Spring 2021 Neuroscience Course Directory

Total Page:16

File Type:pdf, Size:1020Kb

Spring 2021 Neuroscience Course Directory Boston University ​College of Arts and Sciences Spring 2021 Neuroscience Undergraduate Program in Neuroscience Course Directory TABLE OF CONTENTS Core Neuroscience Courses Page 2-3 Group 1 Electives – Neurobiology Page 4-6 Group 2 Electives – Cognitive Page 7-8 Group 3 Electives – Computational Page 9-10 Restricted Electives Page 11-13 Hub-Friendly Courses Page 14-19 RESEARCH FOR CREDIT If you are working or intend to work in a lab during the Spring 2021 semester, you are welcome to apply for a Directed Study in order to receive academic credits towards graduation. Guidelines and the application can be found at ​http://www.bu.edu/neuro/current-students/undergraduate/forms-links/​. REGISTRATION DATES Class Year Start Date Start Time Seniors November 28 9:00a Juniors November 28 12:00p Sophomores November 29 7:00a Freshmen November 29 12:30a WAITLISTS You can find more information about waitlists here: http://www.bu.edu/neuro/academics/undergraduate/b-a-in-neuroscience/courses/upn-waitlists/ REGISTRATION NOTES ● You ​must ​schedule an advising appointment with your ​assigned advisor​ prior to registration at bu.joinhandshake.com ● Full time status is a minimum of 12 credits per semester. ● To change your class standing, apply for an overload fee waiver, and more, visit the CAS Advising page: http://www.bu.edu/cas/current-students/undergraduate/casadvising/forms/ ● PDP, ROTC, and CAS FY/SY courses do not count toward the 128 credits needed to graduate. ● Find more info about the Undergraduate Neuroscience Program at ​bu.edu/neuro/undergraduate ● Learn more about the BU Hub at ​bu.edu/hub ● Declare a second major, change your major, or add a minor here: http://www.bu.edu/cas/current-students/undergraduate/casadvising/forms/majorminor-declaration/ ● Change your class standing here: http://www.bu.edu/cas/current-students/undergraduate/casadvising/forms/cas-advising-change-of-class-ye ar-form/ Last Updated: 11/6/20 Check Student Link for most up to date scheduling information. 1 Boston University ​College of Arts and Sciences Core Neuroscience Courses Undergraduate Program in Neuroscience NE 101: Introduction to Neuroscience Lecture 4 cr | Hub: SI1 | Div Studies: NS | Prereq: None A1 Bushell MWF 10:10a-11:00a Discussion An introduction to the biological basis of behavior B1 Bushell W 9:05a-9:55a and cognition. Includes theoretical and practical foundations rooted in psychology, biology, neuropharmacology, and clinical sciences (e.g., neurology and neuropsychiatry). Neuroethical dilemmas are highlighted and integrated when relevant to discussion topics. Note: You cannot receive credit for NE 101 and PS 231. NE 102: Principles of Neuroscience Lecture 4 cr | Hub: SI2; ETR; TWC; WIN A1 Pastorino MWF 1:25p-2:15p Lab A cellular and molecular approach to nervous BB Tullai W 2:30p-6:15p system function. Includes molecular and genetic B1 Gobrogge T 8:00a-11:45a basis of neurons; structure and function of ion B2 Tullai T 8:00a-11:45a channels, synapses, and glia; mechanisms of signal B3 Gobrogge T 12:30p-4:15p transduction; neuroendocrinology; and sensory B4 Tullai T 12:30p-4:15p systems and transduction. Project labs focused on B5 Gobrogge W 2:30p-6:15p anatomy and physiology of neurons. B6 Tullai R 8:00a-11:45a B7 Gobrogge R 12:30p-4:15p B8 Tullai R 12:30p-4:15p B9 Tullai R 8:00a-11:45a NE 202: Intro. to Cognitive Neuroscience Lecture 4 cr | Prerep: CAS NE 101 or PS 231; sophomore standing A1 Somers TR 2:00p-3:15p Discussion Cognitive neuroscience seeks to understand the A2 Somers T 9:30a-10:20a brain basis of cognition. This course introduces A3 Somers T 11:15a-12:05p research methods and human neuroanatomy, and A4 Somers R 9:30a-10:20a provides a survey of topics including learning and A5 Somers R 11:15a-12:05p memory, attention, perception, language, social cognition, and executive function. Also offered as CAS PS 339. Last Updated: 11/6/20 Check Student Link for most up to date scheduling information. 