Assessing objectively the neuroscience information presented to public at-large across various media outlets. Explaining the potential importance of these discoveries.

Assessing objectively the neuroscience information presented to public at-large across various media outlets. Explaining the potential importance of these discoveries.

This course will provide a broad introduction to the nervous system with an emphasis on the human nervous system. The course will introduce the structure and function of neurons, the major anatomical parts of the nervous system and the main functional systems. Functional systems will be approached through an understanding of the anatomical circuitry. The fundamental concepts of neurochemical communication studied in general terms in the first part of the course will be re-examined relative to specific functional systems later in the course. Although the major focus of the course will be on the normal nervous system, common diseases will be introduced for each main topic. Students will gain an understanding of the nature of many neurological diseases, which will provide further insight into how the normal nervous system functions. The neuronal substrates of learning/memory, addiction and drug actions will be examined. Through the lectures, laboratory exercises and other resources, students will be expected to gain an understanding of the neural circuitry and information processing responsible for the diverse range of human behaviors. The material covered in Nsci 2001 and 2100 is very similar. N2100 is taught only fall semester. It is a traditional lecture course that includes a weekly laboratory. The faculty believe that the laboratory is a valuable part of the course. N2001 is taught only spring semester for those who cannot take the fall course. It does not have a lab, but has the advantage of a flipped format. In N2001, students will be expected to watch the assigned lectures prior to coming to class. Class time will be spent on exercises and discussions that use the material presented in the online lectures. Students who take one of these two courses will not be allowed to take the other course. For more information, see http://mcloonlab.neuroscience.umn.edu/2100/index.htm

Ethical implications. Readings, personal reflections, class discussions, debates, and formal writing. Development of logical arguments, writing skills, oral presentation skills, and teamwork. Students present/argue both their own personal views and those of others. What it is like to have altered mentation, i.e. a brain disease or disability. Readings/multimedia reports from primary neuroscience literature as well as philosophy, policy, and law literature and popular media.

This course is intended as an introduction to the new views on the relationship between mind and brain. Over the last several decades, a new view of cognition and neural processing has been developed based on the concepts of al¬gorithm, representation, computation, and information processing. Within this theoretical frame¬work, psychological constructs are computational processes occur¬ring across physical neural systems. We will take a neuroscience and psychological perspective in which the physical neuroscience instantiates but does not diminish the psychological constructs. Although our conceptual framework will be computational, this course will not require or expect any mathematical or computer background. At the completion of this class, you will understand the implications of the physical nature of the brain ? how mentation is explicable from physical processes, and how decision-making arises from those same physical processes. Importantly, you will also understand the limitations of current knowledge and the methodologies being used to push those limitations. This class is not intended as a final step in this understanding, but as a first step into these issues. At the conclusion of the class, you should have sufficient understanding to continue more in-depth reading and study in these issues. There are no official prerequisites. However, I have found that students who have EITHER a strong computational background (computer science, mathematics, economics, physics) OR have taken an introductory neuroscience course (e.g. Nsci 2100) have done better in the class than students with no background. However, I have seen students come in with very little background and do well in the class if they engage with the class and work hard.

What does it mean to be human? This question, central to the discipline of anthropology, has provided inspiration to scientists, philosophers, and artists for many centuries. In this course, we will begin to answer this question using the scientific study of the biological and cultural evolution of the human lineage. The first half of the term will introduce you to basic concepts in evolutionary theory: natural selection, genetics, behavioral ecology, and comparative anatomy. Using these tools, we will then spend the rest of the semester reconstructing the ecology, diet, anatomy, and behavior of our early ancestors, from the first apes to walk on two legs to the modern humans that conquered the globe. Weekly readings and lectures will provide the theoretical framework for understanding the evolutionary biology of Homo sapiens; laboratory sections will give you an opportunity to apply these theories and evaluate the fossil evidence for yourself. Through this combined approach, we will tackle such important questions as: What features define the human lineage? In what ecological setting did our ancestors become bipedal? What role did global climate change play in our evolution? How did tool use and cultural evolution feedback into our biological evolution? When and where did modern humans originate and what behaviors characterized this emergence? Why were there many species of humans in the past but only one today? Why is it important for the future of humanity for the average citizen to understand the principles of evolution as applied to the human animal? Upon completion of this course, you will have a broad knowledge of the role biological anthropology plays within the discipline of anthropology. More importantly, however, you will acquire a better understanding of the biological heritage of our species and our place among other forms of life on our planet.

