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Biochemistry

Biochemistry professor named Emerging Scholar – CSULA University Times

Dr. Cecilia Zurita-Lopez, Cal State LA assistant professor and biochemistry researcher, was awarded as a 2017 Emerging Scholar. As a researcher, she has made advances in detecting and modifying proteins which for improved disease detection.

Mimi Li, Staff Reporter February 24, 2017 Filed under News

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Dr. Cecilia Zurita-Lopez, a biochemistry faculty member at Cal State LA, is named one of the 2017 Emerging Scholars in Diverse: Issues in Higher Education for her research in biochemistry. She is featured alongside twelve other scholars for their academic achievements in higher education.

Growing up in La Puente, she studied biochemistry as an undergraduate student at Cal State LA. She attended graduate school at UCLA, focusing on biochemistry and molecular biology, and conducted postdoctoral research at Caltech and USC.

Zurita-Lopez was initially thinking about heading to medical school when she was in high school. This was during the time when her mother was diagnosed with breast cancer, so she had hoped to become a doctor to help cure patients. She also noticed that many of the medications that her mother was taking were for the purposes of reversing the side effects of others. Her mother passed away when she was an undergraduate student.

When I went to Cal State LA, that was my motivation, I thought I wanted to go to medical school, said Zurita-Lopez. And it wasnt until I realized that when you study biochemistry, you can design and do more work to contribute for better medical care. Unlike medical school, you also get to use your creativity to solve problems.

As a postdoctoral researcher at USC, she was a part of a biomedical engineering lab. She collaborated with other researchers to develop a light sensor to detect DNA and protein methylation. In detecting methylation, it is possible to detect cancer at its early stages. Unlike other types of detectors, the researchers measured methylation using changes in the wavelengths of light.

Her research in proteins can be applied to many diseases such as cancer and Alzheimers. In a disease state, she explains, proteins modifications are different and can often change each other incorrectly. In particular, she studies arginine methylation by enzymes called methyltransferases.

I think the long term goal for any researcher is to try to find cures but on a day to day, more than anything, we just want to understand whats happening in the cell, so even that, just to understand whats happening in a healthy cell versus a diseased cell, just to understand the rules would really help us, says Zurita-Lopez.

Zurita-Lopez is grateful to have come back to Cal State LA as an assistant professor since 2014. She enjoys mentoring students in her lab and seeing them excel in their educational pursuits as graduate students. Additionally, she contributes to the Minority Opportunities in Research Programs at Cal State LA.

My advice is not to give up! If you really like what youre doing and like what youre studying put in the time to study and to learn about careers, to make it a point to learn about all the opportunities that are out there, she says. There are many, many programs and internships for students in STEM, so I try to encourage my students to look for these opportunities because thats what makes them stand out and have an edge.

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Biochemistry professor named Emerging Scholar - CSULA University Times

Physiology

Organovo (ONVO) Publishes Data Describing Physiology of 3D Bioprinted Human Kidney Tissues for Drug Toxicity … – StreetInsider.com

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Organovo Holdings, Inc. (NASDAQ: ONVO) (Organovo), a three-dimensional biology company focused on delivering scientific and medical breakthroughs using its 3D bioprinting technology, today announced the publication of data in Frontiers in Physiology showing the companys 3D bioprinted proximal tubule tissue model exhibits key characteristics of renal physiology that allow for in vitro kidney toxicity testing.

Traditional preclinical models often fall short in their ability to inform clinical outcomes accurately, largely due to the limited functionality of simple in vitro models and species differences, said Dr. Sharon Presnell, chief scientific officer, Organovo. Our newly published data demonstrate that Organovos 3D bioprinted human kidney tissue has great potential to assess the toxic effects of compounds and the development and progression of complex, multicellular processes such as fibrosis.

Key findings and attributes described in the publication include the following:

In addition to the kidney publication, the Company noted a recent article published in ILAR Journal. The publication explores new technologies that could reduce both dependency on animal models and occurrence of liver toxicity in clinical trials. The article, written by scientific executives and experts from the Food & Drug Administration (FDA), Merck & Co., Inc and LifeNet Health, provides a thorough review of human tissue models and how they can accelerate drug development across all discovery stages, including Organovos 3D bioprinted liver model.

