Neuroscience Neuroscience _A Graduate Group_ by dandanhuanghuang

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									                                                                                                                                               Neuroscience              437

261B. Topics in Vision: Systems,                             291. Auditory Neuroscience (1)                               Paul S. Knoepfler, Ph.D., Assistant Professor
Psychophysics, Computational Models (2)                      Seminar—0.5 hours; discussion—0.5 hours. Prereq-                 (Cell Biology and Human Anatomy)
Lecture/discussion—2 hours. Prerequisite: consent of         uisite: course 100 or 112 or Neuroscience 222 or             Leah Krubitzer, Ph.D., Professor (Psychology)
instructor, course 261A recommended. Functions of            the equivalent. Exploration of various important             Janine LaSalle, Ph.D., Professor
the central visual pathways and their underlying             aspects of auditory physiology, behavior and psy-                (Medical Microbiology and Immunology)
mechanisms. Recent research on aspects of anat-              chophysics through review of original literature.            Pamela Lein, Ph.D., Associate Professor
omy, biochemistry, electrophysiology, psychophys-            New topic each quarter. May be repeated for credit               (Molecular Biosciences)
ics, development, and genetics of the visual system.         with consent of instructor. (S/U grading only.)—I, II,       Noelle L'Etoile, Ph.D., Assistant Professor
(Same course as Neurobiology, Physiology, and                III. (I, II, III.) DeBello, Recanzone, Sutter                    (Psychiatry)
Behavior 261B and Molecular, Cellular, and Integra-                                                                       Steven Luck, Ph.D., Professor (Psychology)
tive Physiology 261B.) (S/U grading only.) Offered                                                                        Bruce Lyeth, Ph.D., Professor
in alternate years.—II. Britten                                                                                               (Neurological Surgery)
261C. Topics in Vision: Clinical Vision                      Neuroscience                                                 Richard Maddock, M.D., Professor
                                                                                                                              (Psychiatry and Behavioral Sciences)
Science (2)
                                                                                                                          George (Ron) Mangun, Ph.D., Professor
Lecture/discussion—2 hours. Prerequisite: courses
                                                             See Neurobiology, Physiology, and                                (Psychology, Neurology)
261A and 261B or consent of instructor. Causes
                                                                                                                          Kimberley McAllister, Ph.D., Associate Professor
and mechanistic bases of major blinding diseases.            Behavior, on page 431; and                                       (Neurology, and Neurobiology, Physiology and
Recent research on aspects of anatomy, biochemis-            Neuroscience (A Graduate Group),                                 Behavior)
try, electrophysiology, psychophysics, development,
and genetics of the visual system related to disease.
                                                             below.                                                       Lee Miller, Ph.D., Assistant Professor
                                                                                                                              (Neurobiology, Physiology, and Behavior)
(Same course as Neuroscience 261C and Molecu-
                                                                                                                          Brian Mulloney, Ph.D., Professor
lar, Cellular, and Integrative Physiology 261C.) Not
                                                                                                                              (Neurobiology, Physiology, and Behavior)
offered every year. (S/U grading only.)—(III.) Wer-
ner
                                                             Neuroscience                                                 Liping Nie, Ph.D., Assistant Adjunct Professor
                                                                                                                              (Otolaryngology)
263. Modeling in Systems Neuroscience (4)
Lecture—3 hours; lecture/laboratory—1 hour. Pre-
                                                             (A Graduate Group)                                           Stephen Noctor, Ph.D., Assistant Professor
                                                                                                                              (Psychiatry and Behavioral Sciences)
requisite: consent of instructor. Modeling as a tool in                                                                   John Olichney, Ph.D., Associate Professor
systems neuroscience. Mathematical techniques will           Barbara Chapman, Ph.D., Chairperson of the Group                 (Neurology)
be introduced and used to explore advanced topics            Group Office. 148 Center for Neuroscience                    Isaac N. Pessah, Ph.D., Associate Professor
