Neuroscience and Behavior (NSBH)

The purpose of this one-credit seminar is to offer students the opportunity to explicitly consider the self in the context of the discipline, and use this anchoring developed during the first part of the term to explore the myriad opportunities that exist across the major and the University in the second half of the term. In other words, the seminar's design guides students through experiential and interoceptive reflection, creating insight into a lens through which to gauge curricular and career opportunities. The course format will offer opportunities for reflection, invite consideration of where there is opportunity to apply your understanding of neuroscience to self, other, community, and culture, introduce information about what you can expect in your major, and offer windows into what the field of neuroscience can encompass. Through active participation, you will work to apply neuroscientific and curricular information to your personal formation, curricular, campus and career goals.

This course is intended to provide a broad introduction to the field of neuroscience and behavior, from the level of molecules flowing across cell membranes up to complex human cognition. It is intended primarily for sophomores and required of all Neuroscience and Behavior majors. The associated laboratory is also required an may be taken concurrently or at a later time.

This laboratory accompanies the Neuroscience and Behavior lecture course (SC or BIOS 20450). It is required for all Neuroscience and Behavior majors and may be taken concurrently with the lecture or at a later time. The lab will introduce experimental approaches typical of the field, including anatomical, histological, electrophysiological, and behavioral methods.

When do we consider ourselves ‘in’ any given group? How do we treat others inside and outside of our chosen groups? How are we wired to display the most noble human characteristics, such as love, trust, altruism, and empathy? Alternately, what is going on in the brain when we are cruel, deceitful, or violent towards those we feel are ‘other’? We will explore these questions by reading primary literature within social neuroscience. These scientific endeavors will be expanded by outings that highlight the Middle East’s unique historical, social, and religious context to the idea of ‘belonging.’

Love and hate are strong emotions that mediate various aspects of human behavior, driving our choices in how we interact with one another. This course will examine the neurobiological mechanism, behavioral expression, and social consequences of these emotions.

Major theories and research findings on social, emotional, and cognitive development are covered. Although emphasis is on the time from birth to early adulthood, some research on adulthood and the elderly is included. Attention is given to how different environments enhance or hinder healthy development.

The second decade of life is a crucial developmental transition that poses significant physical, psychological and social challenges to young people; and which have implications for later psychosocial outcomes. This course explores the portrait of adolescence that is revealed by contemporary developmental science. We will examine adolescence in cultural and historical context and survey recent empirical literatures on some core topics, including pubertal maturation, the cognitive and social-personality development of teenagers, the struggle for self and identity, the influence of family, peers and schools on development, adolescent risk behavior and positive youth development, among other topics

This course will describe the electrical and chemical nature of neurotransmission. This course is one of three core courses for Neuroscience and Behavior majors.

Defines the concept of abnormal or maladaptive behavior; reviews the principles involved in human development and adjustment and describes the common clinical syndromes, their causes, and treatments.

A lecture course presenting a cognitive approach to higher processes such as memory, problem solving, learning, concept formation, and language.

A survey of the theories and methods relating to basic processes in learning and memory from both biological and cognitive perspectives.

Includes a diverse range of topics, from sensory processes and perceptual development to sensory deprivation and visual illusions. Emphasis is on auditory and visual perception.

Behavioral genetics is the study of genetic and environmental influence on individual differences, and can be used to examine all aspects of development. The purpose of the class is threefold: first, to orient students to the basic genetic principles necessary for the understanding of hereditary influences on development; secondly, to overview genetic and environmental influence on behavioral, biomedical, and bio-behavioral attributes; and, lastly, to assist students to realize that behavioral genetics is a powerful tool for the study of environmental as well as genetic influences on development.

An "Introduction to Cognitive Neuroscience" is a survey course that introduces students to the biological substrates underlying various forms of cognition in humans, with a specific focus on mental processes. We will explore how psychological and cognitive functions are produced by the brain. Cognitive neuroscience is a branch of both psychology and neuroscience, drawing from disciplines such as biological psychology (biopsychology), neuroscience, cognitive psychology, and neuropsychology.We will cover a broad range of topics, including learning and memory, perception, development and neural plasticity, cerebral lateralization and language, emotions and social cognition, stress, sleep and dreaming, and consciousness. No previous coursework in neuroscience is required, but at least some experience with biology or biopsychology is preferred.

