SPH 362: NEUROBIOLOGY OF COMMUNICATION

Class Location: Henry Koffler Bldg, Rm 218 Instructor: Aneta Kielar, Ph.D. Office: SLHS 332 Telephone: 520-621-5105

Class Time: Tues & Thurs, 9:30 - 10:45 Email: akielar@email.arizona.edu Office Hours: Tu: 12-1, Th: 2-3 p.m. or by appointment

Teaching Team Teaching Assistants: Stephanie Fowler: patterss@email.arizona.edu Angelica McCarron: armccarron@email.arizona.edu Lauren James: lcjames@email.arizona.edu Preceptors: Valerie Brown, Head Preceptor: valeriebrown@email.arizona.edu Symone Banks: symonewbanks@email.arizona.edu Emily Lennon: emilylennon@email.arizona.edu Elizabeth Coloccia: eacoloccia@email.arizona.edu Marisa Sniecikowski: msniecikowski@email.arizona.edu

Textbooks

Required: Bhatnagar. (2008). Neuroscience for the Study of Communication Disorders, 4th Edition. Recommended: Diamond/Scheibel/Nelson (1985): The Human Brain Coloring Book Recommended: Jamie Ward. (2015). The Student’s Guide to Cognitive Neuroscience. 3rd Edition. There will be some selected readings from this textbook. Note: Students are responsible for content covered in the assigned readings in Bhatnagar, readings posted on the D2L, and all of the material covered and assigned in class. The role of readings is to expand and supplement on the material that is covered in class. The Human Brain Coloring Book can be used to support your learning of brain anatomy. Portions will be uploaded on D2L for potential use for your portfolio project.

Description of Course

This course focuses on the role of the central nervous system in different aspects of human communication. The study of brain anatomy and physiology is approached from the perspective of how neurological systems support speech, language, and hearing and how breakdowns in these systems disrupt aspects of communication. Also note that as a Tier II General Education Class, this is a writing intensive class. Course Format and Teaching Methods Lectures, readings, written assignments, quizzes, small group activities, discussion, tests. Course Objectives and Expected Learning Outcomes Course learning outcomes to undergraduate program assessments listed for the program http://assessment.arizona.edu/academic_degree_programs

1) Students will identify and describe how the human brain is structured from the cellular to systems levels. 2) Students will identify and describe how regions of the brain support different communication functions.

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3) Students will describe how communication can be differentially disrupted with damage or abnormal development of the related brain systems.

Method of Assessment: Written exams, quizzes, discussions, in-class tutorials

4) Students will use a scientific writing style to describe and evaluate scientific claims in peer reviewed journal articles and book chapters Method of Assessment: Graded writing projects

Assessment Measure

Points Description: Tests may include:

Tests

Test 1 60 Labeling, multiple choice, fill in the blank, short answer

Test 2 60 Labeling, multiple choice, fill in the blank, short answer

Test 3 60 Labeling, multiple choice, fill in the blank, short answer

Final Exam 80

Cumulative, Labeling, multiple choice, fill in the blank, short answer

Papers Paper 1 40 See D2L for very detailed instructions about these assignments, including the grading rubric. Note that you will have several opportunities to revise your papers. You are encouraged to meet with the instructor, preceptors, and TAs to discuss your paper. In order to be fair and avoid pre-grading papers, we will not look at papers that are emailed to us. You should bring specific questions about your paper (i.e., You should not ask, “Does this look ok?” because we cannot pre-grade your paper. You can ask, “Is this sentence clear?”). Optional Revision: For Papers 1 and 2 you will be given an opportunity to revise and rewrite your work.

Paper 2 60

Optional revise and rewrite

Additional assignments

APA format Title Page

10 To help you learn APA writing style you will complete APA style writing exercises. Details of the exercises will be posted on the D2L website.

