“Neuroscience is by far the most exciting branch of science because the brain is the most fascinating object in the universe. Every human brain is different - the brain makes each human unique and defines who he or she is.” Stanley Prusiner (Nobel Prize Winner)

"Our kind of brain isn’t the biggest in the animal kingdom, and it’s not the best in any objective sense. But it’s ours. It’s the source of our strengths and our foibles. It gives us our capacity to build civilizations and our capacity to tear down each other. It makes us simply, imperfectly, gloriously human.” Lisa Feldman Barrett (2020)

Summary of Major Points in Syllabus

Course Format

The course will be conducted in person in Grewen Hall 207.
• I do NOT use Canvas and NO notes, tests, or grades for this course are found in Canvas.

Attendance and the Student's Job

My job as a psychology teacher is to provide you with the best understanding of how our whole nervous system (and some other body systems) and our behaviors as people are related. I will do so with lectures in class that both verbally and visually will help you to understand these relationships

YOUR JOB as a student is to learn what I (and the textbook) are teaching you. Only you can learn the material of the course and this will require real effort on your part. I can't do your job, only you can. I can try to help you, but, in the end, it is the student who learns.

Both research  and my experience over almost 4 decades of teaching come to a fundamental conclusion: STUDENTS NEED TO ATTEND CLASSES REGULARLY IN ORDER TO LEARN. I will expect that you will be in class on a regular basis. See details below for further guidelines on attendance.

Office Hours

My regular office hours in Reilly Hall 222 are Mon 3:00 to 4:30 pm and Tuesday, 2:30-4:00 pm, either in person or via Zoom. Students can also request to meet with me via Zoom at other times and days.

Required Textbook

Kalat, James W. (2019). Biological psychology (13th ed.). Belmont, CA: Wadsworth/CENGAGE. (This is not the 12th/2016 edition)

Course Webpage

Everything related to this course will be found on the PSY 340 webpage that can be accessed via my webpage at www.hevern.com

Schedule & Assignments are all listed at https://web.lemoyne.edu/~hevern/psy340_24S/psy340sked.html

• Chapter readings are listed in the right column and are due on the day of the assigned class

Lecture Notes

• All of my lecture notes are available at https://web.lemoyne.edu/~hevern/psy340_24S/psy340lectures.html. They will always be available by the day of the scheduled class.

Components of Course (% of final grade)

• Four 1-period tests (each worth 22.5% of final grade)
• Class Participation (10%) Attendance without active participation is equal to a participation grade of B (80%). Participation involves actually attending class, making comments, asking questions, contributing examples in discussions or via email to me.
  

Class Attendance. 5 cut limit. However, see the limited exceptions I list below.

Personal and Mental Health Concerns. We know that a significant number of students both at Le Moyne and nationally have been experiencing increased levels of anxiety, stress, depression, and other personal and mental health concerns. There are many sources of support and help that you have as a Le Moyne student. Please be sure to make use of them (see listing below).

Electronic Devices. During the actual class period, no cellphone should be used or even visible to me. Cellphones should be stowed in your backpack or pocket. If I see your cellphone during class, I reserve the right to deduct 5 points from among the 500 points earned in the class for each violation.

Please attend to your needs in regard to the bathroom/rest room before you come to class. On test days, students leaving to go to the bathroom will not be readmitted to continue the test. Let me know beforehand if there is a medical issue involved in needing to leave the classroom during a test.

Extra Credit

• One book report can substitute for one weak/poor test (see below)
• If any Psychology faculty member or student working with faculty are offering research opportunities for credit, I will accept participation for credit as the equivalent of 5 points (out of the 500 for the semester) for each participation (up to a total of 15 points)
  

Now, read the rest of the syllabus below

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Faculty Webpage

Email Address

• ISBN-10: 9781337408202 [ISBN-13: 978-1337408202]
• Used copies of this book are widely available since it was actually first printed in 2018 and has been used for three years in schools.
  

• A student's Le Moyne e-mail account is considered to be an official mechanism of communication between the school and a student. I will usually communicate to the class or to individual students outside of class time by means of e-mail messages. Hence, you should check your e-mail regularly (at least once a day).
• I will try to respond to all student email messages within 24 hours. Occasionally, over weekends or during holidays, it may take me up to 48 hours to do so.
  
• As I note above, I will regularly post outlines of my class lectures and more detailed lecture notes online at this link. Students do not have to download copies of these, but many students find that access to these notes helps them study for class and for examinations.

