NanoCourses

NanoMaster: Jonathan Kipnis | kipnis@wustl.edu

Synopsis

The Neuroimmunology Nano-Course is designed to provide a comprehensive overview of the intersection between the nervous and immune systems. This course will cover fundamental concepts, advanced topics, and current research in neuroimmunology. Through lectures, discussions, and practical assignments, participants will gain a deep understanding of how the immune system influences neural functions and contributes to various neurological conditions.

Learning objectives

By the end of the Nanocourse, participants will be able to:

• Describe the anatomical and functional relationships between the nervous and immune systems.
• Understand the mechanisms of neuroimmune interactions and their roles in health and disease.
• Analyze the role of immune cells in the central nervous system (CNS) and peripheral nervous system (PNS).
• Evaluate the impact of neuroimmunological processes on behavior and neurodegenerative diseases.
• Critically assess current research literature and identify emerging trends in neuroimmunology.

Assignments/evaluation

Participants will be evaluated based on their active participation, completion of assignments, and understanding of the course material. Each session will include:

• Pre-class reading assignments: Key literature to be reviewed before each session.
• Class participation: Active engagement in discussions and Q&A sessions.
• Written assignments: Short essays or problem sets to reinforce learning objectives.

• January 15 (Wednesday)
  Dr. Jonathan Kipnis
  Intro to Neuroimmunology: Lymphatic-Glymphatic Systems, Anatomy of Brain Borders, and CSF
  • Overview of the lymphatic and glymphatic systems
  • Anatomy and functions of brain borders and the cerebrospinal fluid (CSF)
  • Immune surveillance in the CNS

• January 22 (Wednesday)
  Dr. Claudia Han and Dr. Jonathan Kipnis
  Psychoneuroimmunology
  • Interaction between psychological processes and the immune system
  • Influence of stress and mental health on immune responses
  • Psychoneuroimmunological pathways and their implications

• January 29 (Wednesday)
  Dr. Claudia Han
  Macrophages of the Brain
  • Types and functions of brain macrophages, including microglia.
  • Role of macrophages in brain development, maintenance, and pathology.
  • Mechanisms of macrophage activation and regulation in the CNS
• February 5 (Wednesday)
  Dr. Sarah Ackerman & Dr. Felipe Ribeiro
  Neuroimmunology of the gut
  • The gut-brain axis and its immunological components.
  • Interaction between gut microbiota and the immune system.
  • Impact of gut immune responses on neurological health and disease
• February 12 (Wednesday)
  Dr. Felipe Ribeiro
  Peripheral Neuroimmunology and the Vagus Nerve
  • Role of the peripheral immune system in neural function.
  • Vagus nerve and its immunomodulatory effects.
  • Therapeutic potential of vagus nerve stimulation in neuroimmune diseases
• February 19 (Wednesday)
  Drs. Jonathan Kipnis, Claudia Han, Sarah Ackerman & Felipe Ribeiro
  Multiple Sclerosis (MS), Experimental Autoimmune Encephalomyelitis (EAE), and Other Neuroimmune Diseases
  • Pathophysiology of MS and EAE
  • Immune mechanisms underlying neuroimmune diseases
  • Current and emerging treatments targeting neuroimmune interactions

NanoMaster: Gaia Tavoni | gaia.tavoni@wustl.edu

Synopsis

The goal of this Nano is to discuss a selection of foundational concepts in theoretical/computational neuroscience and neuroAI and some of the open questions in the field. The course will introduce computational frameworks that are relevant to the study of how information is encoded and processed in natural and artificial neural circuits to generate function and behavior. The last two lectures will focus on the discussion of research articles in these areas. We emphasize that a comprehensive introduction to the methods and techniques used in the field is outside the scope of this brief course.