APA style reference list

20 You will search databases to compile an APA formatted list of potential paper references. See D2L for instructions.

Portfolio

20

To help you with learning brain anatomy, you will create a portfolio of anatomical drawings. This assignment is designed to help you interact with and learn course material. See D2L for instructions.

D2-L quizzes Short concept tests

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On some weeks there will be short quizzes posted on D2L.

The quiz may be posted before or after the class meeting.

Your task will be to answer questions using information in

your assigned reading or lecture slides. These questions

require higher order thinking (application or analysis, for

example, beyond simple memorization). You will have 5

days to complete the quiz on D2L

Discussion Board on D2L

Think-read-and-share

20

On most weeks we will post discussion question on D2L based on the lecture materials and assigned readings. Each student should post at least one complete and thoughtful response to the question and provide one response to another student’s post.

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There will be no points assigned for irrelevant, incorrect, and careless responses. Discussion board will be monitored by preceptors and the instructor. Students who post disruptive comments, will be removed from the discussion board, receive

zero points, and reported to the dean of students. You will have

one week to post your responses. Participation learning

activities and lecture tutorials 50

Throughout the semester, you will be asked during random class periods to complete in-class learning activities and lecture tutorials. These assignments will serve to further your learning, help us identify topics that need further clarification, and as an attendance indicator. Participation points will also be determined by asking/responding to questions, sleeping or texting in class, being polite to your classmates, instructors etc.

Self-assessments

D2L

These will be posted on D2L to help you test your understanding of concepts and ideas covered in class. The self-assessments are not graded, but they help you to internalize and consolidate the material.

Total points possible

500 Total points for this class= 500 points. Grade assignments correspond to the following point totals:

A 90% or better 450-500

B 80%-89.99% 400-449

C 70%-79.99% 350-399

D 60%-69.99% 300-349

F 50%-59.99% 250-299

Given the availability of bonus points for participation and extra credit on tests there will be NO rounding in the calculation of the final grade.

Class Policies

Course Communications Important email messages regarding the class will be sent through the D2L system. It is your responsibility to check your D2L email daily to ensure that you receive these messages. Accessibility and Accommodations

Our goal in this classroom is that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, please let me know immediately so that we can discuss options. You are also welcome to contact the Disability Resource Center (520-621-3268) to establish reasonable accommodations. For additional information on the Disability Resource Center and reasonable accommodations, please visit http://drc.arizona.edu.

If you have reasonable accommodations, please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate. Please be aware that the accessible table and chairs in this room should remain available for students who find that standard classroom seating is not usable.

If you determine that disability-related accommodations are necessary, please register with Disability Resources and notify instructor of your eligibility for reasonable accommodations. I can then plan how best to coordinate

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your accommodations. Disability accommodations will not be provided to students not registered with the DRC. Accommodations must be planned for well in advance. You must be registered with the DRC and talk to the instructor within the first three weeks of the semester to make arrangements. Note that we are unable to provide extended time on tests within the department. If you and the DRC determine that this is an appropriate accommodation, you must arrange to take tests at the DRC testing center. Writing help You will have writing assignments due this semester. These writing assignments will help you to learn APA style and read journal articles. Preceptors and teaching assistants will be available to provide direction on writing assignments. Further information will be provided during the semester about preceptor and teacher assistant roles. You can also utilize free writing tutoring at the Think Tank. (http://thinktank.arizona.edu/writing-center) Late Assignments, Make-up Exams In the case of an unexpected emergency or severe illness (e.g. vomiting, fever, highly contagious illness) that prevents you from handing in an assignment on time or taking an exam, you must inform instructor by email within 24 hours (preferably sooner). Late papers will lose 1 letter grade (10%) per day that they are late. Make-up exams will only be given under extremely extenuating circumstances. Make-up exams will be given during the final exam period and may be given in oral form. Documentation (e.g., doctor’s note, police report) is required. Absence and Class Participation Policy

The UA’s policy concerning Class Attendance, Participation, and Administrative Drops is available at http://catalog.arizona.edu/2015-16/policies/classatten.htm

The UA policy regarding absences for any sincerely held religious belief, observance or practice will be accommodated where reasonable: http://policy.arizona.edu/human-resources/religious-accommodation-policy.

