One of the main goals of the Center for Mind, Brain, and Computation is to train future scientists to investigate the emergent functions of neural systems in the brain using a combination of computational and experimental approaches and/or to investigate the computational properties of brain-like processes and mechanisms. This goal is addressed by the MBC/IGERT graduate training program.. The program is supported by an NSF Integrative Graduate Education and Research Training (IGERT) Grant.
Our program is grounded in the idea that contemporary research on the emergent functions of the nervous system often depends on the synergistic integration of experimental and computational methods. In seeking to train students to integrate these methods, a flexible, learn-through-experience approach is needed. The program is built around a flexible program of individually-chosen courses and independent study that will allow each student to gain just the right background for their needs, followed by the MBC Research Experience, which generally will exploit the specific background acquired through the training. The program also seeks to provide a supportive overall training environment through course offerings, seminars, and other events that will help foster fuller integration of computational/quantitative and experimental approaches at many levels of investigation in neuroscience.
The program seeks especially to train students who wish to make a serious commitment to extend their research training and research skill set in the direction of achieving an integration of approaches. Two levels of participants in the program are recognized: Trainees and Affiliates.
Trainees are Ph. D. students who commit to a specialized training program, including individually selected course work and an integrative research project, as discussed below. Trainees who are US nationals are eligible to be considered for two years of stipend and partial tuition support funded by the IGERT grant. Affiliates are Ph.D. students or other members of the Stanford community who are interested in the research themes and approach of MBC, but who are either (a) preparing to become trainees or (b) benefiting from the activities of the program without making the full commitment required of trainees. For information on Joining MBC either as an affiliate or as a trainee, see Join MBC.
Prospective trainees create an individualized training program, comprising a series of courses that provide a strong grounding in a new research method complementing the student's primary Ph. D. training. Integrative educational experiences, including the MBC Research Experience, accompany that specialized training. The MBC Research Experience allows students to utilize their new knowledge under the joint supervision of a primary home-department mentor and a secondary mentor with appropriately balanced expertise.
The MBC offers an ongoing bi-weekly seminar series devoted to faculty and student research presentations and coordinated by advanced program students working with a member of the training faculty. The MBC also holds an annual workshop that brings distinguished speakers to campus to talk with program participants. Trainees play an important role in formulating, planning, and coordinating the workshop along with program faculty.
Each trainee is expected to formulate an individualized training and research plan (ITP). One goal of this plan is to prepare the student for the MBC research experience that complements or extends the training provided by the primary research department and mentor.
The ITP will generally involve several courses, three of which should go beyond the requirements of the student's home department. For example, a student admitted to the Neuroscience Graduate Program (NGP) might take one computer science course, one robotics course, and one psychology course (outside NGP requirements), and might select two computational neuroscience courses from available NGP program options (including new course offerings as described below, which will be included as NGP options). Individual study guided by a faculty mentor can be proposed in lieu of formal coursework.
The program leadership will work with each student and the student's primary advisor to identify a secondary faculty mentor to play a key role in the student's education and research training.
A central element of the Stanford MBC program is the MBC Research Experience, in which students integrate both computational and experimental expertise through research supervised by both mentors.
The exact structure of the MBC research experience will vary from case to case. A student might conduct a multiple-quarter research project in the secondary mentor's laboratory, acquiring expertise in a method not available in the primary mentor's lab. Alternatively, the student might also divide time between the two labs for an extended period, or import a method from the secondary lab into activities within the primary laboratory, under ongoing joint supervision of both mentors. For further details, see Information for Potential Trainees.
This list is updated frequently as course offerings change.
Structure and function of the nervous system, including neuroanatomy, neurophysiology, and systems neurobiology. Topics include the properties of neurons and the mechanisms and organization underlying higher functions. Framework for general work in neurology, neuropathology, clinical medicine, and for more advanced work in neurobiology. Lecture and lab components must be taken together. 7 - 8 units, T. Moore.
