Gsu Ph D Neuroscience Proposal Bor Submission

8,725 views

Published on

Published in: Technology, Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
8,725
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
29
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Gsu Ph D Neuroscience Proposal Bor Submission

  1. 1. University System of Georgia Format for New Program Proposal (Submit three copies) Institution _Georgia State University____Date__March 6, 2009__________ School/Division_College of Arts and Sciences____Department_Neuroscience Institute__ Name of Proposed Program_M.S./Ph.D. in Neuroscience___________ Degree __M.S./Ph.D.___Major ____ Neuroscience _____ CIP Code__30.2401__ Starting Date _August 2009____ ------------------------------------------------------------------------ Table of Contents: APPENDICES...................................................................................................................37 APPENDIX I.....................................................................................................................38 APPENDIX II....................................................................................................................47 APPENDIX IIIB................................................................................................................56 APPENDIX IV..................................................................................................................65 1.Gamble, K.L., Novak, C.M., Paul, K.N., and Albers, H.E. Tetrodotoxin blocks the circadian effects of NMDA during the day but not at night. NeuroReport, 14:641-644, 2003...................................................................................................................................66 2.Paul, K.N., Fukuhara, C.,Tosini, G., Albers, H.E. Transduction of light in the suprachiasmatic nucleus: evidence for two different neurochemical cascades regulating the levels of Per1 mRNA and pineal melatonin. Neuroscience, 119:137-144, 2003.......66 3.Caldwell, H.K., Albers, H.E. Short-photoperiod exposure reduces vasopressin (V1a) receptor binding but not arginine-vasopressin-induced flank making in male Syrian hamsters. Journal of Neuroendocrinology, 15:971-977, 2003.........................................66 4.Novak CM, Albers HE. Novel phase-shifting effects of GABAA receptor activation in the suprachiasmatic nucleus of a diurnal rodent. Am J Physiol Regul Integr Comp Physiol, 285:R820-R825, 2004. ........................................................................................66 5.Caldwell, H.K., Albers, H.E. Photoperiodic regulation of vasopressin receptor binding in female Syrian hamsters. Brain Research, 1002:136-141, 2004....................................66 7.Novak CM, Albers HE. Circadian phase alteration by GABA and light differs in diurnal and nocturnal rodents during the day. Behav Neurosci, 118:498-504, 2004. .....66 8.Gamble KL, Novak CM, Albers HE. Neuropeptide Y and N-methyl-D-aspartic acid interact within the suprachiasmatic nuclei to alter circadian phase. Neuroscience, 126:559-565, 2004. ...........................................................................................................66 10.Caldwell, HK, Albers HE. Effect of photoperiod on vasopressin-induced aggression in Syrian hamsters. Horm Behav, 46:444-9, 2004............................................................66 11.Gamble KL, Ehlen JC, Albers HE. Circadian control during the day and night: Role of neuropeptide Y Y5 receptors in the suprachiasmatic nucleus. Brain Research Bulletin, 65:513-9, 2005. .................................................................................................................66 12.Cooper MA, Karom M, Huhman KL, Albers HE. Repeated agonistic encounters in hamsters modulate AVP V1a receptor binding. Horm Behav, 48(5):545-54, 2005.........66 1
  2. 2. 13.Paul KN, Fukuhara C, Karom M, Tosini G, Albers HE. AMPA/kainate receptor antagonist DNQX blocks the acute increase of Per2 mRNA levels in most but not all areas of the SCN. Molecular Brain Research, 2005.........................................................66 14.Ehlen JC, Albers HE, Breyer ED. MEKC-LIF of gamma-amino butyric acid in microdialysate: systematic optimization of the separation conditions by factorial analysis. Journal of Neuroscience Methods, 147(1):36-47, 2005....................................................66 15.Albers HE, Dean A, Karom MC, Smith D, Huhman KL. Role of V1a vasopressin receptors in the control of aggression in Syrian hamsters. Brain Research Bulletin, 1073-1074:425-30, 2006....................................................................................................66 16.Gamble KL, Paul KN, Karom MC, Tosini G, Albers HE. Paradoxical effects of NPY in the suprachiasmatic nucleus. Eur J Neurosci, 23(9): 2488-94, 2006...........................66 17.Ehlen JC, Novak CM, Karom MC, Gamble KL, Paul KN, Albers HE. GABAA receptor activation suppresses Period 1 mRNA and Period 2 mRNA in the suprachiasmatic nucleus during the mid-subjective day. Eur J Neurosci, 23(12): 3328-36, 2006...................................................................................................................................67 18.Powell KR, Albers HE. Center for Behavioral Neuroscience: a prototype multi- institutional collaborative research center. J Biomed Discov Collab, 2006.....................67 19.Schulz KM, Menard TA, Smith DA, Albers HE, Sisk CL. Testicular hormone exposure during adolescence organizes flank-marking behavior and vasopressin receptor binding in the lateral septum. Horm Behav, 50(3): 477-83, 2006....................................67 20.Haak LL, Albers HE, Mintz EM. Modulation of photic response by the metabotropic glumate receptor agonist t-ACPD. Brain Research Bulletin, 71(1-3): 97-100, 2006.......67 21.Novak CM, Ehlen JC, Paul KN, Fukuhara C, Albers HE. Light and GABA(A) receptor activation alter period mRNA levels in the SCN of diurnal Nile grass rats. European Journal of Neuroscience, 24(10): 2843-52, 2006..............................................67 22.Novak CM, Ehlen JC, Albers HE. Photic and nonphotic inputs to the diurnal circadian clock. Biological Rhythms Research, In Press..................................................................67 23.Demas, GE, Cooper, MA, Albers, HE, Soma, KK. Novel mechanisms underlying neuroendocrine regulation of aggression: A synthesis of rodent, avian and primate studies. Handbook of Neurochemistry and Molecular Neurobiology, In Press................67 24.Caldwell HK, Smith DA, Albers HE. Photoperiodic mechanisms controlling scent marking: interactions of vasopressin and gonadal steroids. Eur J Neurosci, 2008...........67 25.Ehlen JC, Novak CM, Karom MC, Gamble KL, Albers HE. Interactions of GABA A receptor activation and light on period mRNA expression in the suprachiasmatic nucleus. J Biol Rhythms, 23(1): 16-25, 2008..................................................................................67 26.Wang LM, Schroeder A, Loh D, Smith D, Lin K, Han JH, Michel S, Hummer DL, Ehlen JC, Albers HE, Colwell CS. Role for the NR2B Subunit of the NMDA Receptor in Mediating Light Input to the Circadian System. Eur J Neurosci, In Press.......................67 APPENDIX V..................................................................................................................228 --------------------------------------------------------------------------- 2
  3. 3. 1. Program Description and Objectives: The program description, written in a one or two page abstract, is a summary of the proposed program. It should be in a format suitable for presentation to the Board of Regents and should include the following: the objectives of the program; the needs the program would meet; an explanation of how the program is to be delivered at the undergraduate and/or graduate levels; and information related to costs, curriculum, faculty, facilities, desegregation impact, and enrollment. Indicate the degree inscription which will be placed on the student's degree upon his/her completion of this program of study. In the program description, it must be clear that the proposed program is central to the institution's mission and a high priority within the institution's strategic plan. This proposal describes a plan for establishing a multidisciplinary, multi- departmental, M.S./Ph.D. program in Neuroscience (offering a M.S. and Ph.D. in Neuroscience) that will enhance the behavioral and life sciences training and research efforts of Georgia State University (GSU). The program will respond to requests from students and to a need for highly trained specialists in the areas of Neurobiology and Behavioral Neuroscience. The M.S./Ph.D. program in Neuroscience will provide students with the training necessary for careers in the rapidly expanding biotechnology and pharmaceutical industries as well as for academic careers in several related disciplines. Recent studies, as well as our own survey (appended), clearly indicate that prospective students in the neurosciences prefer to earn advanced degrees specifically in Neuroscience rather than in traditional biological or behavioral science programs. The M.S./Ph.D.program in Neuroscience will