This upper-level course is designed primarily for psychology majors as a general survey of psychology from the neuroscientific, physiological or biological perspective. It has been designed under the conviction that no psychologist can think of serving productively within the many specialties of the discipline over the next decades without a competent and broad understanding of the functioning of the central nervous system.

At the end of this course, students are expected to be able to demonstrate

• a general understanding of the basic physiological structures and processes involving the human central nervous system;
• a general understanding of several key topics and issues which currently serve to direct the research efforts of physiological psychologists including evolutionary psychology, brain plasticity, and the effect of damage to the nervous system in altering behavior; and
• a general knowledge of the ways in which biological psychology offers explanations for or causal models of a range of human behaviors including receptive and expressive language functions, everyday activities such as sleep and eating, sexual development and sexual orientation, and mental disorders such as depression and schizophrenia.

Your job as a student in this course is to attend classes regularly. As noted earlier, both research  and my experience over almost 4 decades of teaching come to a fundamental conclusion: STUDENTS NEED TO ATTEND CLASSES REGULARLY IN ORDER TO LEARN. I will expect that you will be in class on a regular basis.

Your are expected to participate in class by joining in each of the three weekly class lectures.

What about absences, that is, your not participating in the class lecture?  Normally I require students to miss no more than 5 classes (5 "cuts") without a serious or compelling reason. Examples of a serious & compelling reason for additional absences must be a documented visit to a physician's office or participation at a funeral. If you are absent from school to attend a funeral, you must file a notice with either the Dean's Office or the Campus Ministry Office.

If you become sick and expect to be out of class for 3 or more days or if you are required to quarantine yourself, you are supposed to contact the Student Health Services office: (315) 445-4440  Email: healthservices@lemoyne.edu. Note, because of HIPPA rules, the college will notify your professors if you are absent BUT THEY ARE NOT ALLOWED TO TELL YOUR INSTRUCTORS WHY YOU ARE ABSENT.

If you are absent from my class for more than one day, you need to send me (and your other teachers) an email to explain why you were missing, particularly if your reason relates to sickness.

I will try to be understanding about absences. The pandemic has been a difficult experience for many of us. However, if you feel some mild symptoms of an illness in the morning, come to class wearing a mask.

For absences above the 5 cuts that have not been documented, I reserve the right to lower your final grade. Out of the total of 500 points across the semester that students are evaluated on, I reserve the right to deduct up to 5 points for each excessive absence.

Students who have more than 10 absences in the semester (that is, more than 25% of all classes) put themselves in danger of failing.

As usual, however, students participating on school-sponsored athletic teams are not subject to these limits. However, if you are on a team, you must give me a copy of the team's travel schedule that your coach will give you for my records.

The Le Moyne College Student Handbook describes a broad range of behavioral expectations and guidelines for students. You should be aware of the importance of ethical behavior as you begin the study of psychology.

Psychologists are expected to follow the guidelines of the American Psychological Association in regard to their professional conduct. These norms can be found online at <http://www.apa.org/ethics/>.

This is an undergraduate course in biological psychology; you are not finishing a postdoctoral fellowship at Upstate Hospital's Neurology Service. Even though we will discuss many issues involving the relationship between the brain and behavior, you will not be in a position to "diagnose" the problems of another person (including yourself). Beware of the "Harvard Medical School Syndrome" which involves 1st year medical students who become convinced that they "have" any number of illnesses covered in their Introductory Pathology class.

If any material in this course evokes difficulties or unease in you, please feel free to consult me confidentially. It is conceivable that we may discuss medical or other materials which mirror what you may be experiencing in your own family. Perhaps, some family member faced an illness or problem in the past and you are still upset about this. Perhaps you yourself have faced the issue. I would like to be able to help you find ways of coping with such matters.

Cheating and lying are unacceptable at Le Moyne as stated clearly under "Academic Standards" in the Student Handbook. Plagiarism or cheating in any form is simply wrong. Please reread the section on "Academic Standards" in the Student Handbook to review what is meant by these terms.

Recall that plagiarism involves the submission of any thoughts or formulations of other people without their being cited or given credit for those thoughts/formulations. For this reason, in any written materials submitted to me:

• You must put quote marks (" ") around any direct quotation of another person's writings and you must cite the source and page number (in APA format).
• You must cite the source (in APA format) for any thoughts or, even, for ways of expression which you have changed "into your own words".

Your grade in this course will be determined as a weighted average calculated from your performance on the following five evaluative components which add up to a total of 500 points.

