Welcome to BMED/BIOL 4752, Introductory Neuroscience at Georgia Tech! Despite the word "introductory" in the title, this is not an easy class, but it is fun and students of this course will learn a lot. My philosophy is that real-world assignments are much more meaningful, and will serve you better in the future, than memorizing a lot of facts and details that you can easily look up. All of the homework assignments prepare students for the Big Assignment: writing a Wikipedia article about a neuro topic. There are a lot of homework assignments and a lot of reading, but most students in previous years really enjoyed them, and felt they were well worth the effort. I value in-class discussions and welcome any questions. My motto: "No question is too dumb to ask."
- Get introduced to the components of the nervous system and how they functionally interact.
- Appreciate the complexity of higher-order brain functions and begin to understand their biological basis.
- Synthesize new connections, ideas and approaches about neuroscience research, drawing from examples given in lectures, readings and the textbook.
- Independently obtain, report, and share with the Real World (using Wikipedia and other forums), in written and oral form, topical neuroscience information.
- Appreciate neuroscience research in the Real World, and how much we don’t know about the nervous system, and learn to be skeptical of what is claimed.
Instructor and Ambassadors
- Professorpotter (talk) Professor Steve M. Potter, PhD
steve.potter at bme.gatech.edu
- Campus Ambassadors
Loricritz (talk) Lori Critz
Cr188 (talk) Crystal Renfro
GTWillie (talk) Willie Baer
- Online Ambassadors
Timeline for IntroNeuro BMED-BIOL 4752
Week 1: Choose a topic!
- In class
- Overview of the course
- Introduction to Real World Assignments
- Handout: Welcome to Wikipedia (available in print or online from the Wikimedia Foundation)
- Begin exploring the Neuroscience Portal and other neuro resources to come up with ideas for a Wikipedia article that needs to be created or greatly fixed up.
- Assignment (due week 2)
- Read Five pillars, an explanation of Wikipedia's basic rules and principles
- Post your Wikipedia topic on the Forum on Tsquare
Week 2: Find a Book
Find a neuro-related book to read, preferably one that will help you write your Wikipedia article.
- Online research at Wikipedia
- Assignments (due week 3)
- (See this and this for example assignments.)
- Create a Wikipedia account, create a user page, and sign up on the list of students on the course page.
- To practice editing and communicating on Wikipedia, introduce yourself to one of the class's Online Ambassadors (via talk page), and leave a message for a classmate on their user talk page.
- All students have Wikipedia user accounts and are listed on the course page.
Week 3: Literature Search
- Online Research
- Assignments (due week 4)
- If it is a Stub, critically evaluate the existing Wikipedia article related to the class, and leave suggestions for improving it on the article's discussion page.
- List the article on your Wikipedia user page that you will consider working on as your main project.
- Compile a bibliography of relevant research and post it to the talk page of the article you are working on. Begin reading the sources.
Week 4: Read and Summarize a Review Paper
- Online work
- Assignment (due week 5)
- Add 1–2 sentences of new information, backed up with a citation to an appropriate source, to a Wikipedia article related to the class.
Week 5: Schedule an Expert Interview
- In class
- Discuss the range of topics students will be working on and strategies for researching and writing about them.
- Assignments (due week 6)
Week 6: Drafting an Outline in the Sandbox
- In class
- Wikipedia culture & etiquette, and introducing the concept of sandboxes and how to use them.
- Q&A session with TAs about interacting on Wikipedia and getting started with writing
- Video resource: Sandbox tutorial
- Assignments (due week 7)
- If you are starting a new article, write a 3–4 paragraph summary version of your article (with citations) in your Wikipedia sandbox. If you are improving an existing article, write a summary version reflecting the content the article will have after it's been improved, and post this along with a brief description of your plans on the article's talk page.
- Continue research in preparation for expanding your article.
- All students have started editing articles or drafts on Wikipedia.
Week 7: Study for Midterm
- Online research
Week 8: Book Review due
Week 9: Peer Review exercises
- In class
- As a group, have the students offer suggestions for improving one or two of the students' articles, setting the example for what is expected from a solid encyclopedia article.
- Wiki assignments (due week 10)
- Peer review two of your classmates' articles. Leave suggestions on the article talk pages.
- Copy-edit the two reviewed articles.
- All articles have been reviewed by others. All students have reviewed articles by their classmates.
Week 10: Wiki Interview Report Due
- Wiki assignments (due week 11)
- Make edits to your article based on peers' feedback.
- Blog about your Wikipedia editing experience.
Week 11: (no Wikipedia assignments)
- Wiki assignments (due week 12)
- Add final touches to you Wikipedia article Outline. Try to address issues from Good Article reviews.
Week 12: Detailed Outline Due
Week 13: Process feedback (no Wikipedia assignments)
Week 14: First Draft of entire article due
Week 15: Finished Wikipedia article Due
Professor Steve Potter's Introductory Neuroscience class at the Georgia Institute of Technology in the USA (BMED/BIOL 4752) has been adding and fixing up Wikipedia articles related to neuroscience since 2007. Each student chooses a neuro topic of his or her choice that is a stub or non-existent on Wikipedia, and becomes an expert in that topic across the semester. To do that, students read papers and books, interview other experts, and practice Wikipedia mechanics. These Georgia Tech seniors have contributed hundreds of neuro-related articles to Wikipedia. More info can be found at: Prof. Potter's Teaching Page
- Links to pages created or greatly improved by IntroNeuro students:
- Wikipedia Article Student’s username
Perineuronal net Bbari3
Choice-Supportive Bias ccarlson6
Transcranial Direct Current Stimulation jcarlson6
Clinical Neurochemistry Chrisgiardina
Subgranular zone ihsu6
Jumping Frenchmen of Maine syim1288
Activation-synthesis hypothesis Gth807e
Anti-MAG Peripheral Neuropathy Vkatdare3
Emotional Lateralization skoenig3
Motor unit plasticity Lluce3
Neurotrophic electrode Pmcmenamin3
Animal model of depression TaoPan
Nominal aphasia spandya3
Secondary Consciousness Aparekh3
Sopite syndrome Apaschall3
Vision Restoration Therapy 13134798
Alternating Hemiplegia of Childhood Courtney Price
Auditory fatigue Bethany Thames
THOMAS (neuroscience) Justin Tsay
closed head injury Jvanloozen3
Dentate nucleus Swethering3
Malleable Intelligence jwilliams43
Alzheimer's Disease biomarker mickeymose
Neural Adaptation JorgeBaro
Copper Deficiency ameliabicknese
Neurofibrillary Tangle Aburns3
Topographical disorientation reginachang
Body Schema Jconn3
Primary Consciousness jgil3
Delta Wave Christina Graves
Sensory stimulation therapy DaKdeGO
Sensation (psychology) Jhawes3
Utilization Behavior Ashleyhenry
Synaptic Plasticity Jholcomb6
Bilingual Interactive Activation Plus (BIA+) Amonroe3
Neuroplastic effects of pollution Mohan.k.natrajan
Spatial view cells Hpatel35
Alpha Wave Gtg849v