2 Boston University ​College of Arts and Sciences Core Neuroscience Courses Undergraduate Program in Neuroscience NE 204: Intro. to Computational Models of Brain Lecture and Behavior A1 Ocker TR 2:00p-3:15p 4 cr | Prerep: CAS MA 121 and MA 122; or CAS MA 123 and CAS Lab MA 124; and sophomore standing; or consent of instructor B1 Ocker F 11:15a-12:05p Introduction to important concepts in cognitive B2 Ocker F 12:20p-1:10p neuroscience and computational modeling of B3 Ocker F 1:25p-2:15p biological neural systems. Combines a systems-level B4 Ocker F 2:30p-3:20p overview of brain function with an introduction to modeling of brain and behavior using neural networking NE 212: Intro to MATLAB Programming Lecture 4 cr | Hub: QR1, CRT | Prereq: (NE 101 or PS 101) & A1 Chandrasekar TR 3:30p-4:45p one semester of calculus Lab B1 Chandrasekar W 3:35p-4:25p Teaches computer programming concepts, core B2 Chandrasekar W 4:40p-5:30p statistical concepts, and related skills via MATLAB. Programming examples that cover four steps of neuroscience research (experiment control; random samples; data analysis; brain process simulation) promote "constructive" understanding of the quantitative reasoning behind decisions based on descriptive and inferential statistics (e.g., confidence intervals, linear regression models, model- specific anovas). Explains numerical integration programs in two settings: probability distributions, and simulations of neural dynamics. Last Updated: 11/6/20 Check Student Link for most up to date scheduling information. 3 Boston University ​College of Arts and Sciences Group 1: Neurobiology Undergraduate Program in Neuroscience NE 230: Behavioral Endocrinology Lecture 4 cr | Prereq: CAS BI 108 or NE 102; and sophomore standing A1 DiBenedictis MWF 2:30p-3:20p W 1:25p-2:15p Hormonal control of reproductive behaviors and social affiliation, aggression, fluid homeostasis and feeding, biological rhythms including seasonal reproduction, stress, learning and memory, psychiatric illness, and steroid abuse. Three hours lecture, one-hour discussion. Also offered as CAS BI 230. NE 349: Neurotoxins in Biology, Medicine, Independent Agriculture, and War A1 Lin TR 3:30p-5:15p 4 cr | Hub: QR1, CRT | Prereq: (NE 102 or BI 108) or equivalent Neurotoxins used as a lens to study the consequences of venom on mammalian physiological systems; potential clinical applications of neurotoxins; neurotoxins at cellular and molecular levels; mechanisms and possible impacts of neurotoxic pesticides; and physiological effects of neurotoxic chemical weapons. NE 481: A1 Molecular Biology of the Neuron Independent 4 cr | Prereq: (BI203 or NE102) A1 Ho MW 2:30p-4:15p Topics include electrical properties of neurons, a survey of neurotransmitters, molecular structure and function of receptors, synaptic transmission, intracellular signaling, and the molecular biology of sensory transduction. Three hours lecture, one hour discussion. Also offered as CAS BI 481. Last Updated: 11/6/20 Check Student Link for most up to date scheduling information. 4 Boston University ​College of Arts and Sciences Group 1: Neurobiology Undergraduate Program in Neuroscience NE 525: Biology of Neurodegenerative Diseases Independent 4 cr | Hub: OSC, ETR, RIL | Prereq: (NE 102 or BI 203) & (NE 203 A1 Pastorino MWF 9:05a-9:55a or BI 325) W 10:10a-11:00a An in-depth look at molecular mechanisms of neurodegenerative diseases and their impact and relevance in clinical diagnosis and treatment. Topics include the molecular pathways of Alzheimer's, Parkinson's, Huntington's, and Creuztfeldt-Jacob Disease, and Amyotrophic Lateral Sclerosis. Also offered as CAS BI 525. NE 542: Neuroethology Independent 4 cr | Hub: OSC, SI II, RIL | Prereq: (NE 203 or BI 325 or BI 563) or A1 Muscedere TR 9:00a-10:45a consent of instructor An in-depth study of the neural mechanisms underlying natural behaviors in animals, integrating perspectives from behavioral ecology and neurobiology. Behaviors that are central to fitness will be studied in detail, including the sensory and motor bases of prey detection, predator avoidance, communication, courtship, navigation, and migration. A wide variety of non- model organisms such as honey bees, owls, bats, and crickets will be discussed. Lectures are integrated with student-led discussions of relevant research papers. NE 594 B1: Topics in Neurobiology: Drug Independent Discovery in the Neurosciences B1 Bushell TR 9:00a-10:45a 4 cr | Prereq: NE 102 or BI 108 & CH102 & Strongly recommended: NE/PS 333 or consent of instructor Drug discovery is complex and expensive. This is compounded when a drug is intended to treat a neurological disease. This discussion-heavy course will examine the neuroscience specific challenges of modern drug discovery, including: Target selection, Pharmacodynamics, Animal Models, Clinical Trials. Last Updated: 11/6/20 Check Student Link for most up to date scheduling information. 