The American Reality TV show Survivor has been a part of American culture for over 2 decades. To quote the host Jeff Probst, “Survivor is a microcosm for our real world.” In this course, we will look at this iconic TV show and generalize its infamous moments to experiences people have in the real world. Because Survivor is a game of social deception, studying its dynamics is especially relevant for those who want to understand negotiation, business, leadership, academia, or virtually any other work — and many personal — situations. We look to discover and analyze the art of decision making through the principles of Social Cognitive Neuroscience and Mathematical Game Theory. By the end of this course, students will be able to utilize the fundamentals of mathematical game theory to deconstruct complex real world situations with payoff matrices and formulate strategies for idealized outcomes. Additionally, students will identify the key frameworks of social cognitive neuroscience to be able to articulate challenges to the concept of humans as optimal decision-making agents and relate affective, social, and cognitive influences on decision-making to real-life situations. Finally students will end the course with role-playing in a Survivor like game and use the skills in this course to document and analyze their experiences.

Electroencephalography (EEG) is a commonly used technique in the realm of cognitive neuroscience to make measurements of scalp electrical activity. This course has two main objectives: 1) to give students an introduction to the theoretical principles underlying the measurement and analysis of EEG, and 2) to give students an opportunity to use EEG in a basic experiment of their own design and present the results. We will employ commercial EEG technology to conduct simple measurements, learn the basics of analysis, and explore the kinds of questions that EEG can help answer about the neural basis of behaviour.

In an age where ‘identity politics’ figures as both an accusation and a creed in public and private spaces, a careful and critical examination of how we construct our individual and collective selves is more important than ever. Science and technology are crucial resources in these projects, serving as fundamental structuring elements of our world. They are crucial in shaping not only our physical environment but the very conditions of possibility within which we construct our collective and individual identities. This course is an exploration of the ways that the practice of science and the production and marketing of technology supply the material that gets taken up in the project of identity formation, focusing on two closely linked technoscientific domains: neuroscience and genetics.

What does mental health have to do with faith? And, how do faith and spirituality relate to mental health? Moreover, what does this mean for one's life, practically speaking? This one-credit course invites students to reflect on the intersection of faith and mental health within their own lives through both conceptual and practical integration. Bridging the disciplines of theology, psychology, and neuroscience, the course provides a framework for students to consider central questions, including the etiology of mental illness, the meaning of suffering, conceptions of healing, and the importance of relationship to human flourishing. The course supports also students' practical, personal integration of course concepts. Students will have the opportunity to reflect on how personal practices and the sacramental and communal life of faith can support the stewardship of their integral wellbeing as embodied souls. The course involves interactive lectures, including guest speakers, and small-group discussions.

What exactly is a mental disorder? We often use this term, but rarely stop to think about what it means. It seems like our answers to this question will vary depending on our personal opinions and the society we grew up in. So, who gets to decide what is a real mental disorder and what is not? Is it a matter of scientific discovery, value judgments, or even cultural preference? These and other questions will be discussed in this course. Other topics include ethics and mental health, the concepts of function and dysfunction, and critiques of the mental health field. Please note: this is a philosophy course and not a clinical course, no clinical skills or diagnostic methods will be covered.

This interdisciplinary course explores the intersection of early childhood development (ECD) science and poverty alleviation initiatives in low- and middle-income countries. It provides students with an understanding of how early brain development is influenced by socio-economic factors and how evidence-based interventions can promote brain health and school readiness while also addressing developmental disparities. Early childhood years are a time of heightened biological and environmental responsiveness that coincides with the most rapid period of neurological growth in human development. They build the foundation for cognitive, emotional, and social competencies; failure to thrive in the early years is associated with not only short-term physical, cognitive, and social-emotional maladjustment but also poor adult health and labor market outcomes. Investing in ECD is one of the most cost-effective ways to address the negative individual and societal effects of poverty, and can significantly enhance developmental outcomes. Students will engage with current research, theoretical frameworks, and practical strategies to promote optimal development in impoverished and crisis-affected contexts and prevent intergenerational poverty. This course is relevant for students interested in applying the science of early child development to social issues and working in fields related to psychology, neuroscience, education, public health, or social policy.

Because behavior plays a significant role in people's health, psychology has emerged as an important contributor to the process of coping with disease, disease prevention, and health enhancement. This course is designed to be an overview of health psychology and behavioral medicine. Topics will include psychology and medicine, health psychology models, stress and health, adaptation to illness, psychological aspects of cancer, pain, coronary artery disease, rehabilitation, infectious disease, health promotion and disease prevention, and professional opportunities in health psychology.