in echolocation, sound localization, electrorecep-           (530) 757-8845;                                                  (Molecular Biosciences)
tion, communications, and motor systems. Other top-          http://neuroscience.ucdavis.edu/grad                         David Pleasure, M.D., Ph.D., Professor
ics include transforms, modeling assumptions, scales                                                                          (Neurology and Pediatrics)
and linearity. Offered in alternate years.                   Faculty                                                      J. Daniel Ragland, Ph.D., Associate Professor
267. Computational Neuroscience (5)                          Mark Agius, M.D., Professor (Neurology)                          (Psychiatry and Behavioral Sciences)
Lecture—4 hours; lecture/laboratory—3 hours. Pre-            David Amaral, Ph.D., Professor (Psychiatry)                  Charan Ranganath, Ph.D., Associate Professor
requisite: one course in general neuroscience at the         Kathleen Baynes, Ph.D., Professor (Neurology)                    (Psychology)
level of course 100; one year college-level Calculus         Robert Berman, Ph.D., Professor                              Gregg H. Recanzone, Ph.D., Professor
at level of Math 16A, B, C; one year Physics at the              (Neurological Surgery)                                       (Neurobiology, Physiology, and Behavior)
level of Physics 7A, B, C, strongly recommended;             Laura Borodinsky, Ph.D., Assistant Professor                 David Richman, M.D. Professor (Neurology)
students from other departments should contact the               (Physiology and Membrane Biology)                        Susan Rivera, Ph.D., Associate Professor
instructor. Mathematical models and data analysis            Kenneth H. Britten, Ph.D., Professor                             (Psychology)
techniques used to describe computations performed               (Neurobiology, Physiology, and Behavior)                 Philip A. Schwartzkroin, Ph.D., Professor
by nervous systems. Lecture topics include single-neu-       Marie Burns, Ph.D., Professor                                    (Neurological Surgery)
ron biophysics, neural coding, network dynamics,                 (Ophthalmology and Vision Science)                       Frank Sharp, M.D., Professor (Neurology)
memory, plasticity, and learning. Lab topics include         Earl E. Carstens, Ph.D., Professor                           Karen Sigvardt, Ph.D., Adjunct Professor
programming mathematical models and data analy-                  (Neurobiology, Physiology, and Behavior)                     (Neurology)
sis techniques in MATLAB. Offered in alternate               Cameron Carter, Ph.D., Professor                             Tony Simon, Ph.D., Associate Professor
years. (Same course as Neuroscience 267.)—(I.)                   (Psychology and Behavioral Science)                          (Psychiatry and Behavioral Sciences)
Goldman                                                      Barbara Chapman, Ph.D., Professor                            Mitchell L. Sutter, Ph.D., Professor
                                                                 (Neurobiology, Physiology, and Behavior)                     (Neurobiology)
270. How to Write a Fundable Grant
                                                             Tsung-Yu Chen, Ph.D., Associate Professor                    Diane Swick, Ph.D., Associate Adjunct Professor
Proposal (3)
                                                                 (Neurology)                                                  (Neurology)
Lecture/discussion—3 hours. Prerequisite: graduate                                                                        Brian Trainor, Ph.D., Assistant Professor (Psychology)
standing in a life science and consent of instructor.        Hwai-Jong Cheng, M.D., Ph.D., Associate Professor
                                                                 (Neurobiology, Physiology, and Behavior)                 Jim Trimmer, Ph.D., Professor
Familiarization with the skills required to craft a suc-                                                                      (Neurobiology, Physiology, and Behavior)
cessful grant proposal submitted to extramural agen-         Blythe Corbett, Ph.D., Associate Professor
                                                                 (Psychiatry and Behavioral Sciences)                     Martin Usrey, Ph.D., Associate Professor
cies such as NIH and NSF.                                                                                                     (Neurobiology, Physiology, and Behavior and
                                                             Gino Cortopassi, Ph.D., Professor
285. Literature in Visual Neuroscience (2)                       (Molecular Biosciences)                                      Neurology)
Seminar—2 hours. Literature in Visual Neuroscience.          William DeBello, Ph.D., Associate Professor                  Ana Elena Vazquez, Ph.D., Assistant Adjunct
(Same course as Neuroscience 285.) May be                        (Neurobiology, Physiology, and Behavior)                     Professor (Otolaryngology)
repeated for credit. (S/U grading only.)—I, II, III. (I,     Charlie DeCarli, Ph.D., Professor (Neurology)                John Werner, Ph.D., Professor (Ophthalmalogy and