5 Boston University ​College of Arts and Sciences Group 1: Neurobiology Undergraduate Program in Neuroscience MET BI 566: Neurobiology of Consciousness Lecture 4 cr | Prereq: BI 108 or equivalent A1 Vyshedskiyl W 6:00p-8:45a Your brain is a bizarre device, set in place through natural selection of your ancestors and your own experience. One thing that clearly separates your brain from the brain of any other non-human animal is the propensity of your brain for imagination and creativity. In this class we will dive into the neuroscience of imagination: from neurons to memory to neurological control of novel conscious experiences. We will study what makes your brain unique and the selectional forces that shaped the brains of our ancestors. We will discuss what makes human language special and how it evolved. This interdisciplinary class is intended for paleoanthropologists who want to learn neuroscience, psychologists who are interested in the question of the origin of language, biologists who are interested in the uniqueness of the human mind, neuroscientists who want an exposure to paleoanthropology and linguistics, philosophers fascinated by neurological basis of behavior and other students interested in an understanding of the mind of a man and the evolution of the brain.
Recommended publications
  • M.S. and Ph.D. Sequences in Neuroscience and Physiology
    Neuroscience and Physiology are distinct but overlapping disciplines. • M.S. and Ph.D. students take three core Whereas Neuroscience investigates courses in neuroscience, physiology and neural substrates of behavior, Physiology biostatistics, and elective courses in more studies multiple functions. However, specific areas of these fields, as well as in M.S. and Ph.D. both seek to understand at an integrated related fields, such as cellular and level across molecules, cells, tissues, molecular biology, behavior, chemistry Sequences in whole organism, and environment. and psychology The workings of our brain and body • The curriculum provides a canonical Neuroscience and define us. When problems occur, results conceptual foundation for students can be devastating. According to the pursuing master’s and doctoral research in Physiology National Institutes of Health, neurological neuroscience and physiology and heart disease are two of the largest world health concerns and more than 50 • Our sequences provide a “cohort” million people in this country endure experience for new students, by offering a School of Biological some problem with the nervous system. cohesive curriculum for those students interested in pursuing graduate study in Sciences Our graduate sequences in Neuroscience neuroscience and physiology. and Physiology provide an exciting and Illinois State University challenging academic environment by combining research excellence with a strong commitment to education. We offer a comprehensive curriculum to graduate students interested in Neuroscience and Physiology. Both M.S. For more information, contact Dr. Paul A. and Ph.D. programs are also tightly Garris ([email protected]) or visit integrated into laboratory research. bio.illinoisstate.edu/graduate and goo.gl/9YTs4X Byron Heidenreich, Ph.D.
    [Show full text]
  • The Creation of Neuroscience
    The Creation of Neuroscience The Society for Neuroscience and the Quest for Disciplinary Unity 1969-1995 Introduction rom the molecular biology of a single neuron to the breathtakingly complex circuitry of the entire human nervous system, our understanding of the brain and how it works has undergone radical F changes over the past century. These advances have brought us tantalizingly closer to genu- inely mechanistic and scientifically rigorous explanations of how the brain’s roughly 100 billion neurons, interacting through trillions of synaptic connections, function both as single units and as larger ensem- bles. The professional field of neuroscience, in keeping pace with these important scientific develop- ments, has dramatically reshaped the organization of biological sciences across the globe over the last 50 years. Much like physics during its dominant era in the 1950s and 1960s, neuroscience has become the leading scientific discipline with regard to funding, numbers of scientists, and numbers of trainees. Furthermore, neuroscience as fact, explanation, and myth has just as dramatically redrawn our cultural landscape and redefined how Western popular culture understands who we are as individuals. In the 1950s, especially in the United States, Freud and his successors stood at the center of all cultural expla- nations for psychological suffering. In the new millennium, we perceive such suffering as erupting no longer from a repressed unconscious but, instead, from a pathophysiology rooted in and caused by brain abnormalities and dysfunctions. Indeed, the normal as well as the pathological have become thoroughly neurobiological in the last several decades. In the process, entirely new vistas have opened up in fields ranging from neuroeconomics and neurophilosophy to consumer products, as exemplified by an entire line of soft drinks advertised as offering “neuro” benefits.