therefore enhance the ability of GSU to compete for top graduate students nationally and internationally. The proposed M.S./Ph.D. program in Neuroscience has its origins in the neuroscience-related concentrations within the Ph.D. programs in the Biology and Psychology departments at GSU. However, the proposed M.S./Ph.D. program in Neuroscience will be administered by the new Neuroscience Institute, an interdisciplinary unit within the College of Arts and Sciences at GSU. Instruction of students in the proposed program would be provided by faculty with primary (core) appointments (n=14) in the Neuroscience Institute (most with previous appointments in the departments of Biology and Psychology) as well as by faculty associated (n=41) or affiliated (n=12) with this institute. While the majority of these faculty originate from Biology and Psychology and the Neuroscience Institute with joint appointments in those departments, additional faculty and students in other departments are working in neuroscience-related areas, including theory of mind studies in Philosophy, robotics and neural modeling in Computer Science, Computer Information Systems, Math & Statistics, and Physics & Astronomy, bioinformatics in Computer Science and Math & Statistics, neurogenic communication disorders in Educational Psychology and Special Education, and drug development and imaging strategies in Chemistry. Both the diversity and depth of the neuroscience research community at GSU will define the curriculum of the M.S./Ph.D. in Neuroscience. Specifically, all students will be 3
  4. 4. required to complete three Core courses that cover the full range of neuroscience research, one course in Statistics and an Introduction to Graduate Studies course. All other coursework will be chosen from electives so that each student, in consultation with their advisor, can customize their curriculum to their particular research interests. Topics and Concepts classes and journal clubs will bring together students whose research areas are complementary We expect that the M.S./Ph.D. Program in Neuroscience would require only minimal administrative resources at its inception; otherwise it is cost-neutral. Our proposed degree program will not require an alteration of the institutional mission because the newly-formed Neuroscience Institute will administer the Neuroscience doctoral program. The proposed M.S./Ph.D. program in Neuroscience does not call for course delivery formats that are new or different for Georgia State University. We anticipate that each tenure-track faculty with a primary appointment in the Neuroscience Institute will have at least one doctoral student in the program and most will have two or more students. When combined with doctoral students mentored by neuroscience-related faculty in other departments, we estimate a total of 65 students enrolled at any one time. For a 5-year program, we expect to graduate approximately 14 Ph.D.s in Neuroscience per year and award a similar number of M.S. degrees annually. The establishment of a M.S./Ph.D. program in Neuroscience will support the overarching goal of GSU to become one of the nation's premier research universities located in an urban setting. In particular, the strategic plan for GSU calls for increasing interdepartmental or multidisciplinary research in areas of excellence. The strength and interdisciplinary nature of the neuroscience community at GSU was recognized by the establishment and heavy investment by the Provost in the Brains and Behavior Program, one of three multi-disciplinary research foci that built on GSU’s strongest and most successful research programs. To date, this has developed into a vibrant association of faculty and students spanning multiple departments in the natural sciences, mathematics, social sciences, and humanities. Similarly, GSU is the lead institution of the Center for Behavioral Neuroscience (CBN), a NSF-funded consortium of more than 100 researchers at seven Atlanta institutions who examine the neural mechanisms underlying complex social behaviors. Establishment of a M.S./Ph.D. in Neuroscience within the newly- formed Neuroscience Institute would formally unite the faculty and students participating in neuroscience research and align with the University’s larger strategy of training students in cross-disciplinary subjects. The proposed M.S./Ph.D. in Neuroscience at GSU would be unique in that this program would be the only M.S./Ph.D. in Neuroscience administered by an Institute within a College of Arts and Sciences and unaffiliated with either a medical college or a health professions Institute within the University System of Georgia and, indeed, the Southeast region. This program would also increase our ability to supply, as we currently do, a majority of minority neuroscience-trained Ph.D.s nationally. Lastly, formation of this graduate program aligns with the strategic plan released by the Georgia Board of Regents, which included goals for the state directly relevant to the formation of new degree programs. Strategic Goal 2 noted the need to increase enrollment capacity in the state by 100,000 by 2020, with a particular emphasis on 4
  5. 5. closing the gap in educational achievement by underrepresented minorities. Although enrollment in GSU’s program per se will make only a small contribution toward that goal, it will help position GSU, as one component of the University System, to expand its science degree offerings and to do so in an area with a high population of underrepresented minorities. Furthermore, the neuroscience degree program is linked to one of the Georgia Research Alliance’s Centers of Excellence, the Center for Behavioral Neuroscience, which connects Georgia State to Georgia Tech and to high quality undergraduate institutions in the Atlanta area, such as Spelman and Morehouse Colleges, which train talented minority undergraduates. This connection will help to serve the component of Strategic Goal 2 which aims to close the educational gap between different population components in the state by enhancing recruitment of underrepresented minorities into science training within advanced degree programs. Instituting GSU’s neuroscience degree program will serve Strategic Goal 2 in the context of Strategic Goal 3 (“Increase the System’s participation in research and economic development to the benefit of a global Georgia; Enhance and encourage the creation of new knowledge and basic research across all disciplines”) in several ways. One component of that goal is to foster collaboration across its research universities. The Neuroscience Institute, with the help of the Center for Behavioral Neuroscience, will use its degree program to foster such collaboration via partnership with Georgia Tech in a new joint research imaging center and between the computational neuroscience faculty in Computer Science, Physics, and Math & Statistics associated with GSU’s neuroscience training faculty; with Emory University, through collaboration with its neuroscience graduate programs; and, hopefully, in the future with the University of Georgia via connections with components of its neuroscience graduate program that are not reflected in GSU’s program and vice versa. It will also contribute to the element of Strategic Goal 3 that aims for nurturing a culture of research and academic development, in that GSU’s proposed neuroscience graduate program is configured to connect with, and include as part of its training faculty, members of the Biology and Chemistry departments that are focused on drug design, biological diagnostics and detection, and other bioscience areas, such as robotics and medical devices related to neuroprostheses, directly related to the state’s economic development goals. In addition, neuroscience faculty have already partnered with GSU’s business school as well as the business schools at Georgia Tech and Clark Atlanta University to pilot a joint business-neuroscience course at the undergraduate level. Once established, the Neuroscience Institute will use the neuroscience graduate program’s courses as anchors to develop training experiences and certificate programs for cross training business and science students and professionals. 5
