Course Syllabus
Neurobiology of Learning and Memory |
(Image from OpenAI ChatGPT 4o)
| Semester & Location: |
Spring 2025 only - DIS Copenhagen visiting faculty course |
| Type & Credits: |
Elective Course - 3 credits |
| Major Disciplines: |
Neuroscience, Biology |
| Related Disciplines |
Psychology |
| Prerequisite(s): |
One year of biology and one year of chemistry at the university level. It is highly recommended, but not required, that students have taken the equivalent of an introductory neuroscience course. |
| Faculty Members: |
Monica Linden (visiting faculty) (current students please use the Canvas Inbox) |
| Program Contact: |
Science and Health Department: shsupport@dis.dk |
| Program Director |
Susana Dietrich |
| Time & Place: |
Mondays and Thursdays, 13:15 to 14:35 in TBA |
Course Description
This course explores learning and memory from molecular to behavioral levels. Topics include how brain systems contribute to learning and memory, links between synaptic structures and their functions in learning and memory, and experimental tools (traditional and modern) to study learning and memory. By the end of the course, you will have the tools to grow as a neuroscientist including the abilities to apply learning and memory concepts to new situations and to interpret and draw conclusions from research. This class also has a meta-learning component where you will gain a better understanding of your own learning and memory processes.
Faculty
|
Monica Linden, Distinguished Senior Lecturer in Neuroscience at Brown University. PhD from Massachusetts Institute of Technology, Neuroscience (2008) Bachelor of Science degrees from Massachusetts Institute of Technology, Mathematics with Computer Science and Brain and Cognitive Sciences (2002) DIS Visiting Faculty Member |
Expected Learning Outcomes
Everyone in this classroom is a developing neuroscientist. The purpose of this course is to help you grow as a neuroscientist and as a science communicator. Additionally, this course will prepare you for future neuroscience and biology coursework.
The topics in the course include:
The variety of ways in which brain systems contribute to learning and memory.
One of the most important functions of the brain is its ability to change in response to the environment. Our nervous system has an amazing capability to learn which is critical for survival. Along with its ability to learn, the brain can store information over time so that it can later recall that information and execute appropriate behaviors. The majority of the content of the course is focused on exploring some of the ways the brain accomplishes this.
In order to understand how the brain learns, stores memories, and recalls them, you will learn about:
1. The variety of brain areas and neural pathways that are utilized for learning and memory; That is, we will discuss multiple brain structures including the hippocampus, neocortex, basal ganglia and amygdala, as well as connections within and between these brain areas. We will also consider similarities and differences between these circuits and their functions in learning and memory.
2. The ways in which new experiences are processed by the nervous system for learning; This involves thinking more about what goes on within and between individual neurons as they encounter new information. What molecular pathways are involved? What happens at the synapses?
3. The ways in which information, including memory, is stored in the nervous system; Similar to thinking about learning at a cellular level, we will also explore the molecular mechanisms and synaptic changes that occur during memory. Additionally, we will examine memory at the circuit level.
While considering the above topics we also want to keep in mind an important underlying biological concept:
4. The links between synaptic structures and their functions in learning and memory; Throughout biology, we see that the structure of the biological components are correlated with their functions. In this class, we want to strengthen our understanding of structure/function links, particularly at the synaptic level.
When we consider the ways in which we have come to understand the above topics, it is important to think about how scientists collected the data used to get us to our understandings. Therefore, we will also be thinking about:
5. The experimental tools used by neuroscientists studying learning and memory.
Those five points are the main content topics. However, this class is about more than content. This class will give you tools to empower you to grow as a neuroscientist and a science communicator.
While I acknowledge that we live in a time where you can easily look up something in a book, Google it, or ask a generative AI program, there are certain underlying definitions and concepts that are fundamental to being a neuroscientist, therefore, one learning objective of the course is that:
A. You will understand the mechanisms of learning and memory in the nervous system. These are some of the key terms, facts, and concepts related to points 1-5 above. As you begin to read primary literature and write about learning and memory, you will need to have a basic understanding of certain concepts without having to always look things up.