Introduction to the scientific study of cognitive development (children's thinking) from infancy through adolescence. Focus on research and practical applications. Specific topic areas include infant perception and cognition, attention and memory development, language and symbolic thinking, social cognition, executive function. prereq: CPSY 2301 or 3301 or equivalent

This course examines the contemporary politics of health and medicine from a critical race theory, disability-oriented, and feminist/queer/trans perspective. Who is understood to be deserving of health and medical care? Who should decide how to govern the provision of care? Who, if anyone should profit from life-saving medical treatment or medicines? How did we come to have the health system we have now? How have Black, Indigenous, immigrant, and people of color communities fought for access to equitable health care in the context of the racial history of medicine and health? Struggles for justice and equity in health and medicine are integrally related to the question of how society treats people who are in need of care. Topics include the history of DIY health movements; trans health care bans; the science and history of pandemics, including Covid and HIV; the history of health insurance; struggles for global equity in vaccines and pharmaceuticals; disability; reproductive justice movements; and the history of eugenics.

Concepts/principles of coordination/control of perceptually guided movement. Constraints imposed by properties of environment, body (including the nervous system), and goals of behavior. Why we move the way that we do. prereq: [3112, 3132, 3135, KIN major] or instr consent

This course discusses the basic principles of cellular and molecular neurobiology and nervous systems. The main topics include: Organization of simple networks, neural systems and behavior; how the brain develops and the physiology and communication of neurons and glia; the molecular and genetic basis of cell organization; ion channel structure and function; the molecular basis of synaptic receptors; transduction mechanisms and second messengers; intracellular regulation of calcium; neurotransmitter systems, including excitation and inhibition, neuromodulation, system regulation, and the cellular basis of learning, memory, and cognition. The course is intended for students majoring in neuroscience, but is open to all students with the required prerequisites. This course is offered in person in the fall and spring semesters and online ONLY in the summer semester. The online summer section covers the same material at the same depth and breadth as the in person fall and spring sections of the course. However, the summer session is 13 weeks (fall and spring are 14 weeks), so the summer course will progress at a slightly faster pace. This is a 3 credit course, so it is expected that students will spend about 150 hours working on course material. This means that the average student can expect to spend ~12 hrs/week on the course. How much time individual students need to spend working on course material will depend on their learning styles.

This course will extend students? understanding of fundamental concepts of biology and neuroscience through study of the cellular and molecular mechanisms that underlie development of the nervous system. Neurodevelopment provides a context in which to study processes active in many biological functions and diseases. Students will learn about each of the major cellular processes involved in development of the nervous system such as cell division and cell migration, and will learn about the function of molecules and signaling pathways active in each process. Human developmental pathologies will be studied as a means to better understand normal developmental processes. Some lectures will focus on current research, and students will be expected to read some scientific literature.

Methods/findings of research on learning and behavior change. Twentieth-century theoretical perspectives, including contemporary models. Emphasizes animal learning and behavioral psychology. prereq: 1001

Psychological, biological, and physical bases of sensory experience in humans and animals. Emphasizes senses of vision/hearing. prereq: PSY 1001

Neurophysiology/neuroanatomy, neural mechanisms of motivation, emotion, sleep-wakefulness cycle, learning/memory in animals/humans. Neural basis of abnormal behavior, drug abuse. prereq: 1001 or BIOL 1009 or NSci 1100

Survey of anatomy and physiology of the auditory and speech production systems, including the nervous, respiratory, laryngeal, velopharyngeal and orofacial subsystems. Emphasis on normal processes and functions.