  6. 6. 2. Justification and need for the program 1. Indicate the societal need for graduates prepared by this program. Describe the process used to reach these conclusions, the basis for estimating this need, and those factors that were considered in documenting the program need. NEUROSCIENCE IS A GROWTH FIELD The neurosciences are a set of disciplines that have a common interest in understanding the structure and function of the nervous systems of animals, including humans. The neurosciences embrace the traditional fields of neurophysiology, neuroanatomy, and neurology, and the newer fields of neuroethology, neuroeconomics, neurophilosophy, neuropsychology, behavioral, cognitive, computational, and developmental neuroscience, dynamical systems, and the informativs field of neuromics. Neuroscience is informed by and informs psychology, psychiatry, pharmacology, biophysics, computer science, robotics, education, and speech/language pathology. The neurosciences are a growing field; one measure of the growth is the membership of the Society for Neuroscience, which has increased from 500 to over 37,000 since its beginning in 1969. The Association of Neuroscience Departments and Programs (ANDP) (http://www.andp.org/) lists 158 graduate and 42 undergraduate programs in Neuroscience as members as of 2007 (the year of its last survey). Formation of a neuroscience graduate program will move Georgia State University into this growing field of science and allow it, and the state, to enhance training in this important area. A M.S./Ph.D. degree in Neuroscience will benefit the University, the System, and the state in many ways, including the following: NEUROSCIENCE IS INTERDISCIPLINARY, A KEY TO TODAY’S SCIENCE The interdisciplinary nature of Neuroscience research is fundamental and thereby unites faculty across various disciplines as perhaps no other life science initiative can, as witnessed by the Brains & Behavior Area of Focus incorporation of 9 different departments from 3 different Colleges at Georgia State University. Neuroscience encompasses several fields of biological and behavioral research and is typically subdivided into the following disciplines: Molecular and Cellular Neuroscience, Systems and Integrative Neuroscience, Behavioral Neuroscience, Cognitive Neuroscience, Computational Neuroscience, and Clinical Neuroscience. Allied areas include biophysics of membranes, biochemistry of neurotransmitters and signal transduction pathways, robotics, brain/computer interfaces, learning/educational research, psychotropic drug design, social behavior, marketing strategy, philosophy of mind, and others. NEUROSCIENCE IS THE LAST MAJOR FRONTIER IN MEDICINE. The major medical problems facing the population in the foreseeable future are brain problems. The killer diseases of previous generations, such as polio, heart disease, cancer, and even diabetes, are increasingly preventable or treatable, but diseases or injuries of the brain currently have few solutions. Topics related to these diseases include: Drug abuse 6
  7. 7. Social pathology (e.g. various anti-social personality disorders) Spinal cord regeneration Traumatic brain injury Epilepsy Childhood developmental disorders Chronic pain Deafness Obesity-induced diabetes, hypertension, joint pain, and congestive heart failure Mental health/affective disorders (e.g. autism, schizophrenia and other dementias, bipolar disorder, depression, post traumatic stress disorder) Neurological ramifications of disease states Robotics, sensory and motor prostheses Terrorism- neurotoxins, neuroimmunology Age related diseases (e.g., Arthritis, Age-and diabetes related blindness, e.g. macular degeneration, glaucoma, Parkinson’s Disease, Alzheimer’s Disease, Diffuse Lewy Body Syndrome) NEUROSCIENCE PROMOTES RESOURCE DEVELOPMENT GSU has important resources for supporting students in the emerging field of neuroscience. Individual neuroscience faculty at Georgia State University hold research and education grants from NIH, NSF, and other federal agencies totaling an average annual federal funding for Neuroscience at GSU has been $5,685,160 over the last five years. Strengthening graduate education in this area will enhance GSU’s ability to increase this funding. In addition, several current Centers related to neuroscience training exist at Georgia State University and serve as catylists for additional resource development. • The Center for Behavioral Neuroscience (CBN) founded in 2000 is an NSF-funded Science and Technology Center, and is a consortium of more than 100 researchers at seven Atlanta institutions examining the neural mechanisms underlying complex social behaviors. Over its 10 years of existence, the CBN has received nearly $40,000,000 in NSF center funding for its research, education and outreach programs across its member institutions in Atlanta. GSU is the lead institution and administrative unit of the CBN. The social behaviors that are essential for species survival, such as fear, affiliation, aggression, and reproductive behaviors, are an important frontier in Neuroscience. The research efforts are complemented by an educational program designed to integrate scientific progress into the curricula of students at all levels. In addition, there is knowledge transfer conducted to promote science literacy. Therefore, the CBN works with its community partners -- Zoo Atlanta, the Fernbank Museum of Natural History, and the Georgia Aquarium-- to develop Neuroscience-related educational exhibits and activities, as well as with the industry group Georgia Bio. CBN’s mission of integrating neuroscience research and education, and of stimulating interdisciplinary research would also be enhanced by a neuroscience doctoral program at GSU, and would in turn provide a valuable asset to it. The CBN has developed into having a leading role in linking GSU to the 7
  8. 8. undergraduate and graduate programs of several strong colleges and universities in Atlanta, including institutions with a high proportion of underrepresented minorities. These links include obtaining resources for graduate training in neurosciences via federally funded training grants and foundation grants in targeted areas. Presently, such grants are strongly helped by being multi- institutional and by offering training that cuts across traditional academic departments. A neuroscience doctoral program at GSU would help in obtaining such external funding, both by allowing students access to training across GSU departments and by facilitating the integration of a GSU graduate training program with those at other Atlanta institutions. At the same time, the CBN will provide links between neuroscience students trained at GSU and complementary programs, facilities, and mentoring opportunities at institutions such as Emory University, Georgia Institute of Technology, and Morehouse School of Medicine. Furthermore, a neuroscience doctoral program at GSU would aid the CBN’s efforts to increase minority recruitment into neuroscience graduate programs and more generally to elevate the national profile of GSU as a major center for neuroscience research and education. • The Center for Neuromics, founded in 2006 as the first center of its kind, emerged from the former Center for Neural Communication and Computation. This Center fosters research that takes advantage of recent advances in molecular, physiological, and computational techniques to support research in the study of neurons and their interactions. An ultimate goal is to build increasingly precise cellular wiring diagrams of the brain. The Center is dedicated to supporting efforts in this field through sponsorship of seminars and conferences and providing funding for students. Through seed funding from the Georgia State University Brains & Behavior Initative, the Center started a collaborative project between biologists and computer scientists to build NeuronBank, a knowledge base of neuronal circuitry, which has now received NIH funding. • The Center for Research on Atypical Development and Learning (CRADL) is an interdisciplinary center founded in 1998 that stimulates basic and applied research and facilitates educational and outreach efforts. CRADL consists of 23 faculty members who represent a broad span of academic orientations including developmental, clinical and educational psychology, neuropsychology, special education, and speech-language pathology. CRADL and its faculty coordinate and support scholarly efforts that focus on gaining a fuller understanding of atypical development and learning processes from birth through adolescence. • The Language Research Center (LRC), founded in 1971, is a world renowned primate research facility. At the LRC, scientists from GSU and around the world conduct cognitive, biobehavioral, social and cultural research with bonobos (Pan paniscus), chimpanzees (Pan troglodytes), monkeys (Macaca mulatta) and human adults and children. Located on a wooded 55-acre facility south of Atlanta, the LRC is supported by the College of Arts and Sciences, the National Institute of Child Health and Human Development, and other agencies. The varied research 8
  9. 9. programs in learning, memory, attention, executive functioning, problem solving, spatial cognition, numerical reasoning, categorization, tool making and use, and communication find convergence under the LRC banner. • The Clinical Neuropsychology Laboratories, founded in 1983, share the goal of investigating cognitive and emotional functions in humans using several methodologies, including functional neuroimaging, psychophysiology, experimental cognitive tasks, and traditional clinical neuropsychological assessment measures. The faculty has interests in learning more about the biological, psychological, and social-environmental processes underlying developmental disorders and acquired neurological conditions across the lifespan. Their goals are to advance the understanding of brain-behavior relationships, and to further the development of empirically validated classification criteria, reliable and valid assessment measures and effective intervention strategies for these clinical populations. • The Georgia State – Georgia Tech Research Imaging Center has now been established through the joint efforts of the two institutions. When operational in March 2009 it will provide state of the art brain imaging facilities to support research in basic and clinical human neuroscience. It will provide an invaluable training site for neuroscience and psychology students as well as being the impetus for new grants in this are of neuroscience. 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 are 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 Center for Behavioral Neuroscience 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. In addition to these academic incentives, increased graduate training in neuroscience is important to the the economic development of Georgia. Workforce development is a key to economic growth in the 21st Century. This program will help sustain the growth of an industry segment that promises to be an economic driver in Georgia as well as support the health needs of the state, as both require training a scientifically sophisticated workforce in many areas of bioscience, of which 9