The authors reference Organovos technology as a significant innovation in the study of drug-induced liver injury, as it addresses many of the shortcomings associated with traditional in vitro culture models and animal models. They also state that 3D bioprinted tissues exhibit a broad range of highly differentiated in vivo like features and functions.

The authors reference results from Organovos drug-induced liver injury studies that have shown very good reproducibility and concordance with observed outcomes in vivo at the functional and histological levels and that treatment of the bioprinted human liver model with known fibrotic agents mimicked closely that of patient liver samples with drug-induced fibrosis.

Both liver and kidney drug toxicities are significant challenges for pharmaceutical companies working to advance safe and effective therapeutics, said Mr. Keith Murphy, CEO, Organovo. Previous validation data of our 3D bioprinted human liver tissue, combined with the data published in the peer-reviewed journal, Frontiers of Physiology, on our 3D bioprinted kidney proximal tubule tissue, clearly show that Organovos technology can address the unmet needs of our pharma customers and partners by providing timely, cost-effective, and more accurate human tissue models for evaluating drug toxicity and drug-induced fibrotic disease.

Organovos publication titled 3D Proximal Tubule Tissues Recapitulate Key Aspects of Renal Physiology to Enable Nephrotoxicity Testing, was published online on February 15, 2017 and can be found on the journals website: http://journal.frontiersin.org/article/10.3389/fphys.2017.00123/abstract

The review titled The Promise of New Technologies to Reduce, Refine, or Replace Animal Use while Reducing Risks of Drug Induced Liver Injury in Pharmaceutical Development, was published December 31, 2016 and can be found on the journals website: https://academic.oup.com/ilarjournal/article-abstract/57/2/186/2806701/The-Promise-of-New-Technologies-to-Reduce-Refine

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Organovo (ONVO) Publishes Data Describing Physiology of 3D Bioprinted Human Kidney Tissues for Drug Toxicity ... - StreetInsider.com

Neuroscience

Neuroscience in the Classroom | Pattaya Today Newspaper – Pattaya Today

by Rob Cable

The application of educational neuroscience in schools has faced a lot of criticism with many believing that there is a sufficient lack of concrete evidence to support its effectiveness and validity in the classroom. Despite this, the interest that surrounds this emerging topic is continually growing and this is encouraging to gain a clearer understanding of the correlation between childrens education and brain development. Although neuro-myths have distorted public perception and casted some doubts, many agree that advances in neuroscience and our understanding of the brain could have a profound impact on how we teach young children to enhance their learning.

The fundamentals of educational neuroscience are at a relatively advanced stage. We are now able to use sophisticated scanners to capture images inside the brain which can be directly related to the classroom. This has been particularly useful when understanding and dealing with problem children with regards to social and emotional development, attention deficit hyperactivity disorder, autism and dyslexia. The hope for educational neuroscience is that we will be able to set biological markers to recognise learning difficulties in children and assist the developmental process of the brain from a much earlier age.

Neuroscience has improved our knowledge of the reading and mathematical processes in the brain. Research has shown a connection between phonological awareness (the patterns of speech and sound) and reading ability. Children who have developed a solid foundation in phonics tend to be better readers in comparison to children who have not established such skills. In mathematics neuroscience has helped to identify areas of the brain which specifically deal with numerical processing and mental arithmetic. Some childrens brains develop abnormally or slower than others. Therefore, neuroscientists recommend specialised interventions for children who find mathematics challenging, rather than subjecting every child to standardised interventions, which could be detrimental to some childrens academic development.

Neuroscientists contend that uncertain reward can be far more motivating than certain reward because humans have an attraction to challenges with equal odds. It is for this reason that educational games are extremely motivating for young learners because they are not focused on reward consistency.

