PD:Neurogenètica del Comportament

Teaching plan for the course unit

General information

Course unit name: Neurogenetics of Behavior

Course unit code: 365846

Academic year: 2025-2026

Coordinator: Sofia Jorge De Moura Miguez Araujo

Department: Department of Genetics, Microbiology and Statistics

Credits: 3

Single program: S

Estimated learning time

Total number of hours 75

Face-to-face and/or online activities

- Lecture	Face-to-face	13
- Group tutorial	Face-to-face	8
- Seminar	Face-to-face	4

Supervised project

Independent learning

Competences / Learning outcomes to be gained during study

RAM162 Recognize the characteristics resulting from genetic alterations in the study of diseases and animal and human behavior.

RAM164 Apply the knowledge acquired in genetics and genomics to interpret data and solve problems based on professional practice.

RAM165 Formulate appropriate questions for the resolution of clinical cases with a genetic basis.

RAM167 Communicate, in groups and in English, using appropriate scientific vocabulary, the most relevant points of scientific articles published in high-impact international journals.

RAM168 Clearly disseminate the concepts of genetics and genomics and their contribution to social well-being to non-specialized audiences.

Learning objectives

Referring to knowledge

Lectures

The objective of this course is to introduce students to the field of behaviour, how it emerged and where it goes. The relationship between behaviour and genes is introduced, as well as the relevance of genetics in the study of simple and complex behaviours.

The course addresses both classic and contemporary genetic tools used by researchers to study innate behaviours, such as courtship and aggression. It also addresses circadian rhythms and sleep, as well as memory, with a focus on model organisms amenable to genetic manipulation.

The course also discusses the relationship between genetics, development and the neural circuits that regulate distinct behaviours in these organisms.

The course includes a section on the current approaches to address specific human behaviours, such as mood or affective disorders, and addiction. Therefore, students come across research topics at the forefront of neurogenetics and behaviour.

These lectures also aim to provide students with skills that facilitate self-learning through a peer-teaching activity covering a full lesson.

Group tutorials

The aim of tutorial sessions is for students to take part in teamwork and become responsible for their classmates’ learning process. During these sessions, the class is divided into three subgroups, each of which prepares a topic and presents it to the rest of students, bearing in mind that their classmates will be assessed on the topic. This activity highlights the importance of science communication and provides students with tools and experience to increase visibility.

Seminars

Seminars are designed to promote participation and open discussion on the topics students have been working on during lectures and through independent work.

Referring to abilities, skills

Understand the relevance of genetics in the study of behaviour.

Master critical and analytical skills through the evaluation and critical reading of scientific literature.

Learn about current genetic techniques applied by scientists to the study of behaviour, neural development and circuitry.

Acquire a comprehensive understanding of specialized topics in neurogenetics and behaviour through research in scientific literature.

Be able to communicate the significance of neurogenetics and behaviour to non-specialized audiences through scientific writing and oral communication.

Teaching blocks

1. A quest for the origins of behaviour

* Seymour Benzer and his offspring. The fruit fly. Genetics and molecular biology

2. Identification of genes regulating behaviour

* Three Drosophila behaviours preserved throughout evolution

Time: circadian rhythms and the clock --> period and timeless. 2017 Nobel Prize in Medicine. Sleep

Love: courtship and songs --> fruitless. Courtship versus aggression and the neural circuit that governs this decision. Parenting behaviours

Memory: the CREB switch --> dunce. Not learning versus forgetting

3. Addressing human behaviour alterations

* The complex origin and causality of mental disorders. Importance of the interactions between environmental and genetic factors. Genetic basis of human behaviour. Personality trait continuum and disease

Teaching methods and general organization

The methodology is based on lectures (13 h), group tutorials (8 h) and seminars (4 h).

Lectures: they provide students with the basic knowledge and general concepts on how to address the study of behaviour. Part of the lectures follow a peer-teaching methodology.

Group tutorials: students attend 3 monographic tutorials where they deepen their knowledge on one of the behaviours addressed in the lectures. Lecturers assign the topics to each seminar group. Students lead the discussion of original literature/material provided by the lecturer. Students work in groups to critically assess the material provided and to identify the important information and the train of thought, and then explain the information to the other groups. For that purpose, they design a poster to present their knowledge to the rest of the class, simulating the interactions that take place between researchers in scientific meetings.

Seminars include:

Book discussion session: discussion of the book Time, Love, Memory by Jonathan Weiner, included in the subject’s recommended reading list.
Two participative Q&A sessions on specific parts of the course.
Seminars by guest speakers on topics related to the clinical treatment of human behavioural disorders.

A gender perspective shall be incorporated into the development and activities of the course whenever possible.

Official assessment of learning outcomes

To be eligible for assessment, students must attend all lectures and seminars.

Continuous assessment of theory content, group tutorials and seminars

Procedure

After each teaching block, students answer a questionnaire and are assessed on their understanding of concepts and acquired knowledge.
Group tutorials and seminars assess students’ participation, capacity for discussion and communication of ideas.

Criteria and grading

The following skills are assessed: understanding of concepts, basic knowledge, active participation in seminars, capacity for discussion and communication.

The weighting of activities in the final grade is as follows: questionnaires on the theory content (25%), and the work in seminars and the oral presentation (25%).

Final examination

Procedure

The whole content of the subject is assessed on the basis of a written examination with different types of questions on theory content, presentations and monographic seminars.

Criteria and grading

The final examination includes the whole contents of the course and represents 50% of the final grade. However, at least 30% of the written exam should be passed to be eligible to receive a final grade for continuous assessment.

Examination-based assessment

Requests for single assessment must follow UB regulations.

Review

The final grade review system follows the regulations established by the Academic Council.

Repeat assessment

The repeat assessment examination follows the regulations established by the Academic Council.

Reading and study resources

Check availability in Cercabib

Book

Time, Love and Memory by Jonathan Weiner. Vintage Books. ISBN-10: 0679763902 ISBN-13: 978-0679763901.

Article

Research articles selected by the lecturers.