BCSC 242: Syllabus
Fall 2025
Time & Location
Monday 4:50-6:05pm and Wednesday 4:50-6:05pm
Classroom: Meliora 203
Personnel
Instructor: Renee Madathil, Ph.D.
Office Hours: By appointment (Zoom only)
Graduate TA: Jean Setenet
Undergraduate TA: Keira Donnelly
Course Format and Modality
This class is offered in person with some exceptions. A few of our lectures will be conducted via Zoom. Links are provided in the course schedule and will be posted on Blackboard.
General Course Overview
This course introduces students to clinical neuropsychology, focusing on brain-behavior relationships in humans. Topics include cognitive functions, neurological and psychiatric conditions, and principles of neuropsychological assessment. This course offers a window into real-world clinical work in medical settings through instruction from practicing clinicians. Guest speakers from various related disciplines also provide diverse perspectives on the field.
Prerequisite Courses: This course is restricted to students who have completed BCS 110 or BCS 240/NSC 201.
Credits Allocated: 4 credits. This course will include 150 minutes per week of lecture time (two lectures at 75 minutes each) and a minimum of 400 minutes per week of out-of-class student work (e.g., reading assignments, study time, class preparation, and other unsupervised work).
Bibliographic or Other Resources
There is no required textbook for the course. Required readings are posted on the Blackboard site. They are organized by course date, in chronological order. Many readings are taken from the texts listed below.
- Elias, LJ & Saucier, DM. (2006) Neuropsychology: Clinical and Experimental Foundations, Allyn & Bacon: Boston.
- D'Amato, C.R., Davis, A.S., Power, E.S. & Eusebio, E.C (2021). Understanding the Biological Basis of Behavior. Springer International Publishing.
- Grant, I., & Adams, K. (2009). Neuropsychological Assessment of Neuropsychiatric and Neuromedical Disorders. Oxford University Press.
- Kolb, B. & Whishaw, I. (2015). Fundamentals of Human Neuropsychology, 7th ed. Worth: New York.
- Ogden, J (2005). Fractured Minds: A Case-Study Approach to Clinical Neuropsychology. University Press.
- Morgan J.E., Baron, I.S. & Ricker, J. (2011). Casebook of Clinical Neuropsychology. Oxford University Press.
- Schoenberg, M. R., & Scott, J. G. (Eds.). (2011). The little black book of neuropsychology: A syndrome-based approach. Springer Science + Business Media.
- Zillmer, E., Spiers, M., & Culbertson, W. (2007). Principles of Neuropsychology. Nelson Education.
*The overlap between material in the readings and lectures will vary from lecture to lecture. Readings are intended to provide you with a greater depth of understanding of the concepts and facts discussed in the lecture. Reading content will be found on the exam and may not be fully covered in the PowerPoints. You are responsible for reading the assigned materials and should expect to find it on the exams.
Course Objectives and Learning Outcomes
Purpose Statement: This course fulfills requirements in the neuroscience, brain and cognitive science, and psychology curriculums. It also prepares students interested in the clinical neuropsychology and medical fields.
Course Objectives: In this course, we will explore the relationship between brain function and behavior, focusing on the cognitive, emotional, and psychological consequences of brain injury and neurological disorders. Our goal is to:
- Understand the foundational principles of clinical neuropsychology, including brain-behavior relationships and neuroanatomy.
- Learn how clinical neuropsychologists assess cognitive functioning and diagnose neurological conditions through standardized testing and behavioral observation.
- Explore the clinical presentation and cognitive profiles of common neuropsychological disorders.
Learning Outcomes: By the end of this course, you will be able to:
- Identify and describe key brain structures and their associated cognitive functions.
- Explain the cognitive, emotional, and behavioral symptoms associated with common neurological disorders.
- Examine case studies to determine likely areas of brain dysfunction and potential diagnoses.
- Interpret basic neuropsychological test data and articulate findings in a clinically relevant manner.
- Differentiate between select neuropsychological assessment tools and describe their clinical applications.
Learning Activities and Assignments
Learning Overview: The course is broken up into three modules over the course of the semester: History and Foundational Principles, Major Cognitive Domains, and finally, Special Populations and Topics.
Learning Activities: Readings are made available through Blackboard. There are no graded activities outside exams for this course.
Grades and Related Policies
Success Statement: This course, like all interdisciplinary courses, is challenging and requires you to think in new ways and develop and apply complex knowledge and skills. There is rarely a simple or single correct answer to the questions we are exploring and that can be frustrating. I know that each and every one of you can be successful in this course and, as your instructor, I want you to have the tools you need to succeed. Please utilized your TAs and myself to discuss any challenges you may be experiencing during this course.
Exams: There will be four (4) exams during the semester and one final exam, consisting of multiple-choice, true/false, and short-answer questions. These exams are NOT open book or open notes. You are expected to complete the exam independently without use of any materials or support of any kind. Your exam scores will count for 100% of your grade (with each exam worth 25% of grade). The material on the exams will cover PowerPoint material, class discussion, AND assigned readings. Please note that exams 1-4 are not cumulative.
Make-Up Policy: Exams will only be offered during class time. Exams will only be re-scheduled for documented illness, personal or family emergency or other extraordinary circumstances. Scheduled conflicts must be discussed with the instructor at least one week prior to the scheduled exam or quiz. Note that the dates of the exams are fixed and non-negotiable.
New York Education Law provides that if you choose not to attend classes or take exams on certain days because of your religious beliefs, you will be given an equivalent opportunity to make up the exam without penalty.
Basis of Grade Determination
Course Grade: Final letter grades will be assigned based on the arithmetic mean of the scores of the 4 exams. Grades represent a threshold of performance which is either exceeded or not.
Letter Grade = Numeric Grade
A = 93 - 100
A- = 90 - 92
B+ = 87 - 89
B = 83 - 86
B- = 80 - 82
C+ = 77 - 79
C = 73 - 76
C- = 70 - 72
D+ = 67 - 69
D = 63 - 66
D- = 60 - 62
E = 0 - 60