II, III.) Britten, Ditterich, Goldman, Usrey                 Wenbin Deng, Ph.D., Assistant Professor                          Vision Science, Neurobiology, Physiology and
287A. Topics in Theoretical Neuroscience (2)                     (Cell Biology and Human Anatomy)                             Behavior)
Seminar—2 hours. Prerequisite: consent of instructor.        Elva Diaz, Ph.D., Assistant Professor (Pharmacology)         David Woods, Ph.D., Adjunct Professor (Neurology)
In-depth exploration of topics in theoretical neurosci-      Elizabeth Disbrow, Ph.D., Associate Professor                Ebenezer Yamoah, Ph.D., Professor
ence. Topic varies each year. Fall quarter (287A):               (Neurology)                                                  (Otolaryngology)
foundational material from books and review arti-            Jochen Ditterich, Ph.D., Assistant Professor                 Andrew Yonelinas, Ph.D., Professor (Physiology)
cles. Spring quarter (287B): continuation of year's              (Neurobiology, Physiology, and Behavior)                 Chengji Zhou, Ph.D., Assistant Professor
topic through readings of seminal articles from the          Arne Ekstrom, Ph.D., Assistant Professor                         (Cell Biology and Human Anatomy)
primary literature. Offered in alternate years. May              (Psychology)                                             Min Zhao, M.D., Ph.D., Professor
be repeated for credit. (Same course as Neurosci-            Michael Ferns, Ph.D., Associate Professor                        (Dermatology, Ophthalmology)
ence 287A.) (S/U grading only.)—(I.) Ditterich,                  (Anesthesiology and Pain Medicine)                       Karen Zito, Ph.D., Assistant Professor
Goldman                                                      Joy Geng, Ph.D., Assistant Professor (Psychology)                (Neurobiology, Physiology, and Behavior)
287B. Topics in Theoretical Neuroscience (2)                 Mark Goldman, Assistant Professor                            Emeriti Faculty
                                                                 (Neurobiology, Physiology and Behavior)
Seminar—2 hours. Prerequisite: consent of instructor.                                                                     Leo M. Chalupa, Ph.D., Professor
                                                             Qizhi Gong, Ph.D., Associate Professor
In-depth exploration of topics in theoretical neurosci-                                                                      (Neurobiology, Physiology, and Behavior)
                                                                 (Medicine: Cell Biology and Human Anatomy)
ence. Topic varies each year. Fall quarter (287A):                                                                        Edward G. Jones, M.D., Ph.D., Professor (Psychiatry)
                                                             Fredric Gorin, M.D., Ph.D., Professor (Neurology)
foundational material from books and review arti-
                                                             Paul Hagerman, M.D., Ph.D., Professor                        Graduate Study. The Graduate Group in Neuro-
cles. Spring quarter (287B): continuation of year's
                                                                 (Biochemistry and Molecular Medicine)                    science offers programs of study leading to the Ph.D.
topic through readings of seminal articles from the
                                                             Randi Hagerman, M.D., Professor (Pediatrics)                 degree. Neuroscience is a broad, interdepartmental
primary literature. May be repeated for credit.
                                                             Andrew T. Ishida, Ph.D., Professor (Neurobiology,            program with faculty interests ranging from molecu-
(Same Course as Neuroscience 287B.) (S/U grad-
                                                                 Physiology, and Behavior and Ophthalmology)              lar biophysics of channels to cortical organization
ing only.)—III. (III.) Ditterich, Goldman
                                                             Petr Janata, Ph.D., Associate Professor (Psychology)         and cognition. A major goal of the program is to
                                                             Lee-Way Jin, Ph.D., Associate Professor (Pathology)          prepare students for careers as research scientists.
                                        Quarter Offered: I=Fall, II=Winter, III=Spring, IV=Summer; 2011-2012 offering in parentheses
     General Education (GE) credit: ArtHum=Arts and Humanities; SciEng=Science and Engineering; SocSci=Social Sciences; Div=Social-Cultural Diversity; Wrt=Writing Experience
438            Neuroscience (A Graduate Group)

Details of the program may be obtained from the              motor function, sensorimotor integration, the limbic          nal synapses, adaptation, and parallel processing.
Group office.                                                system, and the neurobiology of learning and mem-             (Same course as Neurobiology, Physiology, and
Graduate Advisers. R. Berman (Neurological                   ory. (Same course as Neurobiology, Physiology, and            Behavior 261A and Molecular, Cellular, and Inte-
Surgery), H. Cheng (Neurobiology, Physiology, and            Behavior 222.)—II. (II.) Usrey                                grative Physiology 261A.) (S/U grading only.)—II.