Absences preapproved by the UA Dean of Students (or dean’s designee) will be honored. See http://uhap.web.arizona.edu/policy/appointed-personnel/7.04.02

Participating in the course and attending lectures and other course events are vital to the learning process. As such, attendance is required at all lectures and discussion section meetings. Students who miss class due to illness or emergency are required to bring documentation from their health-care provider or other relevant, professional third parties. Failure to submit third-party documentation will result in unexcused absences. All holidays or special events observed by organized religions will be honored for those students who show affiliation with that particular religion. In addition, absences pre-approved by the UA Dean of Students (or Dean designee) will be honored. Code of Academic Integrity Students are encouraged to share intellectual views and discuss freely the principles and applications of course materials. However, graded work/exercises must be the product of independent effort unless otherwise instructed. Students are expected to adhere to the UA Code of Academic Integrity as described in the UA General Catalog. See: http://deanofstudents.arizona.edu/codeofacademicintegrity/. Academic dishonesty (including cheating and committing or facilitating plagiarism, intentional or accidental) will not be tolerated and will result in sanctions. Also note that the instructors have the right to use web-based anti-plagiarism search tools. The University Libraries have some excellent tips for avoiding plagiarism, available at http://www.library.arizona.edu/help/tutorials/plagiarism/index.html. Selling class notes and/or other course materials to other students or to a third party for resale is not permitted without the instructor’s express written consent. Violations to this and other course rules are subject to the Code of Academic Integrity and may result in course sanctions. Additionally, students who use D2L or UA e-mail to sell

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or buy these copyrighted materials are subject to Code of Conduct Violations for misuse of student e-mail addresses. This conduct may also constitute copyright infringement. Test Taking Etiquette Much to our chagrin, some students cheat. As a result, all students must abide by the following rules during tests:

1) Be on time. Entering late is disruptive to other students. If you arrive late, you may be asked to wait until there is a seat available that you can reach without disturbing any other students (end of row, etc). No tests will be handed out after the 1st student leaves the classroom.

2) You may not leave and re-enter the room for any reason during a test. 3) Do not hold up your test to read it. This is easily mistaken for showing your answers to a friend. All tests

must remain flat on the table the whole time. 4) Keep your eyes on your paper or on the test preceptor. Looking elsewhere is easily mistaken for

cheating, and is likely to be treated as such. 5) Close your bag and place it under or behind your seat during tests. 6) Cell phones must be turned off and put away. If your cell phone rings, buzzes, beeps or otherwise makes

an appearance, we will regard it as a possible occurrence of cheating and treat it accordingly. 7) Follow obvious rules: No unauthorized cheat sheets, no talking, etc. 8) We reserve the right to generate new rules.

Final Examination Final exam is cumulative and will be held during the final exam period. Below are links to final exam regulations: http://www.registrar.arizona.edu/schedule101/exams/examrules.htm, and Final Exam Schedule, http://www.registrar.arizona.edu/schedules/finals.htm. Classroom Behavior Policy To foster a positive learning environment, students and instructors have a shared responsibility. We want a safe, welcoming, and inclusive environment where all of us feel comfortable with each other and where we can challenge ourselves to succeed. To that end, our focus is on the tasks at hand and not on extraneous activities (e.g., texting, chatting, reading a newspaper, making phone calls, web surfing, etc.).