  10. 10. neuroscience is a major component. Neuroscience has in fact been identified by the Georgia Research Alliance as an area of strength in Georgia that could be exploited for this purpose. Formation of a neuroscience graduate program at GSU will contribute to this workforce training directly at the advanced level. In addition, a strong graduate program will enhance undergraduate training, both because graduate students often assist in teaching undergraduate courses and because undergraduates will gain hands-on science training in the neuroscience research labs that support graduate training. Furthermore, neuroscience faculty at GSU are heavily involved in STEM education at the K-12 level, thereby enhancing the pipeline of qualified students aimed at biotechnology areas of the economy. It should also be noted that the capacity for enhancing federal funding coming into GSU is in itself of benefit to the State’s economic development needs due to direct job creation. An analysis by Georgia Bio indicates that over 7500 bioscience jobs currently exist in universities, the CDC, and other public sector entities. Within universities, many if not most of these jobs are directly tied to federal grants. Spending from those grants both for these additional research personnel and for supplies and services, often from local companies, generates a considerable multiplier for the economic impact. It is estimated that the average NIH research grant held at a university generates seven jobs (taken from testimony before the subcommittee on Health, Committee on Energy and Commerce, United States House of Representatives by Raynard S. Kington, Acting Director, NIH, released 11/13/08). 2. Indicate the student demand for the program in the region served by the institution. What evidence exists of this demand? CURRENT NEUROSCIENCE STUDENTS AT GSU SUPPORT THE FORMATION OF A M.S./Ph.D.PROGRAM IN NEUROSCIENCE. We have conducted a survey of students currently connected with the Brains & Behavior and Center for Behavioral Neuroscience Programs. Most are currently working on a degree in Biology or Psychology; a few are from the other departments involved in the Brains & Behavior Area of Focus. The response was overwhelmingly positive. Out of 51 respondents, 31 agree or strongly agree that they would have applied to such a program, and only 10 said they would not, with the rest neutral. Only 8 out of 51 disagreed with the statement “I would prefer to earn my degree in Neuroscience.” Please see Appendix I for details. DEMAND FOR TRAINING IN A NEUROSCIENCE PHD PROGRAM IS GROWING NATIONWIDE Data generated from surveys conducted by the Association of Neuroscience Departments and Programs (ANDP) reveal a growing trend among prospective graduate students to apply to these Neuroscience programs. Since 1969 the Society for Neuroscience has grown from 500 to 37,000 members. By 2005 (the last year in which their formal survey 10
  11. 11. of programs was done) the Association of Neuroscience Departments and Programs (ANDP) grew to 130 degree programs; as of 2007, the number of ANDP listed graduate programs members has reached 154. The ANDP survey reveals an increasing trend for students to earn advanced degrees specifically in “Neuroscience” rather than in traditional biological or behavioral sciences. By 2005, neuroscience graduate programs had evolved from being virtually nonexistent, to parts of traditional departments, to the majority being stand along departments (18%) or interdepartmental programs overseen by an Institute or Center (64%). Nationally, as of 2005 the number of applications per neuroscience degree program has increased 45% from 1991 and 154% from 1986. Additionally, the average number of students applying to and enrolling per program has increased steadily as students interested in Neuroscience report wanting to have a M.S./Ph.D. in Neuroscience to reflect their specialized knowledge and training. The annual number of applications for graduate training in the neurosciences has almost tripled during the past 19 years and is now ~65 per program, while the number of matriculates has doubled and is now ~8 students per program. Nonetheless, the academic quality of incoming graduate students has remained high, as suggested by their undergraduate GPA (average = 3.49), their scores on the GRE (average = ~69th percentile), and their research experience. Nationwide 23% of the incoming students to neuroscience graduate programs have an undergraduate major in Neuroscience or Behavioral Neuroscience. Other common majors were Biology (23%), Psychology (15%), and Chemistry (6%), and an additional 8% had dual majors including one or more of these disciplines. An M.S./Ph.D. program in Neuroscience at GSU will facilitate our national and international reputation, paying dividends in greater numbers and quality of students as well as better postdoctoral and faculty positions for our Ph.D. graduates. This, in turn, will heighten awareness of Neuroscience at GSU, specifically, and GSU research more generally in the national/international arena. A M.S./Ph.D. PROGRAM IN NEUROSCIENCE AT GSU WILL FACILITATE ADMINISTRATION OF OUR NEUROSCIENCE DEGREE PROGRAMS A unified M.S./Ph.D. program under the administration of the Neuroscience Institute would produce a seamless program of study for Neuroscience graduate students across departments and aid in advising, mentoring, and planning of their training. Current neuroscience graduate programs exist in Biology and Psychology, and students undergoing neuroscience related training exist in several other departments as well. This program will consolidate training under a single administrative structure (The Neuroscience Institute), making advisement and curriculum development more efficient and consistent across students. Establishment of this degree program will also align Georgia State with national trends in neuroscience graduate training. Faculty who would jointly train M.S./Ph.D. students in the proposed Program come from several departments as well as from the Neuroscience Institute. The ANDP 2007 Report finds that more than half of all Neuroscience programs are institution-wide, reflecting the broad-based, interdisciplinary nature of the field. Only 18% are located strictly within Departments of Neuroscience or Neurobiology. In contrast, 64% of the programs link neuroscientists in multiple departments (or in a “Center”, “Division”, or “Institute” of Neuroscience) in a 11
  12. 12. unified, degree-granting program. These numbers are similar to those obtained in the 2000/2001 and 2003 ANDP surveys. On average, there are 51 faculty members per program. In 75% of the programs, the degree awarded to graduate students trained in the neurosciences is a Ph.D. in Neuroscience or in Neurobiology (or in a discipline that had those words in their name). This situation represents a striking reversal from that which occurred 19 years ago, when the majority of such degrees were awarded in other disciplines. The median number of graduate students in a program is 25. The latest ANDP survey indicates that the Ph.D. degrees awarded per year average 3.9 per program and this number has been steadily increasing. The attrition rate is only 4%; 69% accepted postdoctoral positions, 26% were in other neuroscience-related positions, 1% were employed outside the field, and 0% were unemployed. 