Neuroscience Courses
NRSC 160: Introduction to Neuroscience
In this course, students learn how the structure and function of the central and peripheral nervous systems support mind and behavior. Topics include neuroanatomy, developmental neurobiology, neurophysiology, neuropharmacology, and neuropsychiatry. The course is designed for prospective majors and nonmajors who are interested in exploring a field in which biology and psychology merge, and to which many other disciplines have contributed. Offered at least once every semester. Not open to students who have received credit for PSYC 215.
NRSC 211: Medicine’s Moral Compass: Thinking About Our Duties Towards People
This course explores how the way we reason shapes the way doctors and biomedical researchers treat people. We will examine the evolving moral obligations we owe to both patients and research participants, moving beyond mere compliance to a deeper understanding of the cognitive and ethical frameworks that we use to protect human dignity. To dive into this content, students will read key texts, engage in class discussions, and play games that illustrate the push and pull between the different ways we evaluate what’s true and what’s right. Students will also apply what they learn to evaluate the history of biomedical and psychological research in the U.S. and Europe. This will involve tracing the shifting definition of "right thought" through the 20th century and examining how paradigms of reasoning led to both medical breakthroughs and ethical failures. By the end of this course, students will be able to recognize and respond to ethical dilemmas in clinical, research, and public health settings, while taking into account the possible thought processes of the parties involved.
NRSC 225: The Neuroscience of Video: How the Screen Affects Our Brains and Our Minds
We are frequently exposed to different kinds of videos – ranging from Instagram Reels to epic movies. What is it that these videos do to give us a particular experience? How does the content of the videos we watch affect our perspectives on ourselves and on society? In this course, students will synthesize theories about the way our brains operate with knowledge about video production to assess how videos act on us. Topics will range from fundamental issues underlying how we parse the information presented in videos to questions about how videos influence the way we conceive of our minds.
NRSC 305: Gene Editing in Biology and Neuroscience
The development of genome editing techniques by molecular biologists has raised great hopes that a treatment for genetic disorders such as cystic fibrosis or Huntington’s disease might finally be available. In this course, students analyze how genome editing techniques such as CRISPR/Cas9 have evolved, how they can be applied to study the role of individual genes or to alter mutant genes, and what approaches exist for the delivery of DNA-modifying enzymes into an organism. In addition, students use scientific publications and popular literature to discuss ethical implications of usage of genome editing techniques for society. Prerequisite(s): BIO 195 and 202.
NRSC 306: Animal Learning
The course examines historical and recent trends in animal learning. Topics include classical and operant conditioning, biological constraints on learning, and cognitive processes. Prerequisite(s): one of the following: NRSC/PSYC 160 or 200, PSYC 222, 230, or 250.
NRSC 308: Neurobiology/Lab
An introduction to the molecular and cellular principles of neurobiology and the organization of neurons into networks. Also investigated are developmental and synaptic plasticity, analysis of signaling pathways in cells of the nervous system, and the development of neurobiological research, from studies on invertebrate systems to usage of stem cell-derived brain organoids and gene-editing techniques such as CRISPR/Cas9. Laboratories include analysis of nerve cell activity, computer simulation and modeling, and the use of molecular techniques in neurobiology. Prerequisite(s): BIO195 and 202.
NRSC 310: The History of Neuroscience, From Antiquity to A.I.
This course will introduce students to historical debates in neuroscience which have had enduring impact both in modern scientific inquiry and popular culture. Readings will include a range of primary and secondary sources. Sample topics covered will include: 1) Ventricular and humoric theories of the brain from antiquity; 2) Theories of mind-body dualism from the antiquity and the renaissance; 3) Theories of cortical holism vs. cortical localization (19th and 20th C); 4) Theories of sensory function and sensory qualities (18th-20th C); 5) Reticular vs. Neuronal theories of brain function (19th-21st C); 6) Theories of dreams, emotions, and homeostasis (19th-20th C); 7) Theories of plasticity and memory (17th-21st C); 8) Theories of frontal lobe function (19th-21st C); 9) Theories of disease, mental illness, and their treatment (19th-21st C). 10) Computational theories of mind. Not open to first-year students. Prerequisites: NRSC/PSYC 160 or PSYC 101 or PSYC 215.
