PSYCTRY 79 W17 University of California, Los Angeles 760 Westwood Blvd, #78-168 Los Angeles, California 90095 Jane & Terry Semel Institute for Neuroscience & Human Behavior Alexander Korb, Ph.D. Adjunct Assistant Professor January 20, 2017 voice (310) 985-0867 Muriel McClendon, Chair fax (310) 943-6983 General Education Governance Committee [email protected] Attn: Myrna Dee C. Kikuchi, Program Representative A265 Murphy Hall Mail Code: 157101 Dear Dr. McClendon, I am writing to apply for GE approval for Psychiatry 79 “Applied Positive Neuroscience: Skills for Improving Productivity and Wellbeing.” Applied Positive Neuroscience is a re-worked version of CHS 179 “Life Skills for College Students.” While the course still contains many of the same life skills, it examines them in a more rigorous scientific manner, and places them in the context of the underlying neuroscientific and psychological principles. Furthermore, students will not only learn both neuroscience and psychology, they will also learn to apply the scientific method, and these life skills, to improve their own wellbeing and productivity. As a neuroscientist who has studied the brain for over 15 years, I understand the importance of an in-depth science education. In addition, as the author of The Upward Spiral: Using Neuroscience to Reverse the Course of Depression, One Small Change at a Time, I know how powerful neuroscience can be when applied practically to improve people’s lives. I have brought both the theories of neuroscience and psychology, as well as their applications, together in this course. If you have any questions, please do not hesitate to contact me. Sincerely, Alexander Korb, Ph.D. Adjunct Assistant Professsor Semel Institute of Neuroscience and Human Behavior Department of Psychiatry and Biobehavioral Sciences University of California, Los Angeles 1 of 17 PSYCTRY 79 W17 General Education Course Information Sheet Please submit this sheet for each proposed course Department & Course Number Psychiatry 79W Course Title Applied Positive Neuroscience: Skills for Improving Productivity and Wellbeing Indicate if Seminar and/or Writing II course 1 Check the recommended GE foundation area(s) and subgroups(s) for this course Foundations of the Arts and Humanities ● Literary and Cultural Analysis ● Philosophic and Linguistic Analysis ● Visual and Performance Arts Analysis and Practice Foundations of Society and Culture ● Historical Analysis ● Social Analysis Foundations of Scientific Inquiry ● Physical Science With Laboratory or Demonstration Component must be 5 units (or more) ● Life Science X With Laboratory or Demonstration Component must be 5 units (or more) 2. Briefly describe the rationale for assignment to foundation area(s) and subgroup(s) chosen. This lower division course addresses the GE mission of the Foundations of Scientific Inquiry – with a focus on the scientific foundations of wellbeing – to ensure that students gain a fundamental understanding of how scientists formulate and answer questions about the operation of the life sciences. 3. "List faculty member(s) who will serve as instructor (give academic rank): Alexander Korb, PhD, Adjunct Assistant Professor, Robert Bilder, PhD, Professor in Residence Do you intend to use graduate student instructors (TAs) in this course? Yes X No If yes, please indicate the number of TAs 2 4. Indicate when do you anticipate teaching this course over the next three years: 2016-17 Fall Winter Spring X Enrollment Enrollment Enrollment 60 2017-18 Fall X Winter X Spring X Enrollment 80 Enrollment 120 Enrollment 120 2018-19 Fall X Winter X Spring X Enrollment 120 Enrollment 120 Enrollment 120 5. GE Course Units Is this an existing course that has been modified for inclusion in the new GE? Yes X No If yes, provide a brief explanation of what has changed. We have modified the existing course, 2 of 17 PSYCTRY 79 W17 CHS 179, as a lower division GE, so that students may take it in their first two years at UCLA. Present Number of Units: 4 Proposed Number of Units: 5 6. Please present concise arguments for the GE principles applicable to this course. ❑ General Through the lens of neuroscience and psychology, students will learn the Knowledge science of wellbeing, and understand how to apply it to their own lives. The course will cover intrapersonal, interpersonal and extrapersonal contributions to wellbeing, and how activity and chemistry of key brain regions contribute to each e.g the influences of mindfulness on prefrontal cortex activity, or how the oxytocin system is altered by social interaction. This understanding will provide students with the ability to recognize the relationship between cognitive, social, and emotional competence for healthy development, and how to apply it to their own lives. ❑ Integrative Through a neuroscientific context, the course introduces multidisciplinary Learning perspectives on a variety of topics that are widely considered significant maturational tasks for young adults, including emotion regulation, managing social relationships, enhancing productivity and identity development,. Students will read, discuss, reflect, assess and write about related texts and articles from neuroscience and psychology. ❑ Ethical Beyond taking a traditional academic approach to the subject matter, the Implications course will also focus on application, aiming to support students in developing emotional and social competencies and resilience. The course thus tackles the ambitious task of presenting the subject matter in an academically rigorous manner, through discovery, evaluation and communication of knowledge, while simultaneously promoting positive developmental outcomes. ❑ Cultural Students will learn and practice communication theories and techniques that Diversity can enhance cross-cultural and interpersonal relationships. In addition, students will explore diverse areas of identity development through the lens of gender, ethnicity, culture, sexual orientation and more. Furthermore, intrinsic biases will be explored as a method to reflect on varying styles of communication. ❑ Critical Thinking Students will participate in quarter-long monitoring of their mood, energy and well-being along with a variety of simple interventions. Students will produce a final research paper, which will be an opportunity for them to synthesize what they have learned by reflecting on how various interventions impacted their outcome measures, and to explain the neuroscientific theories behind these effects. Whenever students are assigned primary research papers to read, they will be challenged to interpret the data for themselves, and asked for insights into how the study could have been better designed, or how conclusions would change if the data were slightly different. In short, they will be taught to consume science as scientists, with skepticism and an understanding that in order for data to be fully understood it must be placed within a relevant theoretical context. In discussion section they will be asked to engage in experiential learning 3 of 17 PSYCTRY 79 W17 activities and reflect on how these experiences mesh with the material covered in lectures and with their lives outside of class. ❑ Rhetorical Course requirements will include students’ participation in discussions, Effectiveness learning assignments, and a final research paper. ❑ Problem-solving In discussion sections students will be asked to identify challenges in their own lives, and will be asked to use the tools acquired in the class to identify potential solutions. Essentially the class treats the student’s own life as a problem-solving endeavor, allowing them to tackle their own issues with productivity, communication, mood, etc. ❑ Library & Course requirements include the organization, compilation, and analysis of Information Literacy research articles towards the goal of completing a final research paper. Students will learn to do literature searches, how to cite articles, and how to structure a scientific paper. (A) STUDENT CONTACT PER WEEK (if not applicable write N/A) 1. Lecture: 3 (hours) 2. Discussion Section: 1 (hours) 3. Labs: N/A (hours) 4. Experiential (service learning, internships, other): N/A (hours) 5. Field Trips: N/A (hours) (A) TOTAL Student Contact Per Week 4 (HOURS) (B) OUT-OF-CLASS HOURS PER WEEK (if not applicable write N/A) 1. General Review & Preparation: 1 (hours) 2. Reading 2.5 (hours) 3. Group Projects: N/A (hours) 4. Preparation for Quizzes & Exams: 2.5 (hours) 5. Information Literacy Exercises: N/A (hours) 6. Written Assignments: 2 (hours) 7. Research Activity: 3 (hours) (B) TOTAL Out-of-class time per week 11 (HOURS) GRAND TOTAL (A) + (B) must equal at least 15 hours/week 15 (HOURS) 4 of 17 PSYCTRY 79 W17 COURSE NUMBER COURSE TITLE INSTRUCTORS: ALEXANDER KORB ([email protected]) (Principal) ROBERT BILDER ([email protected]) Lecture: Professor: Alexander Korb Office: CHS 78-168 Office Hours: Course Title Applied Positive Neuroscience: Skills for Improving Productivity and Wellbeing Course description From stress management and social media, to communication and cultural identity, recent research has uncovered dozens of ways in which our neural circuits increase stress and anxiety and get in the way of achieving goals and increasing happiness. Through the dual lenses of neuroscience and psychology, students will learn the scientific theories behind productivity and wellbeing, and how they are influenced by our actions, interactions, thoughts and environment. Importantly, students will also learn to apply