Professional Wisdom : What a College Student?s Brain and Career Need

Higher education has a long history of transferring knowledge—facts and theories—into students’ minds. However, it has less of a history of providing students with direct experiences, such as internships, that lead to felt knowledge of the field and relevant skills. It is this combination of academic and felt knowledge that fosters the growth students need, which we refer to as “professional wisdom.”

This growth state is supported by basic neuroscience. Humans possess a crowning achievement of evolution in the neocortex, allowing us to perform amazing feats of cognitive symbolic logic, such as language and planning. Beneath the neocortex lies an older part of the brain that regulates emotional computation—the limbic system. This system provides a perspective of value, helping us determine whether a plan or activity is beneficial. Interestingly, neuroscience shows that the limbic system reacts most strongly to actual experiences, and it requires reflection to process these experiences into the higher cognitive regions of the brain.

When applied to higher education, this insight suggests that combining academic study with hands-on experiences—such as cooperative learning and internships—can lead to a lifelong career where students remain passionate and engaged. A major paired with an enjoyable, real-world experience in college helps students connect knowledge with purpose, fostering long-term satisfaction and success.

While some individuals, especially in academic administration, refer to this as “educating the whole student,” we describe it as cognitive-emotional integration, the foundation of professional wisdom. In this book, we explore the current experiences in higher education that foster this development, from cooperative learning to internships and beyond. We also offer two neuroscientists’ perspectives on how cognitive-emotional integration aligns with the brain’s natural processes.

With this understanding, we believe colleges and universities have an obligation to their students: to cultivate environments that challenge them both inside and outside the classroom. Without this, we risk graduating learners unprepared for the demands of the modern workforce.

Dr. James R. Stellar is a professor of behavioral neuroscience at the University at Albany, SUNY, with over four decades of experience in academia. He began his career at the University of Pennsylvania, earning his PhD and completing a postdoctoral fellowship before joining Harvard University as an assistant professor in the Department of Psychology. He later transitioned into academic leadership, serving as Dean of the College of Arts and Sciences at Northeastern University, Provost at Queens College, CUNY, and Provost and Interim President at the University at Albany. Dr. Stellar’s work focuses on the intersection of neuroscience, education, and experiential learning, emphasizing how hands-on experiences like internships prepare students for meaningful careers. He co-directs the Center for Neuroscience and Experiential Education (NEUROEXED), where he collaborates on research, writing, and mentoring students. Dr. Stellar has authored several books, including The Neurobiology of Motivation and Reward, Diversity at College, and Education That Works. His passion lies in helping students and educators integrate cognitive and emotional learning to develop what he calls “professional wisdom.”

Dr. Brandy L. Eggan is an assistant professor of neuroscience at Siena College and a dedicated advocate for experiential learning, diversity, and restorative justice. She earned her PhD in neuroscience from Albany Medical College, where she continues to teach medical students and mentor underrepresented students in STEM fields through the NY Science and Technology Entry Program.

Dr. Eggan is also the Program Director for Union College’s Leadership in Medicine Program, a unique 8-year BS-MBA-MD degree pathway. Her passion for equity in education led her to earn a Master’s degree in Restorative Justice from Vermont Law School, and she brings that perspective to her work in higher education.

As co-director of the Center for Neuroscience and Experiential Education (NEUROEXED), Dr. Eggan collaborates on research and writing that explores the cognitive-emotional factors in decision-making and the value of experiential learning. She is a co-author of Diversity at College and continues to focus on helping students build the skills and mindset needed for success in education and beyond.