We will meet for class on Wednesdays in Conference Room A, 3rd floor Robinson, from 4:30 pm to 7:30 pm.
Chapter readings are those found you required textbook, Principles of Neural Science, Fourth Edition by E.R. Kandel, J.H. Schwartz, & T.M. Jessell, Elsevier Publishing (2000).
Note that the sequence of the topics below is arbitrary at this point. Participants will select a topic of their choice at the first meeting of the seminar, and the group then will negotiate when topics will be presented.
Send e-mail to Omar
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Dates |
Topics |
Readings |
Assignments |
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Aug. 24 |
Introduction to course & Review of CNS |
Chapters 1, 2, 17, 18, 55, & 56; Damasio et.al. (1994) Phineas Gage |
. |
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Aug. 31 |
The Sensory Systems |
Chapters 21, 22, 23, 24 (somatosensory) vestibular 40 |
. |
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Sept. 06 |
The Sensory Systems |
(visual; skim 26 - 28); hearing 30 |
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Sept. 13 |
The Motor Systems |
Chapters 33 (organization); 38 (voluntary movement); 41 (posture); 44 (brainstem); optional: Cheney (1985) Cortex & Voluntary Movements; Chapters 42 (cerebellum); 43 (basal ganglia) |
Workplan Due |
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Sept. 20 |
Sensorimotor Pursuits |
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Sept. 27 |
To be determined |
STUDENT FACILITATED DISCUSSION |
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Oct. 04 |
To be determined |
STUDENT FACILITATED DISCUSSION |
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Oct. 11 |
To be determined |
STUDENT FACILITATED DISCUSSION |
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Oct. 18 |
No class |
Society for Neuroscience meeting, ATL |
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Oct. 25 |
To be determined |
STUDENT FACILITATED DISCUSSION |
. |
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Nov. 01 |
To be determined |
STUDENT FACILITATED DISCUSSION |
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Nov. 08 |
To be determined |
STUDENT FACILITATED DISCUSSION |
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Nov. 15 |
To be determined |
STUDENT FACILITATED DISCUSSION |
Scholarly paper due |
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Nov. 22 |
No class |
Thanksgiving Break |
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Nov. 29 |
To be determined |
STUDENT FACILITATED DISCUSSION |
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Dec. 06 |
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Final Course Wrap Up |
. |
POSSIBLE STUDENT TOPICS AND RELATED TEXT READINGS:
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Motivation |
Chapter 50, 51 |
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Learning & Memory |
Chapters 62, 63 |
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Cognition |
Chapter 20 Appendix C (cerebral vasculature) may be of interest, too. |
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Development of the CNS |
Chapters 52, 53; review Ch. 56; Nickel (1992) Disorders of Brain Development |
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Higher Cortical Processes: Praxis |
Chapters 19, 20 |
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Arousal, Attention |
Chapter 48, 49 |
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Thought & Affect |
Chapters 60, 61 |
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Aging & Dementia |
review Ch. 58 |
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Higher Cortical Processes: Language |
Chapter 59 |
Questions? Consult your syllabus for further details, or stop by the office.
VISIT the KU Medical Center home page.
For a schedule of class meeting times, topics to be covered, and assigned materials, please refer to your information packet, or visit the electronic version.
Instructor:
Omar Ahmad, OTD, PhD, OTR
Offices: 3033 Robinson
Office phone: 588-7195
Office fax: 588-4568
Send e-mail to Omar
Day/time of course: Wed 4:30pm-7:30pm
Location of course: 3rd floor Robinson (conference room A)
Course Description: This seminar course will address the major structures and functions of the central nervous system and how they interact to produce responses to environmental demands. Sensory input, central processing, and output mechanisms will be analyzed. The student will appraise human behavior in relation to function and dysfunction of the nervous system, both in formulating potential behavioral signs when a specific neurological site is presented, and in hypothesizing about neurological involvement when analyzing a particular individual's problems.
Course Objectives: Upon completion of the seminar, students will:
1. Develop a framework for understanding the structure an function of the human nervous system,
2. Apply principles of nervous system development to patient populations,
3. Evaluate changes in the maturing and aging nervous system,
4. Theorize interdependent relationships among components of the nervous system with respect to function and behavior,
5. Demonstrate understanding of the etiology, clinical course, prognosis, and behavioral/social implications of nervous system dysfunction resulting from congenital or genetic anomalies, acute or chronic diseases, and traumatic injuries.