As a neuroscientist, it is not enough to simply look back at what is already known or what you have already been taught. Rather, it’s important to take what you know and apply it somewhere else. This is a key skill for problem solving in general. Therefore,
B. You will be able to apply concepts about learning and memory to new situations.
As a scientist, the ability to read primary source journal articles is critical to understanding and building upon the work of other scientists. The course uses a textbook, but is structured around primary literature. You will be responsible for reading at least 4 articles outside of class, and class instruction will focus on how to closely read these papers. This class is a great introduction to reading primary literature, as we read much less than a student typically encounters in advanced seminar courses. In this course,
C. You will learn to read primary source articles by carefully working through a small number of journal articles.
Scientists don’t just sit around reciting the science they have already learned. Rather, an important skill of a scientist is to be able to interpret and evaluate the quality of published scientific research. Therefore, a big focus of this course will be to strengthen your abilities around reading, interpreting, and evaluating primary literature.
D. You will be able to interpret and draw conclusions from learning and memory research.
In this course, you will learn about a variety of experimental tools, including some cutting-edge technology. Throughout the semester, you will be asked to think about the pros and cons of using these tools.
E. You will be able to evaluate various experimental tools used to study learning and memory.
In this class, we will spend a lot of time thinking about how we communicate science to a variety of audiences. This is a life-long skill that is valuable whether you are a scientist, a doctor, or a consumer of science who has an entirely unrelated profession! Therefore,
F. You will enhance their abilities to communicate science.
Because we are learning about learning, it makes sense to learn about our own learning processes. Therefore, another main purpose of this class is to help you grow as a learner in general, As such,
G. You will gain a better understanding of your own learning and memory processes.
And last, but certainly not least, this class is a learning community where we will work and grow together. Therefore,
H. You will build relationships with your fellow students to support your own learning and the success of your classmates.
Readings
The textbook we will use this year is Neurobiology of Learning and Memory 3rd edition by Jerry Rudy. Please use the eBook, as the hardcover book is very expensive. THE 2nd EDITION IS OUT OF DATE! I know it’s available at very low costs, but it just doesn’t cover all the same topics as the 3rd edition.
The following journal articles are required readings and will be provided on Canvas.
- Pastalkova E, Serrano P, Pinkhasova D, Wallace E, Fenton AA, Sacktor TC. Storage of spatial information by the maintenance mechanism of LTP. Science. 2006;313(5790):1141-1144. doi:10.1126/science.1128657
- Ramirez S, Liu X, Lin PA, et al. Creating a false memory in the hippocampus. Science. 2013;341(6144):387-391. doi:10.1126/science.1239073
- Rashid AJ, Yan C, Mercaldo V, et al. Competition between engrams influences fear memory formation and recall. Science. 2016;353(6297):383-387. doi:10.1126/science.aaf0594
- Schultz W. Behavioral dopamine signals. Trends Neurosci. 2007;30(5):203-210. doi:10.1016/j.tins.2007.03.007
- Whitlock JR, Heynen AJ, Shuler MG, Bear MF. Learning induces long-term potentiation in the hippocampus. Science. 2006;313(5790):1093-1097. doi:10.1126/science.1128134
Field Studies
This course will be accompanied by field studies. Two field studies will take place during the semester. Details of the field studies will be provided at a later date.
Evaluation and Grading
The course is divided into four units:
- Background material - Neuroplasticity and Techniques
- Non-Associative and Associative Learning
- Memory Memaintance and Storage
- Reward, Fear, and Modern Memory Studies
The course learning outcomes will be assessed through both formative and summative assessments throughout the semester.
|
Assignment |
Percent |
|
Formative Assessments |
15% |
|
Reflective Assignments (Individual) |
5% |
|
Reflective Assignments (Peer/Team) |
5% |
|
Unit 1 Assessment (Group) |
10% |
|
Unit 2 Assessment (Group) |
10% |
|
Unit 3 Assessment |
15% |
|
Unit 4 Assessment (Group) |
10% |
|
Midterm Assessment |
15% |
|
Final Assessment |
15% |
Formative Assessments
Formative assessments are low stakes opportunities designed to help you track your own learning and understanding throughout the semester. There will be formative assessments throughout all four units of the class. These formative assessments will include:
- Entry tickets for classes when it is critical that the assigned reading be completed before class. (This may include days where there will be significant group work and days when we begin discussions of primary source articles).