In 1615, Francis Bacon said that “Travel, in the younger sort, is a part of education.” In this course, we’ll weave together neuroscience with education research, narrative accounts, outings across London, and personal reflection to explore the basis of that statement, and to understand how you learn more broadly. The course will unfold as a tour of the learning brain, focusing on how different regions encode and use information and what that means for your own learning behaviors. Class sessions will incorporate discussion, activities, short lectures, and field trips; readings will be drawn from the primary neuroscientific literature as well as a range of disciplines and genres.

How does the way our mind works, the nuts and bolts of our thinking, affect how we make sense of ourselves, our connection to others, and society at large? Social cognition researchers address these questions by examining how basic cognitive and neuroscientific processes affect our sense of self and how we behave towards those we deem similar or different from us. Taking this class will enable you to understand and apply fundamental concepts, theoretical frameworks, and behavioural and neuroscientific research in social cognition to real-world issues.

Cognitive Science is an interdisciplinary effort to uncover the relationships between brains, minds, and behaviour. This 12 week module will provide a selective look into a number of topics which are central to Cognitive Science. Starting with a historical overview of these relationships, the module will go on to look at topics in the study of language, learning, perception, action, and consciousness. Each topic will be addressed from a variety of theoretical standpoints. In addition, the module will serve as a sampling of the material available through the taught masters programme in cognitive science.

This is the first of three courses that are designed for Neuroscience and Behavior (NSBH) students accepted into the Honors program. Registration is by permission only. Seminar activities: (1) Students will lead journal club presentations over key papers in their field, (2) write a research proposal for their thesis work, (3) engage in workshop-style analysis of research proposals, (4) attend lectures on experimental design and proposal writing, (5) and prepare applications for summer research support and/or conference travel appropriate to their discipline.

This course will interest you if you are seeking an in-depth understanding of the interactions between the nervous system and the endocrine system. These two systems have many reciprocal control features with both brain influences on hormones and hormone influences on the brain. The neuroendocrine system is also the mechanism by which the hypothalamus maintains physiological homeostasis, regulating reproduction, metabolism, eating and drinking behavior, energy utilization, osmolarity and blood pressure. In this course, we will focus on topics related to the control of behavior, of reproduction, and on the stress response, with further foci depending on your interests.

This course will be an upper-level elective describing how environmental exposures can affect human health and disease, particularly as it relates to the nervous system. It is a three-credit course intended for upper-level students with a background in neuroscience, which includes NSBH majors from CoS and CoA&L as well as Biochemistry majors with a Neuro concentration.

While humans spend nearly a third of their lives sleeping, the nature and function of sleep is still very much unknown. This said, one point is clear: sufficient and good quality sleep is critical for mental and physical health. This seminar is designed to provide an overview of sleep and related processes, especially as they relate to clinical health outcomes. Specific topics include the history of sleep science, biological underpinnings of sleep, sleep across the lifespan, the nature and etiology of sleep disorders, environmental and cultural influences on sleep, and the relationship between sleep and various clinical disorders. Finally, we will explore ways to improve sleep in a variety of populations via intervention, psychoeducation, and public policy. The overall student objective is to be able to discuss and apply (in a preliminary way) the principles and practice of sleep science.

This course will cover how exogenous drugs interact with the nervous system to produce immediate and long-term chemical, systems, and subjective effects. This will be an upper-level elective course for NSBH majors or other students who have an interest in Neuropharmacology.

This course will introduce students to some of the most common computational and mathematical models used in neuroscience. In addition to developing a deeper understanding of some biological processes in the brain, students will learn mathematical and computational approaches to studying dynamical systems and modeling physical phenomena. The course is appropriate as an elective for Neuroscience or ACMS majors. The course assumes some experience with linear algebra and probability or statistics, but does not assume any background in biology or neuroscience. Some programming experience is helpful, but not necessary. After completing the course, students will be able to create mathematical models of neural systems, simulate these models in Python, and use mathematical techniques to study the models. Students will also obtain some limited experience with analyzing neural data.

Where does human knowledge come from, and how does it change over time? This course introduces key frameworks and enduring questions in cognitive development by exploring how humans come to understand object permanence, categories, language, symbols, number, space, and other minds. We also examine the development of cognitive processes involved in attention, memory, and executive function. By the end of the semester, you will be able to critique theories of cognitive development, design experiments to test your hypotheses, evaluate competing models, and identify practical applications of developmental cognitive science research.

