Gero 315 Syllabus - Spring 2020 PDF

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1 GERO 315g – A Journey into the Mind (36210R) – 4 Units Spring 2020 Instructor: John P. Walsh, Ph.D. [email protected] Co-instructors/Course Administrators: Timothy Lu. M.S. [email protected], Maria Ashna, M.S. [email protected], Office Hours for all of us: Before or after class in GERO 228b

Course Description This course is a General Education Life Science category “D” (GE-D) course. It is a biology GE, but it also is a psychology course. Our goal is to get you to understand how your biology drives your behavior. This course is a must course. It will help you to better understand what makes you who you are. It will also teach you about compassion for those who suffer from mental health problems. This course maximizes the multimedia use of Blackboard. Blackboard will be used daily to help you learn. All writing assignments, interactive exercises, quizzes, and exams will use Blackboard. So, you need to come prepared every class with a laptop, iPAD, or smart phone that gains you access to Blackboard during class. You are all the 99% the same: non-science majors just trying to get it done. We will help you all get it done. You all will gain valuable experience in data gathering, data analysis, and data presentation. You will also become much more aware of how science is an important driver of society; from medicine and psychotherapy to business. This is a great class and we are going to have fun doing it. Hopefully this course will stimulate your interest into take more course in the Leonard Davis School of Gerontology and even make you think about using Gerontology to lead the next generation of business leaders, health practitioners and politicians. Course Objectives This course will: 1. Fulfill your category IV – Life Sciences General Education requirement at USC, Yay!!! 2. Train you how to perform a scientific study. You will learn how to use the scientific method and how science moves society forward from lecture material, in class discussion and through hands-on laboratory experiences. a. We will train you in the use of Microsoft Excel to enter, analyze and chart data. Excel is chosen is still the gold standard for data analysis. A plus is your Excel skills will be transferable to use of Google-Sheets, SPSS, Microsoft Access and other analytics in your future. 3. Instruct you how to link the simplest molecular change made by cells to the functioning of large networks of neurons and how they contribute to behavior and mental disease. 4. Provide you with a better understanding of what tools and approaches are available to treat brain disease, and to explain how research, business and medicine all work together in the development, approval and marketing of these approaches to treating disease.

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5. Provide you a better understanding of why you make the choices you make, the neuroscience behind what motivates you and, importantly, an appreciation of the “diversity” and uniqueness of each person and what motivates them, what makes them happy, sad, angry, frustrated, afraid and how each of us is very different in how we react to the world and express these behaviors. We want you to use your knowledge to understand differences in humanity with compassion.

Technological Proficiency and Hardware/Software Required Blackboard, Blackboard, Blackboard Review Blackboard announcements and check USC email frequently. All Blackboard announcements will also be sent by e-mail (correspondence from professors will be sent to student USC email accounts). You need to be familiar and ultimately, comfortable with daily use and interaction through Blackboard. We will show you what you need to know in class and students can go through the tutorials provided online at http://studentblackboardhelp.usc.edu/ to gain understanding of the system necessary for participation in this course. These are the Blackboard tools we will use daily in the course: 1. In class, single question multiple choice “Polling questions”. 2. In class, single question “Discussion Posts” 3. Submission of all EIGHT lab assignments through the Turnitin.com link in Blackboard. If not familiar with turnitin, students should go through the tutorials provided online at http://studentblackboardhelp.usc.edu/coursework/submitting-work-turnitin/. Please make sure when you submit through turnitin that you complete the process successfully: You will see a popup screen confirmation AND you receive an e-mail confirmation. 4. Completion and submission of pre-exam multiple choice quizzes in Blackboard to help you practice for the in class exams. 5. Taking and submission of two midterm exams and a final exam in class, in Blackboard. We will be using a program called “Lockdown Browser” by Respondus during the exams to guard against cheating. You cannot leave your browser when taking Blackboard exams in LockDown Browser. GERO 315 Readings There is no required text for this class. This course is designed using "Open Education Resources" to provide you with the most up-to-date materials from experts from around the world at no cost to you. Required readings are within the PowerPoint slides used in lectures and the original sources are provided as web-links with the slides. We will also use videos and documentaries as part of the instruction and you will be responsible for the material found within them. We will also send you pdf files of expected readings on occasion that will be found within the announcement or the discussion. http://thebrain.mcgill.ca/flash/index_a.html “The Brain From Top to Bottom”, Developed by Bruno Duboc, Canadian Institutes of Health Research: Institute of Neurosciences, Mental Health and Addiction https://nba.uth.tmc.edu/neuroscience/ “Neuroscience Online: An electronic textbook for the Neurosciences”, editor, John H. Byrne. http://neurons.med.utoronto.ca/index.swf “Neurons” – University of Toronto (Adobe Flash, so you need to have flash)