Learning Objectives

• Session 1: Computational principles of neural coding
  • Which computational principles determine what information is encoded in the brain and how it is encoded? In this lecture we will review three major hypotheses of neural coding that have been proposed over the past sixty years: (1) the efficient coding principle, (2) the predictive coding principle, (3) the task-based optimal coding principle. Each of these principles is based on a different idea of brain optimality. You will learn about the implications and limitations of these ideas when applied to different neural systems, and you will be introduced to some of the open questions at the forefront of neural coding research.
• Session 2: Bayesian brain hypothesis
  • The brain often needs to make decisions based on uncertain sensory stimuli. A growing number of works over the last two decades indicates that the brain manages this uncertainty by utilizing Bayesian statistics. In this lecture, we will cover Bayes’ theorem and its applications to neuroscience, with a focus on multi-sensory integration and evidence accumulation.
• Session 3: Applications of deep learning in neuroscience
  • Deep learning provides both a powerful tool for solving data analysis problems in neuroscience, and a method for interrogating how neural circuits might break down computational tasks into a hierarchy of sub-tasks. In this lecture we will review the basic principles of deep learning and some tricks for making it work effectively, how it can be applied to a variety of problems in neuroscience data analysis, and examples of how it has provided new insight into the computations performed by neural circuits.
• Session 4: A brief primer on dynamical systems models in neuroscience.
  • Dynamical systems theory is a large area of mathematics and engineering that provides rigorous formalisms for modeling and understanding how systems evolve as a function of time and exogenous inputs. In this lecture, I will describe the basic concepts of how dynamical systems are formulated and analyzed, with a focus on applications in neuroscience. I will briefly connect these concepts to popular methods in neuroAI, including the use of recurrent neural networks.
• Sessions 5 & 6: Discussions
  • We will discuss research articles on applications of theoretical/computational concepts introduced in the previous lectures. The students will lead the discussion.

Assignments/evaluation

A “pass” grade will be given if students attend all lectures, read the papers before classes 5 and 6, and actively participate in the paper discussions.

• February 27 (Tuesday) – Session 1 – FLTC room 204
  Dr. Gaia Tavoni
  Computational principles of neural coding
• March 4 (Tuesday) – Session 2 – FLTC room 204
  Dr. Naoki Hiratani
  Bayesian brain hypothesis
• March 6 (Thursday) – Session 3 – FLTC room 204
  Dr. Geoffrey Goodhill
  Applications of deep learning in neuroscience
• March 10 (Monday) – Session 4 – FLTC room 205* *NOTE location
  Dr. ShiNung Ching
  A brief primer on dynamical systems models in neuroscience
• March 11 (Tuesday) – Session 5 – FLTC room 204
  Dr. Gaia Tavoni
  Discussion
• March 13 (Thursday) – Session 6 – FLTC room 204
  Dr. Naoki Hiratani
  Discussion

NanoMaster: Meaghan Creed | meaghan.creed@wustl.edu

Synopsis

The perception of pain serves the vital function of providing information about potential or actual injury. The International Association for the Study of Pain (IASP) defines pain as “An unpleasant sensory and emotional experience associated with actual or potential tissue damage, or described in terms of such damage.” Because pain is inherently aversive, it serves the function of limiting tissue damage when a noxious stimulus is encountered. In contrast, a number of chronic pain conditions involve pain that persists in the absence of injury. It has been estimated that 100 million adults suffer from chronic pain in the United States, accounting for an expenditure of approximately 600 billion dollars in pain related patient care. Current pharmacological treatments for pain management are sub-optimal, and significant adverse effects limit their use. Consequently, there is significant motivation to develop new approaches to treat pain. There are no pre-requisites for this Nano.

Learning objectives

The objective of this nano-course is to provide an understanding of the nervous system pathways that transmit and modulate pain and of the methodology used to study pain in rodents and humans. The course will cover the anatomy of peripheral and central pain pathways and the physiology of pain transmission, transduction and modulation. In addition, we will discuss human pain conditions and evaluation of pain in human subjects. Experimental approaches used to evaluate pain in rodents will also be discussed. We will include discussion of relevant literature (recent and classic papers) in each session.

Assignments/evaluation

Students will be evaluated based on class participation and attendance.

