Course Syllabus

Research Project Description

How does the human brain change as we age? While aging is a natural process, structural brain changes vary widely between individuals and between men and women. Using modern magnetic resonance imaging (MRI), researchers can quantify age-related changes in brain morphology such as cortical thickness and folding and white matter structure across the lifespan in living humans. Characterizing typical patterns of brain aging is essential for distinguishing healthy aging from early markers of cognitive decline and neurodegenerative disease, and for understanding individual vulnerability and resilience to age-related brain disorders.

In this research project, students will investigate how brain structure changes from early adulthood to old age using MRI data from a large cohort of healthy adults aged 20 to 86 years. The project focuses on key markers of brain morphology, including cortical thickness (how the brain’s gray matter thins with age) and cortical folding (gyrification), as well as potential sex differences in aging trajectories. These measures provide important insight into typical brain development and decline and are highly relevant for research on cognitive aging and dementia.

Students will work with an existing MRI dataset and learn to process and analyze structural brain images using FreeSurfer, a widely used neuroimaging software package. Their work will include running automated analysis pipelines, conducting data quality control, extracting cortical measures, and preparing datasets for statistical analysis. Students will model age-related effects (including linear and non-linear patterns) and examine whether structural brain changes differ between men and women.

Throughout the project, students will gain hands-on experience with neuroimaging data analysis, reproducible research practices, and scientific interpretation of brain maps. They will learn how to relate structural brain changes to theories of brain aging and communicate their findings through a written research report and a poster-style presentation. Depending on project progress and mentor guidance, there may be opportunities to contribute to a manuscript for publication.

This project is well suited for students in neuroscience, psychology, cognitive science, medicine, biomedical engineering, or related fields who are interested in the aging brain and comfortable working with computers. Prior experience with MRI or statistics is helpful but not required; training will be provided. Motivation and curiosity are key.

Relevant Literature

– Cramer, K., Schandorff, J. M., Bruun, C. F., Svarer, C., Macoveanu, J, & Miskowiak. (2024). Effects of cognitive training under hypoxia on cognitive proficiency and neuroplasticity in remitted patients with mood disorders and healthy individuals: ALTIBRAIN study protocol for a randomized controlled trial. https://doi.org/10.1186/s13063-024-08463-5
– Macoveanu J, et al (2023). Associations between aberrant working memory-related neural activity and cognitive impairments in somatically healthy, remitted patients with mood disorders. https://doi.org/10.1017/s0033291723000715 
– Macoveanu J, et al (2023).Early longitudinal changes in brain structure and cognitive functioning in remitted patients with recently diagnosed bipolar disorder. Journal of Affective Disorders. https://doi.org/10.1016/j.jad.2023.0

Learning Objectives

The primary objective is for you to experience the world of research and gain skills that will prepare you for any future career you choose to pursue. By the end of the term, you will grasp the complexities of the research project and have made your own contribution to the project. You will have learned to communicate ideas and findings, both orally and in writing, to colleagues within your particular discipline, as well as peers from other disciplines.

Research Mentor 

Julian Macoveanu

DIS Copenhagen Semester Faculty

Ph.D. (Medical Sciences (Neuroscience), Karolinska Institute, Sweden, 2006). Ph.D. Licentiate of Engineering (Computational Biology), University of Linköping, Sweden, 2005) MSc. (Biochemistry, Stockholm University, 2002). Postdoctoral Research Associate, Danish Research Center for Magnetic Resonance (DRCMR) Copenhagen University Hospital Hvidovre. With DIS since 2014.

Roles and Responsibilities of the Research Assistant

You are expected to spend a minimum of 10 hours per week on the project. The workload
may vary over the semester. If you are travelling to do field research in a different
location, additional time may be required.
As research assistant, you will engage in some or all of the following:
1. Participate in weekly meetings with your research mentor at a time set collectively at the beginning of the term.
2. Participate in a research orientation at the beginning of the semester 
3. Participate in two research workshops during the semester.
4. Write an assessment of your own strengths and weaknesses in the research
process at the beginning of the semester. Revisit at the end of the semester as part of an evaluation of your own participation in, and learning from, the research project.
5. Keep a research journal and submit it on canvas every week (or another specified interval) for your research mentor an DIS Research, describing the activities of the week, and outlining goals for the following week.
6. Conduct literature reviews.
7. Participate in carrying out the research project. This may include: familiarizing yourself with core concepts, prototyping, design testing, preliminary user studies. The specific responsibilities may vary depending on how the project progresses. Be prepared to contribute to tasks that may come up
during the semester. Research processes are not always predictable.
8. Present the relevance of the research and/or findings to peer(s) from other
disciplines at the DIS Festival.
9. Make a final oral and/or written presentation of the research you are involved in, depending on what is agreed with your research mentor.

Readings

The readings will be agreed upon with the Research Mentor at the beginning of the semester -
the exact content will differ depending on your background. You will receive guidance
concerning the basics of relevant concepts, study designs, methods of analysis, etc.

Evaluation and Grading

All research assistants are assessed on their participation, weekly status reports to the research mentor, self-evaluation and presentation to peers from other disciplines. Additional evaluation and grading depends on the individual research project and project phase and is outlined by the research mentor. It may include literature reviews, a poster presentation for an expert panel, a working paper, etc.

Participation* 10% of grade comprises attendance & active participation including homework in the research orientation, research workshops, and DIS Festival	20%
Literature review	5%
Research Project Outline	10%
Presentation at DIS Festival	10%
Final Paper	55%
TOTAL	100%

Research Orientation & Workshops

Days and times are available in the Course Summary, below.

Field Research (if applicable)

Some research projects include field research. Expenses related to fieldwork will be
covered by a DIS travel grant. The fieldwork will be planned with the research
mentor at the beginning of the semester.

Approach to Mentoring

All DIS research mentors have been trained in mentoring students but their approach to
mentoring may differ. Mentoring is about engaging at a different - and often deeper -
level than what is typical in the class room. However, mentoring also comes with some
degree of ambiguity, which is important for you to expect. The research
mentor will work closely with you throughout the semester but part of the training is also
for you to use your own judgement, to make assessments and decisions. As part of
planning your tasks and responsibilities for the semester together, the research
mentor will talk to you about her/his approach to mentoring.

Expectations of the Research Assistant

The specific expectations of the individual research assistant are agreed upon at the beginning of the semester. In general, a research assistant is expected to take initiative,
take ownership of the project and work independently. You must also be prepared for meetings and be willing to part take in relevant discussions. In cases where more
research assistants are involved in the same project, you will be expected to engage in some teamwork. Carrying out a research project is not a straightforward and
predictable process. This is part of what makes it exciting. It also means that communication is crucial. You are expected to take responsibility for communicating
about problems or issues that arise.

Data

Note that many US colleges/universities require their students who are participating in research at home or abroad to acquire Institutional Review Board approval. Examples include:

• Research involving human subjects
• If the results of any research conducted during your semester with DIS involving human subjects are to be made public or published in the US

You are responsible for confirming whether home IRB-approval is required and, if so, for seeking the approval of your home schools IRB. In addition, all research conducted in Europe must adhere to GDPR regulations, as noted above.

Disability and Resource Statement

Any student who has a need for accommodation based on the impact of a disability should contact Academic Support in Copenhagen (acadsupp@dis.dk) or in Stockholm (academics@disstockholm.se), depending on the project location. In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

Academic Honesty - Plagiarism and Violating the Rules of an Assignment

DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others. Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have questions.