PSYC-629-001: Biological Basis of Behavior

Fall 2025, 3 cr. hours, In-person

• Mondays: 1:00pm-3:40pm, STEM Building, Conference Room 108A

• Instructor: Caroline O. Cobb, PhD (she/her)

• Contact/Student Hours: Schedule via email – cobbco@vcu.edu

VCU Bulletin Course Details

Prerequisite: an undergraduate course in physiological psychology or permission of instructor. Theory and current experimental research on the physiological and neurological concomitants of behavioral variables.

Detailed Course Description

In this course, we will explore the structure and function of the central nervous system and its role in the regulation/control of behavior. Topics will include basic neuroanatomy including the fundamental units of the neuron and synapse, electrical and chemical communication processes, drugs and behavior, internal regulatory processes, learning and memory, emotions and some forms of psychopathology. In addition, we will discuss how participant and scientist diversity (and lack thereof) frame these topics.

Materials

• Open Access Digital Textbook: PSYC-629 PB

• Other assigned readings/content

• Computer / Internet / Canvas access

• A microphone / A webcam (optional)

Course Objectives

After completing this course, you will be able to:

• List, describe, and explain the function of the basic human nervous system from neuron to brain.

• List and explain the contribution, function and role of fundamental neurotransmitters and synaptic conduction/transmission.

• Describe and delineate pharmacokinetic and pharmacodynamic properties of several classes of drugs and how these properties influence drug-taking behavior.

• Describe and explain neural and biological mechanisms governing sleep, eating, emotions, and learning/memory.

• Describe and explain biological mechanisms underlying psychopathological conditions including schizophrenia, depression, and anxiety.

• Analyze current readings in behavioral neuroscience with a focus on topics relevant to diversity/equity/inclusion that attempt to center authors from marginalized groups.

• Create active learning experiences as part of group discussion.

• Explain neural/biological mechanisms relevant to your own area of research.

Values

I want you all to know that I consider this class to be a form of community, and this classroom is a place where you will be treated with respect. I welcome individuals of all ages, backgrounds, beliefs, ethnicities, genders, gender identities, gender expressions, national origins, religious affiliations, sexual orientations, abilities – and other visible and non-visible differences. All members of this class are expected to contribute to a respectful, welcoming and inclusive environment for every other member of the class. It is my intent that students from all diverse backgrounds and perspectives be well served by this course and that diversity be viewed as a resource and strength.

Please let me know if something said, posted, or done, by myself, speaker, or student is troubling or causes discomfort or offense. While the intention may not be to cause discomfort or offense, the impact of what happens during this course is not to be ignored and is something that I consider to be very important and deserving of attention. There is an open anonymous survey link to provide feedback to me at any point during the semester.

Student Learning Outcomes and Grades

• Exams: Three non-cumulative exams will be posted ~5 days prior to the due date. Each is worth between 80-85 points, open book/note, and take-home/online. Exams may consist of multiple choice, fill-in-the-blank, short answer, essay, and/or diagram completion items. The information on exams may derive from assigned readings/videos or other class lecture discussions/materials.
• Discussion/Reflections: A total of 6 recent readings will be assigned for class discussion and reflection. More detailed instructions will be posted on Canvas (brief information provided below).
  • Discussion Leader Assignment: Students will be asked to lead an in-class discussion for one reading in groups of ~2-3. In preparation for these discussions, students may read and integrate information from their classmates’ reflections (if available) and thought questions (see below). Students will be asked to seek additional information from other resources that can inform the discussion. Each group must utilize one active learning activity/technique during the discussion. Students also may complete an alternative written assignment instead of leading a discussion.
  • Reading Reflections: Students will be asked to write a short reflection (<1 page) with at least 2 thought questions for each reading they do not lead (i.e., 5 in total). Reflections should demonstrate an understanding of the study purpose and implications and may discuss the merits of the work presented and/or the relationship between the reading and other course material, your previous courses, your research, and personal/professional experiences. Thought questions will be used by the discussion leaders during the in-class session.
• Research Review Presentation: Students will be asked to prepare a short, recorded PowerPoint presentation (~10 min) that describes a neural/biological mechanism(s) relevant to your own area of research. This presentation requires at least 5 original source references. This presentation is a renewable assignment (i.e., one “in which students compile and openly publish their work so that the assignment outcome is inherently valuable to the community”). Students will be asked to openly license and publicly share their work with the global community. See available presentations at PSYC-629 Research Reviews.
• Class Engagement: As a graduate course, your attendance and participation in the class (discussions, questions, comments, shared thoughts, etc.) is crucial. I will ask you to provide periodic self-assessments of your engagement as well as the course itself which will assist grading.

Class Attendance, Absences, and Extensions

Face-to-face instruction days are designed to maximize your experience in the classroom.

Please let me know if you cannot attend in-person on a specific day. I will do my best to accommodate remote attendance via Zoom including opportunities to engage with classmates and course content.

Please reach out to me in the event of sickness (including family members) and situations that may come up for you that impact class attendance or assignment completion. I will evaluate any circumstances with regard to absences and late work, but I need you to communicate with me.

Unless otherwise stated or without an approved extension, assignments must be submitted to Canvas by the due date with the following caveats.

Late work turned in within 48 hours after the deadline will receive full credit/no deduction.

Late work turned in >48 hours after the deadline without an approved extension can receive up to 50% of the original points associated.

Course Schedule

Course schedule is subject to change.

Exams/Readings/Assignments are due on the date indicated (by 11:59pm) unless otherwise stated.