• Four hourly exams (each test's weight = 112.5 points, i.e., 22.5% of your grade)
• Class Participation (= 50 points, i.e., 10% of your grade; see further below for grading criteria)

A  = 450-500 points A- = 440-449 points B+ = 415-449 points B  = 400-414 points B- = 390-399 points

C+= 365-389 points C  = 350-364 points C- = 340-349 points D  = 315-339 points F  = below 315 points

What do I mean by participation? You demonstrate participation in ways such as the following:

• regular attending class as described above (which, by itself, is only equal to a participation grade of B)

• making comments, raising objections, or giving observations about topics in the course, particularly those which tie in the classroom material to "real world" problems, link current with past topics, or otherwise try to integrate the content of the course

• providing examples to support or challenge the issues talked about in class

• dealing with other students and/or me in a respectful fashion

• Sometimes students feel uncomfortable making comments or asking questions in the classroom. So, I will also count as participation your submitting questions or comments to me via email. Note that all email sent to me should have a Subject: line which begins with the number of the class, namely, "SUBJECT: PSY 340 xxxxx" where "xxxxx" tells me the content of the message.

• I am serious when I also say to students that there are NO "stupid" questions. So, please do not hesitate to ask something for fear that you might appear in some negative way.
  

In general, a participation grade of A- or A is given to students who make contributions (asking questions, making observations, etc.) in at least half the classes. A participation grade of B or B+ is given to students who make contributions at least once in every 5 to 6 classes. 

Students can receive "extra credit" according to the following two options

Option A: Substituting for One Low Exam Grade

Students may read one non-fiction book directly related to the issue of brain and behavior. Preference is given for the books of Dr. Oliver Sacks, Dr. Temple Grandin, or Dr. Alexander Luria. Until his death in 2015 Dr. Sacks was a famous neurologist who has worked with people with brain injury. He has written a number of books which are excellent adjunct readings to the materials of this course. In order to gain extra credit, you would be expected to read the book and write a 5 to 10 page book review (typed with according to APA standards as described here). See me if you elect to take this option. The grade on this option can then substitute for the lowest grade on any of the exams. The titles of suggested books are:

• The Man Who Mistook His Wife for a Hat (Sacks)
• Musicophilia: Tales of Music and the Brain (Sacks)
  
• An Anthropologist on Mars (Sacks)
• The Island of the Colorblind (Sacks)
• Seeing Voices: A Journey into the World of the Deaf (Sacks)
• Awakenings (Sacks)
• Migraine (Sacks)
• The Mind's Eye (Sacks)
• Hallucinations (Sacks)
  
• Thinking in Pictures and Other Reports from My Life with Autism (Grandin)
• Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior (Grandin)
• The Mind of a Mnemonist (Luria)
• The Man with a Shattered World (Luria)
• The Boy Who Was Raised as a Dog [focuses on childhood trauma & abuse, loss, love, and brain development] (Bruce Perry & Maia Szalavitz)
• An Immense World: How Animal Senses Reveal the Hidden Realms Around Us (Ed Yong)
• Unthinkable: An Extraordinary Journey Through the World's Strangest Brains (Helen Thomson)
• The Entangled Brain: How Perception, Cognition, and Emotion Are Woven Together (Luiz Pessoa)
• The Elusive Brain: Literary Experiments in the Age of Neuroscience (Jason Tougaw)
  

Note, though, that I am open to your reading books by other authors which are primarily focused upon issues of biological psychology/psychiatry and its application to understanding human behavior.

For a more detailed description of what I want you to do for Option A, please go to this webpage/link

Option B: Participation in Other Extra Credit Opportunities

When psychology students and/or faculty members conduct research and call for participation, I will announce such an opportunity and will grant participants in such an experience 5 points of extra credit (up to a total of 15 points in all for the semester).

A parallel opportunity may arise if there is a lecture that is particularly relevant for this course. In such a case, I will announce the opportunity to attend and gain extra credit.

Summary of Key Classroom Health and Safety Protocols:

1.     All eligible undergraduate and graduate students together with faculty, staff, and administrators are highly encouraged and recommended to stay up to date with COVID-19 vaccines.

2.     No one should attend class if feeling ill.

3.     Individuals exposed to someone with COVID-19 or who tests positive for COVID-19 are expected to follow CDC face covering and isolation guidelines (https://www.cdc.gov/coronavirus/2019-ncov/your-health/if-you-were-exposed.html). 