This course delves into the evolving concept of resilience, moving beyond the traditional view of it as a fixed trait. We will explore resilience as a dynamic process and outcome that is multifaceted and develops over time through biological and environmental processes. During the course, we will place special emphasis on resilience in the context of neighborhood-level adversities such as poverty and community violence. Students will critically examine how resilience is defined and measured, and the inconsistencies in these definitions across different studies and developmental periods. The course will also cover protective factors that enhance youth resilience and discuss how these factors influence developmental trajectories of resilience. Additionally, we will introduce the emerging field of the biological pathways of resilience by investigating how underlying physiological and genetic factors contribute to resilience development. Through our exploration in this course, students will gain insights into resilience in adverse environments and the implications for supporting youth across development.

Students will develop a comprehensive understanding of Autism Spectrum Disorder (ASD) by learning about the assessment and diagnosis, common supports, and historical and current conceptualizations of ASD from multiple perspectives (theoretical and stakeholder). The course will review features of autism including language, social attention, sensory processing, and repetitive behaviors. We will also study genetic and environmental etiological factors. Finally, we will review ASD across the lifespan and discuss adolescence, sexuality, gender, mental health, and quality of life. Throughout the course, students will gain an understanding of basic principles used in autism research including common study designs, methods, challenges, and ethical considerations.

In this course, we will critically examine the etiology, neurobiology, diagnosis, and treatment of developmental and learning disabilities. We will also investigate the impact of a developmental disability on the individual, family, community, and culture. Topics will include (but are not limited to) ADHD, Autism Spectrum Disorder, Down syndrome, Dyslexia, Fetal alcohol syndrome, Fragile X syndrome, and Williams-Beuren syndrome.

What happens in our brains when we listen to and make music? This course will survey the perceptual and cognitive processes involved in music perception and performance, incorporating research from various disciplines within psychology. We will discuss various concepts underlying the processing and comprehension of musical content, such as pitch and rhythm perception, musical memory and musical rules, emotion in music, expertise in musicianship, and the use of music and music therapy as rehabilitative tools.

In this course, we will discuss the interactions between perceptual and cognitive processes underlying the processing of complex auditory information. How does attention enhance our understanding in noisy environments? What roles do context and prediction play in segregating sound sequences from each other? We will discuss the concept of auditory scene analysis and its neural bases, the contributions of attention and auditory memory, and how these function in our perception of speech and music.

Throughout history, people have used addictive substances in their everyday lives to obtain desired effects, at times encountering unwanted negative consequences along the way. While many use substances without significant problems, others become “addicted” and experience considerable impairment and distress. The goal of this course is to explore the concept of addiction, with a focus on the psychology of addictive behaviors: why do people use substances and what happens when they do?

In this course we will dive into the psychology and neurobiology of love and attachment. We will explore the key social brain regions, pathways, and hormones central to these emotions. We will understand the role of sensation and perception, its influence on behavior, the importance of neural plasticity and learning, and the diverse neurological experiences related to these topics. By analyzing primary literature and experimental techniques, you will become a critical reader of popular scientific articles, predict experimental outcomes, design novel studies, and foster meaningful scientific discussions. This course will not only enhance your understanding of neuroscience but will also challenge you to scrutinize the portrayal of love in the popular press. By the end of the course, you will be well-equipped to interpret, evaluate, and engage in the field of neuroscience.

How does the physical architecture of the brain give rise to the complexities of the human mind? This course explores the classical and newer cognitive neuroscience discoveries, grounded in a deep understanding of neuroanatomy. We will examine how anatomical form relates to function, discussing what defines brain areas and how they organize into parallel, distributed circuits. Drawing on principles derived from model systems in non-human primates as well as human studies, we will investigate how global brain networks support language, thought, and memory. We will move beyond what we know to investigate how we know it. You will evaluate the neuroimaging tools used to map the brain connectomes, while learning to navigate the pitfalls and controversies inherent in complex neuroscience data. Through a mix of lecture and discussion, you will develop the skills to critically analyze scientific papers, interpret quantitative data, and understand the "big unknowns" remaining in human cognitive neuroscience.

In this course, we will explore the empirical study of topics related to the appreciation and creation of the arts. How do we study what is considered of value or beautiful, when the criteria vary from person to person? What are neural correlates of the creative experience? How might we see this play out in various art forms? Students will be encouraged to exercise their own creativity and evaluation of how they approach and appreciate the arts, through reading primary research articles and engaging with creative works.

