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CS&D 210: The Neural Bases of Communication

Department of Communication Sciences and Disorders

Summer, 2024

Official Course Description: Considers the neural basis for communicative behaviors. Provides understanding of the anatomy, physiology and physiopathy of the central and peripheral nervous systems as they relate to normal and disordered communication.

Credits: 3

Meeting Time and Location: online, asynchronous

Requisites: Sophomore standing or consent of instructor

Course Designations and Attributes: General Education; CS&D major requirement 

Designations:

· Breadth – Biological Sciences counts towards the Natural Sciences requirements

· Level – Intermediate

· L&S Credit – Counts as Liberal Arts and Science credit in L&S

· NOT repeatable for credit.

Canvas Course URL: https://canvas.wisc.edu/courses/402074

How Credit Hours are met by the Course (45 Hours per Credit)

One UW credit equals the learning that takes place in at least 45 hours of learning activities. This is a 3-credit course, equaling at least 135 hours of learning activities. This does not include taking quizzes and exams.

This condensed course carries the expectation that students will dedicate 17 hrs/week to working on course learning activities (roughly 2.5 hours every day, 7 days a week). Students must plan their time wisely.

Students will read the learning objectives, watch/listen to lecture recordings, read materials and book chapters, interact with the online brain atlas, study, and complete one written assignment that is a critical appraisal of a book dealing with a communication disorder, in addition to taking quizzes and exams. The syllabus includes more information about assignments and expectations for student work.

Instructional Mode

This is summer semester course presented in an online style. with asynchronous format. The modules are thematic, based on the structure and function of the nervous system as they pertain to communication function and dysfunction. Each module represents 1 week of this 8-week course. Each modules opens 1 week prior to assignments, but the instructor will be handling questions and discussions pertaining to learning objectives for the assigned week.

Content delivery is an introductory audio+ PowerPoint recording with major themes, accompanied by written course materials/slides from the PowerPoints and assigned readings from the textbook as well as hyperlinks to video examples. There is also an online, interactive brain atlas. Additional focus for each unit is available through the “extras” section in each module.

LEARNING OUTCOMES

This course provides an overview of how the brain controls functions that are related to communication. The learner will acquire knowledge on basic anatomy and physiology of the nervous system, with focus on speech, language, hearing, and cognition. Further, the learner will understand how diseases, trauma, and aging may affect these functions.  

The following are the overarching themes that guide the structure and content of the course.

· Communication is vital for survival and quality of life.

· Communication is multi-modal and thus the control of communication by the brain is complex.

· Despite the complexity of the neural control of communication, there are some organizing principles that help us learn how to diagnose and treat disorders of communicative function.

· Knowing how normal function breaks down with diseases or conditions that affect communication helps to inform. and improve diagnosis and treatment of communication disorders.

At the end of the course, the learner will be able to:

1. Use appropriate terminology related to the study of neuroanatomy and neurophysiology.

2. Identify key structures of the central and peripheral nervous systems.

3. Describe the basic development of the nervous system.

4. Describe the major components of the vascular and cerebral spinal fluid systems to the brain and spinal cord.

5. Describe the parts of a neuron, as well as the basic neurophysiology of how neurons conduct electrical and chemical signaling within the nervous system.

6. Differentiate between the following in terms of function and impairment: upper motoneurons, lower motoneurons, corticobulbar tract, corticospinal tract.

7. Describe the basic components of the sensorimotor system, including the basal ganglia, cerebellum, thalamus, primary and association cortices, and ascending and descending pathways.

8. Perform. a basic cranial nerve exam.

9. Identify the basic neural components of the visual and auditory systems.

10. Describe the major neural components that contribute to speech motor control and how damage to these contributes to motor speech disorders.

11. Identify the major language areas of the brain and describe how patterns of damage contribute to the various manifestations of language disorders.

12. Define higher order functions of the brain and explain how deficits manifest in patients.

More specific learning objectives are posted for each module.

