Bio 296B
Bio 296A
Developmental Neurobiology
Spring 2008
Instructor:
Dr. Miguel Martin
Office: 313 Marsh Life Sciences
Phone: 646-0458 (Office)
Phone: 646-0457 (Lab)
Fax: (802)656-2914
Email: miguel.martin-caraballo@uvn.edu
Visit: Instructor's Homepage
Text:
Lecture Text: Dan H. Sanes et al. "Development of the Nervous System" Academic Press
Course Materials:
Download:
Chapter 1: Developmental Neurobiology
Chapter 2: Polarity and Regionalization
Chapter 3: Cell Proliferation and Migration
Chapter 4: Cell Determination and Differentiation
Chapter 5: Axon Growth and Guidance
Chapter 6: Target Selection
Chapter 7: Survival and Growth
Chapter 8: Synapse Formation and Electrical Differentiation
Chapter 9: Refinement of Synaptic Connections
Chapter 10: Development and Behavior
Chapter 11: Development and Diseases
Course Description:
The aim of this course is to explore the fundamental mechanisms underlying neural development. In this course we will consider the development of neural structures and some of the most critical events that take place during the formation of the nervous system. Topics include patterning of the nervous system and cell lineage, birth and death of neurons, guidance of nerve processes to their targets, myelination of neurons, and the formation, maintenance and plasticity of synaptic connections, synaptogenesis and development of skeletal muscle and its innervation. The course will emphasize the cellular and molecular basis of these events. The role of neural plasticity and interactions with the environment are examined by reviewing the development of mammalian sensory systems over a critical period. Plasticity in the adult covers mechanisms of central and peripheral nerve and muscle regeneration following injury and some examples of disease states (eg metabolic neuropathies and myopathies, muscular dystrophy, ageing and dementia).
Learning Objectives:
- Learn basic principles of developmental neurobiology, emphasizing the cellular and molecular events that regulate the formation of the nervous system;
- Become familiar with the experimental strategies and tools used by neuroscientists to study development of the nervous system;
- Analyze neurobiology experiments in terms of the scientific process (hypothesis, experiment, result, and conclusion).
- Gain skills in scientific critique and creativity;
- Learn to summarize and synthesize scientific papers, and effectively communicate their findings;
- Appreciate the value of basic research in expanding our knowledge of human disease.
Grading:
Final grade for undergraduate students will include the results from two mid-term exams, a final comprehensive exam, and group presentations. For graduate students, the final grade will include the results from two mid-term exams, a final comprehensive exam, a research paper and group presentations.
There will be three full exams. The FIRST TWO exams will cover the material in roughly the first and middle third of the course, respectively. In addition there will be a final exam on May 12. The FINAL will be comprehensive, but will emphasize the material in the last third of the course. The exams will cover material presented in class and in the papers assigned for discussion. The textbook will serve mostly as a valuable reference tool, as well as lecture notes. Most of the exam will be problem-based, along with some multiple choice and short answer. 25% of each exam will be an experimental design question, following the format that we will review in class.
In class presentations: Several papers will be designated for in-class discussion. Articles to be discussed will be announced in class at least one week prior to scheduled discussion. One student (or group of students) will be required to present the paper. Non-presenting students will be expected to participate in class discussion.
Research paper: Graduate students are required to write a research paper (15 pages maximum) in a grant proposal format. The main objective of the paper is to formulate a research proposal in a current topic of Developmental Neurobiology. The paper should include: background information and significance, specific aims, rationale and hypothesis to be tested, and experimental design. Do not forget to include figures and references cited. Grading of the paper will be based on clarity of the ideas expressed and rationale for carrying out the proposed experiments. THE RESEARCH PAPER IS DUE ON
Exam 1 (40 min)
Exam 2 (40 min)
Group Presentations
Research paper
Comprehensive Final Exam (80 min)
TOTAL |
|
Undergraduate Students
20%
20%
20%
-
40%
100% |
|
Graduate Students
20%
20%
10%
20%
30%
100% |
Grading scale:
A = 90-100
B = 80-89.99
C = 70-79.99
D = 50-69.99
F = <50
Group Presentations:
There will be 5 group presentations made within the course (each time students will present one paper from selected list). The class will be divided into groups; each presentation is to be given on different occasions. All students (including those not presenting) should be prepared to join in the discussion. Details of the membership of each group together with a list of Presentation papers will be made available as separate handouts at the beginning of the course.
The group should divide the papers for discussion amongst themselves in such a way that each individual could then present a 5-8 minute talk on one particular aspect of the work. Decide among the group how the presentation will be made and who will cover each part. Remember for maximum benefit you will have to work as a group and discuss each other's findings.
The combined talks from each person should make a coherent story. To achieve this goal, prepare a general introduction and conclusions for each presentation. Overhead projection and/or PowerPoint presentations are suitable ways to convey your message.
Course Policies:
Cheating: Cheating will not be tolerated and may reflect badly in your future professional career. A student found to be cheating on an exam or plagiarizing a report will receive a zero on that exam. Cheating may result in disciplinary action.
Problem Solving: If you have a problem, question, complaint or concern the first person to see is your instructor.
Class Conduct: It is expected that all class members will exhibit respectful and courteous behavior in their words and actions during class sessions and in all interactions with other students, faculty, staff and graduate teaching assistants. Examples of respectful behavior include the following:
- Turning off cell phones and pagers when entering the classroom.
- Putting away newspapers and other reading materials unrelated to class.
- Arriving in the classroom on time so that the class session is not interrupted by tardiness.
- Refraining from bringing food or drinks to the classroom.
Class withdrawal: It is the responsibility of the student to officially withdraw. It is advisable to speak to the instructor first; however, this does NOT mean that the student is officially withdrawn from the class. Do not assume that I will drop you if you simply stop attending class. See UVM Academic calendar for deadline to withdraw from the class.
ADA: The Americans with Disabilities Act (ADA) requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodations of their disabilities. If you believe you have a disability requiring an accommodation, please contact the instructor at the beginning of the semester so that accommodations may be made in a timely fashion.
The instructor retains the right to make exceptions to these rules under special circumstances
Last modified April 04 2008 03:02 PM