Furthermore, neuroscience argues that the brain is a complex, interactive and interconnecting system that uses multiple senses to absorb, interpret and process information simultaneously. A student may have a preferred learning style such as visual or auditory however research shows that this is dictated by the development of the brain and that it is unethical to label a child a kinaesthetic learner. Instead, neuroscientists suggest that the more difficult a task is the greater the chance we have of memorising it.Thus, inadequate or incompetent learning styles should be practised to strengthen them.

There is currently a debate among neuroscientists about how the brain functions; whether we use certain parts of the brain for specific types of learning or whether learning occurs throughout the whole brain. Thus, it is important that neuroscientists do not overstate their findings and instead take time to provide conclusive evidence for educators to successfully implement neuroscience into their classrooms.

Rob Cable is a primary year 3/1 classroom teacher at the Mooltripakdee International School.

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Neuroscience in the Classroom | Pattaya Today Newspaper - Pattaya Today

Neuroscience

Former GSK neuroscience head named PureTech’s CMO – The Pharma Letter (registration)

US biotech PureTech Health has named Atul Pande its chief medical officer.

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Former GSK neuroscience head named PureTech's CMO - The Pharma Letter (registration)

Genetics

Losing your hair? Genetics may be to blame – Bel Marra Health

Home General Health Losing your hair? Genetics may be to blame

Men who suffer from hair loss may have genetics to blame, according to new research from the University of Edinburgh. Previous research has found only a small group of genetic regions associated with baldness, but this newest study has identified almost 300, meaning scientists are another step closer to potentially preventing male pattern baldness.

The study reviewed genetic data taken from over 52,000 men and identified 287 regions that were associated with severe hair loss. The majority of these genes were linked to hair structure, growth, and development, and researchers were interested to find many of the genetic indicators of male pattern baldness were from the X chromosome. Men receive the X chromosome from their mothers, meaning that baldness could come from the maternal side rather than the paternal.

Identifying the specific genetic regions associated with hair loss may allow researchers to develop treatments that directly target these genes to slow and, ultimately, prevent balding. While these results are promising and could eventually lead to effective treatments for hair loss, researchers stress that these findings do not guarantee a cure for baldness is coming right away. Rather, this research enhances the understanding of the role genetics plays in hair loss and opens the door for further, more in-depth studies.

Co-leader of the study, David Hill, explained: In this study, data were collected on hair loss pattern but not the age of onset; we would expect to see an even stronger genetic signal if we were able to identify those with early onset hair loss. Further research into the age of onset could not only help to identify those predisposed to early onset male pattern baldness, but may eventually aid in the prevention of this condition.

Related: Is glaucoma hereditary or a genetic disease?

Related Reading:

Best natural remedies to tackle hair loss

There May Be A Gene To Blame When It Comes To Your Hair Loss

http://www.webmd.com/skin-problems-and-treatments/hair-loss/news/20170214/geneticists-hair-loss-men

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Losing your hair? Genetics may be to blame - Bel Marra Health

Genetics

Livestock Genetics Center opens in Borger – Amarillo.com

Frank Phillips College on Thursday celebrated the opening of its new Livestock Genetics Center in Borger.

The center will focus on cattle embryo transfer: Embryos harvested from high-priced, sought-after cows are placed into less expensive cows that essentially serve as surrogates.

Were multiplying superior genetics quicker, said Byron Housewright, chairman of the ag department at the college.

Faculty and students will use a hormone to make genetically superior cows produce 15 to 20 embryos instead of one, Housewright explained. The extra embryos are then harvested, examined under a microscope and transplanted into surrogates.

Instead of getting one calf a year out of a single cow, we can get 20, Housewright said.

The center will open housing two top end cows donated to the college from a ranch in Stephenville, he said.

The 4,500-square-foot facility will include a classroom and a covered area to house the cattle. Housewright said the center could quadruple the size of the genetics programs enrollment. The program began last year with five students.

The centers $164,000 cost was offset by a $100,000 grant from the Borger Economic Development Corp.

We felt like that would be a good thing for the college and also do something for the cattle industry, said Dan Redd, chief executive of the Borger EDC.