This seminar will provide a broad introduction to the cognitive neuroscience of sleep. Topics covered will span human sleep disorders, sleep in various animals species (e.g. unihemispheric sleep in dolphins), learning and memory during sleep, sleep's role in creativity and insight, plasticity in the sleeping cortex, sleep and consciousness, and dreaming. We will also examine neuroimaging, neurophysiological, and behavioral approaches to the study of sleep, discussing critical questions such as "what is sleep?" and, "why do we sleep?"

This course examines the underlying biological mechanisms, clinical features, and current treatments of several major human neurodegenerative diseases, including but not limited to Huntington disease, Parkinson’s disease, and Alzheimer’s disease. Particular emphasis is placed on the use of animal models as an essential translational tool linking basic neuroscience research to clinical understanding and therapeutic development.

This course is designed for students seeking an in-depth understanding of sex differences in the brain and behavior and the role steroid hormone and other neural factors may play in creating these differences. The course will focus on topics related to mechanisms inducing sex differences and differential activation of neural circuitry controlling a variety of behaviors.

In "Neuroendocrinology and Biological Clocks," you will learn about the neuroendocrinology, endocrinology and hypothalamic brain regulation of homeostasis, including feeding, metabolism, fluid balance, reproduction, growth and stress. Special emphasis will be on principles of biological rhythms, including circadian and seasonal timing systems, and how dysregulation of this system can lead to neuroendocrine and other physiological disorders.

This module assumes that students are familiar with the material covered in BL2101. The basic principles of pharmacology will be covered, including evidence to support the modern concept that drugs act via specific receptors present on target tissues and our present understanding of laws governing drug-receptor interactions. The concept of agonists, competitive and non-competitive antagonists and the interactions between such classes of drugs will be discussed. The effects of drugs upon the peripheral and central nervous systems and the cardiovascular system will be covered. How these drugs can be used to understand the function of these systems and to correct their malfunctioning in various disease states will be explained. The practical component will cover the principles of drug action and receptor theory and illustrate the use of bioassays in pharmacological investigations. These practical sessions aim to help students build a working knowledge of drug names and actions as well as pharmacological concepts.

Restrictions: junior and senior, NSBH majors, PSIM or CST minors This community-engaged course is designed to support an interdisciplinary approach for students with a background in neuroscience who wish to deepen community-centered research practice in partnerships with community organizations. Students will be able to design or continue the development of projects that connect their academic and intellectual interests of exploring normative dimensions of brain development to emerging questions driven by community partner needs and interests. Students interested in enrolling in the course must have an existing collaboration with a community organization, and the organization must support the student’s role in the collaborative exploration of how neuroscientific evidence can be deployed in community practice. Class time is spent supporting the development of student’s intellectual and conceptual framework of normative brain development, expectant experience and community-centered research models. These fields of study are then applied to community-based project development. In support of community-centered projects and research development, in addition to class time, students are expected to spend collaborative time outside of class, on-site with their community partner organization. Students must have an existing community partnership and the partner organization must take an active role in project development. Projects developed in this community-centered research course have the potential to be used for PSIM and CST Capstone projects. If you are interested in, please copy and past this link to apply for departmental approval: https://forms.gle/rpwkVsAzie4os6XKA

The workshop offers an opportunity to explore community capacity building through NEAR science (neuroscience, epigenetics, adverse childhood experiences, resilience). Students will develop a foundational understanding of NEAR Science applications in community health, iterative strategic development and evaluation of community-based NEAR science efforts. Broader goals of this workshop allow students to support the growth of Self-Healing Communities' coalition strategies, including but not limited to NEAR science resource development, community capacity building efforts and trauma-informed community practice.

This course provides opportunity for independent study through readings on specific topics in neuroscience. Readings are chosen with the advice of the supervising instructor. Students may not register for more than three credits per semester.

This is the second of three courses that are designed for Neuroscience and Behavior (NSBH) students accepted into the Honors program. Registration is by permission only. Seminar activities: Students will (1) lead journal club presentations over key papers from their mentor's lab, (2) write the introduction and methods sections for their theses, (3) participate in workshop-style analysis of early thesis drafts, (4) attend lectures on literature review, background synthesis, and writing the introduction and methods sections, and (5) prepare abstracts, posters and/or talks for presentation at a conference appropriate to their discipline.

This is the third of three courses that are designed for Neuroscience and Behavior (NSBH) students accepted into the Honors program. Registration is by permission only.Seminar activities: (1) Students will write the remainder of their theses, (2) edit the introduction and methods sections prepared in the prior term, and (3) engage in workshop-style analysis and production of final thesis drafts.