GRADES    (How your learning outcome will be measured)                                Weighted Grades

  1 Course Project (assignment on canvas) 100 pts 20%

11 Quizzes (open book) 10 pts each 22%

  8 Weekly Module Discussions                                                                      8%

  2 Tests (closed book) 100 pts each 20%

  1 Final Exam Notes Sheet   3%

  1 Final Comprehensive Exam (closed book) 200 pts 25%

  1 End of Course Reflection   2%

                                                                                                              Total              100%

Scale:  93-100%=A  88-92.99%=AB  81-87.99%=B  76-80.99%=BC  69-75.99%=C  59-68.99%=D  >59%= F *I do not round up. Therefore, 92.99 = AB, 87.99 = B, and so on.

If your level of achievement during this course is falling short of your goal, you are strongly encouraged to consult with the instructor to improve your quality of learning course materials before the end of the semester. If you have a problem or question regarding grades on an assignment or exam, please request/arrange a video meeting with instructor to discuss the issue in person; grades will not be discussed over email.

COURSE REQUIREMENTS

Homework and Other Assignments

Your homework for this course is to watch the online lectures, read assigned material, interact with Brain Atlas, and complete your second attempts at quizzes if you would like. You should also be consistently working on your project throughout the semester and preparing for exams.

***There are no excused absences for assignments, quizzes, and tests without proper verifiable documentation of an emergency (EMS, emergency room note, police report, tow truck receipt showing time, etc.) that is directly related to the student. Otherwise, prior arrangements must be made.

Graded Assignments

Course Project – Assignment (100 points, 20% of final grade)

· Part 1 (50 points, 10% of final grade)

· Part 2 (50 points, 10% of final grade)

Weekly Module Discussions (8% of final grade)

Each week /module, you will make at least 3 separate discussion posts entries (together, these three weekly posts are worth 1% of final grade each, .5 for initial post and .25 for replies).

· Instructions:  Press "reply" once for each post (you will press reply 3+ times)

· Initial post: post question or comment. 4-6 Sentences: you can write more, but you do not need to.

· Reply to peer comments: After posting your own responses, please read and respond to at least 2 group member's comments (the more the better, but at least 2 are required).

Online Quizzes (22% of final grade)

There will be 11 online quizzes during the semester (2.27% of final grade each). The quizzes are online and open notes/resources (open-book). You will have 2 opportunities to take each quiz -highest score recorded. Module quizzes are designed to test your understanding of the material and prepare you for the exams.

Unit 1 & Unit 2 Tests (20% of final grade) Honorlock

There will be two (2) unit tests during the semester (10% of final grade each). Unit 3 material will be included in the final Comprehensive exam. No test or exam score is dropped. These tests, as well as the comprehensive final exam, are ‘closed book’ and the students must work on their own. Electronic assistance in ANY form. is considered a breach of academic integrity standards on tests and final exam. This includes, but is not limited to: windows open (other than the test window) during the test/exam, receiving messages, notifications and popups on your computer during the test/exam, use of cell phones/tablets/smartwatches/etc. during the exam

Final Exam Study Sheet (3% of final grade)

For the comprehensive final exam, students will create a study sheet that utilizes up to two sides of an 8.5x11 (front/back) sheet of paper with anything on it (minimum font size: 10 pt). Students may use this Study Sheet as a resource "exam cheat sheet" during the comprehensive final exam (the only resource). Students will scan/photograph the document, and upload it to canvas by due date (before the final exam).

Comprehensive Final Exam  (25% of final grade) Honorlock

There will be one comprehensive final examination. The final exam will focus on the last three modules (60-75% of final exam) but will also include basic material from the whole semester. The comprehensive exam is ‘closed book.’ See above.

End of Course Reflection (2% of final grade)

OTHER COURSE INFORMATION: Some General Comments

Your technology is your responsibility. Back up your hard drive, use web-based systems and back those up. Know where computer labs are in case something happens to your personal device. You are expected to have available and functional technology for the purposes of this class.  

I expect learners to ACTIVELY PARTICIPATE and to have a PRODUCTIVE STRUGGLE with the material.  You will have many opportunities to learn the material, access to Canvas Q&A for the course, and many modalities to learn the material. Ask questions, be involved, tell us your funny acronyms to help with memory, interact with the material!  I aim to make expectations clear and it is YOUR CHOICE as to how you respond to those expectations. However, lack of planning on your part does not constitute an emergency on my part. Be prepared, be vigilant, be honest.