Psychobiological Foundations

PSYC 551 – 4 credits

Fall quarter, Mon and Wed 1:30-3:20

Instructor

  • Rich Hartman, PhD
    • Contact information:
      • Email me at rhartman@llu.edu
      • Office is Room 2 in the Psychology Dept. Annex (the Barber Shop building accessible from the stairs in the “courtyard”)
      • Link for booking office hours appointments (in office or Zoom)
      • Link for Zoom appointments
    • Background information:
    • Office hours:
      • Mondays:
        • 11:30-12:00 in office (by appointment)
        • 12:00-1:00 in office (open door – no appointment necessary)
      • Tuesdays:
        • 12:00-4:00 via Zoom (by appointment)
      • Wednesdays:
        • 10:30-11:00 in office (open door – no appointment necessary)
      • Thursdays:
        • 12:00-4:00 via Zoom (by appointment)
      • Fridays:
        • 12:00-1:00 via Zoom (open session – no appointment necessary)

Course Description

This class will provide an introduction to the field of behavioral neuroscience (a.k.a. psychobiology, biopsychology, physiological psychology, etc.), which is concerned with the biological mechanisms of behavior. The quarter will be divided into 3 units, each consisting of 5 lectures- “How the Nervous System is Built and Operates”, “How the Nervous System Changes”, and “Cognitive Function and Dysfunction”. We will begin with the history of the field, followed by topics of basic neuroscience, including (but not limited to) neurons, neurophysiology, neuroanatomy, neurochemistry, neurodevelopment / neuroplasticity. We will build upon these topics when discussing the basic sensorimotor processes of the nervous system, followed by discussions of a diverse range of complicated behaviors including (but not limited to) learning / memory, sleep, emotion, language, neurological and mental disorders, etc. The overarching goal of the class is to become proficient enough to have informed conversations about the nervous system and its functions with both lay people and biomedical professionals.

Recommended Book / Required Readings

Principles of Neural Science, 6th Ed. (Kandel, et al.)

Everything you will need to know for the tests can be found in the lecture slides and readings. However, this is the classic neuroscience textbook and will provide more detail on the topics discussed in class (which should give you a better understanding of those topics). It will also prove to be an invaluable reference in the future and looks impressive sitting on your bookshelf. Therefore, although this book is not required for the class, it is highly recommended. In addition to the book chapters, this page contains links to download packets of recent cutting-edge research papers that illustrate some interesting principle or techniques related to the day’s topic. Over the course of the quarter, you will be required to read 10 papers (1 from each of the “readings” packets) and write about them on the tests.

Resources from the Web

Grading

Ideally, students should read the assigned chapters, some research papers, and slides before each class. A total of 350 points is possible, and A=93%, A-=90%, B+=87%, B=83%, B-=80%, C+=77%, C=73%, C-=70%, D+=67%, D=63%, D-=60%, 🙁 = <60%

  • Students will take 3 exams (worth 100 points each). If you earn a grade that is less than 83% on any of these tests, you may elect to re-take that test on the last day of class (for a maximum new class grade of 86% / B)
    • Tests will be taken online and will require the Respondus Lockdown browser (available through Canvas). There are no time limits for completing the tests but you must login and start taking the test within 15 minutes of the test start time.
  • Students will also present a conference-style poster (worth 50 points) on anything that you are interested in, as long as the main emphasis is on the “neuroscience” of the topic. Generally, you should start with a review of the “classical” references on the topic and end with a review of the contemporary references, and these should “sandwich” a review of the references tying the classical and contemporary research together. Although review papers can be helpful in the literature review stage, only primary source references should be included in the final poster. Alternatively, students may choose to attend a day or two of the Society for Neuroscience  conference and present a poster giving a brief overview of the experience. Here are some examples.
    • 90% + very good poster and presentation… engaging topic, proper length and format, contemporary and classic references synthesized at a high level with excellent writing, good use of fonts / graphics, “conference” quality
    • 80% + topic has a clear neuroscience component, proper length and format, minimal spelling / grammar errors, classic and contemporary primary references included and synthesized at a level expected for graduate school
    • 70% + barely acceptable… poster has little neuroscience relevance, multiple spelling / grammar errors, improper length / format, poor representation of classic and/or contemporary references, and/or poor synthesis
    • 60% + well below expected for graduate school performance
    • 59% or less poster was very poor, plagiarized, incomplete, or not turned in
  • Finally, up to 2% of the final grade may be deducted for each instance of disruptive classroom behaviors, including (but not limited to) tardiness / early exit, overtly talking to neighbors, distracting class with electronics, overtly sleeping, etc… PLEASE NOTE: Barring an emergency or health issue, there are very few valid reasons to get up and leave class once it has started.  Additionally, skipping class on poster presentation days will result in a loss of 10 points (20%, ~2 full letters) from your poster grade.

