title: From Botox to Behavior: Neuroscience for Non-Scientists at Emory.
abstract: For the past six years, we have been teaching a neuroscience for non-science majors course titled "From Botox to Behavior: Neuroscience for non-scientists." The primary objectives for this course are to create science literate students using neuroscience concepts as the foundation. The evidence from our course assessments suggest that the students are learning fundamental concepts and developing skills of source evalution, using evidence in an argument and appreciating the role of neuroscience in society. While the course has been very successful as measured by student performance on assessments of content learning and student satisfaction, we have noticed a pervasive weakness in quantitative literacy. Our future directions include assessing what kinds of interventions and approaches work best to increase quanitative literacy among non-science majors.
authors.affiliation: Neuroscience & Behavioral Biology Program, Emory University, Atlanta, GA 30322.
authors.forename: Leah A
authors.initials: LA
authors.lastname: Roesch
authors.affiliation: Neuroscience & Behavioral Biology Program, Emory University, Atlanta, GA 30322.
authors.forename: Kristen
authors.initials: K
authors.lastname: Frenzel
keywords: Active learning; Problem Based Learning (PBL); liberal arts; non-majors; synaptic communication