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Assignments and Grading

Midterm 1 Midterm 2 Final Exam Discussion Polling questions Three Quizzes Eight lab reports TOTAL

15 15 15 10 10 5 30 0

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Grading Scale Course final grades will be determined using the following scale A 93-100 A90-92.99 B+ 87-89.99 B 83-86.99 B80-82.99 C+ 77-79.99 C 73-76.99 C70-72.99 D+ 67-69.99 D 63-66.99 D60-62.99 Assignment Rubrics for grading: 1. The 2-4-page laboratory reports are uploaded through Turnit-In through the “Laboratory” site found by clicking on the left taskbar in Blackboard. The rubric for grading each laboratory is found with the lab manual posted in Blackboard. 2. Polling questions are single multiple choice questions derived from that class’s lecture graded instantaneously by Blackboard. 3. Discussion posts will be 1-2 sentence long posts you make in class from in class discussions that are graded that week by the TA’s. 4. Quizzes are open format Blackboard multiple choice questions graded instantaneously by Blackboard to prepare you for the in class midterm and final exams. The Quizzes link to each exam will be closed the day of the midterm or final exam. 5. Midterm & Final exams format will consist of 20 multiple choice questions worth two-points each graded by Blackboard (some questions will be taken from Polling and Quiz questions), nine short answer questions worth four points each and three short essay questions worth eight points each – 100 points total. GRADE APPEALS AND DISPUTED GRADES As stated in the Academic Policies section of the University Catalogue, ― A grade once reported to the Office of Academic Records and Registrar may not be changed except by request of the faculty member to the Committee on Academic Policies and Procedures (CAPP) on a Faculty Request for a Correction of Grade form. Changes should be requested only on the basis of an actual error in assigning the original grade, not on the basis of a request by the student or special consideration for an individual student. Students are not permitted to complete course work after the semester has ended.

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Incompletes In the case of a documented emergency that occurs after the withdrawal date and/or during the final exam period, students should consult the instructor about receiving a grade of Incomplete (IN) for the semester. The Registrar’s recommended definition of emergency “An unforeseeable situation or event beyond the student’s control that prevents her from taking the final examination or final summative experience.” Based on this definition, a student may not request an IN before the withdrawal deadline. The rationale is that the student has the option to drop the course until the withdrawal date. The grade of IN exists so there is a remedy for illness or emergency which occurs after the deadline to withdraw. Communication Talk with Dr. Walsh, Maria Ashna and Tim Lu in class, via an office appointment or via email. Please do not hesitate to contact us at any time. We encourage you to ask questions or to provide us with feedback about the course. We will try to respond to your emailed questions within 24 hours. Academic Conduct: Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards” https://policy.usc.edu/scampus-part-b/. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct. USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by these principles, which are summarized online at http://www.usc.edu/student-affairs/SJACS/forms/AcademicIntegrityOverview.pdf. Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: http://www.usc.edu/student-affairs/SJACS/. EMERGENCY PREPAREDNESS/COURSE CONTINUITY IN A CRISIS In case of a declared emergency if travel to campus is not feasible, USC executive leadership will announce an electronic way for instructors to teach students in their residence halls or homes using a combination of Blackboard, teleconferencing, and other technologies. See the university’s site on Campus Safety and Emergency Preparedness. Support Systems: Student Counseling Services (SCS) – (213) 740-7711 – 24/7 on call Free and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention. engemannshc.usc.edu/counseling National Suicide Prevention Lifeline – 1 (800) 273-8255