6. Demonstrate the ability to generate graduate level written communication,
7. Demonstrate graduate level class management and discussion skills
Teaching/Learning Experiences: Participants will discuss basic concepts of neuroscience using an applied perspective. Discussions, primary source and review readings, case studies, interactive computer tutorials, and a visit to the anatomy laboratory will supplement the lectures. Please note: The exact topics of this course may change during the semester to meet the needs of students in the course.
Role of the Instructors and Learners:
The instructors will assume the role as “participant observer” in which they
may take part in discussions, pose leading questions, and shape the direction
but not the content of the learning experiences in the class
discussions [Bohannan, P., van der Elst, D.(1998) Asking and listening:
Ethnography and personal adaptation.
Prospect Heights, Il.: Waveland Press.] Education is a community endeavor, and
as developing and growing professionals, the learner shares the responsibility
of developing the educational discussion [Dewey, J. (1958). Democracy
and Education. NY, NY: Macmillan.] The
instructors will provide feedback in a frank, professional, timely and honest
manner, and the students will come to class with all readings analyzed to a
graduate level, assignments delivered on time, and able to take responsibility
for their roles both as a professional and as a learner.
Attendance Policy: Students will bear full responsibility for all materials relating to this course, including material presented in discussions, readings, and lecture. Regular attendance, reading required materials prior to class, and participating in class discussion are suggested as efficient learning strategies. An anticipated absence should be discussed with the instructor prior to the class meetings. A cooperative approach to learning among students is encouraged strongly, and should be considered from the outset of this course.
Disability: If you have a disability which will interfere with your learning the material or performing in this class, please discuss this with the instructor within the first week of class so that appropriate accommodations may be considered.
Required text: Principles of Neural Science (4th Edition) by E.R. Kandel, J.H. Schwartz, & T.M. Jessell, McGraw-Hill (2000).
Recommended Text: Publication Manual of the American Psychological Association. Third Edition. Written and published by the American Psychological Association, Washington, D.C. (1974).
COURSE GRADING
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A . |
90% - 100% |
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B . |
80% - 89% |
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C . |
70% - 79% |
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F . |
less than 70% |
COURSE REQUIREMENTS
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Participation in Sensorimotor Pursuits |
10% |
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Scholarly Paper |
40% |
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Workplan for paper |
5% |
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Lead discussion on selected topic |
35% |
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Participation in class discussions |
10% |
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TOTAL |
100% |
Any assignment submitted after the deadline will automatically loose one letter grade unless discussed with the instructor prior to the deadline.
Sensorimotor Pursuits. Students will participate on teams to demonstrate their command of the sensorimotor neural world. Sensorimotor Pursuits is worth 5% of the final grade.
Selection of Special Topic. During the first night of class, each student will select a topic from those on the syllabus (topics which follow AFTER the SM Pursuits session). This will be the student's main focus of attention during the semester's activities.
Workplan: While working on the paper, the student will submit an outline/ workplan for development of the paper's thesis. Instructors will provide feedback on this preliminary work to guide the student toward literature or to help with narrowing the topic.
The workplan is worth 5% of the final grade.
Scholarly Paper. Each student will prepare a scholarly paper on the same topic addressed in the journal abstracts and book review. The paper will demonstrate synthesis of knowledge from a variety of sources.
Students will follow a
specified format for the final paper:
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Paper must be reviewed by writing center prior to submission. Please include feedback as addendum. |
10% |
|
Theme: Is there a single discernable theme? Is the theme consistent throughout the paper? Does the theme follow an issue important to current practice? |
10% |
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Literature Search: Has an effective review of the literature been performed? Have germinal articles on the subject been sought out and properly cited. Please include literature search summary with paper, including search terms, databases etc., followed by actual search results attached as addendum. |
20% |
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Style: Does the cover page follow a journal format? Are citations appropriately placed and formatted? Paper must be free of grammatical and spelling errors. Does it address the target audience? Please attach journal instructions with paper. |
25% |
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Introduction: Does it cover the scope and content of paper? Does it demonstrate clear organization? |
5% |
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Body: Does it follow the organization of the introduction? Are the thoughts/contentions clear and logical? Are proper citations used? Are contentions supported by case examples? Are points supported by scholarly evidence? |
25% |
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Conclusion: Does it effectively summarize and integrate main contentions of the body? |
5% |
|
|
100% |
The paper will contribute 40% to the total grade.
