An introduction to neuroscience aimed at first- or second-year students, focusing on contemporary research topics. Students will gain an understanding of modern hypotheses regarding brain function and the challenges that current systems neuroscience aims to solve. Additionally, they will become familiar with the scientific techniques used to enhance our knowledge of brain function.
Athena Title
Introduction to Neuroscience
Semester Course Offered
Offered fall and spring
Grading System
A - F (Traditional)
Student learning Outcomes
In this course, students will learn to read and evaluate scientific results independently and during class discussions. Students will gain an understanding of why some results strongly support a particular theory, while others may challenge it. Students will develop the ability to make thoughtful judgments about competing theories based on evidence and engage meaningfully in scientific discussions. Students will gain an appreciation of the scientific method, of weighing evidence, and the impact of science.
By the end of this course, students will be able to discuss concepts in sensory neuroscience such as receptive fields, maps, labeled lines, and hierarchical processing.
By the end of this course, students will be able to discuss the biological bases of some brain disorders.
By the end of this course, students will be able explore and read the primary scientific literature at a basic level.
Topical Outline
Is the hippocampus a structure for spatial awareness or for declarative memory formation?
Topics: Memory; navigation; neural plasticity; cognitive neuroscience
Key References: Milner et al., 1998; Eichenbaum, 2000; Moser et al., 2008; Milner et al., 1968; Morris et al., 1982; Burton et al., 2000; Alvarez et al. 2001; Shrager et al., 2008.
Unit 2: Is the beta/gamma subunit of G-protein an active signaling molecule?
Topics: cell biology; synaptic transmission; ion channels; GPCRs
Key References: Logothetis et al., 1987; Birnbaumer and Brown, 1987; Yatani et al., 1988; Reuveny et al., 1994; Wickman et al., 1994.
Unit 3: Do ocular dominance columns initially develop because of an innate genetic pathway or because of visual experience?
Topics: vision; neural plasticity; nature vs. nurture; cortical wiring
Key References: LeVay et al., 1978; Stryker and Harris, 1986; Crowley and Katz, 2000; Katz and Crowley, 2002.
Unit 4. Exploration on the relative contributions of genetic vs. environmental factors in other kinds of neural plasticity (Flinn, 2016).
Institutional Competencies Learning Outcomes
Analytical Thinking
The ability to reason, interpret, analyze, and solve problems from a wide array of authentic contexts.
Critical Thinking
The ability to pursue and comprehensively evaluate information before accepting or establishing a conclusion, decision, or action.