Behavior), B. Chapman (Neurobiology, Physiology,             223. Cognitive Neuroscience (4)                               (II.) Ishida
and Behavior), A. Ekstrom (Psychology), K. McAllis-          Lecture—3 hours; discussion—1 hour. Prerequisite:             261B. Topics in Vision: Systems,
ter (Neurobiology, Physiology, and Behavior)                 graduate student standing in Psychology or Neuro-             Psychophysics, Computational Models (2)
                                                             science or consent of instructor. Graduate core               Lecture/discussion—2 hours. Prerequisite: consent of
Courses in Neuroscience (NSC)                                course for neuroscience. Neurobiological bases of             instructor, course 261A recommended. Functions of
Upper Division Course                                        higher mental function including attention, memory,           the central visual pathways and their underlying
                                                             language. One of three in three-quarter sequence.             mechanisms. Recent research on aspects of anat-
160. Molecular and Cellular Neurobiology                     (Same course as Psychology 261.)—III. (III.) Swaab            omy, biochemistry, electrophysiology, psychophys-
(3)                                                                                                                        ics, development, and genetics of the visual system.
                                                             224A. Molecular and Developmental
Lecture—1.5 hours; discussion—1.5 hours. Prerequi-           Neurobiology (2)                                              (Same course as Neurobiology, Physiology, and
site: Neurobiology, Physiology, and Behavior 100,                                                                          Behavior 261B and Molecular, Cellular, and Integra-
                                                             Lecture/discussion—2 hours. Prerequisite: consent of
Biological Sciences 101 and consent of instructor.                                                                         tive Physiology 261B.) (S/U grading only.) Offered
                                                             instructor. Key issues in developmental and molecu-
Selected topics in neurobiology. Topics include chan-                                                                      in alternate years.—II. Britten
                                                             lar neurobiology. Discussion emphasis on critical
nel biophysics, action potential propagation, intrac-                                                                      261C. Topics in Vision: Clinical Vision
                                                             evaluation of the experiments and methods
ellular signal transduction pathways, synaptic                                                                             Science (2)
                                                             described in research papers. Readings of seminal,
physiology and quantal analysis, cellular mecha-
                                                             primary research papers, reviews, and book chap-              Lecture/discussion—2 hours. Prerequisite: courses
nisms of synaptic plasticity, and neuromodulation of
                                                             ters. Reading materials will be distributed one week          261A and 261B, or consent of instructor. Causes
synaptic circuitry. (Same course as Neurobiology,
                                                             in advance.—II. (II.) Diaz, L’Etoile                          and mechanistic bases of major blinding diseases.
Physiology, and Behavior 160.)—III. (III.) Burns,
                                                             224B. Molecular and Developmental                             Recent research on aspects of anatomy, biochemis-
Mulloney
                                                             Neurobiology (2)                                              try, electrophysiology, psychophysics, development,
Graduate Courses                                             Lecture/discussion—2 hours. Prerequisite: course              and genetics of the visual system related to disease.
                                                             224A or consent of instructor. Continuation of                (Same course as Neurobiology, Physiology, and
200LA. Laboratory Methods in
                                                             course 224A. Key issues in developmental and                  Behavior 261C and Molecular, Cellular, and Inte-
Neurobiology (6)
                                                             molecular neurobiology, focusing on developmental             grative Physiology 261C.) (S/U grading only.) Not
Laboratory—18 hours. Prerequisite: graduate stand-                                                                         offered every year.—III. Werner
ing in the Neuroscience Graduate Group. Individual           topics. Discussion emphasis on critical evaluation of
research in the laboratory of a faculty member.              experiments and methods described in associated lit-          267. Computational Neuroscience (5)
Research problems emphasize the use of contempo-             erature.—III. Chapman, Cheng                                  Lecture—4 hours; lecture/laboratory—3 hours. Pre-
rary methods and good experimental design. May               225. Translational Research in the                            requisite: one course in general neuroscience at the
be repeated three times for credit. (S/U grading             Neurobiology of Disease (2)                                   level of course 100; one year college-level Calculus
only.)—I, II, III. (I, II, III.)                             Lecture—1 hour; discussion—1 hour. Prerequisite:              at level of Math 16A, B, C; one year Physics at the
                                                             Past or concurrent enrollment in Neuroscience                 level of Physics 7A, B, C, strongly recommended;
200LB. Laboratory Methods in
                                                             courses 221, 222, 223, or permission of instructor;           students from other departments should contact the
Neurobiology (3)
                                                             restricted to current graduate student enrollment or          instructor. Mathematical models and data analysis
Laboratory—9 hours. Prerequisite: graduate stand-                                                                          techniques used to describe computations performed
ing in the Neuroscience Graduate Group. Individual           permission of instructor. This course will provide an
                                                             overview of major neuropsychiatric and neurologi-             by nervous systems. Lecture topics include single-neu-
research in the laboratory of a faculty member.                                                                            ron biophysics, neural coding, network dynamics,
Research problems emphasize the use of contempo-             cal disorders from both the clinical and fundamental
                                                             science perspectives. Offered in alternate years.—II.         memory, plasticity, and learning. Lab topics include
rary methods and good experimental design. May                                                                             programming mathematical models and data analy-
be repeated for credit. (S/U grading only.)—I, II, III.      Carter, Jones, Schwartzkroin
                                                                                                                           sis techniques in MATLAB. Offered in alternate
(I, II, III.)                                                226. Molecular and Developmental                              years. (Same course as Neurobiology, Physiology &
201. Neuroanatomy (3)                                        Neurobiology (4)                                              Behavior 267.)—(I.) Goldman
Lecture—2 hours; laboratory/discussion—1 hour.               Lecture/discussion—4 hours. Prerequisite: consent of
                                                                                                                           283. Neurobiological Literature (1)
Prerequisite: consent of instructor. Mix of lectures,        instructor. Introduction to molecular and developmen-
                                                             tal neurobiology. Topics range from neurulation to            Seminar—1 hour. Prerequisite: consent of instructor.