The overarching rule for classroom conduct is to be respectful of the teaching team and fellow students. Some more concrete rules include:

a. Please turn off all cell phones during class. If you must take a call for emergency purposes, please place your phone’s ringer on silent or vibration and leave the room immediately to answer your phone.

b. Please be on time and don’t leave early. Note that attendance is typically taken at the very beginning or very end of class. If you miss attendance because you arrived late or left early, it will be treated as a missed class.

c. Students are asked to refrain from disruptive conversations with people sitting around them during lecture. Students observed engaging in disruptive activity will be asked to cease this behavior. Those who continue to disrupt the class will be asked to leave lecture or discussion and may be reported to the Dean of Students.

d. Keep in mind that much of our communication with each other is non-verbal, and that this does not come through in our written communication. I expect you to use good netiquette in communicating with me and other students.

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Threatening Behavior Policy

The UA Threatening Behavior by Students Policy prohibits threats of physical harm to any member of the University community, including to oneself. See http://policy.arizona.edu/education-and-student-affairs/threatening-behavior-students. UA Nondiscrimination and Anti-harassment Policy

The University is committed to creating and maintaining an environment free of discrimination; see http://policy.arizona.edu/human-resources/nondiscrimination-and-anti-harassment-policy

Our classroom is a place where everyone is encouraged to express well-formed opinions and their reasons for those opinions. We also want to create a tolerant and open environment where such opinions can be expressed without resorting to bullying or discrimination of others. Additional Resources for Students

UA Academic policies and procedures are available at http://catalog.arizona.edu/2015-16/policies/aaindex.html Student Assistance and Advocacy information is available at http://deanofstudents.arizona.edu/student-assistance/students/student-assistance Requests for incomplete (I) or withdrawal (W) must be made in accordance with University policies, which are available at http://catalog.arizona.edu/2015-16/policies/grade.htm#I and http://catalog.arizona.edu/2015-16/policies/grade.htm#W, respectively.

Dispute of Grade Policy If you wish to question the grading of any test or paper, the request must be made in writing (e.g., via email) to the instructor within 1 week of the date that the test or paper was returned to the class (whether or not you attended that class). The assignment will be entirely re-graded, which may result in a higher or lower final grade. After a test or paper has been re-graded, the final grade is non-negotiable. The only exception to the regrading policy is mathematical errors.

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Scheduled Topics and Activities: Small adjustments to this schedule may be made as needed

Class DATE

Lecture Topic Assignment due Readings

Unit 1: General Neuroanatomy and concepts

1 Tues, Aug 22

Introduction to the class Course Overview What is neurobiology? Study strategies and tips Introduction to the Digital Anatomist & D2L website

Discussion 1 on D2L Read course syllabus

Bhatnagar Chapter 1, p 1-6 Bhatnagar ch 1: p. 24-33 Recommended: Ward ch 1

2 Thurs, Aug 24

Basic Brain orientation terms/general anatomy Organizing principles of the brain Pre-course knowledge assessment (no studying required, counts towards participation points)

Quiz 1: D2L Bhatnagar Chapter 1, p 7-32 Recommended: Ward ch 2, p 20-25

3 Tues, Aug 29

Main structures and organization of the brain Cerebrum: Cerebral Cortex Basal ganglia

Quiz 2: D2L Bhatnagar Chapter 1 & 2, p. 19-22 and 35-64 Recommended: Ward ch 2 p 24-29

4 Thurs, Aug 31

Intro to scientific writing I Basics of APA style How to Format your title page Small group exercises

Discussion 2 on D2L APA style handout (D2L)

5 Tues, Sept 5

Connectivity: Pathways in the brain white matter tracks

& Connections to Diencephalon (Thalamus)

Title page assignment due

Bhatnagar ch 2: p. 54-64, Bhatnagar p. 73-78, Bhatnagar , Chapter 6

6 Thurs, Sept 7 Cerebellum Brainstem Ventricles/Cerebrospinal fluid Meninges

Quiz 3: D2L Continue with above readings & Bhatnagar p. 69-72, 77-83, Chapter 8

7 Tues, Sept 12

Continue with above Intro to scientific writing II

Discussion 3 on D2L APA style handout (D2L)

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How to format your reference section in APA style? In class peer-review/small group activities