Hospital Admission Levels. Since many people are believed to have some protection, or immunity, against COVID-19 due to vaccination, previous infection, or both, the CDC now monitors levels of viral transmission of the coronavirus by tracking hospital admission levels for each county and state. Hospital admission levels are classified as low, medium, or high. For each hospital admission level, the CDC further provides prevention steps that each individual can take based on a county’s hospital admission level and an individual’s personal risk factors. Additionally, the CDC continues to recommend that individuals regardless of vaccination status may choose to wear a face covering at any time regardless of the level of transmission, particularly if they are immunocompromised or at increased risk for severe disease from COVID-19, or if they have someone in their household who is immunocompromised, at increased risk of severe disease or not fully vaccinated. As a caring community, the College respects and supports individuals who choose to wear face coverings.

College Face Covering Requirement. As we enter the winter months, the CDC COVID-19 hospital admission level is high in Onondaga County with cases of the flu and RSV on the rise. Within the aforementioned context, the face covering requirement for the college community is as follows. At this time, with the exception of the following circumstances, face coverings are optional on campus. However, appropriate² face coverings are required to be properly worn (i.e., covering both mouth and nose) by all persons, regardless of vaccination status, until further notice, In the following circumstances:

a.     Any individual who is experiencing new or different symptoms.

b.     Any individual who was exposed to someone with COVID-19 in the last 10-days should wear an appropriate² and well-fitting face covering around others on campus, at home and in public for 10-days (where day 0 is the last day of exposure).

c.     Any individual who has tested positive for COVID-19, who has completed five days of isolation and has been fever-free for at least 24-hours should wear an appropriate² and well-fitting face covering around others on campus, at home and in public through day 10 (where day 0 is the day symptoms started or the day when tested positive if asymptomatic). However, an individual with two sequential negative antigen tests taken 48-hours apart, may remove their face covering sooner than day 10.

COVID-19 Vaccine and Boosters. As part of the College’s strategy to reduce the risk of transmission and serious illness, Le Moyne highly encourages and recommends that all eligible undergraduate and graduate students (together with faculty, staff, and administrators) remain up to date on their COVID-19 vaccines.

Approved Student Absences from Class. Students are expected to attend classes in-person as scheduled and require appropriate approval to be excused from in-person classes. Students may be excused from attending in-person classes for short-term absences due to illness such as colds or the flu, accidents, or quarantine/isolation from a confirmed COVID infection. Students who must miss class for illness should follow the Policy on Student Absenteeism in the Event of Illness or Accident, which stipulates the following. If illness or injury requires more than three consecutive days of hospital or home care, Health Services needs to be informed [(315) 445-4440]. If the student has been treated by a doctor off campus, some documentation from that office will be expected. Health Services will then notify the Registrar who will inform the student’s instructors, advisor, and the appropriate academic dean. “It is the student’s responsibility to contact his or her instructors, as soon as possible, to explain the absence and make arrangements for the completion of missed work or tests.”

COVID-19 Symptoms. Regardless of vaccination status, students who are experiencing COVID-19-related symptoms must not attend class and are encouraged to contact the Student Health Center [healthservices@lemoyne.edu, (315) 445-4440] or their primary medical provider. COVID-19-related symptoms may include one or some combination of the following:

• Fever or chills
• Cough
• Shortness of breath or difficulty breathing
• Fatigue
• Muscle or body aches
• Headache
• New loss of taste or smell
• Sore throat
• Congestion or runny nose
• Nausea or vomiting
• Diarrhea

Responsibility to the Le Moyne Community. Finally, in keeping with our values as a Jesuit college, each member of the community is expected to act honestly and ethically regarding any experienced COVID-19-related symptoms. Further, each member of the community is expected to take care of not only their own health, but to be mindful of the health of others and to avoid actions that may jeopardize the health and welfare of those we learn, work, and live with at the College. A well-informed and attentive community better protects the vulnerable amongst us and loved ones at home. 

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[1] The College’s policies remain subject to public health orders issued by the Onondaga County Health Department and New York State Department of Health, and will be adjusted if directed by public health authorities.

[2] Appropriate and recommended face coverings include N95, KN95 or KF94 respirators, surgical masks, and face coverings made of at least two layers of cloth. Above all else, a snug fit (no gaps, wired nose bridge, adjustable ear loops), offers the best protection to the user and the community. Most importantly, face coverings with an exhalation/release valve, single-layer gaiter-style neck fleeces, and bandanas should NOT be worn on campus.