3. Give any additional reasons that make the program desirable (for example, exceptional qualifications of the faculty, special facilities, etc.) NEUROSCIENCE IS IMPROVING EDUCATION AND MINORITY PARTICIPATION The Society for Neuroscience has made outreach to K-12 students a fundamental part of its mission, and Atlanta’s Neuroscience community has taken this charge to heart, primarily under the auspices of the NSF-funded Center for Behavioral Neuroscience (CBN) headquartered at GSU. Neuroscience faculty are actively involved in efforts to improve science education at the K-12 level via initiatives coordinated by the CBN. GSU neuroscience educators have established partnerships with the Decatur School System and the DeKalb County School system for a series of programs involving teachers and students, including teacher training workshops, school visits, and a lending library of science education materials made available to classroom teachers. Integrated into these teacher and classroom-oriented activities are summer programs for students, including the ION (Institute on Neuroscience) program for high school students in which the students gain formal mentoring and an opportunity to work in neuroscience labs at GSU and other Atlanta universities and colleges, and Summer Brain Camps, summer science camps for middle school students which both provide science experiences for the students during which GSU science faculty and public school teachers who have completed one of the teacher training workshops work together. GSU neuroscience educators also hold a two-day Neuroscience Expo at the Atlanta Zoo, the first day of which students from a Decatur middle school are exposed to neuroscience-related activities, while on the second day the Expo is open to all children and their parents who visit the Zoo. School-oriented programs are focused on schools with high proportions of underrepresented minorities and disadvantaged students. Summer programs and other student-oriented activities have >80% minority student participation. The Georgia Biomedical Partnership recognized the CBN for its outstanding work in education and community outreach with its 2006 Biomedical Community Award. Neuroscience faculty members lead the CBN’s undergraduate education initiatives as well. The nationally recognized BRAIN program for undergraduates is held 12
  13. 13. each year, bringing in 22 undergraduates from Atlanta institutions and across the nation for neuroscience research fellowships to gain hands-on research experience at GSU and other Atlanta universities and colleges while attending lectures and seminars on neuroscience topics and professional skills. Historically, >75% of the participants have been women and >60% have been underrepresented minorities. A similar academic year program, CBNuf, is currently being tested, and is targeted specifically at minority undergraduates at Spelman College, Morehouse College, and Clark Atlanta University. Neuroscience faculty have established strong relationships with these Historically Black Colleges and Universities in Atlanta. Career Days and Research Days at Spelman College, Morehouse College, and Clark Atlanta University are attended by neuroscience faculty and CBN staff to provide information about graduate school opportunities, and several students from these institutions have worked in GSU neuroscience labs and/or enrolled in its graduate programs. In recognition of his work with these institutions, CBN Director and GSU neuroscience faculty member Dr. Elliott Albers was named Mentor of the Year by The Center for Biomedical and Behavioral Research at Spelman College in 2006. Improvements in education extend to the professional level as well. There is enhancement of graduate and research programs through the CBN Graduate Scholars Program (providing doctoral students with an interest in behavioral Neuroscience the opportunity to gain a broader breadth of experience by working in a collaborative research environment) and a CBN Post-Doctoral Fellows program. 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 13
  14. 14. 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. 4. 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. Programs in Georgia: Private: Emory University Public: University of Georgia, Medical College of Georgia Southeast Region: 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 Potential overlap with other programs in Georgia: Both the Medical College of Georgia and the Emory University neuroscience graduate programs are centered in medical school and therefore offer a very different training atmosphere than would the program at Georgia State University. Several aspects of GSU’s and the University of Georgia’s (UGA) neuroscience graduate programs differ in such a way that they make distinct, but complementary, programs available to the state. UGA’s program is centered in UGA’s Biomedical and Health Sciences Institute, while GSU’s program is centered within the College of Arts and Sciences. In part because of this, UGA’s program is connected much more strongly with the health sciences departments there (e.g., Kinesiology, Pathology, Pharmaceutical and Biomedical Sciences, Exercise Science, and Foods and Nutrition) as well as having a unique association among Georgia neuroscience programs with a Veterinary School (e.g., the departments of Small Animals Medicine, Physiology and Pharmacology, and Animal and Dairy Sciences). GSU’s program does not overlap at all with that latter component of UGA’s program, and very little with the former. In contrast, because of its administrative position within the College of Arts and Sciences, GSU’s program draws primarily from the Biology and Psychology departments for its training emphases, and is tightly connected to the physical and computer science departments (Chemistry, Math & Statistics, Physics & Astronomy, Computer Science) creating a biophysics and computational component to the program that does not significantly overlap with UGA’s program. In addition, GSU’s program includes training faculty from the Philosophy Department, extending it into a component of Philosophy of Mind studies, a component that further makes it distinct from UGA’s. In sum, the UGA program’s participating departments emphasize biomedical and health sciences and take advantage of the unique contribution of the Veterinary School, while GSUs program 14
  15. 15. centers on basic biology and psychology and extends them in one direction to the physical and computer sciences and in the other to Philosophy. It is the case that some departmental representation and programmatic elements overlap in the two programs, but these are mainly the basic molecular, cell, and systems physiology components of neuroscience that are fundamental to all neuroscience training regardless of the research emphases. In addition, there is some overlap in one component of the psychology contributions to the programs in research represented by human neuroimaging. As for the fundamentals, it is difficult to have a viable, nationally recognized neuroscience graduate program without some representation in this area, given the need to connect any aspect of basic neurobiology to human cognition and behavior. Areas of advanced training emphases also differ between the two departments. Two major GSU concentrations do not overlap with those at UGA. First, because of the GSU program’s strong connections with the physical and computer science departments and the presence of computational neuroscientists connected to the Biology Department, GSU’s program contains a computational neuroscience component related to modeling, biophysics, motor control, and robotics that does not overlap with UGA. This component of GSU’s program provides an opportunity for links with Georgia Tech, which has strong computer engineering and computational modeling, but lacks the basic biologically- oriented laboratory neuroscience found at GSU. Second, GSU’s behavioral neuroscience concentration has a strong emphasis on the basic neurobiology of social behavior, with a supporting focus on neuro- and behavioral endocrinology. This area of neuroscience is not represented at UGA. Conversely, UGA’s program has a very strong concentration in physiology and pharmacology, which does not overlap significantly with the areas of GSU’s program. UGA also has a concentration in Cognitive and Clinical Neuroscience, which plays a relatively small, supporting role in GSU’s program rather than representing an area of concentration. UGA’s Behavioral and Systems concentration focuses more on sensory processing, language, and systems related to behavioral pharmacology, rather than the emphasis on neuroendocrinology and social neuroscience at GSU (although both include components related to neural plasticity and learning, which are necessary for any nationally ranked neuroscience program). Both programs maintain a Cellular and Molecular component to provide training in the neuroscience fundamentals necessary for all neuroscience programs, although the course work for UGA suggests a heavier biochemistry component, as opposed to the biophysics and developmental neurobiology coverage emphasized in GSU’s program. (See http://www.biomed.uga.edu/divisions/neuroscience/ for a list of UGA’s content course offerings in its concentrations. Given these differences, we do not expect significant competition in graduate recruitment between the two programs. Furthermore, GSU has traditionally drawn its students from within the state from different populations that UGA, due to GSU’s setting in urban Atlanta. We expect this to further decrease the applicant pools from which the two programs draw. 3. Procedures used to develop the program. 15
