- guarracf@southwestern.edu
- 512.863.1747
- Olin 121
Fay Guarraci
Professor of Psychology
Expertise
Drugs of Abuse, Sexual Motivation and Fertility
When I am in the lab, I believe the key to making research a great experience for students is equality. I engage in research with student collaborators. Although I have a deeper knowledge base and more technical skills than they have, once they learn the basics, I interact with them as if they were my colleagues. I take their comments and actions seriously and they take me seriously. Having such high expectations of my students has proved to be invaluable. Most of my students rise to the challenge and go above and beyond what is required. Subsequently they have reaped the benefits with publications, presentations, and grants. I have enjoyed teaching my students technical skills that they could apply to other opportunities (e.g., graduate school, jobs in biomedical research) and I have treasured nurturing their scientific thought through lively discussions about theories, data, research methods, and statistics. Because my own personal interest in research was fostered while I was an undergraduate student at McGill University, I believe a positive experience in the lab can shape a student’s future. When I am in the classroom, I believe that the key to making any course a great experience for students is enthusiasm. I try to bring excitement and enthusiasm into the classroom every day. Whether I am introducing first-year students to psychology or discussing neural plasticity in behavioral neuroscience to seniors, my goal is to make everyone in the classroom excited to be there. Since joining the faculty of Southwestern, I have been able to mentor many students who are interested in the intersection of psychology and biology. I have been able to foster close relationships with students, helping them navigate their interests in neuroscience. I have also cultivated personal relationships with students outside of the lab and the classroom. Many of the students who have worked with me in the lab or taken my courses become my advisees. They come to me for advice about what courses to take, careers to think about, the MCATS/GREs, as well as the trials and tribulations of being a college student. My career goals include being both a mentor and inspiration to my students in the classroom as well as in the laboratory.
Education
Post-Doctoral Fellowship, Dartmouth College 2003
PhD, University of Vermont 2000
BA, McGill University 1994
Honors
- Sam Taylor Award 2012
- Mellon Interdisciplinary Research Award 2009
- ACS Faculty Renewal Award 2009
- Robert S. Daniel Award, Society for the Teaching of Psychology, Nomination 2008, 2009
- Southwestern University Teaching Award 2007
- Brown Junior Fellow, Southwestern University 2006-2007
- Frank A. Beach Award, Society for Behavioral Neuroendocrinology, Nomination 2006
- Young Investigator Award, Southwestern University 2005-2006
- Journal of Emergency Medical Services Research Award 2005 co-PI with student Melanie Stanzer $1,500
- Society for Neuroscience Lay Research Summary (press release) 2005
- Southwestern University Teaching Award Finalist 2005, 2006
- Southwestern University Advising Award Finalist 2005
- National Science Foundation Major Research Instrumentation 2004-2006 $ 173,000
- National Institute of Mental Health Pre-Doctoral Individual National Research Service Award 1996-1999
- Ronald Suiter Travel Award 1998
- New York Academy of Sciences Junior Investigator Travel Award 1998
- University of Vermont Graduate Research Award 1996
- Teaching Fellow of the Year 1996-1997, University of Vermont
- First Class Honors, McGill University 1994
Affiliations
- American Psychological Association 1995-2000
- Faculty in Undergraduate Neuroscience 2006-present
- International Behavioral Neuroscience Society 2005-present
- New York Academy of Sciences 1994-2000
- Society for Behavioral Neuroendocrinology 2000-present
- Society for Neuroscience1994- present
- Women in Neuroscience 1997-present
- Women in Endocrinology 2006-present
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