The center was also funded by the the City of Borger, Borger Chamber of Commerce and grants from Agrium Inc. and Monsanto Co., Housewright said.

Housewright said a commercial service to ranchers in the region would come alongside educational opportunities for students, who can earn certification in artificial insemination.

Our first commercial customer will be in June, and its a Texas Future Farmers of America chapter that has had show heifers and they want babies out of those heifers, he said.

This is a procedure that has become very, very popular in the beef industry, Housewright added.

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Livestock Genetics Center opens in Borger - Amarillo.com

Anatomy

‘Scandal’ & ‘Grey’s Anatomy’ Leading Ladies Welcome ‘Catch’ Star To TGIT In New Shondaland Promo – Deadline

Shondaland leading ladies Kerry Washington and Ellen Pompeo welcome The Catchstar Mireille Enos to ABCs TGIT lineup in a new popcorn and wine-filled promo.

Walking down the street, donning a black trench coat, Enos says, Hope I havent kept you waiting, as she slips into silky pajamas.

Welcome to the party, Washington says to Enos, pouring Olivia Popes drink of choice: red wine.

ABC

The Scandal star and Greys Anatomys Meredith Grey then toast Alice Vaughan making her way to the Shonda Rhimes-created ABC Thursday night schedule. Absent from the group is How To Get Away With Murders Viola Davis as Annalise Keating, who was previously included in anotherpromo with Washington and Pompeo.

Season 2 of The Catch is replacing HTGAWM after its Season 3 two-hour finale airs tonight. Earlier this month, ABC gave early renewals to all its TGIT drama lineup.Greyswas picked up for a 14th season, Scandalfor a seventh and HTGAWM for afourth season.

Season 2 of The Catch premieres Thursday, March 9 at 10 PM on ABC.

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'Scandal' & 'Grey's Anatomy' Leading Ladies Welcome 'Catch' Star To TGIT In New Shondaland Promo - Deadline

Physiology

Human Anatomy Coloring Study Muscular System Physiology Learning Book Launched – MENAFN.COM

(MENAFN Editorial) A new human body coloring book has launched, aimed at those in the medical field or working with the human body on a professional or educational basis. Students who have to take anatomy and physiology tests will know that the muscular system is one of the most difficult sections to learn, and it's because of this that the new coloring book has been launched.

More information can be found at: https://youtube.com/watch?v=5Wr32A1oJB0.

One of the things that makes the anatomy and physiology test so hard is that people have to learn the location and names of between 640 to 850 muscles in the human body. Using the new coloring book, customers can master the muscular and benefit from realistic medical anatomy.

The realism behind the drawings in the book can help the reader to master the muscular system while they are enjoying coloring the different detailed sections of the human body. Once the drawings have been colored in, they can then be compared with the labeled version, which is also available to color.

This meansthat people using the coloring book can learn the human anatomy and physiology of the body while coloring to boost their knowledge and gain a better understanding of the muscular system.

Because each customer will spend a while on each section of the human body, the repetitive and methodical nature of coloring in the book helps to promote learning and allow the names and muscles to stick in the mind.

Coloring will improve the study ability of each customer, as well as helping to improve reference recall by fixating the anatomical images in their mind for easy visual recall later on simply through coloring the body parts in the book.

Through coloring the book, customers can imprint the different shapes and the location of each muscle on their mind, helping them to recall them later on when they need to. This interactive approach means people don't have to spend hours memorizing muscles on their own.

Full details can be found by visiting the URL above.

MENAFN2002201700703206ID1095256480

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Human Anatomy Coloring Study Muscular System Physiology Learning Book Launched - MENAFN.COM

Neuroscience

3 Simple Ways to Make Yourself Happy Every Day According to Neuroscience – Inc.com

Do you want to be happier? That's a pretty silly question--who doesn't want more happiness? Fortunately, there are simple things we can all do to raise our happiness quotient that are actually supported by scientific research. And even though brain scans show that the happiest person on earth is Tibetan monk Matthieu Ricard, you can do each of these things every day. No need to travel to a remote mountaintop, sit in meditation for hours, or even quit your day job.