Leading Class Discussion. Leading class discussion: Each student will work with one other student to lead the discussion for the selected topic (see schedule for dates).
|
Points |
LEADING CLASS DISCUSSION |
|
20 |
Provide overview of topic, with KEY POINTS to address during the evening |
|
20 |
Demonstrate responsiveness to class questions |
|
20 |
Keep discussion moving and on track |
|
20 |
Provide opportunities for others to discuss the topics |
|
10 |
Provide materials and bibliography |
|
10 |
Analyze videotape |
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Leaders will:
0.1.
provide an overview of the topic from a
neuroscience perspective
1.2.
provide key points for the evening
2.3.
organize discussion to address the
questions that have come from classmates
3.4.
guide the discussion (not have all the
answers!) around the key points the leaders wish to make during the
evening
4.5.
keep the discussion moving, and redirect
'off track' activities to keep discussion productive
5.6.
provide each student with a bibliography
of basic and applied science neuroscience articles pertaining to the
topic
6.7.
bring a short videotape (approximately 5
minutes) of an individual whose behavior is pertinent to the topic and
will discuss the individual's behaviors in relation to the neuroscience
topic (each leader will provide a videotape)
Leading class discussion will contribute 15% to the total grade.
Participation in class: Each student will be expected to participate in class discussion and class activities for the enrichment of the group. Participation includes offering examples from your practice, sharing with the class your discoveries from readings, asking questions and hypothesizing answers to questions posed during class interactions.
Students are also expected to submit two questions about each topic to the instructors and the discussion leaders at least one week prior to class. You may reach the instructors:
Students will also be expected to demonstrate appropriate academic and professional conduct as described in departmental, School of Allied Health and University policies and documents.
Class participation will represent 10% of the total grade.
Academic Supports and Accomodations
Learning assistance, academic performance enhancement and psychological services at KUMC are free, confidential, and available at Student Counseling & Educational Support Servicesby calling 913-588-6580 or visiting G116 Student Center.
Any student in this course who needs an accommodation because of a disability in order to complete the course requirements should contact the instructor of the Equal Opportunity/Disability Specialist (913-5880-7813, TDD 913-588-7963) as soon as possible.
Academic and Professional Conduct:Academic and Professional Conduct:The nature of the advanced level of activities in this curriculum must be based upon mutual trust and respect. It is the expectation of each instructor that each student will engage in the learning process respectfully and with highest ethical standards for self and others. Please refer to the School of Allied Health Student Handbook for the policy regarding academic misconduct. Reported acts of academic or non-academic misconduct will be referred to the departmental Academic Integrity and Professional Standards Systems (AIPSS) for investigation and resolution.
Each student and faculty member commits to "uphold professional standards through ethical academic participation" and to that end, the following Honor Pledge appears in the student handbook. Please read it!
Honor pledge: As a member of the academic community, I pledge that I will not tolerate or engage in academic or non-academic misconduct, and will uphold the academic integrity and professional standards of this program and my profession.
Snow Policy: The KU Medical Center's standard policy is to remain open for business as a medical institution and as an academic institution in spite of weather conditions (even though KU-Lawrence may not be having classes). Use common sense and plan ahead - you are responsible for all material presented as part of this course.
Class Evaluations: An important part of all learning and teaching is regular evaluation. Your evaluation of the instructors and the course content will be very important for helping to continually improve this classroom experience. We feel that student evaluations are particularly helpful in gauging the quality of a course and its contents. Your evaluations will be taken seriously, and they deserve your careful thought. For these reasons, two sample forms appear on the following pages - one for a mid-semester evaluation and another for an end of term evaluation. These samples are presented so that as the term progresses you may think about the things that make this a good course and the things which could stand to be improved. We encourage you to jot these things or ideas down as they occur, rather than waiting to fill an evaluation out at the last minute. You can then copy your accumulated comments onto the form we will supply in class. Be proactive -this is a good opportunity for you to help us teach effectively.
Student Responsibility: Any student who does not understand and/or accept the contents and terms of this syllabus must notify the instructor in writing within one week after receiving this syllabus.
For a schedule of class meeting times, topics to be covered, and assigned materials, please refer to your information packet, or visit the electronic version.
NOTE: This electronic version of the course syllabus for OTMS 801 is provided as a service to the academic community at KUMC. It is superseded by the hardcopy version of the course syllabus provided to each enrolled student as part of their information packet for this course.
End of OTMS 801 syllabus
Comments? Send e-mail to Omar Ahmad
Last Update: July 2006