    [Show full text]
  • CURRICULUM VITAE Joseph S. Takahashi Howard Hughes Medical
    CURRICULUM VITAE Joseph S. Takahashi Howard Hughes Medical Institute Department of Neuroscience University of Texas Southwestern Medical Center 5323 Harry Hines Blvd., NA4.118 Dallas, Texas 75390-9111 (214) 648-1876, FAX (214) 648-1801 Email: [email protected] DATE OF BIRTH: December 16, 1951 NATIONALITY: U.S. Citizen by birth EDUCATION: 1981-1983 Pharmacology Research Associate Training Program, National Institute of General Medical Sciences, Laboratory of Clinical Sciences and Laboratory of Cell Biology, National Institutes of Health, Bethesda, MD 1979-1981 Ph.D., Institute of Neuroscience, Department of Biology, University of Oregon, Eugene, Oregon, Dr. Michael Menaker, Advisor. Summer 1977 Hopkins Marine Station, Stanford University, Pacific Grove, California 1975-1979 Department of Zoology, University of Texas, Austin, Texas 1970-1974 B.A. in Biology, Swarthmore College, Swarthmore, Pennsylvania PROFESSIONAL EXPERIENCE: 2013-present Principal Investigator, Satellite, International Institute for Integrative Sleep Medicine, World Premier International Research Center Initiative, University of Tsukuba, Japan 2009-present Professor and Chair, Department of Neuroscience, UT Southwestern Medical Center 2009-present Loyd B. Sands Distinguished Chair in Neuroscience, UT Southwestern 2009-present Investigator, Howard Hughes Medical Institute, UT Southwestern 2009-present Professor Emeritus of Neurobiology and Physiology, and Walter and Mary Elizabeth Glass Professor Emeritus in the Life Sciences, Northwestern University
    [Show full text]
  • Cognitive Neuroscience 1
    Cognitive Neuroscience 1 Capstone Cognitive Neuroscience Concentrators will additionally take either a seminar course or an independent research course to serve as their capstone experience. Cognitive neuroscience is the study of higher cognitive functions in humans and their underlying neural bases. It is an integrative area of Additional requirements for Sc.B. study drawing primarily from cognitive science, psychology, neuroscience, In line with university expectations, the Sc.B. requirements include a and linguistics. There are two broad directions that can be taken in greater number of courses and especially science courses. The definition this concentration - one is behavioral/experimental and the other is of “science” is flexible. A good number of these courses will be outside of computational/modeling. In both, the goal is to understand the nature of CLPS, but several CLPS courses might fit into a coherent package as well. cognition from a neural perspective. The standard concentration for the In addition, the Sc.B. degree also requires a lab course to provide these Sc.B. degree requires courses on the foundations, systems level, and students with in-depth exposure to research methods in a particular area integrative aspects of cognitive neuroscience as well as laboratory and of the science of the mind. elective courses that fit within a particular theme or category such as general cognition, perception, language development or computational/ Honors Requirement modeling. Concentrators must also complete a senior seminar course or An acceptable upper level Research Methods, for example CLPS 1900 or an independent research course. Students may also participate in the an acceptable Laboratory course (see below) will serve as a requirement work of the Brown Institute for Brain Science, an interdisciplinary program for admission to the Honors program in Cognitive Neuroscience.