NRSC 311: Hypothalamus: The Brain’s Control Center
The hypothalamus has been described as "the cockpit of the brain." This small structure controls a huge variety of body processes, including hormones, sleep, body temperature, blood pressure, and appetite, directly or indirectly affecting all other parts of the body. This is a human physiology course from the viewpoint of the brain, and we will discuss how the hypothalamus works to maintain body homeostasis. Topics will include the anatomy of the hypothalamus, its role in the autonomic nervous system, its influence on endocrine signaling through the pituitary gland, and its regulation of behaviors critical for survival, such as reproduction, social need, feeding, sleep, and stress responses. Prerequisite(s): NRSC 160, PSYC 160, or PSYC 215.
NRSC 325: Neural Development
The nervous system is one of the first body systems to start forming, but the last to fully develop. In this course, we will interrogate the wondrous process by which the nervous system develops and self-organizes. We will discuss different stages of the process, from gastrulation and neurulation in the very early days of the embryo, through migration, wiring, and circuit maturation. We will mainly discuss development of the mammalian nervous system, but will derive insight from other organisms as we think about how development has evolved. We will address the ways development gives us insight into disease processes and can potentially be harnessed for neural repair. Prerequisite(s): NRSC/PSYC160 or PSYC215.
NRSC 328: Diseases of the Nervous System
This course offers a comprehensive overview of adult neurological disorders, focusing on the interplay between brain function and disease. We will examine the pathophysiology, symptoms, and therapeutic strategies for key conditions, including cerebrovascular diseases (e.g., stroke), epilepsy, neurodegenerative disorders (e.g., Parkinson’s Disease), and neuropsychiatric illnesses (e.g., depression). Through a focus on disease mechanisms, students will gain a foundational understanding of how these conditions arise and how current and future treatments are designed to target them. Prerequisite(s): BIO 202, PSYC 101, PSYC 160, PSYC 215, or NRSC 160.
NRSC 329: Neurofeedback: Tapping the Brain’s Potential
There is much yet to learn by studying how the brain responds to different challenges and opportunities. But can brain signals themselves be used to drive intellectual and physical improvements in healthy individuals, as well as in clinical populations? This seminar explores the evolution of neurofeedback techniques that allow individuals to self-regulate via near real-time representations of their own brain activity. Various methodologies (e.g., electroencephalography, functional magnetic resonance imaging), applications (e.g., rehabilitation, treatment of neuropsychological disorders, meditation, and cognitive and athletic enhancements), theoretical implications, limitations, and ethics of neurofeedback will be examined through in-depth discussion and critical analysis of the empirical literature, case studies, and related texts. Students will also have the opportunity to experience neurofeedback firsthand and propose their own testable implementation of its use. Prerequisite(s): NRSC/PSYC160 or PSYC215.
NRSC 330: Cognitive Neuroscience/Lab
This course explores how the neurological organization of the brain influences the way people think and act. Particular emphasis is given to the brain systems that support object recognition, spatial processing, attention, language, memory, executive functions, clinical syndromes, and unusual cognitive phenomena. A wide range of research techniques is introduced, including positron emission tomography, functional magnetic resonance imaging, diffusion tensor imaging, neuropsychological assessment, event-related potentials, magnetoencephalography, and transcranial magnetic stimulation. Prerequisite(s): NRSC160/PSYC160, PSYC 215, 222, 230, OR NRSC363/PSYC363.
NRSC 334: Medical Genetics
What is the relationship between the genome and the final function of the brain? What are the causes and consequences of mutations in brain-expressed genes? More than four-fifths of the genes in the human genome are expressed in the brain, making the construction of the brain a phenomenal act of coordinated genetic activity. Mutations in single genes can profoundly affect the development or function of the brain, and investigating the diseases caused by these mutations can provide a unique form of insight into the brain’s normal processes. In this course, we will discuss general principles of genetics and how these principles apply to building a human brain. Students will engage with the primary scientific literature, and we will host a variety of guest speakers who perform human neurogenetics research. Prerequisite(s): NRSC 160, PSYC 160, PSYC 215, or permission of the instructor; and BIO 202.
NRSC 335: Degeneration and Regeneration of the Nervous System
Why are neurons vulnerable to disease, and why are humans unable to generate new neurons to replace those that are lost? The susceptibility of specific neuron populations to neurodegenerative disease is scientifically puzzling as well as a source of significant human suffering. Regenerative medicine represents a promising solution to the problem of neurodegenerative disease, but directing regeneration in a clinical context is challenging. In this course, we will discuss human neurodegenerative disease and the possibility and current state of regenerative approaches to repair these degenerative states. We will examine a set of neurodegenerative diseases with a variety of causes and target populations, using case studies to understand how these diseases affect the lives of patients and their loved ones. We will pair each disease with a relevant topic in regeneration to understand the promise and pitfalls of possible regenerative approaches. This course is based on reading the primary literature and is primarily intended for juniors and seniors. Prerequisite(s): NRSC/PSYC 160 or PSYC 215.