- Learning progress checks (Learning progress checks can be resubmitted for full credit. The resubmission process is designed to help strengthen your progress towards course learning objectives)
- Short (~ one paragraph) writing assignments (These may be assigned either during or outside of class depending on the topic.)
Summative Assessments
This class will consist of a summative assessment for each unit, as well as a midterm and final assessment . Some of these summative assessments may contain both individual and group components. Individual reflections and peer reflections will also be completed related to the assessments. Summative assessments will be aligned with the course learning objectives.
Unit 1 Group Assessment - Study Guide
Students will work collaboratively to create a multimedia study guide covering topics from Unit 1. This study guide will be assessed using a provided rubric.
Unit 2 Group Assessment - Applications to Student Learning Part 1
Students will work collaboratively to create resources for a popular audience that apply course concepts to “real life” learning and memory situations. Students may also incorporate outside sources into this project.
Unit 3 Individual Assessment - Exploring the PKMζ Controversy
This project will be a writing assignment deepening the discussion of the PKMζ controversy described in class and incorporating outside sources as needed. Students will discuss the controversy in groups prior to completing this assessment. Students will receive both peer and instructor feedback on their writing and will be given the opportunity for revision.
Unit 4 Group Assessment - Applications to Student Learning Part 2
Students will work collaboratively to expand their resources for a popular audience that apply course concepts to “real life” learning and memory situations. Students may also incorporate outside sources into this project.
Midterm Individual Assessment - Learning Objectives Progression
Students will complete an in-class assessment to determine their progression towards several of the course learning objectives. Students will be able to use their group study guides for this assessment. After receiving feedback, students can resubmit this assessment for full credit. The resubmission process is designed to help strengthen your progress towards course learning objectives
Final Individual Assessment - Learning Objectives Progression
Students will complete additional work to demonstrate that they have met the course learning objectives, particularly with regards to the second half of the course.
Reflective Assignments
Students will complete reflective assignments throughout the semester. These are only marked for completion. However, reflection is an important part of the learning and directly linked to learning objectives G and H.
Policies
DIS Accommodations Statement
Your learning experience in this class is important to me. If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support acadsupp@dis.dk.
Office Hours
I would love for each and every one of you to come to my office hours. You don’t even need a reason to come by – you can just say hi and tell me your name. My office hours take place in TBD. Office hours may occasionally happen over Zoom. I will send an announcement if this is the case.
If you are the only one at the office hours, you can ask me about anything – it can be course related about logistics or course content, homework, or assessment performance etc., or about neuroscience in general, or advising questions, grads school or med school (or neither of those!), my career path, my kids (you may hear more than you are interested in about my kids), or anything else. If there are multiple students at the office hours, I generally have you all come into the room together and take turns asking questions. We try to cover all the course related questions first so that people can leave if that is all they are interested in. We try to answer each other’s questions together, but it is perfectly ok if you don’t know something.
If you have personal information to share with me at office hours, for example related to course accommodations, please either come right at the beginning of office hours, right at the end of office hours, or schedule a private meeting, as I cannot guarantee privacy during the main part of the office hours. Also, please let me know this when you arrive. It is easy to schedule a private meeting using this link, if you prefer: TBD (Please make sure your Google Calendar is in the correct time zone when scheduling, or you will come at the wrong time!)
Generative AI Technology
This is written specifically about ChatGPT, but applies to using any generative artificial intelligence technology in this class. I actually had ChatGPT write this statement, with a couple of editing prompts, to help you think about both what it can and cannot do. I copied this verbatim from ChatGPT, so the statement is not my own.
As a student in a writing class, you may be wondering how to use ChatGPT ethically and effectively.
First, it is important to remember that ChatGPT should be used as a tool for idea generation and grammar and syntax assistance. For example, you can input a topic or a writing prompt into ChatGPT and use the output to generate ideas and to understand different perspectives on the topic. You can also use ChatGPT to proofread and check your grammar, punctuation and syntax. However, it is important to note that the output should not be presented as your own work and should always be used as a tool to supplement and support your own ideas and writing.
