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From Botox to Behavior: Neuroscience for Non-Scientists at Emory.

Leah A Roesch1, Kristen Frenzel1

  • 1Neuroscience & Behavioral Biology Program, Emory University, Atlanta, GA 30322.

Journal of Undergraduate Neuroscience Education : JUNE : a Publication of FUN, Faculty for Undergraduate Neuroscience
|December 17, 2016
PubMed
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Neuroscience courses for non-science majors effectively build science literacy and critical thinking skills. However, improving quantitative literacy remains a key challenge for future curriculum development.

Area of Science:

  • Neuroscience education
  • Science literacy for non-majors

Background:

  • A neuroscience course, "From Botox to Behavior," has been taught for six years to non-science majors.
  • The course aims to foster science literacy using neuroscience as a foundation.

Purpose of the Study:

  • To assess the effectiveness of the neuroscience course in building fundamental concepts and critical evaluation skills.
  • To identify weaknesses in quantitative literacy among non-science majors in the course.
  • To explore future interventions for enhancing quantitative literacy.

Main Methods:

  • Course assessments were used to evaluate student learning of neuroscience concepts.
  • Student performance on content knowledge and source evaluation was measured.
  • Student satisfaction and quantitative literacy levels were assessed.
Keywords:
Active learningProblem Based Learning (PBL)liberal artsnon-majorssynaptic communication

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Last Updated: Mar 10, 2026

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Main Results:

  • Students demonstrated learning of fundamental neuroscience concepts.
  • Students developed skills in source evaluation, evidence-based argumentation, and societal appreciation of neuroscience.
  • A significant weakness in quantitative literacy was identified despite overall course success and student satisfaction.

Conclusions:

  • The "From Botox to Behavior" course successfully enhances science literacy and critical thinking in non-science majors.
  • Addressing and improving quantitative literacy is a crucial area for future pedagogical development in science education for non-majors.
  • Further research is needed to determine effective interventions for quantitative literacy enhancement.