demonstrations, and dissections, emphasizing func-                                                                         Critical presentation and analysis of recent journal
tional significance of neuroanatomy from a biologi-          development of sensory systems and include modern
                                                             molecular methods and their application in develop-           articles in neurobiology. May be repeated for credit.
cal perspective, with comparisons between human                                                                            (S/U grading only.)—I, II, III. (I, II, III.) Mulloney, Wil-
and non-human brains. Emphasis placed on func-               mental neuroscience.—II. (II.) McAllister, L’Etoile
                                                                                                                           son
tional anatomy of the nervous system, integrated             243. Topics in Cellular and Behavioral
with cellular, molecular, cognitive, and developmen-         Neurobiology (2)                                              284. Development of Sensory Systems (1)
tal concepts. Limited enrollment.—I. (I.) Amaral,            Discussion—1 hour; seminar—1 hour. Prerequisite:              Seminar—1 hour. Prerequisite: consent of instructor.
Chapman, Jones, Usrey                                        consent of instructor. An advanced examination of             Presentation and discussion of recent literature on
                                                             several current problems in neurobiology. Topics will         the development of sensory systems. May be
211. Advanced Topics in Neuroimaging (2)
                                                             vary in different years; may be repeated for credit.          repeated for credit. (S/U grading only.)—II, III. (II,
Seminar—2 hours. Prerequisite: Psychology 210 or                                                                           III.) Chapman
consent of instructor. Critical presentation and dis-        (S/U grading only.)—III. (III.) Ishida
cussion of the most influential advanced issues in           247. Topics in Functional Neurogenomics                       285. Literature in Visual Neuroscience (2)
neuroimaging, emphasizing fMRI design/analysis               (2)                                                           Seminar—2 hours. Critical presentation and discus-
and the integration of fMRI with EEG/MEG. Limited            Lecture—1 hour; discussion—1 hour. Prerequisite:              sion of current literature in visual neuroscience.
enrollment. (Same course as Neurobiology, Physiol-           graduate standing or consent of instructor. The the-          (Same course as Neurobiology, Physiology, and
ogy and Behavior 211 and Psychology 211.) (S/U               ory, methods and principles of functional neurog-             Behavior 285.) May be repeated for credit if topic
grading only.)—II. (II.) Miller                              enomics with emphasis on the relationship to                  differs. (S/U grading only.)—I, II, III. (I, II, III.) Usrey,
                                                             molecular mechanisms involved in development and              Britten
220. How to Give a Scientific Seminar (3)
Lecture/discussion—3 hours. Prerequisite: consent of         disease of the nervous system. (Same course as Neu-           287A. Topics in Theoretical Neuroscience (2)
instructor. Presentation of effective seminars. Student      robiology, Physiology, and Behavior 247.)—II.                 Seminar—2 hours. Prerequisite: consent of instructor.
presentations of selected neuroscience topics in sem-        Choudary                                                      In-depth exploration of topics in theoretical neurosci-
inar format. Must be taken in two consecutive quar-          250. Biology of Neuroglia (2)                                 ence. Topic varies each year. Fall quarter (287A):
ters.—II-III. (II-III.) DeBello, McAllister                  Lecture/discussion—1.5 hours. Prerequisite: con-              foundational material from books and review arti-
                                                             sent of instructor. The properties and functions of           cles. Spring quarter (287B): continuation of year's
221. Cellular Neurophysiology (4)
                                                             non-neuronal or neuroglial cells in the mammalian             topic through readings of seminal articles from the
Lecture—4.5 hours. Prerequisite: graduate standing                                                                         primary literature. May be repeated for credit.