5 Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week. www.suicidepreventionlifeline.org Relationship and Sexual Violence Prevention Services (RSVP) – (213) 740-4900 – 24/7 on call Free and confidential therapy services, workshops, and training for situations related to genderbased harm. engemannshc.usc.edu/rsvp Sexual Assault Resource Center For more information about how to get help or help a survivor, rights, reporting options, and additional resources, visit the website: sarc.usc.edu Office of Equity and Diversity (OED)/Title IX Compliance – (213) 740-5086 Works with faculty, staff, visitors, applicants, and students around issues of protected class. equity.usc.edu Bias Assessment Response and Support Incidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate investigation and response. studentaffairs.usc.edu/bias-assessment-responsesupport The Office of Disability Services and Programs Provides certification for students with disabilities and helps arrange relevant accommodations. dsp.usc.edu Student Support and Advocacy – (213) 821-4710 Assists students and families in resolving complex issues adversely affecting their success as a student EX: personal, financial, and academic. studentaffairs.usc.edu/ssa Diversity at USC Information on events, programs and training, the Diversity Task Force (including representatives for each school), chronology, participation, and various resources for students. diversity.usc.edu USC Emergency Information Provides safety and other updates, including ways in which instruction will be continued if an officially declared emergency makes travel to campus infeasible. emergency.usc.edu USC Department of Public Safety – UPC: (213) 740-4321 – HSC: (323) 442-1000 – 24-hour emergency or to report a crime. Provides overall safety to USC community. dps.usc.edu Statement for Students with Disabilities Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to John Walsh at [email protected] as early in the semester as possible. DSP is located in GFS 120 and is open 8:30 am – 4:30 pm, Monday through Friday. Website for DSP: http://dsp.usc.edu and contact information: (213) 740-0776 (Phone), (213) 740-8216 (FAX), [email protected] (Email). Gerontology Inclusion Statement The USC Leonard Davis School of Gerontology is committed to creating an inclusive classroom environment that values the diversity of all its members. The School is committed to providing a purposefully inclusive community where all members and visitors are free from all intolerant behavior (including but not limited to harassment, verbal or written abuse, threats, ridicule, or

6 intimidation). We encourage all members within our community to embrace and learn from the diversity within our classroom, school, and university. Student Course Evaluations Learning Experience Evaluations will be conducted at the end of the semester. This will be your opportunity to provide feedback about your learning experience in the class. This feedback helps the instructor determine whether students are having the intended learning experiences for the class. It is important to remember that the learning process is collaborative and requires significant effort from the instructor, individual students, and the class as a whole. Students should provide a thoughtful assessment of their experience, as well as of their own effort, with comments focused on specific aspects of instruction or the course. Comments on personal characteristics of the instructor are not appropriate and will not be considered. For this feedback to be as comprehensive as possible, all students should complete the evaluation. We will also make available GERO-specific course evaluations within Blackboard at the end of the semester.

7 Course Schedule: A Weekly Breakdown

Week 1 Jan 13 Jan 15

Week 2 Jan 21 Jan 23

Week 3 Jan 28 Jan 30

Week 4 Feb 3 Feb 5

Week 5 Feb 10 Feb 12

Week 6 Feb 17 Feb 19

Week 7 Feb 24 Feb 26

Week 8 March 2 March 4

Topics

Laboratory

Deliverable/ Due Dates

Week 1 – Introduction to GERO 315 Week 1- Inside the neuron: Ions, proteins, DNA – your nerves are batteries Jan 21 – MLK Day Week 2 – Resting and Action potentials

Jan 7 – Quick introduction to labs Jan 9 – Official Introduction to labs.

