Course Syllabus

(Image from OpenAI)

 

Course Description

 

• Why do we remember some things for decades but forget what we ate or what clothes did we wear few days ago?
• Why can a single experience change the way we behave, while hours of studying can sometimes disappear from memory by the next morning?
• And what, exactly, is happening inside the brain when we learn something new?

This course 'Neurobiology of learning and memory' explores the fascinating science of learning and memory, from its history, regions, molecules and synapses to brain circuits and behavior. We will examine how the brain changes as we learn, how neural structures support memory, and how scientists uncover these processes using both classic experimental approaches and cutting-edge neuroscience tools.

Expected Learning Outcomes

 

By the end of the course, you will be equipped to think like a neuroscientist: asking better questions, applying concepts to unfamiliar situations, interpreting research, evaluating evidence, and drawing meaningful conclusions from experimental data. Most importantly, you will leave with a deeper understanding of one of the most remarkable, and sometimes mischievous, things in the universe: your own brain.

 

Faculty

Meet Jariwala

 

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.

 

Major learning objectives:

While we live in a time where one 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. 

 

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.

 

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!

 

F. You will enhance your 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.

 

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.

 

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 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

Mandatory Field study 21 Oct 8:30 - 12:30. Details will be provided on our DIS WhatsApp group.

 

Evaluation and Grading

The course is divided into four units:

1. Background material - Neuroplasticity and Techniques
2. Non-Associative and Associative Learning
3. Memory Maintenance and Storage
4. Reward, Fear, and Modern Memory Studies

 

The course learning outcomes will be assessed through multiple aspects like attendance, participation, and multiple forms of assessments throughout the semester.

 

Policies

Communication

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, or anything else. We try to answer each other’s questions together, but it is perfectly ok if you don’t know something.

 

Anonymous Feedback

On Canvas I will set up a Google Form to provide anonymous feedback. Your email address will not be collected. Here is the link: Anonymous feedback link

 

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 your voice!

 

Diversity and Inclusion Statement

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:

 

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).  

 

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.

 

Expectations and Code of Conduct:

• Since class participation is a major component of the course, you will need to be present and participating to receive full credit. Your grade will be negatively affected by unexcused absences and lack of participation.
• Respectful behavior is expected toward classmates and instructor both in direct as in indirect (e.g. written interactions) interactions.
• Classroom etiquette includes being respectful of one another’s opinions, listen to others and enter a dialogue in a constructive manner.
• Disregard of Expectation and Code of Conduct will have a negative impact on the student participation grade.

 

Read more here: DIS Student Policy

 

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.)! 

 

More Detailed Schedule Than Below Can Be Found Here: Schedule (link)