or consent of instructor. Physiological aspects of cel-      central nervous system with relevance to neuronal
                                                             development, physiology and injury response.                  (Same course as Neurobiology, Physiology & Behav-
lular and subcellular organization of the nervous sys-                                                                     ior 287A.) (S/U grading only.)—(I.) Ditterich, Gold-
tem. Neuronal cell biology, the structure and function       Offered in alternate years. (Same course as Cell
                                                             Biology and Human Anatomy 250.) (S/U grading                  man
of ion channels, electrical excitability, signaling cas-
cades, sensory transduction and, mechanisms of syn-          only.)—III.                                                   287B. Topics in Theoretical Neuroscience (2)
aptic transmission, and the cellular basis of learning       261A. Topics in Vision: Eyes and Retinal                      Seminar—2 hours. Prerequisite: consent of instructor.
and memory.—I. (I.) Burns, Chen, Trimmer                     Mechanisms (2)                                                In-depth exploration of topics in theoretical neurosci-
                                                             Lecture/discussion—2 hours. Prerequisite: graduate            ence. Topic varies each year. Fall quarter (287A):
222. Systems Neuroscience (5)
                                                             standing, Neurobiology, Physiology, and Behavior              foundational material from books and review arti-
Lecture—4 hours; discussion—1 hour. Prerequisite:                                                                          cles. Spring quarter (287B): continuation of year's
graduate standing or consent of instructor. Integra-         100 or 112 or the equivalent. Structure and function
                                                             of the visual system, with emphasis on the eye and            topic through readings of seminal articles from the
tive and information-processing aspects of nervous                                                                         primary literature. May be repeated for credit.
system organization. Topics include sensory systems,         retina, including optics, anatomy, transduction, reti-
                                        Quarter Offered: I=Fall, II=Winter, III=Spring, IV=Summer; 2011-2012 offering in parentheses
     General Education (GE) credit: ArtHum=Arts and Humanities; SciEng=Science and Engineering; SocSci=Social Sciences; Div=Social-Cultural Diversity; Wrt=Writing Experience
                                                                                                                                                   Neurology             439

(Same Course as Neurobiology, Physiology &                   Nursing Science and Health-Care                              Marlene M. von Friederichs-Fitzwater, Ph.D., M.P.H.,
Behavior 287B.) (S/U grading only.)—III. (III.) Ditter-                                                                      Adjunct Assistant Professor (Hematology,
ich, Goldman
                                                             Leadership Graduate Degree                                      Oncology); Director, Outreach Research and
289. Topics in Molecular and
                                                             Program                                                         Education Program, UC Davis Cancer Center
Developmental Neurobiology (1)                               Hosted by the Betty Irene Moore School of Nursing            Deborah Ward, Ph.D., R.N., Associate Dean,
Seminar—2 hours. Analysis and discussion of semi-            at UC Davis, the Nursing Science and Health-Care                Associate Clinical Professor (Health Sciences)
nal and current research papers in molecular and             Leadership Graduate Degree Program opens to the              Peter Yellowlees, M.B.B.S., M.D., Director, Health
developmental neurobiology. Different topics will be         inaugural classes of doctoral and master's degree               Informatics; Professor (Psychiatry, Behavioral
covered each quarter. In the past topics have                students in fall 2010. The UC Davis Nursing Science             Sciences)
included, “Synaptic vesicle dynamics,” “Neuronal             and Health-Care Leadership Graduate Degree                   Heather M. Young, Ph.D., R.N., Associate Vice
polarity,” and “Glutamate receptors.” May be                 Program prepares nurse leaders, researchers and                 Chancellor, Nursing; Dean, Professor in
repeated ten times for credit when topic differs. (S/U       faculty in a unique interdisciplinary and interprofes-          Residence
grading only.)—II, III. (II, III.) Diaz, McAllister, Zito    sional environment. The graduate group is com-               Sheri Zidenberg-Cherr, Ph.D., Specialist,
                                                             posed of faculty from across campus with expertise              Cooperative Extension Specialist (Nutrition)
290C. Research Conference in
                                                             in nursing, medicine, health informatics, nutrition,
Neurobiology (1)
                                                             biostatistics, public health and other fields. The doc-      Courses in Nursing (NRS)
Discussion—1 hour. Prerequisite: graduate standing           toral program, an academic program, prepares
in Neuroscience or consent of instructor; course 299                                                                      Graduate Courses
                                                             graduates as health-care and health policy leaders
(concurrently). Presentation and discussion of faculty       and nurse faculty/researchers at the university level.       201. Health Status and Care Systems (4)
