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University of Rochester

Brain and Cognitive Sciences

Undergraduate Programs

Syllabus

BCSC 251: Syllabus

Fall 2020

Welcome to the Course

We will explore many aspects of sleep during this course, from basic neurobiology and underlying physiologic mechanisms of sleep to clinical sleep medicine and sleep in society.

Classes will be held online synchronously using Zoom.

All readings will be articles that I will post on Blackboard. Please let me know if you have any difficulty accessing these. No textbook is needed.

Our first synchronous online class will be Tuesday 9/1.

Prior to this date, there are some things you should do:

  1. Review all of the Course Information in this Course Overview and Introduction Module.
  2. Watch the Blackboard course overview if you have not already.
  3. Add your personal entry in the Meet Your Classmates Discussion.
  4. Complete the Acceptance of Academic Honesty Policy Section.
  5. Take the Pre-Course Sleep Questionnaire Quiz - complete by Sunday 8/30.
  6. Sign up for Journal Club and Sleep in the Media on the Wiki page.
  7. Print out and review the Course Schedule and Assignment Checklist.
  8. Complete readings for Tuesday 9/1.
  9. If you would like, acquire a 3 ring binder to keep all of your printed course materials collected and organized.
  10. Identify a quiet space, with minimal distractions, for studying and participating in the class sessions. (You might also want to thank your family and friends in advance for not disrupting during those times and for their support of your studies.)
  11. Prepare for the first synchronous session with Zoom.

Course Overview

This course introduces the field of sleep science and medicine, in which we examine sleep from the level of cellular functioning up to sleep at the society level. Topics addressed include the neurochemistry of sleep, circadian biology, the history of sleep, normal sleep physiology, sleep across the lifespan, diagnostic sleep testing, sleep deprivation, sleep disorders, sex differences in sleep, the effect of sleep disruption on society, and dreams. Students will develop analytical skills by critically reading and discussing primary literature about various sleep topics.

Learning Objectives and Activities

By the end of this course, students should be able to:

  1. Recognize the underlying neurophysiologic mechanisms of normal sleep and wakefulness.
  2. Describe the different stages of sleep, circadian rhythmicity, and how sleep changes across the lifespan.
  3. Discuss common sleep disorders, their evaluations/testing, and their treatments.
  4. Explain the benefits of sleep and the consequences of inadequate or disordered sleep.
  5. Illustrate the impact of sleep on society through discussion of current news articles.
  6. Implement tools to assess sleep in yourself and others.
  7. Critically and systematically analyze the primary sleep literature.
  8. Formulate a presentation on a sleep topic of your interest.
  9. Design a sleep outreach project to promote sleep health in the community.
  10. Assess the proposals and presentations of your peers and provide constructive feedback.

Course learning activities provide opportunities for interaction with classmates and the professor and support active learning. The course learning activities are specifically designed to help students achieve the course learning objectives.

  1. Class Discussions
  2. Quizzes
  3. Journal Clubs
  4. Papers
  5. Presentations
  6. Peer Feedback

Course Expectations

Academic Policies

Academic dishonesty is unacceptable and will not be tolerated. Cheating, forgery, plagiarism and collusion in dishonest acts undermine the educational mission of the University of Rochester and the students' personal and intellectual growth.

All students are expected to comply with all School and University academic policies.

My expectations of students

This is an upper undergraduate level course; therefore, students are expected to complete the readings, attend all class sessions, think/write critically, and actively participate in class.

All students are expected to do well in the course and the instructor will strive to help them achieve.The instructor also expects the students to be autonomous and "active" learners.

Students should also strive to help each other as best they can. The instructor expects everyone to be kind and courteous to each other and to ask questions, not only to the instructor, but also to fellow classmates. This class will really lend itself to student collaboration and "co-construction" of knowledge. The instructor expects that students will take advantage of that. In addition, the instructor expects the work students submit in this course to be their own. This is consistent with the University of Rochester policy on Academic Honesty.

For online discussions, you will need to post comments that are substantive. Substantive comments, for our purposes, are those that add insight, probe more deeply, challenge (intellectually), and generally help us learn. It is also helpful to post comments that are "social" in nature. So, while, "I agree" is not a substantive comment, it is a useful response in that it helps us know that we are being "heard". But you will need to post substantive comments to "get credit" for discussions. I also encourage you to edit before you post. This course is an upper undergraduate course; it is expected that you will carefully read and edit your work prior to sending it. It can be helpful to compose using a word processor to prevent cosmetic errors; this way you can concentrate on demonstrating your highest quality writing.

Online Etiquette, Anti-discrimination and Harassment Policy

The University strictly prohibits the use of University online resources or facilities, including Blackboard, for the purpose of harassment of any individual or for the posting of any material that is scandalous, libelous, offensive or otherwise against the University's policies.