Offered Winter 2012-2013, MF 9:00-10:50, Lab Th 1:15-5:05, Li Ka Shing Center, Room 130.
Advanced seminar. The principles of information processing in the nervous system and the relationship of functional properties of neural systems with perception, behavior, and learning. Original papers; student presentations. Prerequisite: NBIO 206 or consent of instructor. 5 units, J. Raymond, E. Knudsen.
Offered Spring 2013-2014.
How synapses, cells, and neural circuits process information relevant to a behaving organism. How phenomena of information processing emerge at several levels of complexity in the nervous system, including sensory transduction in molecular cascades, information transmission through axons and synapses, plasticity and feedback in recurrent circuits, and encoding of sensory stimuli in neural circuits. 4 units, S. Baccus.
Offered Fall 2013-2014.
For advanced undergraduates and graduate students. Models of cognitive and developmental processes, including perception, attention, memory, decision making, acting and thinking; and on modeling cognitive development, domain learning, and skill acquisition as processes that take place over time. Models considered will include parallel distributed processing models and other types of artificial neural network models as well as process models spanning a spectrum from abstract to neurally realistic. Students learn about classic models and carry out exercises in the first six weeks and will undertake projects and learn about recent developments during the last four weeks of the quarter. Recommended: computer programming ability, familiarity with differential equations, linear algebra, and probability theory, and courses in cognitive psychology and/or cognitive/systems neuroscience. 4 units, J. McClelland.
Offered Winter 2012-2013, MWF 11:00-12:15, Lane Hall, History Corner, Bldg 200, Room 219.
Probabilistic graphical modeling languages for representing complex domains, algorithms for reasoning using these representations, and learning these representations from data. Topics include: Bayesian and Markov networks, extensions to temporal modeling such as hidden Markov models and dynamic Bayesian networks, exact and approximate probabilistic inference algorithms, and methods for learning models from data. Also included are sample applications to various domains including speech recognition, biological modeling and discovery, medical diagnosis, message encoding, vision, and robot motion planning. Prerequisites: basic probability theory and algorithm design and analysis. 3-4 units, D. Koller.
Offered Spring 2012-2013, MW 3:15-5:05PM, Annuad Classroom, Cummings Art Bldg, 03-010.
Topics: statistical pattern recognition, linear and non-linear regression, non-parametric methods, exponential family, GLMs, support vector machines, kernel methods, model/feature selection, learning theory, VC dimension, clustering, density estimation, EM, dimensionality reduction, ICA, PCA, reinforcement learning and adaptive control, Markov decision processes, approximate dynamic programming, and policy search. Prerequisites: linear algebra, and basic probability and statistics. 3-4 units, A. Ng.
Offered Fall 2012-2013, MW 9:30-10:45, NVIDIA Auditorium.
Reprisal of course offered spring 2012 of the same name ; see http://www.stanford.edu/class/cs379c/ for more detail ; which emphasized scaling the technologies of systems neuroscience to take advantage of the exponential trend in computational power known as Moore's Law. Course covers many of the same topics but will focus on the near-term prospects for practical advances in health care, prosthetic augmentation, and artificial intelligence inspired by biological systems. Graded pass / no credit on the basis of class participation, a midterm white paper or business prospectus and a final technical report evaluating an appropriate technology selected in collaboration with the instructor. Focus will be on examining the assumptions underlying current claims for realizing the potential benefits of research in neuroscience and identifying real business opportunities, disruptive new technologies and advances in medicine that could substantially benefit patients within the next decade. Technology-minded critical thinkers seriously interested in placing their bets and picking careers in related areas of business, technology and science are welcome. Prerequisites: basic probability theory, algorithms, and statistics. T. Dean.
Offered Spring 2012-2013, MW 4:15PM-5:30PM, Gates Hall Room 100.