    [Show full text]
  • Neurobiology, Endocrinology and Behavior E
    Neurobiology, Endocrinology and Behavior E. Adkins-Regan, Cornell University, Ithaca, NY, USA C. S. Carter, University of Illinois at Chicago, Chicago, IL, USA ã 2010 Elsevier Ltd. All rights reserved. Introduction In subsequent centuries, many scientists examined and described the structure of the brain and nervous system Two types of mechanisms, neural and hormonal, have in an array of animal species. A common theme was to note been prominent in the history of research directed at what seemed to be marked differences in the organization uncovering the proximate physiological causes of animal of the brain, especially the forebrain, and in the relative behavior. During the first part of this history, the nervous sizes of structures and brain divisions, and to speculate and endocrine systems were envisioned as separate sys- about their relationship to behavior and intelligence. tems and were studied by somewhat different research With the publication of Charles Darwin’s theory of communities. As a result, research on physiological evolution by natural selection, these species differences mechanisms of animal behavior has tended to develop in brain structure and size began to be interpreted in an along two somewhat separate and parallel tracks. These evolutionary framework. Until the middle of the 1900s, dual origins are reflected in the organization of this sur- the dominant view had been that the brains (especially vey. Beginning in the twentieth century, several discov- forebrains) of different vertebrate classes (as represented eries led to the realization that the nervous and endocrine by a small number of species from each of the largest systems are physiologically integrated to a highly signifi- classes) were fundamentally different in organization, cant extent, which is of great importance for animal that they formed an evolutionary series progressing behavior.
    [Show full text]
  • Neuroscience
    NEUROSCIENCE SCIENCE OF THE BRAIN AN INTRODUCTION FOR YOUNG STUDENTS British Neuroscience Association European Dana Alliance for the Brain Neuroscience: the Science of the Brain 1 The Nervous System P2 2 Neurons and the Action Potential P4 3 Chemical Messengers P7 4 Drugs and the Brain P9 5 Touch and Pain P11 6 Vision P14 Inside our heads, weighing about 1.5 kg, is an astonishing living organ consisting of 7 Movement P19 billions of tiny cells. It enables us to sense the world around us, to think and to talk. The human brain is the most complex organ of the body, and arguably the most 8 The Developing P22 complex thing on earth. This booklet is an introduction for young students. Nervous System In this booklet, we describe what we know about how the brain works and how much 9 Dyslexia P25 there still is to learn. Its study involves scientists and medical doctors from many disciplines, ranging from molecular biology through to experimental psychology, as well as the disciplines of anatomy, physiology and pharmacology. Their shared 10 Plasticity P27 interest has led to a new discipline called neuroscience - the science of the brain. 11 Learning and Memory P30 The brain described in our booklet can do a lot but not everything. It has nerve cells - its building blocks - and these are connected together in networks. These 12 Stress P35 networks are in a constant state of electrical and chemical activity. The brain we describe can see and feel. It can sense pain and its chemical tricks help control the uncomfortable effects of pain.
    [Show full text]
  • Neuromechanics: from Neurons to Brain
    CHAPTER TWO Neuromechanics: From Neurons to Brain Alain Goriely*, Silvia Budday†, Ellen Kuhl{,1 *Mathematical Institute, University of Oxford, Oxford, United Kingdom †Department of Mechanical Engineering, University of Erlangen-Nuremberg, Erlangen, Germany { Departments of Mechanical Engineering and Bioengineering, Stanford University, Stanford, United States 1Corresponding author: e-mail address: [email protected] Contents 1. Motivation 80 2. Neuroelasticity 82 2.1 Elasticity of Single Neurons 82 2.2 Elasticity of Gray and White Matter Tissue 90 2.3 Elasticity of the Brain 93 3. Neurodevelopment 96 3.1 Growth of Single Neurons 96 3.2 Growth of Gray and White Matter Tissue 103 3.3 Growth of the Brain 106 4. Neurodamage 116 4.1 Neurodamage of Single Neurons 116 4.2 Neurodamage of Gray and White Matter Tissue 119 4.3 Neurodamage of the Brain 126 5. Open Questions and Challenges 128 Acknowledgments 131 Glossary 132 References 133 Abstract Arguably, the brain is the most complex organ in the human body, and, at the same time, the least well understood. Today, more than ever before, the human brain has become a subject of narcissistic study and fascination. The fields of neuroscience, neu- rology, neurosurgery, and neuroradiology have seen tremendous progress over the past two decades; yet, the field of neuromechanics remains underappreciated and poorly understood. Here, we show that mechanical stretch, strain, stress, and force play a critical role in modulating the structure and function of the brain. We discuss the role of neuromechanics across the scales, from individual neurons via neuronal tissue to the whole brain. We review current research highlights and discuss challenges and potential future directions.
