolescence through biological, cultural, evolutionary, and historical lenses and review theoretical models in light of current brain development research. Understand the differences and connections between puberty and adolescence and explore brain plasticity and its impact on cognitive growth. Key topics include: -Motivational systems and the social brain -The emergence of psychological disorders in adolescence -Vulnerabilities to drugs and alcohol during this developmental period Moreover, we'll delve into the practical applications of adolescent neuroscience for education and policy, equipping students to make meaningful contributions in these areas. Through collaborative projects, you'll synthesize the latest literature and deepen your understanding of the neuroscience of adolescence. Join us for an in-depth journey into the teenage brain and its complexities.
  • BBSN 5070 - Developmental Cognitive Neuroscience
    This course examines neurophysical development from conception through adulthood and its relation to changes in cognitive and linguistic functioning. Topics include visual development, attention, development of action/motor systems, language and reading development, executive function, and social cognition. In addition, the course covers developmental disorders related to specific cognitive, linguistic, and social functions, and theoretical approaches to mental representation and the emergence of cognitive functions.
  • BBSN 5080 - Social and Affective Neuroscience
    Social and affective neuroscience are research disciplines in which researchers investigate how the brain mediates social and emotional behavior. In this course, we will discuss a broad- spectrum of topics related to socioemotional behavior that is evidenced by neuroscientific research. We will review foundational concepts in neuroscience including aspects of neuroanatomy, neurophysiology, neuropharmacology, and brain imaging techniques. Special topics will include the evolutionary origins of social intelligence, consciousness, emotion, motivation, interpersonal and group processes, and relationships. Through in-depth case study analyses, we will examine various socioemotional-related mental disorders including antisocial personality, bipolar, generalized anxiety, major depressive, obsessive-compulsive, posttraumatic stress, and schizophrenia spectrum disorders. Additionally, we will explore how mind-body practices can be used as treatments for socioemotional disturbances. Finally, students will have the opportunity to design a research study investigating a current issue in socioemotional neuroscience.
  • BBSN 5122 - Psychoneuroimmunology
    Psychoneuroimmunology (PNI) is a field that integrates behavioral sciences, cellular neuroscience, endocrinology, and immunology to explain how immune-brain interactions can affect health and behaviors. The course will begin by introducing the principles of neuroscience, immunology, endocrinology, and research methods in PNI. We will then survey foundational work and current research related to brain-immune interactions and how they influence health and disease including topics that are relevant to cognitive neuroscience and education such as learning, memory, and cognitive disorders.
  • BBSN 5152 - Neuroscience, Ethics, and the Law
    As our ability to measure and understand the functioning of the human brain has rapidly advanced, so too has our need to grapple with the ethical and legal implications of these neuroscientific tools and discoveries. This seminar will introduce students to the emerging fields of Neuroethics and Neurolaw and create a forum for discussion and debate about a range of timely topics. Topics will include brain development in adolescence (related to issues of driving laws, school start times, and adolescents being tried as adults in courts of law); the use of neuroimaging as “brain reading” technology (and its applicability in court); the neurobiology of memory and its legal application; the use of neuropharmacological agents and brain stimulation for cognitive enhancement; the neurobiology of addiction (and implications for the voluntary control of behavior); and death, unconsciousness, and the law. Throughout the course, we focus on the ability to evaluate, critique and interpret scientific evidence as it relates to ethical and legal practice and policy. With each topic we consider, our goal will not be to achieve consensus on what’s right and what’s wrong but rather to understand the ethical quandaries and to think critically about ways that the field could go about addressing them. Students should leave this course with an enhanced appreciation of the many ways in which our work impacts society and a heightened commitment to public engagement.
  • BBSN 5193 - Neuroscience of Adversity
    This course will survey the state-of-the-art research into what happens to our brains following the experience of adversity. We will consider adversity broadly defined, including common forms of adversity such as poverty, as well as more extreme forms of adversity, such as abuse and institutionalization. We will consider adversity across the lifespan and will also focus on plasticity and resilience. Throughout this course, we focus on the ability to evaluate, critique, and interpret scientific evidence as it relates to the neuroscience of adversity.
  • BBSN 5500 - Neuroscience & Ed Thesis & Professional Development
    The goal of BBSN 5500 is to provide a structured approach to writing the thesis. Class meetings involve lectures on selecting and refining thesis topics, writing different sections of an academic paper, APA format and stylistic conventions, and grammar. Students make several presentations on their work over the course of the semester and provide substantive feedback to their peers. Once thesis drafts are completed, the course focuses on best practices for designing poster and professional presentations based on thesis work. This course requires a minimum of 36 hours per week of out of classroom work.
  • BBSN 6904 - Research and Independent Study: Neuroscience and Education
    Research and independent study.
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