UCLA neuroscientist Alex Korb, Psychology Today blogger and author of The Upward Spiral: Using Neuroscience to Reverse the Course of Depression, One Small Change at a Time, has studied many of the ways we can gently tweak our attitudes, outlooks, and behaviors to bring more happiness into our lives. Here are some of his top recommendations:

There's plenty of scientific evidence to support the notion that being grateful makes us happier. As Korb notes, it increases dopamine, a neurotransmitter associated with our reward centers, and also the pleasurable effects of taking drugs. In other words, feeling grateful gives you a natural high. Not only that, feelings of gratitude increase your serotonin levels, which is what antidepressants also do. No wonder gratitude is such a mood-booster. And, Korb says, even if you're feeling very down and can't come up with a single thing you're grateful for, the mere act of searching will give you some of these effects by leading you to focus on the good aspects of your life.

My simple approach to daily gratitude is to mentally list three things I'm grateful for before getting out of bed in the morning. That helps set me up for a better mood throughout the day. But any time is a good time for gratitude.

Our brains are hard-wired to pay more attention to negative rather than positive information, and this applies at least as much to our evaluation of ourselves as it does to anything else. But focusing on the things we're proud of has many brain benefits. For one thing, pride is a powerful brain-stimulating emotion, and focusing on happy memories (assuming your accomplishments made you happy) is another way to release serotonin in your brain. And, Korb notes, "Several studies have shown that reflecting on your positive qualities is a type of self-affirmation that actually strengthens your abilities to change bad habits." So focusing on what you've done right might actually help you accomplish more good stuff in the future.

Making a decision, choosing a goal or setting an intention all have a positive effect on the brain, decreasing stress and anxiety and increasing problem-solving ability, according to Korb. And--this will be difficult for some people (including me)--but your brain will benefit most if you make a good-enough decision sooner, rather than wait for the most complete information in order to make the best possible decision.

Research suggests that the ability to make decisions quickly (and then make them right after the fact if need be) is one of the ways entrepreneurs' brains differ from everyone else's. And, according to Korb, making a good-enough decision activates a part of the pre-frontal cortex that makes you feel more in control. And choosing to do something you want to do will not only make you happier. Research shows that the mere act of having chosen will make you enjoy whatever you choose more. In other words, choose what you love and you'll love what you choose.

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3 Simple Ways to Make Yourself Happy Every Day According to Neuroscience - Inc.com

Neuroscience

Neuroscience (PhD) | School of Life Sciences

Two lecture courses constitute the core curriculum in the first year:

NEU 555 Cellular and Molecular Neuroscience (6 credit hours)* *Course is crosslisted with BIO. Neuroscience students need to register for the NEU prefix. Course is only offered in the fall semesters.

NEU 556 Systems Neuroscience (4 credit hours)* *Course is crosslisted with BME. Neuroscience students need to register for the NEU prefix. Course is only offered in the spring semesters.

The core courses are designed for students who already have a background in basic Neuroscience. The course sequence that has two major goals. One is to expose students to advanced, cutting-edge research from all levels of analysis in Neuroscience - that is, from molecular through systems-level processes, including how those processes affect behavioral and cognitive processes. A second goal will be to introduce students to application of basic and practical knowledge in biomedical settings.

The courses consist of modules led by faculty members who specialize in those areas of research. Each module is one to two weeks in length, consisting of both lecture and translational' components. Modules are taught in ASU classrooms and in facilities at ourClinical Partner institutions. In both types of locations, part of each module may consist of tours of laboratories and clinical facilities as well as discussions with clinicians and neurosurgeons. This exposure in particular will help to provide an overview of major interdisciplinary projects that are currently underway at ASU and at the Clinical Partner Institutions. It will also provide an opportunity for students to observe firsthand how team-oriented translational projects can be implemented to help solve problems in biomedicine that have a direct societal impact.