    [Show full text]
  • Neuromechanics of Coordination During Swallowing in Aplysia Californica
    1470 • The Journal of Neuroscience, February 1, 2006 • 26(5):1470–1485 Behavioral/Systems/Cognitive Neuromechanics of Coordination during Swallowing in Aplysia californica Hui Ye,1 Douglas W. Morton,2 and Hillel J. Chiel1,2,3 Departments of 1Biomedical Engineering, 2Neuroscience, and 3Biology, Case Western Reserve University, Cleveland, Ohio 44106-7080 Bernstein (1967) hypothesized that preparation of the periphery was crucial for correct responses to motor output. To test this hypothesis in a behaving animal, we examined the roles of two identified motor neurons, B7 and B8, which contribute to feeding behavior in the marine mollusk Aplysia californica. Neuron B7 innervates a hinge muscle and has no overt behavioral effect during smaller-amplitude (type A) swallows, because the hinge muscle is too short to exert force. Neuron B8 activates a muscle (I4) that acts solely to grasp material during type A swallows. During larger-amplitude (type B) swallows, the behavioral actions of both motor neurons change, because the larger-amplitude anterior movement of the grasper sets up the periphery to respond differently to motor outputs. The larger anterior movement stretches the hinge muscle, so that activating neuron B7 mediates the initial retraction phase of swallowing. The changed position of the I4 muscle allows neuron B8 not only to induce grasping but also to pull material into the buccal cavity, contributing to retraction. Thus, larger-amplitude swallows are associated with the expression of two new degrees of freedom (use of the hinge to retract and use of the grasper to retract) that are essential for mediating type B swallows. These results provide a direct demonstration of Bernstein’s hypothesis that properly positioning the periphery can be crucial for its ability to correctly respond to motor output and also demonstrate that biomechanical context can alter the functions of identified motor neurons.
    [Show full text]
  • Neuroscience Café
    Neuroscience Café Thursday March 18, 2021 6:00 - 7:00 PM “ Sleep and Circadian Rhythms During a Pandemic” The overall goal of my research program is to investigate environmental modulation of circadian clock function in mammalian systems and the contribution of clock disruption to pathological disease. We are interested in how nutrition (high caloric diets, meal timing) and disease (obesity, neurodegeneration) influence clock-driven changes in physiology and behavior in brain regions. A second interest of the laboratory is translation from animal models to humans determining the impact of circadian misalignment on metabolic function under a shift work environment. I investigated chronobiological systems while training in the laboratories of Drs. Elliott Albers and Doug McMahon. I have conducted research in numerous species, including hamsters, mice, and humans. I received my PhD training at Georgia State University in Behavioral Neuroscience. My postdoctoral training began at Vanderbilt University in the McMahon laboratory, where I started using transgenic mouse models and learned electrophysiology and organotypic culture imaging in 2004. In this vibrant chronobiology community, I received mentoring and training from Drs. Carl Karen L Gamble, PhD Professor Johnson, Terry Page, Shin Yamazaki, and Randy Blakely. This training prepared me for my faculty position which began in 2009 at University of Alabama at Birmingham. At UAB, I enjoy the Psychiatry -Behavioral Neuroscience outstanding neuroscience community, inter-disciplinary collaborations in research and teaching, Vice Chair of Basic Research as well as opportunities to educate the next generation of scientists. I am currently serving as the Director of the Neuroscience theme in the Graduate Biomedical Sciences Program.
    [Show full text]
  • Neuroscience: Systems, Behavior & Plasticity 1
    Neuroscience: Systems, Behavior & Plasticity 1 Neuroscience: Systems, Behavior & Plasticity Debra Bangasser, Director 873 Weiss Hall 215-204-1015 [email protected] Rebecca Brotschul, Program Coordinator 618 Weiss Hall 215-204-3441 [email protected] https://liberalarts.temple.edu/departments-and-programs/neuroscience/ A major in Neuroscience enables students to pursue a curriculum in several departments, colleges, and schools at Temple University in one of the most dynamic areas of science. Neuroscience is an interdisciplinary field addressing neural and brain function at multiple levels. It encompasses a broad domain that ranges from molecular genetics and neural development, to brain processes involved in cognition and emotion, to mechanisms and consequences of neurodegenerative disease. The field of neuroscience also includes mathematical and physical principles involved in modeling neural systems and in brain imaging. The undergraduate, interdisciplinary Neuroscience Major will culminate in a Bachelor of Science degree. Many high-level career options within and outside of the field of neuroscience are open to students with this major. This is a popular major with students aiming for professional careers in the health sciences such as in medicine, dentistry, pharmacy, physical and occupational therapy, and veterinary science. Students interested in graduate school in biology, chemistry, communications science, neuroscience, or psychology are also likely to find the Neuroscience Major attractive. Neuroscience Accelerated +1 Bachelor of Science / Master of Science Program The accelerated +1 Bachelor of Science / Master of Science in Neuroscience: Systems, Behavior and Plasticity program offers outstanding Temple University Neuroscience majors the opportunity to earn both the BS and MS in Neuroscience in just 5 years.