Computational approaches to neuroscience applied at levels ranging from neurons to networks. Addresses two central questions of neural computation: How do neurons compute; and how do networks of neurons encode/decode and store information? Focus is on biophysical (Hodgkin-Huxley) models of neurons and circuits, with emphasis on application of commonly available modeling tools (NEURON, MATLAB) to issues of neuronal and network excitability. Issues relevant to neural encoding and decoding, information theory, plasticity, and learning. Fundamental concepts of neuronal computation; discussion focus is on relevant literature examples of proper application of these techniques. Final project. Recommended for Neuroscience Program graduate students; open to graduate, medical, and advanced undergraduate students with consent of instructor. Prerequisite: NBIO 206. Recommended: facility with linear algebra and calculus.
4 units, J. Huguenard.
Offered Spring 2013-2014.
APPPHYS 205//BIO 126/226. Introduction to Biophysics
Part I: How should we understand the electrical function of nerves? How do we describe the electrical activity of the neural networks that perform spectacular tasks in our everyday lives? This course seeks to address such fundamental questions about nervous activity.
Part II: How do we quantitatively understand fundamental biological processes occurring at a sub-cellular level (i.e. nanometer scale) through the application of basic physics? i.e. how does an understanding of nanometer scale physics elucidate the structural and function organization of biochemical networks, and how do they compute reliably in the presence of thermal fluctuations, which dominate at this scale?
This course seeks to address such fundamental questions about both neuronal and biochemical computation.
Course Goals: The overarching goal of the course is to teach students the biophysical basis for biological phenomena and to allow students to use computational methods and physical principles as predictive tools. A few fundamental physical principles will be seen to give rise to a rich set of dynamical activities. Quantitative approaches will be used to describe these physical principles and to create analytical and numerical models of neuronal dynamics.
Another important goal is to convey the flavor and excitement of interdisciplinary biological science. The student audience is expected to be diverse, with representation from the Biology, Neuroscience, Biophysics, Bioengineering, Applied Physics, and other Biological Sciences programs. Students will be strongly encouraged to work together with class members from outside their home program, and to learn from others with complementary scientific backgrounds. Course structure and assignments will be designed to promote student-student interactions as well as experience with research literature readings and both computational and analytical analysis. Thus, both biological science students and physics/engineering students should find the course challenging, but for different reasons. S. Ganguli and M. Schnitzer.
Offered Spring 2012-2013, MW 12:35-2:05PM, McCullough 122.
Theoretical analysis of dynamical processes: dynamical systems, stochastic processes, and spatiotemporal dynamics. Motivations and applications from biology and physics. Emphasis is on methods including qualitative approaches, asymptotics, and multiple scale analysis. Prerequisites: ordinary and partial differential equations, complex analysis, and probability or statistical physics. 3 units, D. Fisher.
Offered Spring 2012-2013, MW 2:15-3:45PM, Sequoia Hall, Room 200.
Introduction to fundamental theoretical ideas that provide conceptual insights into how networks of neurons cooperatively mediate important brain functions. Topics include basic mathematical models of single neurons, neuronal computation through feedforward and recurrent network dynamics, principles of associative memory, applications of information theory to early sensory systems, correlations and neural population coding, network plasticity and the self-organization of stimulus selectivity, and supervised and unsupervised learning through multiple mechanisms of synaptic plasticity. Emphasis on developing mathematical and computational skills to analyze complex neural systems. Prerequisites: calculus, linear algebra, and basic probability theory, or consent of instructor.
3 units, S. Ganguli.
Offered Spring 2012-2013, TTH 9:30AM-10:45AM, McCullough 115.
Large-scale models link cellular properties, columnar microcircuits, recurrent connectivity, and feedback projections to experimentally studied behaviors such as selective attention and working memory. Emphasis is on making experimentally testable predictions by exploring spike-based communication and biophysics-based computation. Work in teams of two to implement models from the literature and develop models of your own. Run models with up to a million neurons in real-time on a special-purpose simulation platform developed at Stanford (Neurogrid). 3 units, K. Boahen.