and graduate student research in neurobiology. May           Graduates of the professional master's degree pro-           Lecture/discussion—3 hours; laboratory/discus-
be repeated for credit. (S/U grading only.)—I, II, III.      gram will be well prepared for health-care leader-           sion; project. Prerequisite: current enrollment in the
(I, II, III.)                                                ship roles in a variety of organizations and as nurse        Nursing Science and Health-Care Leadership gradu-
292. Cortical Plasticity and Perception (2)                  faculty at the community college and prelicensure            ate program or consent of instructor. Comparative
Lecture/discussion—2 hours. Prerequisite: Neurobi-           education levels.                                            health status data, major current health issues glob-
ology, Physiology, and Behavior 100 or 112 or                                                                             ally, nationally, regionally. Theoretical perspectives
equivalent or consent of instructor. Examination of          Faculty                                                      on social, political, economic determinants of health.
research articles on cortical plasticity and changes         Paul FitzGerald, Ph.D., Graduate Group Chair,                Health-care systems examined, linked to data, and
in perception. Examples drawn from studies of the                Professor, Acting Chair (Cell Biology and Human          evaluated in re outcomes. Aging, rural, ethnic minor-
somatosensory, visual, auditory, and motor cortex.               Anatomy)                                                 ity populations highlighted.—I. (I.)
(Same course as Neurobiology, Physiology, and                Lars Berglund, M.D., Ph.D., Associate Dean for               202. Implementation Science (4)
Behavior 292.) Offered in alternate years. (S/U                  Research, Professor of Medicine; Director, UC            Lecture/discussion—4 hours. Prerequisite: current
grading only.)—(II.)                                             Davis Clinical and Translational Science Center          enrollment in the Nursing Science and Health-Care
298. Group Study (1-5)                                       Timothy W. Cutler, Pharm. D., Assistant Clinical             Leadership graduate program or consent of instruc-
(S/U grading only.)                                              Professor (Clinical Pharmacy); School of                 tor. Change processes in health care from political,
                                                                 Pharmacy, UC San Francisco; UC Davis Director,           historic, economic and sociologic frameworks. His-
299. Research (1-12)                                             Sacramento Experimental Pharmacy Program                 toric and current examples of transformative change
(S/U grading only.)                                          Christiana Drake, Ph.D., Chair (Biostatistics                in the health care system. Skills for system transfor-
                                                                 Graduate Group); Professor (Statistics)                  mation through health policy, practice, research and
                                                             Suzanne Eidson-Ton, M.D., M.S., Assistant Clinical           education are emphasized.—II. (II.)
                                                                 Professor (Family and Community Medicine; OB/
Neurology                                                        GYN)
                                                                                                                          203. Leadership in Health Care (4)
                                                                                                                          Lecture/discussion—3 hours; fieldwork. Prerequisite:
                                                             Scott Fishman, M.D., Professor, Chief of Pain
                                                                                                                          current enrollment in the Nursing Science and
                                                                 Medicine (Anesthesiology and Pain Medicine)
See Medicine, School of, on page                                                                                          Health-Care Leadership graduate program or con-
                                                             Ellen Gold, Ph.D. Professor, Chair (Public Health
                                                                                                                          sent of instructor. Critical examination of leadership
380.                                                             Sciences)
                                                                                                                          from a variety of theoretical and philosophical per-
                                                             Donald M. Hilty, M.D., Professor of Clinical
                                                                                                                          spectives and focuses on specific challenges in
                                                                 Psychiatry (Psychiatry and Behavioral Sciences)
                                                                                                                          health care and leadership at various levels, e.g.,
                                                             Ladson Hinton, M.D., Professor (Psychiatry and
Neurosurgery                                                     Behavioral Sciences); Director, Education Core,
                                                                 UC Davis Alzheimer's Disease Center
                                                                                                                          patient, organizational, and policy levels.—III. (III.)