    [Show full text]
  • Neuroscience: the Science of the Brain
    NEUROSCIENCE SCIENCE OF THE BRAIN AN INTRODUCTION FOR YOUNG STUDENTS British Neuroscience Association European Dana Alliance for the Brain Neuroscience: the Science of the Brain 1 The Nervous System P2 2 Neurons and the Action Potential P4 3 Chemical Messengers P7 4 Drugs and the Brain P9 5 Touch and Pain P11 6 Vision P14 Inside our heads, weighing about 1.5 kg, is an astonishing living organ consisting of 7 Movement P19 billions of tiny cells. It enables us to sense the world around us, to think and to talk. The human brain is the most complex organ of the body, and arguably the most 8 The Developing P22 complex thing on earth. This booklet is an introduction for young students. Nervous System In this booklet, we describe what we know about how the brain works and how much 9 Dyslexia P25 there still is to learn. Its study involves scientists and medical doctors from many disciplines, ranging from molecular biology through to experimental psychology, as well as the disciplines of anatomy, physiology and pharmacology. Their shared 10 Plasticity P27 interest has led to a new discipline called neuroscience - the science of the brain. 11 Learning and Memory P30 The brain described in our booklet can do a lot but not everything. It has nerve cells - its building blocks - and these are connected together in networks. These 12 Stress P35 networks are in a constant state of electrical and chemical activity. The brain we describe can see and feel. It can sense pain and its chemical tricks help control the uncomfortable effects of pain.
    [Show full text]
  • BA in Behavioral Neuroscience the B.A
    BA in Behavioral Neuroscience The B.A. in Behavioral Neuroscience is a natural science major for B.A. distribution purposes. College and university requirements for all majors (25 credit hours) ENGL 1, 2 Composition and Literature (6) First Year Seminar (3) Social Sciences (8) Humanities (8) Major Requirements Required Major Courses BIOS 41 Biology Core I: Cellular and Molecular (3) BIOS 42 Biology Core I: Cellular and Molecular Laboratory (1) BIOS 115 Biology Core II: Genetics (3) BIOS 116 Biology Core II: Genetics Laboratory (1) BIOS 121 Biology Core III: Integrative and Comparative (3) BIOS 122 Biology Core III: Integrative and Comparative Laboratory (1) BIOS 276 Central Nervous System and Behavior (3) BIOS 277 Experimental Neuroscience Laboratory (2) or BIOS 278 Neurophysiology Laboratory or BIOS 279 Experimental Molecular Neuroscience Laboratory BIOS 382 Endocrinology of Behavior (3) Advanced Neuroscience Elective (3 credits) Major Electives (6 credits) Choose one of the following: Any 300-level BIOS course (except BIOS 347, 383, 387, 388, BIOS 365 Neurobiology of Sensory Systems (3) 391, or 393) not fulfilling another BNS requirement above. BIOS 366 Diseases of the Nervous System (3) PSYC 117 Cognitive Psychology (3) BIOS 384 Eukaryotic Signal Transduction (3) PSYC 153 Personality (4) BIOS 385 Synapses, Plasticity and Learning (3) PSYC 176 Mind and Brain (4) BIOS 386 Genes and the Brain (3) BIOS 332 Behavioral Neuroanatomy (3) BIOS 323 Evolution of Development (3) Math and Science Requirements for the B.A. (31-32 credits) MATH 21, 22 Calculus I, II (8) or MATH 51, 52 Survey of Calculus I, II (7) BIOS 130 Biostatistics (4) CHM 30, 31 Introduction to Chemical Principles I, II (8) or CHM 40, 41 Concepts, Models and Experiments I, II (8) CHM 110, 112 Organic Chemistry (6) CHM 111, 113 Organic Chemistry Laboratory I, II (2) PSYC 1 Introduction to Psychology (4) Other Options The B.A.
    [Show full text]