NeurosciencePsychologyNeuroanatomy
An intensive, lab-integrated course focused on the anatomical components of the central nervous system.
Overview
This senior- and graduate-level course was designed for students interested in the neuroanatomical correlates of psychological phenomena. Geared toward individuals who wanted wet lab experience, it was one of the most challenging courses to teach. We primarily addressed structure (i.e., what is where and why) since the function was covered in other courses (i.e., Physio/Biopsych, Sensation & Perception, Cognitive Neuro, etc.). Almost 95% of students in the class intended to continue to medical school, graduate school, PA school, nursing degrees, or some other advanced degree. Sometimes, the course was outfitted to accommodate graduate student enrollment simultaneously. Therefore, students who enrolled were usually masterful, critical thinkers and high-achievers.
I often receive emails from former students who are now excelling in their graduate, medical, or dental programs thanks to their Neuroanatomy learning!
Neuroanatomy is known for its wet dissection labs, but they were a small portion of my prescribed activities. During typical semesters, sheep brain and cow eye dissections comprised about half of the labs (which were always led by a graduate instructor). The rest of the semester was dedicated to behavioral experiments and learning to use open-source web tools.
In addition to wet labs, students learned how to use 3D modeling software to build the limbic system.
“There are very few professors who, in my experience, genuinely treat teaching as an art and science they can constantly improve on. So whenever I took your class it really stuck with me, because you gave me a model of the sort of teacher I hope to be one day.”
Will, former honors student
Media
-
Wet Lab
I trained graduate students to teach and develop labs.
-
Barrett Honors Project: Hillary
Hillary researched and presented the role of cardiovascular disease in clinical neuropathology.
-
Barrett Honors Project: Cassie
Cassie wanted to visualize the neuroanatomical correlates of Alzheimer’s, so she created a 3D-designed and printed model.
“So far, everything in dental school is literally a watered down version of your class. It allllllll comes back! I’m so glad I took your class. I definitely have to go back to my notes to refresh my memory because these classes move VERY quickly.”
Skylar, former student and (now) d.o.!
Student Testimonials
-
"Hey Dr. Jennings!
Hope your semester is off to a great start - heard that ASU is back in person so it sounds like full swing over there. Just wanted to send a quick hello and thanks. I so appreciated you taking the time to meet a while back! I ended up applying to PhD programs in December and was admitted- Woo! Chose University of Texas at Dallas for neuroscience and am on week two of rotations now.
I'm in a few classes and we're covering lots of content, but I was pleasantly surprised that it's mostly review from neuroanatomy so far - even more pleasantly surprised that somehow, miraculously, it's still in my brain to recall a few years later. I actually just referenced some of your old ppt slides to clarify some concepts. Pretty full circle, right?
Anyways, I told a good friend about this and it came out that you were a favorite professor for both of us, so it felt like a good time to reach out and pass it along. We had studied psychological safety over the pandemic and realized that's exactly what you created in teaching, so it was always a secure place to learn and participate. The way you taught made it feel like we could always ask you questions, be wrong and still be ok, or just have some fun with the learning process!
So in short, thanks for doing things the way you do! Wanted you to know that you had a significant impact on my learning then, which has trickled down to impact my learning yet again as I take these new classes. Best of luck with this semester and again, I appreciate all of your help along the way!"Amanda
-
“Dr. Jennings,
Thank you so much for a great semester! As always, I loved your class and I'm sad I won't be taking another class with you (maybe I'll take the studying habits class as a senior lol). Thank you for cramming so much knowledge into my brain in such a short amount of time, and thank you for helping me through my internal struggle of MD vs PhD. I appreciate you as a human being and as a professor! I hope to keep in touch so I can tell you all about what it means to be a neuropsychologist as I figure that out!”Name reserved for privacy
-
“Dr. Jennings,
I just wanted to thank you for teaching my favorite class of undergrad. Your class was inherently interesting, but it was your teaching, funny remarks, and kindness/compassion for your students that made your class a highlight of my undergrad. I wish we could have gotten to know each other more. My best friend took your class last semester and raved about you. Perhaps you'll catch me in PSY 101 or PSY 325 again just so I have an excuse to take another one of your classes! I just finished my exam 5 replacement and I also wanted to say thank you for that opportunity. You acted with more kindness towards your students than I have ever experienced from a professor.”-J
-
"Hello Dr. Jennings,
I hope this email finds you well! Hope you had a wonderful break and Happy New Year! I hope this year brings you nothing but happiness, success, and joy! While studying for the MCAT I came across so many things we have learned in your class! I texted Will because we both laughed at the kluver Bucy syndrome when we learned it, and the meme also stuck in our heads so when I came across it I was like I know this! And I just came across Korsakoff syndrome which we also talked abt and how thiamine deficiency plays a role in it! Thank you for teaching us and sticking through with us even though we looked dead and passed out in class. By far one of my most memorable and favorite classes!"Leila
“I just wanted to say thank you for creating one of the 3 (maybe 4) greatest classes I’ve taken at ASU. I think back to your Neuroanatomy on literally a weekly basis, and it is my go-to example of how a difficult class can be made fun and (almost) easy with the right teacher, presentation materials, and thoughtfully crafted exams. Oh, and I thought the extra-credit quizzes at the beginning of class were genius! It pains me that more professors have not implemented a similar strategy. They feel fair and rewarding from the students’ perspective, and naturally promote learning by encouraging spaced repetition. And speaking of, the learning strategies you introduced me to in Neuroanatomy are still with me to this day, and I continue to use them with great success. I often try to teach them to my peers and younger brothers, with varying success, of course. I just really respect you as a teacher and I think about your class all the time. There are very few professors who, in my experience, genuinely treat teaching as an art and science they can constantly improve on. So whenever I took your class it really stuck with me, because you gave me a model of the sort of teacher I hope to be one day.”
“After taking both Physiological Psychology and Neuroanatomy with Dr. Jennings, I have come to love the flipped classroom aspect of her teaching. I have had numerous teachers attempt this style in the past and they always failed. Dr. Jennings successfully flips the classroom by having us complete her Canvas pre-lecture assignments prior to class. In class, we go over any questions and further our knowledge of the anatomy with clinical application. Dr. Jennings is also the first neuroscience professor I have had that goes beyond the cellular study of neuroscience. How can we understand the importance of neuroscience without also relating it the behavioral impacts described in psychology? That is why these two schools of science are so intertwined. She does a wonderful job capturing both aspects in this class.”
“I know you’re busy with finishing grades and whatnot, but I just wanted to say thank you for making a wonderful impact on my senior year, Dr. J. Without you, I surely wouldn’t be where I am today. Throughout my four years of college (between ASU and MCC), I was able to maintain all A’s (few minuses and several pluses) and will graduate with a solid 4.0 cumulative GPA. I can’t wait to walk on Tuesday and say to myself “I did this”. I am also beyond excited to begin my journey into grad school in August. I shadowed an OT on Wednesday and it was absolutely a wonderful experience. Autism in itself is such a unique behavioral disorder, and I really hope to change the lives of many kids down the road - whether it be therapy or research. I wouldn’t have done it with you - your positive mindset and belief in me went a very long way. Thank you for always believing in me.”
“Hi Dr. Jennings, hope everything is going well with you, despite the craziness everywhere! I was a student of yours a couple semester back, and I’m now in medical school at Cooper in NJ. We just started our neuro block, and I’ve been going through your lectures as a supplementary resource. It jogged my memory about how much I enjoyed your class, especially because of the funny pictures/gifs. Just wanted to thank you for being an incredible professor in a field I am so interested in!”