• March 5 (Wednesday)
  Dr. Kate Gurba and Dr. Lara Crock,
  Human Pain: Prevalent conditions; Evaluation of pain in human subjects
• March 12 (Wednesday)
  Dr. Judy Golden
  History of Pain Research
  Anatomy: Primary sensory neurons, Nociceptor diversity, Spinal cord, Pain Pathways
• March 19 (Wednesday)
  Dr. Simon Haroutounian
  Human Pain: treatment
  Dr. Meaghan Creed
  Modulation of Pain: Descending pathways, Affective Co-morbidities, Abuse/Reward, Depression/Anxiety
• March 26 (Wednesday)
  Dr. Meaghan Creed, Dr. Judy Golden
  Physiology: Primary sensory neurons, Nociceptors, Spinal cord, Supraspinal centers
• April 2 (Wednesday)
  Dr. Meaghan Creed, Dr. Judy Golden
  Injury: Peripheral Sensitization, Central Sensitization, Theories of Pain
• April 9 (Wednesday)
  Dr. Meaghan Creed, Dr. Judy Golden,
  Pain Research Methods: Behavior, In vitro and in vivo physiology

NanoMaster: Thomas Papouin | thomas.papouin@wustl.edu

Synopsis

This course will focus on the fast-growing area of glia research. Through reading and discussing primary literature, and lectures, students will debate emerging concepts surrounding the types of non-neuronal cells, glial heterogeneity, glia excitability, and the roles of glia in development, brain function, circuit activity, behavior and disease. Sessions will include discussions guided by experts currently engaged in glia research, in order to provide students with a source of knowledge and perspective on the subject. Through attending the course, students will gain a broader appreciation for the multi-cellular underpinnings of brain function, capture key emerging concepts in a trendy area of Neuroscience, and gather ideas for their own research. There are no re-requisites for this Nano.

Learning objectives

• Participants will learn about the role of glia in development, health, and disease.
• Participants will become more familiar with the different types of glial cells, their roles, how they sculpt the nervous system connectivity and function, and what shapes their activity.
• Participants will learn about the broad set of techniques used to probe the roles and diversity of glial cells in the CNS/PNS
• Participants will connect with experts and other learners interested in research on glia.
• Participants will critically evaluate the latest literature on glia, as well as historical perspectives, and emerging trends.

Assignments/evaluation

During each session, one (or more) primary literature articles/reviews will be discussed. Prior to each session, students will have read the assigned article(s) and will turn in a short pre-class writing assignment (3-5 questions to be answered at home). Each session quiz will contribute 15% of the final grade (15 x 6 sessions = 90%). The remaining 10% are contingent on filling out the Course Evaluation.

• March 24 (Monday)
  Dr. Jason Ulrich
  Glial heterogeneity in health and disease
• March 27 (Thursday)
  Dr. Sarah Ackerman
  Atypical roles of myelinating glia
• March 31 (Monday)
  Dr. Thomas Papouin
  Are Astrocytes Excitable? A Peek into Astrocyte Calcium Activity
• April 3 (Thursday)
  Dr. Thomas Papouin
  What Do Astrocytes Really Do?
• April 7 (Monday)
  Dr. Erik Musiek
  Glia in Neurodegeneration
• April 10 (Thursday)
  Dr. Tristan Li
  Microglia functions in health and disease

NanoMaster: Susan Maloney | maloneys@wustl.edu

Synopsis

Behavioral analysis in rodents is a cornerstone of neuroscience research, offering invaluable insights into the central nervous system. It enables us to characterize the functional impacts of genetic and environmental liability on the neural basis of behaviors and to evaluate potential treatments for various neurological and psychiatric disorders. Rodent behavioral testing in the laboratory setting is complex and subject to variation dependent upon many environmental factors, which are sometimes overlooked. Good understanding of ethological principles combined with improved technology has greatly facilitated rodent behavioral analysis over the last several decades. In addition, considering sex differences in rodent behavioral analysis is crucial because males and females often exhibit distinct behavioral patterns and responses due to hormonal, genetic, and neurobiological variations. Recognizing these differences enhances the accuracy of research findings, provides a deeper understanding of the neural basis of behaviors, and ensures the development of more effective and tailored therapeutic strategies for both sexes in human populations.

