Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "PS 211"
COURSE NAME: "Neuroscience Methods"
SEMESTER & YEAR: Fall 2024

SYLLABUS

INSTRUCTOR: Thomas Hope
EMAIL: [email protected]
HOURS: TTH 11:30 AM 12:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisites: PS 101
OFFICE HOURS:

COURSE DESCRIPTION:
The course introduces students to the various methods used to study the nervous system (e.g., EEG, functional MRI). Students will explore the kind of signals being measured (e.g., hemodynamic, electrical), the rationale for choosing different methods, the questions that can be addressed, as well as the limitations of each method. The course will include hands-on experience measuring and analyzing brain data.

SUMMARY OF COURSE CONTENT:

Topics covered will include single cell recording, ECoG, EEG, MEG, structural and functional MRI, neurostimulation, and the analysis of the resultant data.

LEARNING OUTCOMES:

Upon completion of this course, students will be able to:

1. Understand the basic principles of the various methods used to study the nervous system (LOS 1, LOS 5).

2. Understand the limitations of the resulting data (LOS 1, LOS 5).

3. Understand the logic by which data acquired using those methods are analyzed. (LOS 1, LOS 5)

4. Understand the key limitations of those analyses (LOS 1, LOS 4, LOS 5)

5. Critically evaluate the scientific literature that deploys neuroscience methods. (LOS 1, LOS 2, LOS 3, LOS 4)

6. Communicate their research findings effectively, both orally and in writing. (LOS 3)

TEXTBOOK:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments	Format	Local Bookstore	Online Purchase
Introduction to Human Neuroimaging	Op de Beeck, H., & Nakatani, C.	Cambridge University Press	9781107180307			Ebook

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Attendance and participation	Come to class and participate!	10
Midterm		25
Final exam		25
Group presentation		15
Written paper		25

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:

Assessment criteria:

Grade A characteristics:

Work of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.

Grade B characteristics:

This is highly competent level of performance and directly addresses the question or problem raised. There is a demonstration of some ability to critically evaluate theory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture and reference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.

Grade C characteristics:

This is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.

Grade D characteristics:

This level of performances demonstrates that the student lacks a coherent grasp of the material. Important information is omitted and irrelevant points included. In effect, the student has barely done enough to persuade the instructor that s/he should not fail.

Grade F characteristics:

This work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

Grade scale [Please include this. This scale follows standard university policy]

A = 94- 100% B = 84-86% C- = 70-73%

A- = 90-93% B- = 80-83% D+ = 67-69%

B+ = 87-89% C+ = 77-79% D = 60-66%

C = 74-76% F = 0-59%

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.

STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

Week 1: Introduction

Overview of the course, and a summary of the key topics.

Textbook Chapter 1

Week 2: Magnetic Resonance Imaging (MRI)

Surveying the physics behind the method

Textbook Chapter 2

Week 3: Structural MRI (1)

Describing MRI contrasts designed to elicit different kinds of structural information

Textbook Chapter 3

Week 4: Structural MRI (2): data analysis and applications

Covering key statistics employed to describe sMRI data, and applications of those statistics in neuroscience

Textbook Chapter 3

Week 5: Functional MRI (1)

The hemodynamic signal and its measurement / interpretation

Key issues in the design of fMRI experiments

Textbook Chapter 4

Week 6: Functional MRI (1)

Covering key statistics employed to describe fMRI data, and applications of those statistics in neuroscience

Textbook Chapters 6-7

Week 7: Review and Midterm Exam

Review and midterm

Week 8: Electrophysiological Imaging of the brain

The eletromagnetic field of the brain

Electroencephalography and Magnetencephalography

Textbook chapters 9-10

IntroEEGMEG - Meg Wiki (cam.ac.uk)

Week 9: Single-cell recording

Methods and applications (reading TBC)

Week 10: Electrocorticography (ECoG)

Methods and applications (reading TBC)

Week 11: Analysis of Electrophysiological Brain Data

Basic (textbook chapter 11) and advanced (textbook chapter 12)

Week 12: Neurostimulation (1): methods and analysis

Transcranial Direct Current Stimulation and Transcranial Magnetic Stimulation

Textbook chapter 14

Week 13: Neurostimulation (2): applications

Emerging applications of TDCS and TMS

Textbook chapter 14

Week 14: Review

Review in preparation for the final exam