NRSC 357: Computational Neuroscience/Lab
The brain is a complex object, and studying it scientifically requires a facility with tools and concepts for analyzing high dimensional data. This course will provide a survey of such tools through representative case studies in perception (how many types of odors are there?), genomics (how do we classify cell types?), and neural coding and dynamics (how does brain activity encode attributes of the world?). Students will develop intuitions for framing fundamental neuroscience questions as data-driven problems, and will also develop skills for exploring, visualizing, modeling, and interpreting data. No prior experience with coding is assumed or expected, and the course will emphasize the use of high-level computational tools rather than implementation of algorithms from scratch. Prerequisite(s): NRSC/PSYC 160.
NRSC 360: Independent Study
Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study per semester.
NRSC 363: Physiological Psychology/Lab
The course is an introduction to the concepts and methods used in the study of physiological mechanisms underlying behavior. Topics include an introduction to neurophysiology and neuroanatomy; an examination of sensory and motor mechanisms; and the physiological bases of ingestion, sexual behavior, reinforcement, learning, memory, and abnormal behavior. Laboratory work includes examination of neuroanatomy, development of data analytic skills, and behavioral testing of rodents. Prerequisite(s): NRSC 160/PSYC 160 or PSYC 215.
NRSC 372: Consciousness in Science
Consciousness is arguably the deepest mystery remaining in the standard scientific worldview. Science, in general, describes an unfeeling, mechanical world. But we undeniably have conscious, first personal experiences of it. These conscious experiences don’t seem to fit in the world that science describes. How is it that consciousness could arise in a mechanical world? What would a physical explanation of a particular conscious experience even look like? How can we tell which other animals are conscious? Can we proceed scientifically even if we do not have convincing answers to these questions? Do we need a radical revision in our science? These have been topics of increasing interest in philosophy of mind, philosophy of cognitive science, and the cognitive sciences themselves, especially since the 1990s, and we will read from all these disciplines to consider them.
NRSC 390: Psychobiology of Movement
This course examines the intricate relationship between psychological processes and the neural control of voluntary action. We will investigate foundational questions in motor control and explore how cognitive factors—such as learning, memory, decision-making, and reward—shape and influence motor behavior. Through a deep engagement with primary scientific literature, students will develop a critical understanding of how movement is an integrated phenomenon driven by neural processes, psychological states, and environmental feedback. The course emphasizes developing skills in scientific literacy, critical analysis, and effective communication, preparing students for advanced study in neuroscience, psychology, and related fields. Not open to students who have earned credit for NRSC 399/PSYC 399. Prerequisite(s): BIO 202, NRSC 160, PSYC 101, PSYC 160, or PSYC 215.
NRSC 399: Junior-Senior Seminar in Biological Psychology
A course designed to give junior and senior majors an opportunity to explore a significant new area in biological psychology. Topics change from year to year and with the expertise of the faculty member. Only open to juniors and seniors. Prerequisite(s): NRSC160/PSYC160 or PSYC 215.
NRSC 457: Capstone Thesis in Neuroscience
Open to senior majors with permission of the program faculty. A neuroscience thesis involves independent laboratory research on a topic broadly related to neuroscience. This may take the form of a one- or two-semester project conducted under the supervision of a Bates faculty member, or participation in a summer neuroscience-related research internship off-campus that culminates in data analysis and writing during the fall semester. With the latter option, students take responsibility for finding and securing a summer research position in neuroscience that involves some form of data collection, and students must also secure permission from the summer research mentor to bring data back to Bates for analysis and write-up. Students register for NRSC 457 in the fall semester and/or for NRSC 458 in the winter semester. Majors writing an honors thesis register for both NRSC 457 and 458.
NRSC 458: Capstone Thesis in Neuroscience
Open to senior majors with permission of the program faculty. A neuroscience thesis involves independent laboratory research on a topic broadly related to neuroscience. This may take the form of a one- or two-semester project conducted under the supervision of a Bates faculty member. Students register for NRSC 457 in the fall semester and/or for NRSC 458 in the winter semester. Majors writing an honors thesis register for both NRSC 457 and 458.