This nanocourse will explore rodent behavioral analysis with a focus on sex differences and their implications for psychiatric disorders. We will delve into the methodologies and experimental designs used to study rodent models of environmental and genetic risk for psychiatric disorders, uncovering how behavioral neuroscience contributes to our understanding of mental health and disease. Class sessions will include overview of principles involved in testing in specific behavioral domains related to psychiatric disorders and implications of sex, as well as discussions guided by experts currently engaged in rodent behavior testing. By attending this course, students will develop a comprehensive understanding of rodent behavior testing, including the influence of sex differences on behavior and psychiatric disorders. They will gain the skills to critically evaluate and design behavioral studies, select appropriate tests and controls, and analyze behavioral data, equipping them for advanced research in neuroscience.

Learning objectives

• Participants will learn the fundamental aspects of rodent behavioral phenotyping, including animal-experimenter interactions and how to minimize variation.
• Participants will learn motivations driving rodent behavior in specific tests and be able to identify confounding variables.
• Participants will examine how sex differences manifest in rodent behavior.
• Participant will learn how rodent models contribute to our understanding of psychiatric disorders.
• Participants will learn statistical tests for evaluating results, and how results are presented.
• Participants will understand the different types of validity and be able to choose the most suitable behavior tests depending on the goals of the project.

Assignments/evaluation

Students will be evaluated based on class participation and attendance, and will be asked to take a short quiz at the end of the course. The students will be given pass/fail.

• March 24 (Monday)
  Dr. Susan Maloney
  Overview of rodent behavior study design; Exploratory behavior & controls
• March 31 (Monday)
  Dr. Din Selmanovic
  Hormones and Behavior: Organizational and activation effects & tools to dissect sex differences
• April 7 (Monday)
  Dr. Josh Dearborn
  Movement analysis – motor function and coordination & disorders of movement
• April 14 (Monday)
  Dr. Susan Maloney
  Social behavior & neurodevelopmental disorders
• April 21 (Monday)
  Dr. Carla Yuede
  Cognition and neurodegenerative disorders
• April 28 (Monday)
  Dr. Sayaka Inoue
  Anxiety and stress phenotyping & disorders associated with dysregulated ovarian hormones

NanoMaster: Joseph Dougherty | dougherty@wustl.edu

Synopsis

The goal of this 8-session (90 min each) fellowship writing workshop is to develop and submit an F30/F31 grant for the December 8th deadline.

Pre-requisite

Students must have finished first year spring grant writing courses, and be in a thesis lab. They should have one or more rough ideas ready for a grant topic, and that grant should be intended to be submitted Dec 8th. We assume this will be mostly 3rd and 2nd year students. Also, if you are thinking of a different cycle, you could either audit this course or look into other workshops that may be a better fit.

Learning objectives

The goal of this nanocourse is to learn how to and to actually write an NIH F30 (for MD-PhD students) or F31 (for PhD students) fellowship. At the end of the course student should know:

• How to identify a research topic that is suitable for an NIH grant.
• How NIH grants are scored and how reviewers think as they evaluate grants.
• Which documents are prepared for an NIH F-series grant.
• How each document contributes to that score.
• How to prepare a clear and effective NIH grant.

Students will achieve these objectives by going through the process of writing an NIH F-series grant for the Dec 8th deadline. The course will be a mixture of lectures on grant writing intermixed with mini mock study sections for feedback from peers and faculty and writing exercises. Research sections will be drafted first so there is time to identify additional preliminary data and add later as needed.

Assignments/evaluation

This is a course and homework will be treated as such. Students will be graded (Pass/Fail) based on turning in drafts of the required sections of the grant on the deadline (as outlined in timeline below – 70%), class attendance (10%), and active participation in several small group mock study sections throughout the weeks (20%). Note, that preparing the grant will require substantial writing time.