Offered Spring 2012-2013, Lecture WF 12:50-2:05PM, M 2:00-4:50PM, Location TBA.
Survey of instruments which use light and other radiation for analysis of cells in biological and medical research. Topics: basic light microscopy through confocal fluorescence and video/digital image processing. Lectures on physical principles; involves partial assembly and extensive use of lab instruments. Lab. Prerequisites: some college physics, Biology core. 3 units, S.J. Smith and R.S. Lewis.
Offered Spring 2013-2014.
Mathematical modeling has been a critical component in modern psychological and cognitive neuroscience research on the dynamics of mental processes. This course is designed to equip the new generation of such scientists with tailored mathematical knowledge to develop models of their own. I will use classical models and my own experience in modeling decision making as examples to demonstrate the process from vague ideas to the development, refinement, analysis and simulation of dynamical models. Along the way, systematic knowledge in differential equations, numerical methods, principle component analysis etc will be provided to facilitate the general ground for future models of students¿ choosing. Open to graduate students and advanced undergraduates.
Note: Dr. Gao is a Research Associate in the Psychology Department at Stanford. She received her PhD in Mechanical and Aerospace Engineering at Princeton University, and has about ten years of modeling experience in cognitive psychology and computational neuroscience. 2 units, J. Gao.
Offered Summer 2012-2013, Time and Location TBA.
This course will introduce the probabilistic approach to cognitive science, in which learning and reasoning are understood as inference in complex probabilistic models. Examples will be drawn from areas including concept learning, causal reasoning, social cognition, and language understanding. Formal modeling ideas and techniques will be discussed in concert with relevant empirical phenomena. 3-4 units, N. Goodman.
Offered Fall 2012-2013, TTh 1:30-3:00PM, Bldg 50, Room 52H.
Overview of key problems in human hearing; linear and nonlinear system theory applied to sound and hearing; understanding how to model human hearing in the form of algorithms that can process general sounds efficiently; how to construct, display, and interpret "auditory images"; how to extract features compatible with machine-learning systems; how to build systems that extract information from sound to do a job; and example applications of machine hearing to speech, music, security and surveillance, personal sound diaries, smart house, etc. Prerequisites: basic calculus and algorithms. 3 units, R. F. Lyon. (Richard Lyon, research scientist, Google, Inc.)
Offered Fall 2010-2011.
Basics of functional magnetic resonance neuroimaging, including data acquisition, analysis, and experimental design. Journal club sections. Cognitive neuroscience and clinical applications. Prerequisites: basic physics, mathematics; neuroscience recommended. 3 units, G. Glover.
Offered Winter 2012-2013, TTh 1:30PM - 3:00PM, Lucas Center Conference Room P083.
Over the last several years there has been dramatic growth and development of methods for visualization in the nervous system, and in concert with this two whole year-long sequences of courses have arisen at Stanford, addressing very different levels of analysis.
At the macroscopic level, a sequence of three courses is taught by Professors Brian Wandell ( Psychology), Gary Glover (Director of the Lucas Center for Imaging), and Kalanit Grill-Spector (Professor, Psychology). This sequence describes the physics of magnetic resonance, different ways to control magnetic resonance imagers to measure chemical properties, diffusion, and functional activity; methods for measuring animal and human brain structure and activity using magnetic resonance; experimental designs, statistical and signal processing methods; and modeling from cellular signals to BOLD. This sequence introduces our students to the relationship between measurements at the level of functional magnetic resonance imaging (fMRI) and cellular signals.
A parallel sequence of courses, addressing visualization at a micro level, is taught by Professors Stephen Block (Biological Sciences), Mark Schnitzer (Applied Physics and Biological Sciences) and Stephen Smith (Molecular and Cellular Physiology). In this course students learn a variety of imaging methods that span multiple length scales. This two-course sequence explains microscope optics, resolution limits, single-molecule fluorescence, FRET, confocal microscopy, two-photon microscopy, and optical trapping.
- Laura Hope (Program Administrator)