This list of ASU courses is subject to change. Courses may not be available each semester or academic year. New courses are being developed and you are encouraged to propose course and seminar topics to participating faculty.

BIO 598: Neuroscience, Ethics and the Law (3) Meets for 15 weeks (full semester). Instructors: Betsy Grey (Law) and Jason Robert (SOLS)

BIO 611: Current Topics in Responsible Conduct of Research (RCR) in Life Sciences (1) Meets for 5 weeks. Instructor: Karin Ellison

Bio 611: Current Topics in Responsible Conduct of Research (RCR) in Life Sciences (1) Meets for 15 weeks (full semester). Instructors: Betsy Grey (Law) and Jason Robert (SOLS)

BME 451: Cell Biotechnology Laboratory (4) Mammalian cell culture techniques including mouse embryonic stem cells, the use of biorectors, cell fractionation and digital video imaging.

BME 520: Bioelectric Phenomena (3) Study of the origin, propagation and interactions of bioelectricity in living things; volume conductor problems, mathematical analysis of bioelectric interactions, and uses in medical diagnostics.

BME 521: Neuromuscular Control Systems (3) Overview of sensorimotor brain structures. Application of nonlinear, adaptive, optimal and supervisory control theory to eye-head-hand coordination and locomotion.

BME 524: Fundamentals of Applied Neural Control (3) Fundamental concepts of electrical stimulation and recording in the nervous system with the goal of functional control restoration.

BME 532: Prosthetic and Rehabilitation Engineering (3) Analysis and critical assessment of design and control strategies for state-of-the-art medical devices used in rehabilitation engineering.

BME 551: Movement Biomechanics (3) Mechanics applied to the analysis and modeling of physiological movements. Computational modeling of muscles, tendons, joints, and the skeletal system, with application to sports and rehabilitation.

BME 568: Medical Imaging (3) CT, SPECT, PET and MRI. 3-D in vivo measurements. Instrument design, physiological modeling, clinical protocols, reconstruction algorithms and quantitation issues.

BME 598: ST Integrative Neuroscience (3)

BME 598: ST Research Ethics/Law (2-3)

BIO 451: Cell Biotechnology Laboratory (4) Mammalian cell culture techniques, including mouse embryonic stem cells, the use of bioreactors, cell fractionation, and digital video imaging.

BIO 465: Neurophysiology (3) Detailed treatment of cellular and organismal neurophysiology and nervous system function.

BIO 467: Neurobiology (3) Introduction into basic nervous system anatomy and function.

BIO 508: Scientific Data Presentation (2) Techniques necessary for presentation of scientific data used in journal publications, grant proposals, and visual presentations.

BIO 515: Science, Technology and Public Affairs (3) Explores the political, economic, cultural, and moral foundations of science and technology policy and governance in democratic society.

BIO 550: Advanced Cell Biology (3) Applies contemporary electron microscopic and biochemical/molecular techniques for studying eukaryotic cell functions. Mechanisms of intracellular protein trafficking.

BIO 551: Biomembranes (3) Structure and function of biological membranes, emphasizing synthesis, fluidity, exocytosis, endocytosis, and cell responses to hormones and neurotransmitters.

BIO 591: Responsible conduct of research (3) The class is designed to introduce graduate students to ethical issues in the research environment. Topics will include skills needed for success in graduate school and beyond, ethical issues in data handling, authorship, human genetics, conflict of interest, mentoring, experimental animals and human subjects, and other issues. Faculty facilitators will participate in discussing case studies and students will develop case studies based on their own experiences.

BIO 598: Developmental Neurobiology (6)* *Course prefix will change to NEU 557 beginning Fall 2011 This course is designed to examine the Development of the Nervous System. The class starts with neural induction, birth order, NS system axis formation, then goes to pathfinding, dendritic growth, synaptogenesis. This is followed by synapse elimination and programmed cell death. Finally, excitability homeostasis, neural circuit development, and Rett and Fragile X will be covered as two examples for neurodevelopmental diseases.

BIO 569: Cellular Physiology (3) Emphasizes the molecular basis for cell structure and function.

