[bioundgrd] FW: 9.18/7.49 and 9.28 description and distinctions

[Joshua Stone]

Begin forwarded message:

From: Elly Nedivi <nedivi at mit.edu<mailto:nedivi at mit.edu>>
Subject: 9.18/7.49 and 9.28 description and distinctions
Date: December 12, 2019 at 9:53:53 AM EST

To undergraduates and advisors in course 9, course 7, and various joint 9 and 7 engineering majors:

I have had several requests for clarification, and so would like to describe the format of and distinction between 9.18 (Developmental Neurobiology) and 9.28 (Topics in Developmental Biology).

9.18/7.49 (12 units) is a development neurobiology lecture class. Grades are based on quizzes, midterm and final exams, as well as class participation. Lecture material is based on textbook as well as primary literature. It is an advanced class and has prerequisites for neuroscience as well as molecular biology. Description: Considers molecular control of neural specification, formation of neuronal connections, construction of neural systems, and the contributions of experience to shaping brain structure and function. Topics include: neural induction and pattern formation, cell lineage and fate determination, neuronal migration, axon guidance, synapse formation and stabilization, activity-dependent development and critical periods, development of behavior. Students taking graduate version complete additional readings that will be addressed in their mid-term and final exams.

9.28 (6 units) is a presentation CIM based on topics in developmental neurobiology. Students present papers from the 9.18 class material in 9.18. The goal is to teach students presentation and speaking skills for scientific material. This is an important skill and can benefit every student. Grades are based on the presentations. The class incorporates:
1) A lecture by a communications instructor, and a written outline of how to prepare and format slides for presentation.
2) Before presentation in class, each student has a minimum of two face to face meetings, the first with the TA and the second with the class professor. In each case, they get feedback that they need to incorporate into the next practice or final presentation.
3) When students present in class, their peers fill out an anonymous questionnaire rating various aspects of the presentation.
4) After each class presentation, each student receives a summary of peer, TA, and professor feedback.
5) Students are videotaped when they present, and in addition to a written feedback summary, the students also meet with the communications instructor after each presentation to go through points less related to content, such as body language, voice modulation, interaction with audience.. etc.

Students taking 9.28 students have to take 9.18 as a co-teach in order to get the background material for the presentations.

For any questions feel free to contact Prof. Nedivi nedivi at mit.edu<mailto:nedivi at mit.edu>


Elly Nedivi
William R. (1964) & Linda R. Young Professor of Neuroscience
The Picower Institute for Learning & Memory
Depts. of Brain & Cognitive Sciences, and Biology
Massachusetts Institute of Technology
43 Vassar St.
Building 46, Room 3239
Cambridge, MA 02139

http://nedivilab.mit.edu/



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