August 21 | Session 1: Introduction and Specific Aims page

• Lecture: Overview of how NIH grants are scored (15 min); Overview of syllabus (15 min); Development of a Specific Aims page (15 min); How to submit homework (3 min)
• Exercise: brainstorming aims (40 min)
• Assignments
  • Assignment #1 (due Thursday August 29, 12pm): Draft of Specific Aims page (1 page).
  • Assignment #2 (due by beginning of class, Wednesday Sept 4): Read one of your peers’ Specific Aims page and be ready to provide feedback in class (reader assignments will be posted by 8/30)

September 4 | Session 2: Aims review & Research Strategy

• Exercise: Small group, mini-study section review of aims pages (of 4-5 students + 1 faculty), 8-10 min per person, 40-50 min total
• Lecture: Research Strategy section (20-30 min)
• Assignments
  • Assignment #1 (due Thursday Sept 12, 12pm): Revise and update your SA page; Write the background and significance portion of the Research Strategy section (1-2 pages typically); Outline the Approach portion of the Research Strategy section.
  • Assignment #2 (due by Wednesday Sept 18): Read through one of your peers’ SA page plus Research Strategy and be ready to provide feedback in class (reader assignments will be posted on Friday morning after assignments have been turned in)

September 18 | Session 3: Research Strategy Review (part 1: Significance)

• Exercise: Small group, mini study section review of aims and background & significance, 10-15 min per person, ~1 hour).
• Lecture: Selecting writers for letters of recommendation and using Zotero for bibliography (20 min).
• Exercise: Define wish list of training activities from grant
• Assignments
  • Assignment #1 (due Thursday Sept 26, 12pm): Finish and upload your research strategy section and your most recent specific aims page.
  • Assignment #2 (due Wednesday Oct 2): Read one of your peers’ Research Strategy sections and be ready to provide feedback (reader assignments will be posted on Friday morning).

October 2 | Session 4: Research Strategy Review (part 2: Approach)

• Exercise: Small group, mini study section review (of 4-5 students plus 1 faculty) of research strategy, 10-15 min per person, ~1 hour)
• Lecture: How to use Zotero (10 min).
• Exercise: Define wish list of training activities from grant.
• Assignments
  • Assignment #1 (due Monday October 14, 12pm): Read the Background, Goals for training section from 1 or 2 grants from the example grants folder, then outline a list of 4-6 training activities related to your fellowship proposal that go above and beyond the typical grad school experience.
  • Assignment #2 (due Monday October 16): Convince your mentor to join you in class.

October 16 | Session 5: Bring your mentor to work day (yes, actually invite your boss to come to class)

• Lecture: F2 Background, Goals for Training; F6 Selection of Sponsor; F9 Sponsor and Co-Sponsor statements** (your mentor needs to write, but with a lot of your input)
• Exercise: Training plan brainstorming and writing, Draft outlines of F2 and F9 with your mentor.
• Assignments
  • Assignment #1 (due Thursday Oct 24, 12pm): Finish and upload: Background, Goals for Training; Selection of Sponsor; An outline of the Sponsor (and Co-Sponsor) statements; Specific Aims page (most recent draft)
  • Assignment #2 (due Wednesday Oct 30): Read through the four documents submitted by one of your peers (The SA page is just for context now) and be ready to provide feedback (reader assignments will be posted on Friday morning)

October 30 | Session 6: Background, sponsor statements, selection docs, and biosketch

• Exercise: Small group review with feedback on Background, Sponsor statements, Selection docs, and Biosketch (10 min per person, 50 min total)
• Lecture: Biosketch (15 minutes)
• Exercise: Group Exercise (groups of 8-10): Brainstorm 2-5 contributions to science (20 min)
• Assignments
  • Assignment #1 (due Thursday Nov 7, 12pm): Upload a folder with the following documents: A- Polished Aims; B- Revised Research Strategy; C- Draft Biosketch; D- Revised F2 Background, Goals for Training; E- Revised F6 Selection of Sponsor; F- Revised F9 Sponsor and Co-Sponsor statements; G- Draft Bibliography; H- A copy of one of mentor’s documents from each of the following: F11. Equipment** |F14. Vertebrate animals** | F16. Resource Sharing Plan** | F18. Authentication of Key Biological and/or Chemical Resources** | F15. Select Agent Research**
  • Assignment #2 (due Wednesday Nov 13): Read through one of your peers’ Biosketch and be ready to provide feedback (reader assignments will be posted on Friday morning)

