585.724.81 - Neural Prosthetics: Science, Technology, and Applications

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules on the course menu. A module will have several sections including the overview, content, optional readings, discussions, self-check quizzes, and assignments. You are encouraged to preview all sections of the module before starting. Modules run for a period of seven days. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

• Module 1: Introduction and review of neuroanatomy
• Module 2: Non-invasive control signals from the central nervous system (CNS)
• Module 3: Invasive control signals from the central nervous system (CNS)
• Module 4: Control signals from the peripheral nervous system (PNS)
• Module 5: Fundamentals of neural stimulation 
• Module 6: Advanced topics in neural stimulation
• Module 7: Motor neural prostheses
• Module 8: Visual neural prostheses
• Module 9: Auditory and vestibular neural prostheses
• Module 10: Somatosensory neural prostheses involving the PNS
  
• Module 11: Somatosensory neural prostheses involving the CNS
• Module 12: Bladder, bowel, and sexual dysfunction neural prostheses
• Module 13: Other fields in neural prostheses (memory, taste, smell, speech)
• Module 14: Ethical considerations

Course Goals

This course will introduce students to a variety of neural prostheses fields, with the overall goal being to develop a fundamental understanding of how these devices work. Once the course ends, students can apply this knowledge and further advance the field of neural prostheses.

Course Learning Outcomes (CLOs)

• Explain how to use the nervous system as a command source for controlling an external device.
• Apply techniques to read, process, and interpret signals from the nervous system.
• Explain the mechanisms of neural stimulation.
• Shape sensory experiences using electrical stimulation.
• Identify and evaluate shortcomings of state-of-the-art neural prostheses.
• Analyze the efficacy of neural prostheses in restoring lost sensory functions and the practicality of clinical implementation.

Textbooks

Primary text:

• Kandel, Schwartz, Jessell, Siegelbaum, Hudspeth, (2013). Principles of neural science (5th ed). New York: McGraw-Hill.

Other Materials & Online Resources

A helpful resource for understanding the mechanisms of neural stimulation:
https://www.anctoolkit.com/

Required Software

We will be using MATLAB for assignments.
Accessing MATLAB at JHU

Student Coursework Requirements

• Weekly Discussions - 15% of final grade - For modules 3, 5, 7, 9, and 10, students will identify and post publications and/or popular media articles related to course content and lead discussions about these artifacts. In the other modules, the instructor will post a discussion prompt that the students will respond to. Instructions are provided at the discussion areas and under Course Information. A Rubric is posted with each discussion.
• Weekly Self-Check Quizzes - 10% of final grade - Covering content from the respective modules. You have 2 attempts and Canvas saves your highest score. You are allowed 30 minutes per attempt.
• Assignments - 50% of final grade - Modules 1 - 9
  • Module 1 – Short answer assignment about neuroanatomy (5%)
  • Module 2 - writing MATLAB code to process and decode non-invasive neural signals from CNS (7%)
  • Module 3-4 - writing MATLAB code to process and decode invasive neural signals (12%)
  • Modules 5-7 - writing MATLAB code to deliver stimulation, with a motor neuroprosthesis application (18%)
  • Module 8 – writing MATLAB code to simulate a psychophysics experiment (4%)
  • Module 9– writing MATLAB code to simulate a cochlear implant (4%)
• Research Paper Synopses - 20% of final grade (10% each) - Modules 10/11 and 12/13. Identify a research publication (published within the last few years) that is relevant to the module content and provide a summary, identify shortcomings, and propose next steps. 
  
• Final Essay - 5% of final grade - Module 14 - Ethical considerations

Grading Policy

Late policy: For each day an assignment is late, the score will be docked by 5%. However, I know that most of you work full time on top of taking classes, so I understand that life gets in the way sometimes. If you email me in advance with a valid reason for turning in an assignment late, I will work with you to come up with a revised deadline! 

Course Policies

ChatGPT can be consulted when gathering additional information about a topic covered in class, but cannot be used to answer homework questions and is considered to be plagiarism. The homework can be completed using the information given in lecture slides and the readings, and is intended to further students' learning and problem solving skills. If ChatGPT is consulted, students must cite any information they utilize with legitimate references (e.g. journal publications, textbooks).

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.