Tentative Weekly Schedule (subject to change as needed)

  • WEEK 1:
  • WEEK 2:
  • WEEK 3:
  • WEEK 4:
  • WEEK 5:
    • 10/21 Mon: TEST 1 (How the Nervous System is Built and Operates)
      • Covers everything up to this point. Read 2 papers – 1 from “Neurophysiology” and 1 from “Sensation and Perception”.
    • 10/23 Wed: Motor systems (Ch 33-44 / readings)
  • WEEK 6:
  • WEEK 7:
    • 11/4 Mon: Neuroplasticity continued
    •  11/6 Wed: Sleep (Ch 50-51 / readings)
  • WEEK 8:
    • 11/11 Mon: TEST 2 (How the Nervous System Changes)
      • Covers everything from Test 1 up to this point. Read 4 papers – 1 from “Motor”, 1 from “Organization”, 1 from “Neuroplasticity”, and 1 from “Sleep”.
    • 11/13 Wed: Learning & Memory (Ch 65-67 / readings)
  • WEEK 9:
    • 11/18 Mon: Learning & memory continued
    • 11/20 Wed: Language (Ch 59-60 / readings)
  • WEEK 10:
    • 11/25 Mon (Z): Emotion (Ch 45-49 / readings) / Psychiatric Disorders (Ch 61-64 / readings)
    • 11/27 Wed: NO CLASS (Thanksgiving)
  • WEEK 11:
    • 12/2 Mon: Student presentations day 1
    • 12/4 Wed: Student presentations day 2
  • WEEK 12:
    • 12/9 Mon: Neurodegenerative disease: focus on Alzheimer’s (Ch 59 / readings)
    • 12/11 Wed: TEST 3 (Cognitive Function and Dysfunction) / Test re-takes
      • Covers everything from Test 2 up to this point. Read 4 papers – 1 from “Learning”, 1 from “Language”, 1 from “Emotion”, and 1 from “Neurodegeneration”.

Boilerplate items:

Americans with Disabilities Act (ADA) Policy

 If you are an individual with a certifiable disability and need to make a request for reasonable accommodation to fully participate in this class, please visit the Dean’s Office of your school. To view the Disability Accommodation Policy please go to the student handbook (beginning on page 60).

Academic Integrity Policy

 Acts of dishonesty including theft, plagiarism, giving or obtaining information in examinations or other academic exercises, or knowingly giving false information are unacceptable. Substantiated violations are to be brought before the dean for disciplinary action. Such action may include, but is not limited to, academic probation or dismissal from the program. To view the Standards of Academic Conduct Policy please go to the student handbook (beginning on page 76).

 

Academic Policies and Standards for Performance

 All students receive copies of their Program’s Student Handbook and the Loma Linda University Student Handbook upon admission to the University and program. Students are held responsible for becoming familiar with the policies contained in these documents. Specifically, students need to know and understand the academic policies that guide their classroom and practicum experiences. These include but are not limited to policies for assignment standards, late assignments, attendance, identification of codes for course assignments, and academic dishonesty. Students should address any questions they may have regarding these policies to the Department’s Academic Standards/Affairs Committee.

 

Protected Health Information

 The purpose of the Protected Health Information (PHI) policy is to provide guidance and establish clear expectations for students regarding the appropriate access to and use of PHI during course studies and related program activities. Under the Health Insurance Portability and Accountability Act (HIPAA), patient health information is protected. Click here for more information.

 

Late Assignment Submission Policy

It is imperative that students submit course assignments by the due date indicated on the syllabus. However, we understand that there may be circumstances where a student needs to submit their work late. In such cases, the following policies apply:

  • Late Assignment Submission: Assignments submitted after the due date will not be accepted if they are more than two weeks late. This policy ensures that students submit their work in a timely manner and allows for efficient grading and feedback processes. If a late assignment is accepted, it may result in a deduction of up to 10% from the total score. This penalty encourages students to submit their work on time while still providing an opportunity for those who face genuine difficulties.
  • Time-Dependent and/or Sequenced Assignments: For assignments that are time-dependent or sequenced, the professor has the discretion to not accept late submissions. This is because these assignments often build upon previous work or require timely participation, making it challenging to incorporate late submissions without disrupting the learning process.
  • Online Discussion Posts, Reading Quizzes, and Knowledge Checks: Late submissions are not allowed for online discussion posts, reading quizzes, or knowledge checks. These activities are designed to foster timely engagement and assess understanding in a dynamic learning environment. However, if a discussion post is designated as a larger course assignment, it may fall under the 10% deduction rule for late submissions. Your instructor will notify you if this is the case.