November 13 | Session 7: The adminutia

• Exercise: Small group feedback of biosketch documents (45 minutes)
• Lecture: Lecture on the following documents (25 mins): F5. Respective Contributions | F11. Equipment** | F14. Vertebrate animals | F16. Resource Sharing Plan| F18. Authentication of Key Biological and/or Chemical Resources** | F11. Description of Institutional Environment and Commitment to Training | F15. Select Agent Research** | Narrative | Summary
• Exercise: Choose a partner. Using their specific aims page, create a summary and narrative for them. Then discuss and revise (20 minutes)
• Assignment: (due Thursday Nov 21, 12pm): Upload a folder containing your most up-to-date version of every document needed for your fellowship (besides budget documents). Also upload a read-me document detailing where you would most like feedback (be specific, e.g. “Can you please read and provide feedback on the 2 highlighted paragraphs within the Research Strategy as well as the highlighted portion of my biosketch”)

November 26 | Session 8: Wrap up and submission party

• Q&As: Ask any questions that you have about any documents!
• Exercise: Co-writing session to finalize any remaining sections.
• Assignment: Submit your fellowship, then celebrate and/or take a nap.

NanoMaster: Joshua Shimony, PhD | shimonyj@wustl.edu

Synopsis

The goal of this nano is to give a broad overview of neuroimaging methods and research, most of which seeks insight into human brain function and behavior. In the first half this nanocourse will survey various neuroimaging methods. In the second half, emphasis will be on research topics and study designs. No a priori knowledge of neuroimaging techniques or physics is required. However, attendees are expected to have at least an introductory knowledge of systems-level neuroscience and/or cognitive neuroscience (e.g., have taken any one of Principles of the Nervous System, Cognitive Neuroscience, Neural Systems, Neural Sciences for Medical Students, or equivalent courses). Email the NanoMaster if you are unsure if you are qualified to take the course.

Learning objectives

• Session 1:
  • Participants will be able to describe basic magnetic spin dynamics, the difference between T1 and T2 relaxation, and the spin echo mechanism.
  • Participants will learn how magnetic gradients are used to generate an image.
  • Participants will be able to describe the physiology behind the fMRI BOLD signal generation.
• Session 2:
  • Participants will learn how to design a basic task fMRI experiment and the differences between a block and event related design.
  • Participants will understand the correlation mechanism used to calculate functional connectivity.
  • Participants will learn about the relative advantages and disadvantages of task and resting fMRI
• Session 3:
  • Participants will learn the basic MRI mechanisms used to measure diffusion, perfusion, and power spectrum analysis.
  • Participants will learn what parameters can be measured using these methods and how they are used in brain research.
• Session 4:
  • Participants will be able to describe the basic mechanisms behind PET imaging and how they are used to measure the effects of dementia on the brain.
• Session 5 & 6:
  • Participants will learn about advantages and disadvantages of performing small or large N studies and the statistical considerations that need to be taken into account when interpreting findings, and illustrate these with recent high impact papers published at WU

Assignments/evaluation

All attendees will be expected to read the paper(s) for each week and participate in subsequent in-class discussions. Students taking the course for credit will be required to submit brief summaries of the discussion paper(s) before each session. Those auditing the course are not required to do so. Furthermore, students taking the course for credit are required to attend 5 of the 6 sessions. There is no paper assigned to the first week. Paper assignments for the subsequent classes will be distributed during the first session.