  16. 16. 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. A faculty committee composed of members of the Biology and Psychology Departments, with imput from several other academic units oversaw the process which included numerous meetings with faculty, students, and administrators. With the formation of the Neuroscience Institute in July 2008, the committee continued with similar involvement. Graduate students were polled (see Appendix 1). Surveys performed regularly by the Association of Neuroscience Degree Programs (ANDP) were accessed and used to determine national trends (see information quoted in othe sections as applicable). Peer and aspirational programs were investigated to ascertain national standards and trends for neuroscience graduate programs in order to develop the proposed curriculum. National leaders in the field were consulted. 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. 4. 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. 16
  17. 17. 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 (3-4 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. A. 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) 17
  18. 18. B. 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 Advanced Molecular Cell Biology (4) Biol 8610 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) Math 8515 Dynamical Foundations of Neuroscience (3) C. Statistics Core (3 hours) Psyc 8410 Psychological Research Statistics I (3) OR Biol 6744 Biostatistics (3) D. Introduction to Graduate Studies (4 hours) Biol 8550 Introduction to Graduate Studies (1) Bio/Psyc 6801 Survival Skills in Academia (3) E. 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) 18
  19. 19. 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) Sample Program of Study Year 1 (Fall) Biol 8010/ Psyc 8616 Cellular Neurobiology (4) Bio 8550 Introduction to Graduate Studies (1) Year 1 (Spring) Biol 8020/ Psyc 8617 Integrative Neurobiology (4) Bio/Phil/PsycXXXX Topics, Concepts or Seminar Course (1-3) Year 2 (Fall) Biol 8070 /Psyc 8618 Advanced Behavioral Neuroscience (3) Psyc 8410/ Biol 6744 Statistics Core Course (3) Year 2 (Spring) 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) Year 3 (Spring) Bio 8888/Psyc 8999 Non-thesis Master’s Paper (4) Bio/PsycXXXX Topics, Concepts or Seminar Course (1-3) Taken over the course of residency at GSU: Bio 8800/Psyc 8999 Research (26) Bio 9999/Psyc 9999 Dissertation Research (30) 1. 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). 19
  20. 20. 2. 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. 3. When describing required or elective courses, list all course prerequisites. Course prerequisites are listed under each course in Appendix II 4. 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. 5. 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. 6. 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. 7. 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. 20
  21. 21. Not applicable. Internships or field experiences will not be a required part of the program. 8. Indicate ways in which the proposed program is consistent with national standards. Not applicable. Please see answer to question #6. 9. 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: I. Scientific Inquiry 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. 5. 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 21
  22. 22. 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. 22
  23. 23. Alphabetical list of core and associate faculty in the proposed Program: Name Rank Role Discipline Ph.D. Postdoctoral Biology, Harvard Regents’ Tulane Elliott Albers Core Psychology, University, Professor University Neuroscience Worcester Fdn Technion - Israel Technion - Israel Associate Math & Marina Arav Associate Institute of Institute of Professor Statistics Technology Technology Associate Cornell Deborah Baro Associate Biology Univ Ill-Chicago Professor University Timothy Regents’ Biology, Worcester Associate Univ Florida Bartness Professor Psychology Foundation Harvard Al Baumstark Professor Associate Chemistry University Associate Saeid Belkasim Associate Computer Sci Univ Windsor Professor Swiss Federation Assistant Univ Nizhny Igor Belykh Associate Computer Sci Institute of Professor Novgorod Technology Assistant Emory Emory Sarah Brosnan Associate Psychology Professor University University Assistant Biology, Univ. Colo- Laura Carruth Core UCLA Professor Neuroscience Boulder Boston Assistant University, Robert Clewley Associate Math and Stats Univ Bristol Professor Cornell University University of Assistant Neuroscience, Northwestern Brad C. Cooke Core California, Professor Psychology University Berkeley Gennady Assistant Moscow State Associate Physics Emory University Cymbalyuk Professor University Professor, Biology, Boston University of Charles Derby Associate Core Neuroscience University Florida Dean Mukesh Assistant Univ Kansas- Georgia Tech, Associate Physics Dhamala Professor Lawrence Florida Atlantic Richard Dix Professor Associate Biology Baylor Coll Med 23
  24. 24. Donald Regents Biology, Univ Calif- Core Yale University Edwards Professor Neuroscience Berkeley Associate Biology, Kyle Frantz Core Univ Florida Salk Institute Professor Neuroscience Markus University of University of Professor Associate Chemistry Germann Calgary Calgary Associate Columbia Kathryn Grant Associate Chemistry Caltech Professor University Matthew Associate Cornell Associate Biology UCLA Grober Professor University Professor, Julia Hilliard Eminent Associate Biology Baylor Coll Med Scholar, Psychology, Kim Huhman Professor Core UGA GSU Neuroscience Chun Jiang Professor Associate Biology Chinese Acad Sci Yale University Biology, Cornell Brandeis Univ, U Paul Katz Professor Core Neuroscience University Texas-Houston Assistant Tricia King Associate Psychology Univ Florida Brown University Professor Educational Jacqueline Associate Univ Wisconsin- Univ Wisconsin- Associate Psychology & Laures-Gore Professor Madison Madison Special Ed. Associate Mary Morris Associate Psychology Univ Florida Professor Regents’ Robin Morris Associate Psychology Univ Florida Professor Associate Biology, Univ Maryland- Anne Murphy Core Univ. Cincinnati Professor Neuroscience Baltimore Assistant Eddy Nahmias Associate Philosophy Duke University Professor Associate Michael Owren Associate Psychology Indiana Univ Professor Biology, Cornell Sarah Pallas Professor Core M.I.T. Neuroscience University Yi Pan Professor Associate Computer Sci Univ Pittsburgh Associate University of Marise Parent Core Psychology Univ Calif-Irvine Professor Virginia 24
  25. 25. Unil Perera Professor Associate Physics Univ Pittsburgh Assistant Psychology, Cornell Aras Petrulis Core Boston University Professor Neuroscience University Univ Central Sushil Prasad Professor Associate Computer Sci Florida Associate Hong Kong Univ Gengsheng Qin Associate Math and Stats Univ. Victoria Professor Sci Tech Free University Colorado State Vincent Rehder Professor Associate Biology Berlin University Assistant Diana Robins Associate Psychology Univ Connecticut Yale University Professor Andrea Assistant Università Associate Philosophy Scarantino Professor Cattolica- Milan Andrey Associate Univ Nizhny Cambridge Univ., Core Math and Stats Shilnikov Professor Novgorod UC Berkeley Alexandra Associate Kansas State Associate Math and Stats Smirnova Professor Univ Lucjan Polish Acad Professor Associate Chemistry Strekowski Sciences Raj Professor Associate Computer Sci Iowa State Univ Sunderraman Regents’ Phang Tai Associate Biology Univ Calif-Davis Yale Univ Professor National Erin McClure Assistant Emory Associate Psychology Institutes of Tone Professor University Health William Associate Columbia Associate Biology SUNY-Albany Walthall Professor University Assistant Univ N Carolina- Gangli Wang Associate Chemistry Univ. Utah Professor Chapel Hill David Professor Associate Psychology GSU Washburn Oxford Irene Weber Professor Associate Biology Yale University University Walt Psychology, Cornell Professor Core Univ Michigan Wilczynski Neuroscience University Florida State Oxford Univ, Jenny Yang Professor Associate Chemistry Univ Yale Univ 25
  26. 26. Associate Univ South Yanqing Zhang Associate Computer Sci Professor Florida Assistant Florida State Yichuan Zhao Associate Math and Stats Professor Univ Assistant George Mason Ying Zhu Associate Computer Sci Professor Univ The faculty listed above are sufficient in number for directing the students in the Program. In addition to the above list of core and associate members of the Institute, the following faculty have declared their intention to be affiliate members: Lauren Adamson (Professor, Psychology) Page Anderson (Assistant Professor, Psychology) Vadym Apalkov (Assistant Professor, Physics) Andrew Clancy (Senior Lecturer, Biology) Nikolaus Dietz (Associate Professor, Physics) William Edmundson (Professor, Law and Philosophy) Chris Goode (Lecturer, Psychology) Gary Hastings (Associate Professor, Physics) Xiaolin Hu (Assistant Professor, Computer Sci) Heather Kleider (Assistant Professor, Psychology) Scott Owen (Professor Emeritus, Computer Sci) George Rainbolt (Professor, Philosophy) Sebastian Rand (Assistant Professor, Philosophy) Mary Ann Romski (Professor, Psychology) Rose Sevcik (Professor, Psychology) Michael Weeks (Associate Professor, Computer Sci) 1. If it will be necessary to add faculty in order to begin the program, give the desired qualifications of the persons to be added, with a timetable for adding new faculty and plan for funding new positions. One or two new faculty will be added within the next two years, funded by the Center for Behavioral Neuroscience or Brains and Behavior Area of Focus, but these additions are not necessary to begin the program. 6. Outstanding programs of this nature in other institutions. List three outstanding programs of this nature in the country, giving location name, and telephone number of official responsible for each program. Indicate features that make these programs stand out. When available, append descriptive literature of the outstanding program. Indicate what aspects of these outstanding programs, if any, will be included in your program. 26