Course Etiquette

You are encouraged to follow appropriate "netiquette" and be kind, thoughtful and supportive of your classmates. The core rules of netiquette are as follows:

  1. Remember the human.
  2. Adhere to the same standards of behavior online that you follow in real life.
  3. Know where you are in cyberspace.
  4. Respect other people's time and bandwidth.
  5. Make yourself look good online.
  6. Share expert knowledge.
  7. Help keep flame wars under control.
  8. Respect other people's privacy.
  9. Don't abuse your power.
  10. Be forgiving of other people's mistakes.

Reference: Shea, V. (2005). The core rules of Netiquette. Retrieved 23 April, 2014.

How you will be evaluated

Grading Policy

Activity: Percentage (%)

  • Pre-Course and End of Course Questionnaire: 2
  • Journal Club (Discussion, Worksheet): 8
  • Sleep in the Media: 2
  • Quizzes: 8
  • Sleep Diary Reflection Paper: 5
  • Sleep Questionnaire Paper: 10
  • Discussion Board: 10
  • Sleep Topic Midterm Presentation: 15
  • Sleep Project Final Presentation: 15
  • Sleep Project Final Paper: 5
  • Peer Feedback: 10
  • Participation: 10

Final Letter Grades:

  • A 93-100%
  • A- 90-<93%
  • B+ 87-<90%
  • B 83-<87%
  • B- 80-<83%
  • C+ 77-<80%
  • C 73-<77%
  • C- 70-<73%
  • D 65-<70%
  • E <65%

Discussion Board Participation

Presentation modules will have a discussion section in which we will share ideas and ask questions to improve the midterm and final presentations, as well as to better understand sleep topics and readings under study. This will be included in the Discussion Board and Peer Feedback aspects of grading.

Discussion Board for Sleep Topic Midterm Presentation

  1. Each class member is expected to participate in this discussion by posting an initial sleep topic idea based on course readings, lectures, activities, and interest; and subsequently replying to the posts of classmates in order to engage in meaningful discourse.
  2. Following this, each class member is expected to provide a literature review on at least three primary literature sources for their topic; and subsequently replying to the posts of classmates.

Discussion Board for Sleep Project Final Presentation

Each class member is expected to participate in this discussion by posting an detailed sleep project idea based on course readings, lectures, activities, and interest; and subsequently replying to the posts of classmates in order to engage in meaningful discourse.

Your MINIMUM participation is three posts per discussion board prompt (one initial post and at least two responses to classmates' posts). I anticipate that you will be compelled to respond much more frequently than this. In addition, your postings to the discussion should be contributed over the duration of the module, not within the same brief session, to receive the maximum score.

Class members are also encouraged to ask questions in the class discussion board ("Ask a Question") and respond to each other with meaningful replies to maximize their Participation score.

Peer Feedback on the Midterm and Final Presentations will be completed separately. Class members will provide feedback for three class members' Sleep Topic Midterm Presentations and two class members' Sleep Project Final Presentations.

Students are expected to attend all class sessions online (Zoom). If this is not possible (e.g. in significantly different time zones), please speak to the course instructor in advance to make alternate arrangements.

Instructor Response and Feedback

Students should expect to receive feedback on their assignment grades within 2 weeks after the due date.

Accessibility Accommodations

The University of Rochester respects and welcomes students of all backgrounds and abilities. The University employs professional staff committed to assisting students with disabilities in the classroom, residence halls, libraries, and elsewhere on campus.

In the event you encounter any barrier(s) to full participation in this course due to the impact of a disability, please contact the Office of Disability Resources. The access coordinators in the Office of Disability Resources can meet with you to discuss the barriers you are experiencing and explain the eligibility process for establishing academic accommodations.

It is a personal decision to disclose the existence of a disability and to request an accommodation. A decision not to disclose will be respected. Students who request an accommodation must provide appropriate documentation to the Disability Coordinator. The University remains flexible regarding the types of reasonable accommodations that can be made. Students with disabilities are invited to offer suggestions for accommodations

Reach Office of Disability Resources: , (585) 276-5075; Taylor Hall.

Accessibility Statements

Title IX

All members of the University community have the right to learn and work in a safe environment free from all forms of harassment, including harassment on the basis of sex or gender. Students who have been subjected to sexual harassment, including sexual assault, dating/domestic violence or stalking, have the right to receive academic, housing, transportation or other accommodations, to receive counseling and health services and to make a report about such behavior to the University and to law enforcement.

For more information please visit the website or contact the Title IX coordinator.

UR CARE Services

If you need any additional help, or are concerned about another student please visit UR Care Network. You may also self-refer.

Privacy Statements

Included below are links to privacy statements for tools supported by the University.

Technical Requirements and Support

Technical Requirements

Students should have a current computer (new within the last four years) with audio and video camera capabilities. Reliable and robust internet access is also required.

Students taking this course are expected to be comfortable using computing technologies and navigating the Internet.

In some cases, students will be expected to be comfortable using word processing software, spreadsheet software, and/or presentation software. In some cases, downloading and installation of applications may be required.

Students should review the minimum technology requirements for this course, as well as other technology requirements for tools used within the course to make sure that they meet the requirements.

Technical Support

Website for information on obtaining technical support with Blackboard