Neuroscience and Cognitive Science: Development and Aging Emphasis

Program Overview

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Neuroscience and Cognitive Science: Development and Aging Emphasis

Overview

With life expectancy on the rise, the study of development and aging is crucial. Graduates who specialize in this branch of neuroscience and cognitive science can help improve the well-being of the aging population. The study of development and aging explores changes in the brain that occur over time. Undergraduates earning a Bachelor of Science in Neuroscience and Cognitive Science with a Development and Aging emphasis gain interdisciplinary expertise. They focus on psychology, developmental disabilities, family studies, and the speech, hearing and language sciences. Students gain a full understanding of developmental and aging processes, examine new approaches to prevention, and explore treatments and ways to boost functioning and quality of life. They will be prepared for graduate studies or in-demand careers in policymaking or educating individuals who care for seniors or people with developmental disabilities.

Learning Outcomes

• Core knowledge-specific content; Students will develop a firm understanding of the theories, fundamental principles and concepts, and technologies of brain organization and function from both neuroscience and cognitive science perspectives.
• Scientific inquiry; Students will develop the capacity to think critically and with cognitive flexibility about complex problems involving the brain and mind, and will develop the capacity to skillfully communicate concepts and research results to professionals and to the public.
• Ethics and Professionalism; Students will apply ethical and professional standards to their evaluation of brain and mind-related research and technical development in the context of their own work and in the context of issues in the larger societal community.

Program Details

Sample Courses

• FSHD 413: Issues in Aging
• PSY 424: Gerontology: A Multidisciplinary Perspective
• PSY 459: Adult Development and Aging

Career Fields

• Education
• Healthcare
• Government
• Nonprofit
• Global health

Level of Math

• Substantial Knowledge This strand involves skill and facility with calculus. The S-strand begins at one of two calculus options - MATH 122A/B (Functions for Calculus and First-Semester Calculus) or MATH 125 (Calculus I). Students who successfully complete the S-strand may continue on to MATH 129 (Calculus II), MATH 223 (Vector Calculus), or beyond. Those who choose but are not ready to begin the S-strand will be required to take preparatory work.

Level of Second Language

• 2nd Semester Proficiency Second-semester skill level in a second language is required. Non-B.A. degree students may fulfill this requirement with one of the following options: 1. Scoring the equivalent of second-semester skill level on an entrance or placement examination administered by The University of Arizona. 2. Completion with a C or better of a second semester course at the post-secondary level. 3. An AP (Advanced Placement), IB (International Baccalaureate) or CLEP (College Level Entrance Program) language score determined by the individual language department. 4. In the College of Engineering by a method determined within the College; however, all students in the college must also take a language placement examination on entrance to the University.

Pre-major Required?

• No

This Major's College

• College of Science

Degree

• Bachelor of Science

Sample Plans

2025, Neuroscience and Cognitive Science: Development and Aging Emphasis

• 4-Year Sample Plan
• Map Transfer Coursework

First Year

1st Semester

• ENGL 101 First-Year Composition (3)
• Second Language (4)
• First-Semester Chemistry (4)
• Calculus I (3)

2nd Semester

• ENGL 102 First-Year Composition (3)
• Second Language (4)
• GE Core: Exploring Perspectives or Building Connections (3)
• Foundation Focus (3)

Second Year

3rd Semester

• MCB 181R Introductory Biology I (3)
• MCB 181L Introductory Biology Laboratory I (1)
• Statistics (3)
• GE Core: Exploring Perspectives or Building Connections (3)
• GE Core: Exploring Perspectives or Building Connections (3)
• Foundation Focus (3)

4th Semester

• NSCS 200 Fundamentals of Neuroscience and Cognitive Science (3)
• GE Core: Exploring Perspectives or Building Connections (3)
• PHIL 241 Consciousness and Cognition (3)
• Foundation Focus (3)
• General Elective (3)

Third Year

5th Semester

• NROS 307 Cellular Neurophysiology (3)
• NSCS 308 Methods in Neuroscience (1)
• NSCS 320 Issues and Themes in Cognitive Science (3)
• NSCS 321 Methods in Cognitive Science (1)
• NROS 311 Scientific Programming with MATLAB (3)
• GE Core: Exploring Perspectives or Building Connections (3)

6th Semester

• Upper-Division Focus (3)
• GE Core: Exploring Perspectives or Building Connections (3)
• GE Core: Exploring Perspectives or Building Connections (3)
• Emphasis Elective (3)
• General Elective (3)

Fourth Year

7th Semester

• Introductory Physics (4)
• GE Core: Exploring Perspectives or Building Connections (3)
• Emphasis Elective (3)
• Emphasis Elective (3)
• Upper-Division General Elective (3)

8th Semester

• Upper-Division Focus (3)
• Emphasis Elective (3)
• Emphasis Elective (3)
• Upper-Division General Elective (3)
• Upper-Division General Elective (3)

Program Outline

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Careers:

• Education
• Healthcare
• Government
• Nonprofit
• Global health

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Other:

• The study of development and aging explores changes in the brain that occur over time.
• Undergraduates earning a Bachelor of Science in Neuroscience and Cognitive Science with a Development and Aging emphasis gain interdisciplinary expertise.
• They focus on psychology, developmental disabilities, family studies, and the speech, hearing and language sciences.
• They will be prepared for graduate studies or in-demand careers in policymaking or educating individuals who care for seniors or people with developmental disabilities.