NRSC 459: Community-Engaged Learning Capstone
Open to senior majors with permission of the Program faculty and the Harward Center, this capstone allows students to work with a community partner, with support from the Harward Center for Community Partnerships, to develop a neuroscience-related project responsive to community-defined needs. Projects may take an expansive view of how neuroscience connects to community contexts and may include a broader account of how that connection is understood and communicated. Students complete the thesis with support from a neuroscience faculty member and participate in a seminar led by the Harward Center that meets six to seven times. Eligibility is limited to students planning a winter thesis who have prior community-engaged learning experience and who successfully apply for a Community-Engaged Research Fellowship by the December 19 deadline.
NRSC 464: Capstone Seminar in Neuroscience
Open to seniors with permission of the program faculty, in this seminar investigates the mouse olfactory bulb, with the goal of testing student-designed hypotheses on this structure’s molecular and functional organization. Students use a wide interdisciplinary set of approaches to interrogate olfactory circuits at cellular scale, including electrical recordings, imaging, histology, modeling, and informatics. Additional features of the course include training in research design, data analysis using MATLAB, instruction in proposal writing and science writing and professional development. Prerequisite(s): NRSC/PSYC 160 and one of the following: BIO/NRCS 308, NRSC/PSYC 330, 357, or 363.
NRSC 467: Genetic Engineering in Neuroscience
The development of genome editing techniques by molecular biologists has raised great hopes that a treatment for genetic disorders such as cystic fibrosis or Huntington’s disease might finally be available. In this course, students analyze how genome editing techniques such as CRISPR/Cas9 have evolved, how they can be applied to study the role of individual genes or to alter mutant genes, and what approaches exist for the delivery of DNA modifying enzymes into an organism. In addition, students use scientific publications and popular literature to discuss ethical implications of usage of genome editing techniques for society. Further, students write a grant proposal formatted for the National Institutes of Health centered on using CRISPR-mediated gene editing to enhance scientific understanding of neuropathological conditions. Prerequisite(s): BIO 202 and NRSC 160.
NRSC S22: Methods in Visual Neuroscience
The eye has been described in many ways: as a window into the soul, as the objective contrast to the heart, as a camera. To a visual scientist, though, the mammalian eye is a marvel of cell types working together to gather and send light information to the brain. In this course, we will learn methods used by visual scientists to investigate the neural tissue of the eye, the retina. We will use surgical methods to label specific neuron types in the mouse eye, then dissect and image these labeled retinas. We will learn how the eye captures photons and translates them into information. Prerequisite(s): BIO 195.
NRSC S23: Histology and Photomicrography for Analyzing the Morphology of Neurons and Brain Tissue
The structure of a neuron informs us about the range of computations for which it is specialized. In this course, students will gain hands-on experience dissecting mice to obtain brain tissue that will be used to visualize gross neuronal morphology, including the structural properties of dendrites, axons, and somata. More specifically, students will treat brain tissue with reagents to stain neurons, apply histological techniques to section tissue, and subsequently analyze this tissue using approaches in microscopy and image processing. Observations made in the course will be used to assess the implications that these morphological features have for the possible functions that neurons may exhibit. Prerequisite(s): BIO 202 OR NRSC/PSYCH 160.
NRSC S32: The Sleeping Brain
Why do we sleep, and can we manipulate it to improve our health and cognition? This course explores the neuroscience of sleep, drawing on research from chronobiology and psychology to answer fundamental questions about sleep’s role in health, memory, and well-being. Students will gain hands-on experience running a sleep lab, learning to record and analyze polysomnographic data to detect sleep stages. By designing and running a small-group, feasibility-oriented targeted memory reactivation experiment inspired by the empirical literature, students will test how sleep can be harnessed to influence memory. Through journal club discussions, lab work, and experiment design, this course offers a unique blend of theory and practice for those curious about the science of sleep—and eager to get credit for napping. Prerequisite(s): NRSC 160, PSYC 160, or 215.
NRSC S50: Independent Study
Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair is required. Students may register for no more than one independent study during a Short Term.
NRSC S51B: STIP: Generative AI and Human Minds: Peril or Partnership?
In this class, students will build aspirational, technical, and critical philosophies of how minds like theirs are shaped by generative AI. Are there radical new possibilities for intellectual growth with digital interlocutors who are endlessly patient, customizable, and connected? Or do these same capacities threaten to impose new forms of intellectual atrophy and limitation? Students will work with and interrogate generative AI to explore how learning, creativity, and self-understanding change (and perhaps unravel) when our interlocutors are machines — developing both reflective and pragmatic theories of their own minds informed by both neuroscience and direct experience.