Neurobiology BIOL 31500 Spring 2009
	Instructor - Jean Hardwick
	Office - CNS 168
	Phone - 274-3213
	Email - jhardwick@ithaca.edu

OfficeHours:  M 9-10:00, F 12:00-1:00, or by appointment
Lectures:	MWF 11:00-11:50, CNS 119
Discussion:	W 12:00-12:50, CNS 119
	Schedule Discussion Papers
Textbook:  Neuroscience, Purves, et al (2007) 4th edition.   Additional materials, such as papers, will be available on BlackBoard.

1. To gain a general understanding of the organization and function of the nervous system
2. To understand the cellular and molecular events that control neuronal function
3. To understand how disruptions in these components lead to disease and impairment of neuronal function
4. To develop your ability to read and understand current research in neuroscience
5. To develop your ability to communicate current research in neuroscience through oral and written formats

Grading:

Exams: 20% each

There will be three in class exams, as indicated on the syllabus.  These exams will be given on Wednesdays to allow plenty of time from both the regular lecture hour and the discussion hour for the exam.  The Monday class before the exam will be set aside for a review session.  These exams will test your general understanding of the material presented in lectures, as outlined in goals 1-3 above.

Paper Presentation:  15%

During the discussion sections we will be going over primary literature papers and current topics in neuroscience (goals 4 and 5 above).  Each student will be expected to help lead the discussion of one research paper during the semester (you will work in groups of two-three for this).  The goal is to discuss how current neuroscience research is done and to then put that research into context within society and its applications.  The oral presentations will be graded based on both the individual student performance and the performance of the group as a whole.  The expectations used for grading are outlined in the evaluation sheets which are available on the course Blackboard site.

Discussion participation:  10%

Those students not presenting are still expected to read the papers prior to the class and come prepared to discuss them.  You are expected to come to class with two questions regarding the papers assigned for that week.  These questions should be typed and turned in to me PRIOR to the presentation.  You probably should keep one copy for yourself to use during the discussion.  One question can be related to the methods, but at least one question should be more general (i.e. related to background material, interpretation, or future directions). Class participation will be monitored in each discussion section and grades determined accordingly. 

Written assignment:  20%

Each student will write a paper based on a non-fiction book related to the brain or brain function (goals 4 and 5 for the course).  A list of potential books is listed on Blackboard, but you can choose a book not on the list with prior approval from me.  For this paper, you will read a book that is written for the general public and then apply your more advanced knowledge of the brain that you have acquired over the course of the semester.  Initial drafts of the paper will be peer-reviewed, and the final draft will be turned in to me on the final day of classes.  More details on this will be discussed in class.  The grades for this section will include a grade of your paper as well as your peer reviews.  Each student will review two papers.

Attendance:   

I do not take attendance in lecture.  However, exams are based on the material presented in class, some of which is not included in the text.  Attendance at discussion sections is mandatory and points will be deducted for unexcused absences. 

 Academic Honesty: 

All the work in this class must be your own, unless stated otherwise.  Confirmed instances of academic misconduct will result in a zero for that assignment or test, and referral to the school judiciary system.  Please refer to the Student Handbook for a detailed description of the policies regarding student academic conduct.

 Students with Disabilities: 

In compliance with Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act, reasonable accommodation will be provided to students with documented disabilities on a case-by-case basis.  Students must register with the Office of Academic Support Services for Students with Disabilities and provide the appropriate documentation to the College.  Before a student can expect to receive any academic adjustment, an accommodation plan from the Office of Academic Support Services must be provided to the professor.

Feb 20^th:   Migraine

Kahlig, K.M, et al (2008).  Divergent sodium channel defects in familial hemiplegic migraine.  Proc Nat. Acad. Sci. 105: 9799-9804. 

Feb 27^th:   Biopolar Disorder

            Du, J. et al (2008).  The role of hippocampal GluR1 and GluR2 receptors in manic-like behavior. J. Neurosci. 28:  68-79.

Mar 19^th:  Schizophrenia

Smith, S.P. (2007).  Maternal immune activation alters fetal brain development through interleukin-6.  J. Neurosci. 27: 10695-10702.

Mar 26^th:  Sensory systems

Khasabova, I.A, et al (2007).  Chemical interactions between fibrosarcoma cancer cells and sensory neurons contribute to cancer pain.  J. Neurosci 27: 10289-10298.

Apr 16^th:  Huntington’s Disease

Tang, T.S., et al (2007).  Dopaminergic Signaling and Striatal Neurodegeneration in Huntington's Disease.   J. Neurosci. 27: 7899-7910.

Apr 23^rd:  Spinal Cord Regeneration

Erschbamer, M., et al (2007).  Inhibiting epidermal growth factor receptors improves structural, locomotor, sensory, and bladder recovery from experimental spinal cord injury.  J. Neurosci. 27: 6428-6435.

Apr 30^th:  Dementia

Alirezaei, M.A., et al (2007).  Human immunodeficiency virus-1/surface glycoprotein 120 induces apoptosis through RNA-activated protein kinas signaling in neurons.  J. Neurosci 27: 11047-11055.