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Johns Hopkins University | AS.200.368

Sleep, Dreams, and Altered States of Consciousness

3.0

credits

Average Course Rating

(3.84)

Sleep, dreaming, resting and arousal to waking represent very different states of consciousness which differ dramatically both psychologically and physiologically. This course focuses on cognitive, psychological, physiological, biological and genetic aspects characterizing each of these states with some reference to other altered states. The course includes a focus on the major pathologies affecting sleep-wake states. Clinical cases will be considered. These inform about both psychological and biological aspects of these states. The relative biological functions of each state will be evaluated with particular attention to the mystery of why we have and apparently need REM and NREM sleep. Actual physiological recordings of sleep states will be reviewed and the student will learn how these are obtained and how to evaluate these. The circadian rhythms, ontogeny and evolution of these sleep-wake states will also be covered. This will include a review of information learned from non-human animal sleep. The change from sleep to full awakening reflects change toward increasing brain organization supporting consciousness. Understanding of the neurobiology of these states will be used to explore some of the more modern and scientific concepts of human self-awareness or consciousness. Recommended Course Background: AS.200.101 OR AS.080.203 OR AS.050.203

Spring 2013

(3.83)

Spring 2014

(3.8)

Spring 2015

(3.9)

Spring 2013

Professor: Richard Allen

(3.83)

The best aspects of this course included the interesting lectures from a world-renowned expert in the field of sleep studies; the intriguing material covered; and the class seemed to some students as though it was structural y designed to help them comprehend as much as possible. Some students felt the exams were poorly worded, making the questions difficult to understand. Students also felt the lecture material was often disjointed and unorganized. Suggestions included incorporating class review sessions before the exams and al owing more practice on EEGs. Prospective students should know that this course is not an “easy A.”

Spring 2014

Professor: Richard Al en

(3.8)

During this course, students learned valuable information regarding sleep and sleep disorders that they will refer to for the rest of their lives. The course also included tons of opportunities for students to build their grade like a group project, exams, and independent research. Also, students were able to hear about the personal experiences of both the professor and other guest speakers who were sleep experts. However, students complained of ineffective lectures, disorganization, and unclear expectations. It was suggested that PowerPoints be available before class, that instructions be clarified, that the course be more organized, and there be more exam preparation. A Neuroscience background is not required but recommended for prospective students.

Spring 2015

Professor: Richard Al en

(3.9)

Students enjoyed this interesting and different course that al owed them to design their own research project. The professor was accessible and al owed students to ask questions during class. Some students struggled with lecture material and found it to be fragmented. This course could be improved by having a clear grading rubric and incorporating interactive elements into lectures. Prospective students wil find that having a background in neuroscience would be helpful.