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    Neuroscience Neuroscience Document Transcript

    • Neuroscience 437261B. Topics in Vision: Systems, 291. Auditory Neuroscience (1) Paul S. Knoepfler, Ph.D., Assistant ProfessorPsychophysics, 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., Professorthe 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 Professoromy, 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 LEtoile, 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., Professorin 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., ProfessorLecture/discussion—2 hours. Prerequisite: courses See Neurobiology, Physiology, and (Psychology, Neurology)261A and 261B or consent of instructor. Causes Kimberley McAllister, Ph.D., Associate Professorand mechanistic bases of major blinding diseases. Behavior, on page 431; and (Neurology, and Neurobiology, Physiology andRecent 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., Professorlar, 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 Professorsystems 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 Professorin 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., Professorics include transforms, modeling assumptions, scales (Neurology and Pediatrics)and linearity. Offered in alternate years. Faculty J. Daniel Ragland, Ph.D., Associate Professor267. 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 Professorrequisite: 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., Professorat 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 Professorinstructor. 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., Professorby 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 Professorprogramming 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 Professoryears. (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 ProfessorProposal (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., ProfessorFamiliarization 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 Professorcies such as NIH and NSF. (Neurobiology, Physiology, and Behavior and Gino Cortopassi, Ph.D., Professor285. 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 andII, III.) Britten, Ditterich, Goldman, Usrey Wenbin Deng, Ph.D., Assistant Professor Vision Science, Neurobiology, Physiology and287A. 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., Professorence. 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 years (Neurobiology, Physiology, and Behavior) Chengji Zhou, Ph.D., Assistant Professortopic 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., Professorbe 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 ProfessorGoldman 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 ProfessorIn-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 years (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, interdepartmentalprimary 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 organizationing 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, andGraduate 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.) Ishidaand 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 ofCourses in Neuroscience (NSC) course for neuroscience. Neurobiological bases of instructor, course 261A recommended. Functions ofUpper 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 DevelopmentalLecture—1.5 hours; discussion—1.5 hours. Prerequi- Neurobiology (2) (Same course as Neurobiology, Physiology, andsite: Neurobiology, Physiology, and Behavior 100, Behavior 261B and Molecular, Cellular, and Integra- Lecture/discussion—2 hours. Prerequisite: consent ofBiological 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 criticalnel biophysics, action potential propagation, intrac- 261C. Topics in Vision: Clinical Vision evaluation of the experiments and methodsellular 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: coursesnisms of synaptic plasticity, and neuromodulation of ters. Reading materials will be distributed one week 261A and 261B, or consent of instructor. Causessynaptic 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, and200LA. 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.) NotLaboratory—18 hours. Prerequisite: graduate stand- offered every year.—III. Wernering in the Neuroscience Graduate Group. Individual topics. Discussion emphasis on critical evaluation ofresearch 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 thebe repeated three times for credit. (S/U grading Neurobiology of Disease (2) level of course 100; one year college-level Calculusonly.)—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 theNeurobiology (3) restricted to current graduate student enrollment or instructor. Mathematical models and data analysisLaboratory—9 hours. Prerequisite: graduate stand- techniques used to describe computations performeding 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 includerary 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.) GoldmanLecture—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 journaltional 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 sontional anatomy of the nervous system, integrated 243. Topics in Cellular and Behavioralwith 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 be211. 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.) Chapmanconsent of instructor. Critical presentation and dis- (S/U grading only.)—III. (III.) Ishidacussion 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, andogy and Behavior 211 and Psychology 211.) (S/U ory, methods and principles of functional neurog- Behavior 285.) May be repeated for credit if topicgrading 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 Britten220. 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 years221. Cellular Neurophysiology (4) non-neuronal or neuroglial cells in the mammalian topic through readings of seminal articles from theLecture—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 manof 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 yearsgraduate 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 thetive 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 and289. Topics in Molecular and Program Education Program, UC Davis Cancer CenterDevelopmental 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, Healthdevelopmental neurobiology. Different topics will be inaugural classes of doctoral and masters degree Informatics; Professor (Psychiatry, Behavioralcovered 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 Vicepolarity,” and “Glutamate receptors.” May be Program prepares nurse leaders, researchers and Chancellor, Nursing; Dean, Professor inrepeated ten times for credit when topic differs. (S/U faculty in a unique interdisciplinary and interprofes- Residencegrading 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, preparesin 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 masters 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. ComparativeLecture/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 perspectivesequivalent 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, andin 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: currentgrading only.)—(II.) Davis Clinical and Translational Science Center enrollment in the Nursing Science and Health-Care298. 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 leadership380. 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 andNeurosurgery Behavioral Sciences); Director, Education Core, UC Davis Alzheimers 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. UseNursing, 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: currentAssociate Vice Chancellor for Nursing, UC Davis Microbiology and Immunology); Professor (Plant enrollment in the Nursing Science and Health-CareHealth 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 andDeborah 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 andSacramento, 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 forMission 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 programThe Betty Irene Moore School of Nursing at Patrick S. Romano, M.D., Professor or consent of instructor. Open to NSHL MS studentsUC Davis cultivates academic excellence through (Internal Medicine, General Medicine, Pediatrics) only. Community-based learning and experiencesimmersive, interprofessional and interdisciplinary Elena Siegel, Ph.D., R.N., Assistant Professor including community participation, assessment, dataeducation 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 ofimprove 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