                                                                                                                          204. Quantitative Skills for Change (4)
                                                             Calvin Hirsch, M.D., Professor (Internal Medicine,           Lecture/discussion—3 hours; laboratory/discus-
See Medicine, School of, on page                                 Geriatric Medicine)                                      sion—1 hour. Prerequisite: current enrollment in the
                                                             Karnjit Johl, M.D., Assistant Professor (Internal            Nursing Science and Health-Care Leadership gradu-
380.                                                             Medicine)                                                ate program or consent of instructor. Foundation for
                                                             Richard L. Kravitz, M.D., M.S.P.H., Professor, Co-           analyzing research, health, and systems data to
                                                                 Vice Chair (General Medicine)                            answer clinical, systems, or policy questions. Use
Nursing, School of,                                          Frederick J. Meyers, M.D., Executive Associate
                                                                 Dean, School of Medicine; Professor (Internal
                                                                                                                          and examine multiple sources of data and informa-
                                                                                                                          tion as a basis for planned change and transforma-
Betty Irene Moore                                                Medicine); Medical Director, Home Health
                                                                 Services
                                                                                                                          tion in health care.—III. (III.)
                                                                                                                          205. Research Design in Nursing and
                                                             Richard Michelmore, Ph.D., Director, Genome                  Health (4)
Heather M. Young, Ph.D., R.N., F.A.A.N.;                         Center and Bioinformatics Program (Medical               Lecture/discussion—4 hours. Prerequisite: current
Associate Vice Chancellor for Nursing, UC Davis                  Microbiology and Immunology); Professor (Plant           enrollment in the Nursing Science and Health-Care
Health System; Dean, Betty Irene Moore School of                 Sciences); Professor (Molecular and Cellular             Leadership graduate program or consent of instruc-
Nursing                                                          Biology)                                                 tor. Major types of quantitative and qualitative
                                                             Elizabeth Miller, M.D., Ph.D. Assistant Professor            research design and their application to nursing and
Deborah Ward, Ph.D., R.N., F.A.A.N., Associate                   (Pediatrics)                                             health care research. Implications of choosing alter-
Dean                                                         Thomas S. Nesbitt, M.D., M.P.H., Associate Vice              native research designs and critical analysis of philo-
4610 X St., Suite 4202                                           Chancellor for Strategic Technologies and                sophical underpinnings. Evaluation of control and
Sacramento, Ca 95817                                             Alliances; Professor (Family and Community               validity, sampling, instruments to measure health
(916) 734-2145                                                   Medicine)                                                concepts.—III. (III.)
http://nursing.ucdavis.edu                                   Debora Paterniti, Ph.D., Associate Adjunct Professor
                                                                                                                          206. Community Connections (2-5)
                                                                 (Internal Medicine, Sociology, Center for
Mission Statement                                                Healthcare Policy and Research)                          Prerequisite: current enrollment in the Nursing Sci-
                                                             Anthony Philipps, M.D., Professor, Chair (Pediatrics)        ence and Health-Care Leadership graduate program
The Betty Irene Moore School of Nursing at
                                                             Patrick S. Romano, M.D., Professor                           or consent of instructor. Open to NSHL MS students
UC Davis cultivates academic excellence through
                                                                 (Internal Medicine, General Medicine, Pediatrics)        only. Community-based learning and experiences
immersive, interprofessional and interdisciplinary
                                                             Elena Siegel, Ph.D., R.N., Assistant Professor               including community participation, assessment, data
education and research in partnership with the com-
                                                             Andreea Seritan, M.D., Assistant Professor                   collection and analysis using multiple approaches,
munities serves. Faculty, staff and students discover
                                                                 (Psychiatry and Behavioral Medicine)                     community health improvement projects, collabora-
and disseminate knowledge to advance health,
                                                             Ulfat Shaikh, M.D., M.P.H., M.S., Assistant Professor        tive leadership practice, all with the guidance of
improve quality of care and shape policy.
                                                                 (Pediatrics)                                             community members and nursing faculty. (S/U grad-
                                                             Hendry Ton, M.D., M.S.P.H., Health Sciences                  ing only.)—I, II, III. (I, II, III.)
                                                                 Associate Clinical Professor (Psychiatry,
                                                                 Behavioral Sciences)


                                        Quarter Offered: I=Fall, II=Winter, III=Spring, IV=Summer; 2011-2012 offering in parentheses
     General Education (GE) credit: ArtHum=Arts and Humanities; SciEng=Science and Engineering; SocSci=Social Sciences; Div=Social-Cultural Diversity; Wrt=Writing Experience

								
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