8 Thurs, Sept 14

Organizing principles of the CNS Exam Review: small groups Effective study strategies: How to study for your exam 1 presented by preceptors

APA style reference list due Quiz 4:D2L

Continue with above readings

9 Tues, Sept 19

Unit 1: Test 1 general neuroanatomy and concepts

Unit 2: From neurons to sensory systems

10 Thurs, Sept 21

How to format & write your paper in APA style small group exercises

APA style handout (D2L)

11 Tues, Sept 26

Neurons: Communication within neurons action, function, nerve impulse

Paper 1 due(grace period: Sept 27th by noon)

Bhatnagar Chapter 5 Recommended: Ward ch 2 p 15-20

12 Thurs, Sept 28 Neurons and action potential Continued… Communication between neurons: neurotransmitters

Quiz 5: D2L Bhatnagar Chapter 5 Recommended: Ward ch 2 p 15-20

13 Tues, Oct 3

Neurodevelopment of the nervous system , appearance of cells, cell architecture

Discussion 4 on D2L Bhatnagar, Chapter 4 Recommended: Ward p 410-413

14 Thurs, Oct 5

Continue with Development of the nervous system and disorders In-class activities

Quiz 6:D2L Chapter 4 Recommended: Ward p 410-413

15 Tues, Oct 10 Cerebrovascular system Paper 1 returned by TAs Chapter 7

16 Thurs, Oct 12

Cerebrovascular system and disorders continued In-class activities Revising your Paper 1

Quiz 7 Discussion 5 on D2L

Chapter 7

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17 Tues, Oct 17 Introduction to sensory-motor system: Structure and function? Visual System

Chapter 12

18 Thurs, Oct 19 Paper 2: How to format Paper 2 in APA style Small- group exercises

Optional: Revision of Paper 1 due

19 Tues, Oct 24

Auditory System

Quiz 8 Chapter 9

20 Thurs, Oct 26

Review and wrap up Small group activities How to study for your exam 2 presented by preceptors

Discussion 6 on D2L

21 Tues, Oct 31

Unit 2 Test 2: Neurons through Auditory System

Return Paper 1 revision: paper returned by TAs

Unit 3:Limbic system and motor system

22 Thurs, Nov 2

More on Thalamus and Limbic System: structure and function

Paper 2 due Discussion 7 on D2L

Chapter 18

23 Tues, Nov 7

Language and the brain Neural substrates comprehension and production

Quiz 9:D2L Bhatnagar Chapter 19 Ward ch. 11 p278-284 Recommended: Binder, 2009 (D2L)

24 Thurs, Nov 9 Guest lecture: Brain Imaging methods: MRI/fMRI Dr. Dianne Patterson, SLHS

Bhatnagar Chapter 20 Ward ch 3, 4; ch 1 p 7-9 Recommended: Bookheimer (2002)(D2L)

25 Tues, Nov 14

Motor System 1: motor cortex, basal ganglia, cerebellum

Discussion 8 on D2L Bhatnagar Chapters 14, 15

26 Thurs, Nov 16 Motor System2: motor cortex Clinical correlates

Quiz 10:D2L Bhatnagar Chapter 16 Recommended: Ward Ch 8

27 Tues, Nov 21

Unit3 Test 3: Limbic system to

motor system

*Paper 2 returned by TAs

Unit 4: Neural basis of language, rehabilitation, and cognition

28 Thurs, Nov 23

NO CLASS THANKSGIVING

29 Tues, Nov 28

Neuroplasticity and rehabilitation Language Rehabilitation, TMS, tDCS Guest Lecture: Dr. Kindle Rising

*Portfolio due Discussion 9 on D2L

Bhatnagar pp 9-10, Recommended: Kleim and Jones 2008 (D2L); Grafman 2000(D2L) Ward ch 5 p95-105