  27. 27. 1) Cornell University, Department of Neurobiology and Behavior: http://www.nbb.cornell.edu/gradstudiesoverview.shtml Cornell’s Ph.D. program in Neurobiology and Behavior (NB&B) integrates the study of neurobiology with behavior at all levels of analysis. Approaches range from the study of ion channels through neural networks all the way to the behavior of animal societies. Faculty come from a broad variety of disciplines including Psychology, Biomedical Engineering, Applied Physics, Entomology, Biomedical Sciences, Molecular Medicine, Ecology and Evolutionary Biology, and Neurobiology and Behavior. Other outstanding features include graduate training grants, exceptional students, individually- tailored courses of study, and opportunities for students to learn from experts in both seminar and hands-on lab formats. Joseph Fetcho, PhD Director of Graduate Studies W103 Mudd Hall 607 254-4341 jrf49@cornell.edu 2) Michigan State University, Dept of Psychology, Graduate Program in Neuroscience: http://neuroscience.msu.edu/program.html The Neuroscience Ph.D. program at MSU is an interdisciplinary program with over 45 participating faculty from eight different departments. This program is known for having some of the top neuroendocrinologists and behavioral neuroscientists in the country. The program highlights four focus areas: cellular/molecular, imaging/physiology, behavior/integrative biology, and development/evolution. A broad- based curriculum is complemented by research training in specialized areas of neuroscience. The program is very active and offers weekly research seminars, weekly research forums for graduate students to present their work, and an annual research retreat. The combination of classroom and laboratory training, plus the vast opportunities for professional interactions at Michigan State University, furnish students with an excellent understanding of the richness and diversity of approaches to the study of the nervous system, and equip them for successful careers in either the public or private sector. Our program regularly competes for the same pool of graduate students, but the fact that MSU offers a PhD in Neuroscience often sways students towards their program. Cheryl L. Sisk, Ph.D., Program Director Neuroscience Program 108 Giltner Hall Michigan State University East Lansing, MI 48824 Phone: (517) 353-8947 neurosci@msu.edu 27
  28. 28. 3) University of Maryland-College Park, Program in Neuroscience and Cognitive Science: http://www.nacs.umd.edu/aboutus/index.html The NACS Graduate Program offers world-class interdisciplinary training in several broad areas including systems neuroscience, molecular and cellular neuroscience, computational and cognitive neuroscience, and cognitive science. Within and across these areas, they have faculty with internationally renowned research programs in vision, audition, sensorimotor integration, synaptic plasticity, language and communication, learning, memory and decision making, and neuromorphic engineering. These research programs are housed in over 14 different departments, which participate in the NACS Graduate Program in College Park. Through their partnerships with the National Institutes of Health and Children's National Medical Center, NACS graduate students may also receive research training in laboratories of adjunct faculty at neighboring institutions. Robert J. Dooling, PhD. Professor and NSCS Director Department of Psychology 2123D Biology-Psychology Building Email: rdooling@umd.edu 7. Inventory of pertinent library resources. Indicate--in numbers of volumes and periodicals--available library resources (including basic reference, bibliographic, and monographic works as well as major journal and serial sets; include any on-line resources) which are pertinent to the proposed program. How do library resources compare to those at institutions listed in section 6? What additional library support must be added to support the proposed program, and what is the plan for acquiring this support? The newly-renovated Georgia State University Library contains over 1.4 million volumes, including 7,989 active serials, and almost 22,000 media materials. The library has access to 276 electronic periodical and resource indices (many with full text), almost 14,000 electronic journals with full text, and about 30,000 electronic books. Additionally, the library is a Federal Document Depository and holds more than 820,000 government documents with electronic access to many additional titles. (Source: 2006/2007 Library Annual Report) The GSU Library has been very supportive of the neurosciences. (See http://www.library.gsu.edu/research/liaison.asp?ldID=115&guideID=0.) We currently have full-text electronic access to over 330 neuroscience-related journals and there are over 200 print journals on site. Important databases available include PubMed, Web of Science, PsychInfo, PsycEXTRA, Biological Abstracts, Animal Behavior Abstracts, CSA Neurosciences Abstracts, ERIC, ScienceDirect. This compares very favorably with competing programs in the Southeast and nationally (see chart in Appendix V). 28
  29. 29. 8. Describe the desired qualifications of the students who will be recruited and admitted to the proposed program, including ethnic populations that will be targeted. We will seek domestic and foreign students with documented laboratory experience and excellent academic credentials, of all ethnic, economic, and racial backgrounds. The neuroscience programs in the Biology and Psychology departments are already attracting excellent students, and we expect to attract even more highly qualified students under the auspices of the Neuroscience Institute. Indeed a major impetus for establishing the M.S./Ph.D. in Neuroscience is to improve recruiting efforts. As discussed under #13, GSU has had tremendous success in recruiting underrepresented minorities into the existing neurobiology and neuropsychology programs. 9. Facilities Describe the facilities available for the proposed program. How do these facilities and equipment compare to those of excellent programs elsewhere? What new facilities and equipment are required, and what is the plan for acquiring these facilities and equipment? Faculty to be involved in the Program currently have labs spread across several research buildings, primarily Kell Hall and the Natural Sciences Building. Offices for most faculty are in Kell Hall or the Science Annex. Their laboratories are well-equipped and are supporting ongoing, funded reseach programs. Faculty who plan primary appointments in the Neuroscience Institute will move to new facilities currently under construction. It is expected that access to facilities and equipment will at least continue at current levels and will expand in the future as resources become available. Currently there are facilities and equipment for genomics and proteomics, imaging and confocal microscopy, electron microscopy, molecular biology, neurosurgery, neuroanatomy, neurophysiology, neuropharmacology, neuroendocrinology, behavioral analysis and MRI. The faculty within the Neuroscience Institute will elect a Committee on Research and Facilities (three members, two core and one associate) to oversee Neuroscience Institute research and core facilities activities. The chair of this committee will supervise staff associated with the facilities, coordinate activities in these spaces and be responsible for upkeep and maintenance of equipment in shared and core facilities. The committee chair will oversee revenue accounts associated with the use of core facilities. The committee chair will serve as a liaison to core facilities in other units that are frequently used by Neuroscience Institute faculty. The committee chair will ensure that research in the Neuroscience Institute is performed according to Federal and State guidelines and regulations. The committee may appoint subcommittees (which may include faculty not on the committee) if its workload makes this necessary. 10. Administration 29