APM 530: Mathematical Cell Physiology (3) Alternate Fall or Spring Mathematical modeling of dynamical aspects of cell physiology. Diffusion, membrane transport, intracellular calcium channel kinetics, calcium oscillations and waves.

APM 531: Mathematical Neuroscience I (3) Fall Mathematical modeling of electrochemical processes in nerve cells. Dendritic modeling, dendritic spines and synaptic plasticity, bifurcation analysis of excitable membrane models, deterministic and stochastic methods for threshold dynamics and bursting, relaxation oscillations. You should have taken a previous graduate-level PDE course.

APM 532: Mathematical Neuroscience II (3) Spring Mathematical modeling of systems neuroscience. Network dynamics, coupled phase oscillators, central pattern generators, neural coding, learning and memory. You should have taken advanced ordinary differential equations and also taken APM 530 or APM 531 prior to enrolling in this course.

PSY 426: Neuroanatomy (4) fall Structure and function of mammalian brain, including sheep brain dissection (cross-listed with 591).

PSY 425: Biobasis of Behavior (3) spring

PSY 470: Psychopharmacology (3) select semesters

PSY 512: Advanced Learning (3) select semesters

PSY 524: Advanced Physiological Psychology (3) select semesters Contributions of physiological processes and brain function to fundamental behavioral processes.

PSY 528: Sensation and Perception (3) select semesters Principles of sensory and perceptual processes, emphasizing research literature.

PSY 573: Psychopathology (3) - fall Theory and research relating to the contribution of psychological, social, physiological, and genetic factors to the development and persistence of abnormal behavior.

PSY 591: Neuroanatomy (4) fall Structure and function of mammalian brain, including sheep brain dissection (cross-listed with 426).

PSY 591: Neurobiology of Learning and Memory (3)

PSY 591: Neuropsychopharmacology (3) select semesters

PSY 591: Grant Writing and Professional Development (3) select semesters

PSY 624: Clinical Neuroscience (3) select semesters Examines the biological underpinnings of psychological disorders at the molecular, cellular, and system levels (e.g., schizophrenia, depression, anxiety). Lecture, pro-seminar.

PSY 555: Experimental and Quasi-Experimental Designs for Research (3) select semesters Reviews research techniques. Analyzes lab and field research; applications to specific topics.

SHS 513: Neurophysiology of the Auditory System (3) fall or spring Focuses on the neurophysiology of the normal auditory system and on changes associated with hearing loss. Lecture, discussion, demonstrations. Prerequisite: instructor approval.

SHS 519: Auditory Pathologies and Disorders (3) Familiarizes students with major diseases, pathologies, and disorders of the human auditory system. Lecture, discussion, case studies, demonstrations, field trips, seminar, student.

SHS 520: Otoneurologic Applications in Audiology (3) Advanced otologic, neurologic, and audiologic approaches in the differential diagnosis of peripheral and central disorders of the auditory system. Lecture, lab, discussion, case studies, seminar, student presentations.

SHS 545: Speech Perception by the Hearing Impaired (2) Focuses on the perception of speech by normal-hearing and hearing-impaired listeners. Lecture, discussion, case studies, seminar, student presentations. Prerequisite: instructor approval.

SHS 555: Cochlear Implants The design and function of implantable neural prostheses for the restoration of hearing in adults and children.

SHS 567: Neural Bases of Communication Disorders (3) Neuroscience and its application to matters of normal and disordered communication.

SHS 575: Aphasia and Related Neurogenic Language Disorders (3)Assessment and treatment of acquired neurolinguistic impairment.

SHS 576: Neuromotor Speech Disorders Neurophysiology, diagnosis, and treatment of motor speech disorders; theory and models of normal and disordered speech production.

SHS 581: Right Hemisphere Syndrome, Traumatic Brain Injury, and Dementia (3) Studies the nature, characteristics, and clinical management of cognitive and communicative impairments accompanying right hemisphere damage, TBI, and dementia.

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Neuroscience (PhD) | School of Life Sciences