Another way to use ChatGPT ethically is to properly cite any information or ideas generated by ChatGPT in your work. This means identifying the source of the information and giving credit to the author. This way you can use ChatGPT as a reference and not as an origin of the ideas.
It's also important for you to understand that ChatGPT should be used as a tool to assist your writing, not as a replacement for your own ideas and critical thinking. So, always try to think critically and come up with original ideas and concepts, and avoid relying too heavily on the tool.
As a student, it's important to know how to use the tool effectively. Your teacher will provide guidance on how to use the tool in a way that helps you generate ideas and improve your writing, rather than just using the tool to complete your work.
By using ChatGPT ethically and effectively, you can improve your writing skills and enhance your ability to generate ideas and communicate effectively.
Now that you see what ChatGPT wrote, you see both strengths and weaknesses in how it writes. For example, I find it to be a little repetitive and sometimes more broad than I would like. You can also probably tell that it’s not in the same voice as the rest of the syllabus. WORK IN THIS COURSE SHOULD BE IN YOUR VOICE!
You should not be using generative AI to do the assignments for you. Every assignment is intentionally developing skills aligned with the course learning objectives. If you use generative AI instead of doing the work yourself, you are cheating yourself out of this opportunity to learn. If you aren’t here to learn, this class isn’t for you.
There may be times in the course when I ask you to use generative AI for specific purposes. Please reach out if you have any concerns or questions about the use of generative AI.
Diversity and Inclusion Statement
In an ideal world, science would be objective. However, much of science is subjective and is historically built on a small subset of privileged voices. Oppression still exists within science, and the ways that power and privilege play out may contribute to this oppression. I acknowledge that the author of the course textbook, as well as some of the paper authors, were white men. The textbook does include images of some of the historically important researchers so you can observe the diversity (or lack thereof) yourself. There may be both overt and covert biases in the material due to the lens with which it was written, even though the material is primarily of a scientific nature. Integrating a diverse set of experiences is important for a more comprehensive understanding of science. Please contact me (in person or electronically) or submit anonymous feedback if you have any suggestions to improve the quality of the course materials.
Furthermore, I would like to create a learning environment for my students that supports a diversity of thoughts, perspectives and experiences, and honors your identities (including race, gender, class, sexuality, religion, ability, etc.) To help accomplish this:
If you have a name and/or set of pronouns that differ from those that appear in your official records, please let me know through the course information survey. Please correct any mistakes I make when referring to you, if you are comfortable doing so.
If you feel like your performance in the class is being impacted by your experiences outside of class, please don’t hesitate to come and talk with me. I want to be a resource for you. Remember that you can also submit anonymous feedback (which will lead to me making a general announcement to the class, if necessary to address your concerns).
I (like many people) am still in the process of learning about diverse perspectives and identities. If something was said in class (by anyone) that made you feel uncomfortable, please talk to me about it. (Again, anonymous feedback is always an option).
This class will embrace active learning and teamwork from time to time. Active learning will hopefully provide you, as students, the opportunities to use discussion and reflection as tools not only to increase your knowledge, but empower you to engage in discussions that challenge you. However, teamwork may bring up its own issues. Everyone in this class should be committed to working towards equitable and inclusive learning. I hope we can create a learning community that is supportive and fosters growth.
Anonymous Feedback
On Canvas I will set up a Google Form to provide anonymous feedback. Your email address will not be collected.
Copyrights
PLEASE NOTE THAT ALL COURSE MATERIALS ARE COPYRIGHTED. YOU MAY NOT SHARE ANY COURSE MATERIALS (INCLUDING, BUT NOT LIMITED TO, SLIDES, THE COURSE READER, ASSESSMENTS, PRACTICE EXAMS, HOMEWORKS, ETC.)! YOU MAY NOT ADD MY COURSE MATERIALS TO ANY AI SOFTWARE!
Academic Regulations
Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:
DIS - Study Abroad in Scandinavia - www.DISabroad.org
Course Summary:
| Date | Details | Due |
|---|---|---|