  30. 30. Describe how the proposed program will be administered within the structure of the institution. The PhD in Neuroscience will be administered by the Director of Graduate Studies in the Neuroscience Institute. The Director of Graduate Studies, appointed from the core faculty, oversees the graduate program and serves on the Graduate Council of the College of Arts and Sciences. The faculty will elect a Graduate Committee (three members, two core and one associate) that will work with the DGS on graduate issues. The Neuroscience Institute faculty will elect a Committee for Interdisciplinary Activities to oversee Neuroscience Institute interdisciplinary activities including degree programs and formulate policy proposals to bring to the Executive Committee. It will be composed of three core and four associate faculty. One of the associate members will be selected to be chair by the Director in consultation with the Executive Committee. The Chair will cast a vote only to break ties. 11. Assessment Indicate the measures that will be taken to assess the effectiveness of the program and the learning outcomes of students enrolled. Current Learning Outcome Assessment Standards in the Departments of Biology and Psychology will be used to assess students in the Neuroscience Ph.D. Program. These include (see Appendix IIIa (Biology) and IIIb (Psychology) for details): BIOLOGY: I. Scientific Inquiry 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 30
  31. 31. the journal will provide an additional assessment measure, although journals to be selected vary by subdiscipline. We will also use post-GSU employment as an additional way to assess the effectiveness of the program. 12. Accreditation Where applicable, identify accrediting agencies and show how the program meets the criteria of these agencies. Append standards and criteria to the proposal. Provide evidence that the institution has notified SACS of its intent to apply for a change in degree level, if appropriate. There is no accreditation procedure for graduate degrees in Neuroscience. SACS will evaluate all graduate programs at GSU. The Association of Neuroscience Departments and Programs (ANDP) provided comparative data on different programs that we have used in designing our proposal. 13. Affirmative Action impact Indicate what impact the implementation of the proposed program will have on the institution's desegregation and affirmative action programs. Include information relating to faculty, staff, administrators, and students in this section. The neuroscience programs in the Biology and Psychology departments have been extraordinarily successful in under-represented minority recruitment, in part due to the initiatives made possible through the NSF-funded Center for Behavioral Neuroscience. The nationally recognized CBN BRAIN program for undergraduates is held each year, bringing in 22 undergraduates from Atlanta institutions and across the nation for neuroscience research fellowships to gain hands-on research experience at GSU and other Atlanta universities and colleges while attending lectures and seminars on neuroscience topics and professional skills. Historically, >75% of the participants have been women and >60% underrepresented minorities. Through the CBN, GSU has established strong ties with the Historically Black Colleges and Universities in Atlanta. Career Days and Research Days at Spelman College, Morehouse College, and Clark Atlanta University are attended by neuroscience faculty and CBN staff to provide information about graduate school opportunities. In recognition of his work with these institutions, CBN Director and GSU neuroscience faculty member Dr. Elliott Albers was named Mentor of the Year by The Center for Biomedical and Behavioral Research at Spelman College in 2006. Several students from these institutions at the AUC have worked in GSU neuroscience labs and/or enrolled in neuroscience graduate programs. Efforts are underway by GSU CBN faculty members to establish closer ties with several funded undergraduate research enhancement programs at Spelman and Morehouse Colleges to provide laboratory placement for undergraduates from those programs as a way to enhance our recruitment efforts. These efforts will be facilitated by combining graduate neuroscience training at GSU into a single coherent Neuroscience M.S./Ph.D. program, thereby enhancing our current strong efforts to enroll under-represented minorities in graduate science training. 31
  32. 32. Currently, as indicated by a survey of neuroscience doctoral students receiving CBN support, our combined neuroscience-oriented graduate programs have approximately doubled the proportion of under-represented minorities compared to the nationwide average across neuroscience-oriented degree programs (reported by the Association of Neuroscience Degree Programs) and they are also above the national average in women enrollees. Establishment of a neuroscience graduate degree at GSU will further enhance our ability to attract talented under-represented minority and women undergraduates into our program rather than to other out of state universities that have already established interdepartmental neuroscience graduate programs, as well as improve mentoring and networking by linking them together in a single program. In this way, establishment of a unified neuroscience M.S./Ph.D.program will have a dual role in enhancing the recruitment of under-represented minorities into GSU as graduate students, while also improving the training of science majors at the undergraduate level. 14. Degree inscription Indicate the degree inscription which will be placed on the student's diploma upon her/his completion of this program of study. Be sure to include the CIP code for the program. The degrees given will be M.S. and Ph.D. in Neuroscience, CIP code 30.2401 Neuroscience. A program that focuses on the interdisciplinary scientific study of the molecular, structural, physiological, cognitive, and behavioral aspects of the brain and nervous system. It includes instruction in molecular and cellular neuroscience, brain science, anatomy and physiology of the central nervous system, molecular and biochemical bases of information processing, behavioral neuroscience, biology of neuropsychiatric disorders, and applications to the clinical sciences and biomedical engineering. 15. Fiscal and Enrollment Impact, and Estimated Budget. Complete the following pages to indicate the expected EFT and head count student enrollment, estimated expenditures, and projected revenues for the first three years of the program. Include both the redirection of existing resources and anticipated or requested new resources. Institutional commitment of funds should be consistent with the centrality and level of priority that are assigned to the program in the proposal. Second and third-year estimates should be in constant dollars--do not allow for inflationary adjustments or anticipated pay increases. Include a budget narrative that is descriptive of significant line items and the specific redirection of resources envisioned. Budget narrative The Budget is derived almost entirely from a redirection of existing resources. No new resources are required to start the Program. In what follows, we explain the significant line items and how we will redirect resources to fund the proposed Ph.D. program. We provide an explanation for each section. 32
  33. 33. I. Enrollment projections A. Student Majors: Our projections of 5 M.S. and 40 Ph.D. students migrating from existing programs and 5 students entering GSU as M.S. students in the 1st year are based on data from Fall semester enrollments in the Biology and Psychology neuroscience- related concentrations during the last 3 years. In all cases, the number of M.S. degrees will be tightly linked to the number of Ph.D. students as the M.S./Ph.D. in Neuroscience will require Ph.D. students to earn their M.S. degree during their Program of Study. Calculations for future years include estimated completion dates for the M.S. of 3 years and the Ph.D. of 5 years, and a gradual shift of incoming students away from those recruited from other programs (primarily Biology, Psychology, Physics) at GSU to those recruited from outside the University. By the end of year 3, we anticipate having 65 Neuroscience graduate students that will be mentored by 14 core Neuroscience Institute faculty and 41 associate faculty. Based on current faculty-to-student ratios in neuroscience laboratories at GSU, we anticipate an average of 3 students per core faculty member with the balance of students being mentored by associate faculty. B. Credit Hours: Each student will take at least 36 credit hours per year; however, those fully supported by assistantships in the department will register for at least 18 hours fall and spring semester and at least 15 hours summer semester (total = at least 51 credit hours per year). Fifty fully-supported students in the first year will generate 2550 graduate credit hours, 52 students in the second year will generate 2652 graduate hours, and 65 students in the third year will generate 3315 graduate hours. Students may accumulate more than 90 credit hours in their programs (the minimum amount of credit hours required to complete the degree) because it is common for a student to take more research hours than the minimum requirement. Accordingly, a four to six year time-to- degree time frame for full time students is reasonable. C. Degrees Awarded: It is anticipated that some students will complete the M.S./Ph.D. program before the end of the third year. Most of our students at the inception of the Program will come from existing doctoral programs (primarily Biology and Psychology) and some will have completed most of their Program of Study in their previous department before transferring to the M.S./Ph.D. in Neuroscience. 33

×