A time-limited extension for up to two weeks, without a late assignment penalty, will be considered for extenuating circumstances. Time-limited extension requests need to be submitted to the instructor for approval with a copy of the request sent to the Program Director. Documentation should be provided as appropriate. After two weeks the assignment will not be accepted. Students who cannot meet the requirements of the two-week time-limited extension need to review with their instructor and Program Director whether they should withdraw from the course or meet the University’s criteria for an Incomplete (I).

Unless an Incomplete (I) has been approved, all assignments must be submitted by the last Friday of the quarter at 2:00pm (PST).

CFS AI Statement

The CFS faculty recognize that AI tools, like ChatGPT, are becoming a go-to for exploring, brainstorming, and writing about topics of interest. However, there are still some gray areas surrounding AI apps, including where AI draws its information from and whether citations used in AI are accurate. These gray areas make it difficult to know if AI-generated content is plagiarized. Given the high priority our CFS faculty, School of Behavioral Health, and the University all place on academic integrity*, our department does not consider AI-generated information to be a trustworthy source for course assignments.

Below is the current CFS directive for the use of AI in coursework.

  • Appropriate use of AI tools includes exploring or brainstorming topics related to course assignments, considering the initial framework or structure of an assignment, and editing.
  • Inappropriate use of AI includes using AI-generated information as a primary source for course assignments or copying and pasting AI-generated text into an assignment.
  • As always, students are required to appropriately paraphrase and cite any sources utilized in assignments.

SBH Course Attendance and Grading Policies 

Attendance Policy:

School of Behavioral Health (SBH) programs are programs of professional preparation and students are expected to attend all class sessions; failure to do so will negatively impact the student’s ability to continue in the course. SBH’s position regarding attendance reflects the need for students to actively participate in class activities aimed at integrating course specific content as well as integration of knowledge from a range of courses. The SBH faculty believe this cannot be accomplished through independent study alone.

Attendance Requirements for In-Person Main Campus Courses

SBH students are required to attend 80% of all scheduled in-person classes to receive a passing course grade. Courses designated for Main Campus instruction cannot be attended online.

Attendance Requirements for Hybrid and Synchronous Online Courses

Students enrolled in a hybrid or synchronous online course must attend 80% of all weekly in-class or online sessions and engage with weekly module activities to be eligible to receive a passing course grade.

Attendance Requirements for Asynchronous Online Courses

SBH students enrolled in asynchronous courses must demonstrate regular engagement with the weekly module activities and are not permitted to have more than two 7-day periods (from the first day of the module week) without engagement with the module. Engagement is defined as reviewing module resources, interacting with peers by responding to discussion/assignment prompts and communicating with the instructor.

Students who do not complete the attendance requirements as stated above (regardless of class format) will be advised to withdraw from the course, and in cases of non-communication with the instructor and program director, will receive a failing grade with subsequent notification to the Loma Linda University Financial Aid Representative.

The stated allowances for class absences are to be used for illness, personal emergencies, jury duty, or work responsibilities. Appropriate documentation should be provided. Students should give special attention to scheduling personal appointments at times that do not conflict with their responsibilities regarding class attendance.

For all courses, students are required to be seated in the classroom (in-person or virtual classrooms) and ready to participate by the class-time listed in the university online course schedule or the welcome page of their Canvas classroom.  Early departures, class tardiness, multitasking, frequent and/or extended breaks, and having your camera off without faculty approval (for synchronous online classes) are documented and factored into the course grade, potentially resulting in an unsatisfactory or failing grade.

Instructors record didactic synchronous online sessions or meetings related to a course using digital technology (e.g., Zoom, Panopto). These recorded class sessions or meetings may be made available to students within the class through the Learning Management System and shall not be posted or shared beyond the students registered for the course and course instructors, unless otherwise approved. Students shall not record meetings held on digital platforms (e.g., Zoom, Microsoft Teams, Panopto), without expressed written permission from the instructor or meeting leader.