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Subject to Change Statement

Information contained in the course syllabus, other than the general grade and absence policy, may be subject to change with advance notice, as deemed appropriate by the instructor. List of Readings to be posted on D2L: Binder, J. R., Desai, R. H., Graves, W. W., & Conant, L. L. (2009). Where is the semantic system? A critical review and meta-analysis of 120 functional neuroimaging studies. Cerebral Cortex, 19(12), 2767–2796. https://doi.org/10.1093/cercor/bhp05. Bookheimer, S. (2002). Functional MRI of Language: New Approaches to Understanding the Cortical Organization of Semantic Processing. Annual Review of Neuroscience, 25, 151-188. Damasio, A.R. (1989). The neural basis of language. Annual Review of Neuroscience, 7, 127-147. Grafman, J. (2000). Conceptualizing Functional Neuroplasticity. Journal of Communication Disorders, 33, 345-356. Gorno-Tempini, M. L. (2004). Cognition and anatomy on three variants of primary progressive aphasia. Annals of Neurology, 55, 335-346. Gorno-Tempini, M. L., et al. (2011). Classification of Primary progressive aphasia and its variants. Neurology, 76, 1006-1014. Mesulam, M.-M. (2012). Quantitative classification of primary progressive aphasia at early and mild impairment stages. Brain, 1-17. doi:10.1093/brain/aws080 Kleim & Jones (2008). Principles of experience-dependent neural plasticity: Implications for rehabilitation after brain damage. Journal of Speech, Language, and Hearing Research, 51, 225-239.

If you want to know more: Thulborn 1999

30 Thurs, Nov 30

Language disorders Case studies

Optional: Paper 2 rewrite due Discussion 10 on D2L

Continue with above Bhatnagar, p444-450 Recommended: Gorno-Tempini 2004, 2011 (D2L) Recommended: Mesulam (2012)

31 Tues, Dec 5 Higher order functions: memory, attention, and executive function & disorders

Preceptors return portfolios to students

32 Thurs, Dec 7 Reading Day-no classes Study for the final exam

33 Tues Dec 8-14 Final Exam: Tuesday, Dec. 12th from 8:00-10:00 am

Paper 2 : optional rewrite returned during final exam

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Thulborn, K.R., Carpenter, P. A., & Just, M. (1999). Plasticity of language-related brain function during recovery from stroke. Stroke, 30, 749-754. Vigneau, M. et al. (2006). Meta-analyzing left hemisphere language areas: Phonology, semantics, and sentence processing. NeuroImage, 30, 1414-1432.

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COURSE SCHEDULE For those choosing Speech, Language, & Hearing Sciences as their major, you will need a record of the following ASHA Standards met by SPH 362

IV-B IV-C 1

IV-C 2

IV-C 3

IV-C 4

IV-C 5

IV-C 6

IV-C 7

IV-C 8

IV-C 9

IV-D IV-E IV-F IV-G IV-H V-A V-B V-B V-B

Learner Outcomes

Basic

Pro

cesses

Art

icula

tio

n

Flu

ency

Voic

e a

nd R

esonance

Language

Hearin

g

Sw

allo

win

g

Cognitiv

e A

spects

of

Com

munic

atio

n

Socia

l A

spects

of

Com

munic

atio

n

Aug/A

lt

Com

munic

atio

n

Pre

ventio

n, A

ssess,

and I

nte

rventio

n

Eth

ics

Researc

h

Pro

fessio

nal Is

sues

Pro

fessio

nal

Cre

dentia

ls

Pro

fessio

nal

Com

munic

atio

n S

kill

s

Evalu

atio

n

Inte

rventio

n

Inte

ractio

n a

nd

Pers

onal Q

ualit

ies

The student will learn to use a scientific writing style to describe and evaluate scientific claims in peer reviewed journal articles and the popular press.

X X

The student will learn how the human brain is structured from cellular to systems levels

X

The student will learn how regions of the brain support different communication functions

X

The student will learn how communication can be differentially disrupted with damage or maldevelopment of the related brain systems

X