• October 15
  Dr. Joshua Shimony
  Basics of MRI function and functional MRI
• October 22
  Drs. Tim Laumann and Brian Gordon
  Task vs. Resting fMRI
• October 29
  Dr. Joshua Shimony
  Other MRI research methods (DTI, Perfusion, ALFF)
• November 5
  Dr. Brian Gordon
  PET imaging with clinical emphasis on Alzheimer’s disease
• November 12
  Drs. Janine Bijsterbosch and Scott Marek
  Large N Studies
• November 19
  Dr. Evan Gordon
  Small N Studies

NanoMaster: Geoffrey Goodhill, PhD | g.goodhill@wustl.edu

Synopsis

Model organisms such as drosophila and zebrafish offer unique opportunities for the application of new experimental methodologies at whole-brain scale to answer questions that are difficult to address in mammals. These include new genetic tools, imaging of neural activity using voltage and calcium sensors, and dense reconstruction of synaptic connectivity at whole-brain scale. In this course, we will explore the cutting edge of research into such methods in flies and fish. The course will consist of a mixture of lectures and readings-based discussions. There are no pre-requisites for this Nano.

Learning objectives

• Understand cutting edge technologies available in drosophila and zebrafish, both in principle and application.
• Develop familiarity with recent literature using these approaches both individually and in combination.
• Develop practical familiarity with some existing tools and databases.

Assignments/evaluation

One or more primary literature articles/reviews will be discussed during each session. Prior to each session, students will have read the assigned articles and turn in a short pre-class writing assignment (3-5 questions to be answered at home). Each writing assignment will contribute 15% of the final grade. The remaining 10% are contingent on filling out the Course Evaluation.

• October 16
  Drs. Martha Bagnall & Cheng Huang
  Genetic tools
• October 23
  Drs. Takeshi Yoshimatsu & Geoff Goodhill
  2-photon and light sheet calcium imaging
• October 30
  Drs. Cheng Huang & Martha Bagnall
  Voltage imaging
• November 6
  Drs. Takeshi Yoshimatsu, Martha Bagnall, Cheng Huang & Geoff Goodhills
  Serial section EM technologies
• November 13
  Drs. Takeshi Yoshimatsu, Martha Bagnall, Cheng Huang, Geoff Goodhill
  EM databases and connectivity analysis
• November 20
  Drs. Geoff Goodhill & Cheng Huang
  Tools for analyzing large imaging and behavioral datasets

NanoMaster: Erik Herzog, PhD | herzog@wustl.edu

Synopsis

This course focuses on sleep and circadian research through reading and discussing primary literature and hands-on data analyses. Each session includes discussions guided by experts engaged in sleep and circadian research. Students will debate emerging concepts in the neural regulation of daily behaviors including sleep-wake and practice time-series analysis of data using methods such as FFT, Wavelet, Periodogram, and non-parametric tests of rhythmicity. There are no re-requisites for this Nano.

Learning objectives

• Participants will learn about the role of key classes of molecules and neurons in regulating daily behaviors.
• Participants will become familiar methods of time series analyses.
• Participants will learn about the broad set of techniques used to probe the roles and diversity of cells involved in sleep and circadian rhythms.
• Participants will connect with experts and other learners interested in research on sleep and circadian rhythms.
• Participants will critically evaluate the latest literature on circadian and sleep biology, as well as historical perspectives, and emerging trends.

Assignments/evaluation

Beginning on the first day, students will collect data on their wrist activity, heart rate, motor skill, math skill, and time perception as a function of time of day for at least one week. During each class session, one or more primary literature articles/reviews will be discussed. Prior to each session, students will have read the assigned article(s) and will turn in a short pre-class writing assignment (3-5 questions to be answered at home). Students will be evaluated on their contributions to the course discussion (15%) and final analysis and presentation of their personal data (75%). The remaining 10% are contingent on filling out the Course Evaluation.

• October 22
  Dr. Erik Herzog
  Principles of circadian biology and the two-process model of sleep regulation
  Data collection (initiation of class experiment measuring sleep-wake and other variables from students) & Experimental parameters
• November 5
  Drs. Erik Herzog and Paul Taghert
  Circadian organization: Light-, food- and fear-entrainable oscillators
• November 19
  Dr. Paul Taghert
  Circadian neural circuits: non-mammalian and insect species
• November 26
  Dr. Keith Hengen
  Regulation of sleep and by sleep
• December 10
  Students
  Final project presentations