Polling Question Discussion Polling Question Discussion

Jan 21 – MLK Day Jan 14 – Lab 1 Q & A session

MLK Day Polling Question Discussion

Week 3 – Action Potentials and computer modeling. Why should I care? Week 3 – Why should I care about ion channels? Ecstasy, athletes, hang over and Gatorade

Jan 28 - Lab 1 Due Jan 30 – Lab 2 Intro Jan 30 – Lab 2 Q & A

Jan 28 Lab 1 due Polling Question Discussion Polling Question Discussion

Week 4 - Synapses: Structure Week 4 – Synapses: Presynaptic & Postsynaptic

Jan 28 – Lab 2 due Jan 28 – Lab 3 Intro Jan 30 – Lab 3 Q & A

Jan 28 Lab 2 due Polling Question Discussion Polling Question Discussion

Week 5 – Synapses: Synaptic plasticity and Learning and memory Week 5 – Synapses: Synaptic plasticity and Learning and memory. Why Should I care

Feb 4 – Lab 3 due Feb 4 – Lab 4 part 1 Feb 6 – Lab 4 part 2

Feb 4 – Lab 3 due Polling Question Discussion Polling Question Discussion

Week 7 – President’s Day Week 6 – Functional Neuroanatomy: The basics, Basal ganglia & Cerebellum in movement control

Feb 17 – Presidents Day Feb 19 – Midterm 1 Review, Lab 4 Q&A

Presidents Day Polling Question Discussion

Week 6 – Midterm 1 Week 7 - Functional Neuroanatomy: Hypothalamus and controlling from the neck down. Thalamus too.

Feb 24 – Midterm 1 Feb 24 – Lab 4 due Feb 26 – Lab 5 Intro

Feb 24: Pre-Midterm Quiz 1 due Midterm 1 Feb 24 – Lab 4 due Polling Question Discussion

Week 8 – Functional Neuroanatomy: Meninges & cerebral spinal fluid (protection from head injury) Week 8 – Functional Neuroanatomy: Brain stem, cranial nerves & autonomic nervous system

March 2 – Lab 5 Q & A March 4 – Lab 5 Due

Polling Question Discussion Polling Question Discussion March 4 – Lab 5 Due

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Week 9 – Motor Systems Week 9 - Upper & Lower motor neurons, Visual Cortex

Mar 9 – Lab 6 Intro Mar 11 – No lab scheduled

Week 10 March 15 March 22

SPRING BREAK

SPRING BREAK

Week 11

Week 11 – Visual Cortex and perception, Language & aphasia Week 11 – Association Cortex, Frontal cortex, Prefrontal cortex

Mar 23 – Lab 6 Due Mar 25 – Lab 7 Intro

Mar 23 – Lab 6 Due Polling Question Discussion Polling Question Discussion

Week 12- Temporal Cortex and memory Week 12 – Brain lateralization, left brain right brain, music

Mar 30 – Lab 7 Q & A April 1 – Lab due April 1 – Midterm 2 Review

Polling Question Discussion Polling Question Discussion April 1 – Lab due

Week 13 – Limbic system, emotion and stress, Sapolsky – Stress: Portrait of a Killer Week 13 – Midterm 2

April 6 – Lab 7 Due April 8 – Midterm 2

Apr 6 – Lab 7 Due Pre-Midterm Quiz 2 due Apr 8 - Midterm 2

Week 14 – Biogenic Amines: Dopamine, Pleasure & drug addiction. Week 14 – Dopamine, adrenaline, ADD & ADHD and Loving It!!

April 13 – Lab 8 Intro April 15 – Lab 8 Q & A

Polling Question Discussion Polling Question Discussion

Week 15 – Dopamine and Adrenaline, Bipolar, Schizophrenia and Parkinson’s Disease Apr 22 – Class Cancelled

Apr 20 – Lab 8 Due Apr 22 – Class Cancelled April 22 – No Lab Scheduled

Apr 20 – Lab 8 Due Polling Question Discussion

April 27 April 29

Week 16 – Serotonin & clinical depression Week 16 – Serotonin & clinical depression, NKM2

Apr 27 – Final Review Apr 29 – Final Review

Polling Question Discussion Polling Question Discussion

Final

Final exam 11-1

Week 9 Mar 9 Mar 11

Mar 23 Mar 25

Week 12 March 30 April 1

Week 13 April 6 April 8

Week 14 April 13 April 15

Week 15 April 20 April 22

Week 16

May 6

Polling Question Discussion Polling Question Discussion SPRING BREAK

Final Quiz due Final exam...